Volume 36 Issue 1

October 2024

Volume 36 | Issue 1

BREAKING THE BANK District seeking community involvement during budget crisis

P. 12-13

News

Opinions

Student Life

Entertainment Lifestyle

Sports

Ready, set, bubble

Seeking truth in sea of lies

Spreading positivity

Dancing for diamond year

Scheduling success

Hitting the pavement

Semester exams reintroduced

Misinformation rampant on social media

Hope Squad brings light to campus

Lariettes, alumni unite in celebration

Find ways to maximize your time

Vegiraju striding past competition

P. 2

P. 8

P. 14

P. 16

P. 19

P. 21

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OCTOBER 2024

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Letter

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Semester exams aim to enhance engagement

from the

Editor Recently, my family’s trips have followed a pattern of visiting places where nature is the main attraction. Last spring, we drove up to the Smoky Mountains in Tennessee and we traveled to Colorado over the summer.

During both of these trips, our itinerary consisted of nothing more than hiking, swimming and spending time with one another, however, I had a mission of my own: spot a black bear.

So, as my family and friends marveled at the beauty of a hidden waterfall, I squinted at the densely packed trees hoping to see a patch of dark fur. As we hiked to the top of a mountain, my eyes frantically scanned the valley below. As we roasted marshmallows over a warm fire, my ears blocked out laughter and stories to listen for the snap of a twig or a rustling bush. During the drives between our cabin and the town, my face stayed glued to the window, in hopes of finding the animal that I just had to see.

Eventually, I grew frustrated because I never saw a bear even though there seemed to be warning signs at every turn. If there are so many precautions in place to protect people from these animals, there surely has to be a bear nearby. All the time spent with my family would be pointless if not for the one memory that would make this a trip like no other.

Although it took me a few months to cope with my fruitless adventures, I realized that my desire to find a bear meant so much more than just a memory from a trip. It symbolized the human desire to constantly look towards bigger and better things.

Had I not wasted my time trying to force an experience, I would have been able to appreciate the beauty of the world that surrounded me.

I was privileged enough to have the opportunity to visit places that were so pure and immaculate that they seemed too good to be true.

Still, I felt the need to look for something better. I was surrounded by the people I care for and value beyond anything, and yet I looked beyond that for something greater.

In the end, I have made peace that while ambition is a valuable trait to have, it is important to take a step back and acknowledge what is in front of me.

Graphic by Minori Kunte Starting the 2024-25 school year, Coppell ISD is introducing semester midterms and finals to CHS. This new policy intends to reduce the amount of tardies and absences.

Neha Nathwani Staff Writer @nehann_111 Immersed in lines of text, pages of notes and methods of memorization: for Coppell High School, New Tech High @ Coppell and CHS9 students, this is a grind they are familiar with through AP, IB and unit exams, but not yet through semester exams.

Starting the 2024-25 school year, all Coppell ISD high school campuses are reintroducing semester exams in an effort to increase student engagement and learning. The exams will make up 10 percent of students’ semester grades, cover only essential curriculum topics and are unable to make a student fail the class if taken.

Students can choose to exempt themselves from semester exams if they have fewer than three excused or unexcused absences per class and no serious disciplinary issues. According to CHS lead counselor Ann Cinneli, the initiative aims to reduce early vacations prior to school breaks which decreases state funding determined by attendance.

“We want students in class participating, engaged, learning and growing,” associate principal Taylor Smith-Bothun said. “We think that semester exams are going to be one outlet to encourage students to be in class. We

have already seen an improvement with that.”

Beyond boosting attendance, semester exams are intended to better prepare students for the rigorous testing environment they may face later in high school or in college.

“You are not getting away from exams when you leave CHS,” Cinneli said.

“We’re not doing justice in preparing you for leaving CHS if we don’t give you testing.”

The exams also give students an opportunity to demonstrate their cumulative knowledge, gathering feedback for teachers on instruction and planning for the next semester.

“Every student should have to finish the semester by proving they know at least the last nine weeks,” Principal Laura Springer said. “We should do semester exams to say ‘We’re doing great with what we have taught,’ or say ‘We might need to start the second semester by slowing down.’”

CHS staff hope the exams will keep students more engaged throughout the year.

“A lot of times, we are at the end of the semester and people feel like they don’t have to come to school anymore because they turned in all their work,” Cinelli said. “Sometimes having even a fun assessment that shows knowledge builds culture and community in the classes, and also everybody feels like they’re

working towards a common goal.”

However, multiple exams may create stress, especially for students who must take absences for excused circumstances such as sickness or family emergencies.

“I already have three absences due to a family emergency so I have to take the exam, which is annoying,” sophomore Iniya Nandakumar said. “I do think it could make the environment stressful for students but I plan on handling it like my other assignments, by cutting down distractions and getting ahead of my schoolwork.”

Resources for mental health are available to students including their teachers and counselors. Study resources will also be given to ease the preparation process.

“You have to know what’s going to be on the exam and make sure that you are using the teachers’ reviews,” CHS assistant principal Colleen Lowry said.

“Create a study schedule, get good rest and then just do your best.”

Teachers are encouraged to create assessments tailored to their curriculum, especially for Career and Technical Education and co-curricular classes that do not traditionally administer exams.

“We believe that our teachers are the experts in their craft and want them to have the freedom within their content to make a semester exam that’s appropriate to how they’ve taught their class all year,” Smith-Bothun said.

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coppellstudentmedia.com “By keeping the policy, the outcome will be that our behaviors will show more respect to the learning space but also to the personal space.” P. 4

Revamped tardy policy improving student punctuality

Photo by Isabella Callegaro Santos A Coppell High School student scans ID at a tardy kiosk and takes a slip to enter their classroom after 8:50 a.m. on Wednesday. The tardy system, implemented at the start of the 2024-25 school year in CHS, New Tech High @ Coppell and CHS9, aims to reduce the number of late student arrivals to classes.

Sabah Uddin Communications Manager @sabah__uddin The ring of the bell echoes in the hallways as students hurry along to class, ushered by assistant principals along the way. However, this year an

updated policy has taken place, one that first directs tardy students to kiosks prior to class.

For the 2024-25 school year, Coppell High School, New Tech High @ Coppell and CHS9 have implemented a new tardy policy to limit tardiness and absences from class. The newest aspect of the policy is the implementation of

technology.

In previous years, CHS administration kept track of tardies through a Google form and individually called learners down to issue punishments such as detention. This year, the new system, Student Conductor, automates the entire process.

“Records show we have a lot less kids coming in tardy than we used to,” assistant principal Anna Wanderski said.

“We can tell the improvement visually by just being in the hallway. Once that bell rings, the hallways are practically empty, which has been a big change from past years.”

Its integration with the newly implemented semester exam has become a talking point among students.

Exclusively for semester exams, three tardies in one class is equal to one unexcused absence. Once three unexcused absences have accumulated in that class, a cumulative semester exam becomes mandatory for the student.

“I think the exemption from the semester exam is what gets people to be like, ‘Oh, I don’t want to have any unexcused absences,’” senior Lily Qiu said.

Late arriving students can be distracting for other students and teachers who may have to pause their work because of a late arrival. In AP English IV teacher Benjamin Stroud’s class, students miss out on valuable instruction time and beginning-of-class duties, like filling out their class journal.

“We’re trying to teach a work ethic at this school and the soft skills of coming

in on time,” Stroud said. “It is very frustrating to see kids 15 minutes late, walking in with their Starbucks. If you do that in the outside world, you’re going to get a pink slip.”

Implementing an effective tardy policy becomes even more important when considering state funding regulations which are based on student attendance rates. Less tardiness means more exemptions from semester exams and support of higher attendance goals, which allows the district to receive funding that can be spent on student activities.

“It’s all connected,” Wanderski said. “If you want more things, attendance is a great way to get extra money in order for those things to happen. Better pep rallies, new spirit wear — the sky’s the limit.”

One way students can benefit from minimizing absences and tardies is through newly introduced purple lunch, an off-campus lunch period rewarded to those perfect attendance.

“We’re trying to reward our learners who make an effort to always be here on time and attend all of their classes,” Wanderski said.

Accommodations are made for bus riders that arrive late. Students, instead, scan a QR code upon entering the building, directing to an online pass which allows them five minutes to get to class. Similarly, if unprecedented traffic, an accident or bad weather occurs in the morning, tardies are not counted.

Resources detailing the policy can be found in the CISD Student Handbook.

Business Beat: Behind Coppell’s senior overalls Rhea Chowdhary & Vibha Viswanath Media Editor and Photography Editor

@rhea_chowdhary Business Beat is a Sidekick video series in which staff members highlight local businesses in Coppell.

Scan the QR code to watch media editor Rhea Chowdhary and photography editor Vibha Viswanath’s video.

“Just seeing that proudness to wear these overalls and knowing that they’re about to have a great time just brought a smile to my face,” Jewels N Cotton coowner Jennifer Ham said. As the school year kicks off, numerous senior girls take part in the tradition of wearing senior overalls. A primarily southern tradition, senior overalls have grown into a widespread tradition throughout Texas, and especially in Coppell. With funky patterns and bright colors roaming the halls on home game days, did you ever wonder about some of the businesses that are behind the niche craft?

In this episode of Business Beat, an issue based series that focuses on a local business in Coppell or a surrounding area, The Sidekick media editor Rhea Chowdhary and photography editor Vibha Viswanath talk to owners from Jewels N Cotton and Decofest to learn more about what goes into a senior overalls business. Watch as the owners explain when and how their businesses were created, the creative process of overall making and how they continue to connect with the Coppell community through their businesses.

Photo by Rhea Chowdhary Jewel N Cotton co-owner Jennifer Ham keeps past overall projects hung up in her workspace. Jewels N Cotton is a Coppell based overalls decorating business that opened in 2009.

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District campuses strengthen phone use policy

Photo by Greeshma Marathu Coppell ISD secondary schools implemented new phone policies for the 2024-25 school year. Students are required to keep their phones in caddies during class to minimize distractions.

Deepali Kanchanavally Staff Writer @deepali0914 At the start of each class, students now enter classrooms with a new routine.

Instead of heading straight to their desks, they make a detour to house their phones in designated pockets.

This stricter phone policy, implemented in the 2024-25 school year, aims to increase attentiveness across Coppell ISD secondary campuses. CISD middle

schools, CHS9 and Coppell High School hope to address attendance, cheating and distractions. CHS AP Macroeconomics teacher Dani Roseberry notes improved focus in her classes.

“I have noticed people using their time more efficiently, and teachers will allow students to access their phones when they finish their work,” Roseberry said.

“Students have a higher appreciation of phone time.”

Coppell Middle School North and Coppell Middle School West have

extended the ban to passing periods, and CMSN and Coppell Middle School East have extended it to lunch. CMSE offers alternatives to keep students engaged.

CMSE Principal Melissa Arnold reports that music is played during lunch. The library’s quiet spaces and counselors’ office are open for reading.

According to CISD, for every percent decrease in student attendance, the district loses about $900,000. To help address this issue, phone pockets in class have become a common and efficient way for teachers to take attendance.

According to CHS Principal Laura Springer, the phone policies have led to increased student interaction.

“It’s been so much better walking into classrooms,” Springer said. “I’m seeing kids talk to each other as opposed to sitting there on a phone.”

Students are adjusting to stricter phone caddy implementation this year.

“I have seen a lot of the students still refuse to put their phones up in the caddy until teachers start taking it for attendance,” junior Ayla Elahi said. “I’m surprised that even the more relaxed teachers are still enforcing the policy.”

Though the phone policy seems to be having some benefits, some students also feel they have been introduced to

new problems.

“It’s stressful to check all of your notifications in short passing periods,” Elahi said. “We’re becoming adults and are not trusted enough to handle our own issues. There are no phone caddies in college.”

The announcement of phone rules surprised some students, as they were not aware of the restrictions prior to the school year. Some students even feel there could have been another way to implement the policy.

“I feel like we should constantly hear students’ feedback through surveys and ask about their perspective, because I don’t think students had much of a say regarding the phone policies,” senior Swathi Karthikeyan said. “Instead of it just being a broad rule, it could be a different rule for each classroom, depending on how the teacher wants to go about it.”

As the policy proceeds, school administrators seek to keep students away from distractions as much as possible.

“Our behaviors will show more respect to the learning space and the personal space,” Roseberry said. “Sometimes it’s healthy to have boundaries between those.”

CLEARING THE DUST VRE community persists during obstructive renovations Elizabeth De Santiago Staff Writer @LizzieDeSanti_ As the school bell rings, students enter through the green chain link fence to start their day. Their teachers welcome them into portable classrooms while construction machines are parked outside the school building.

Due to renovations, classes at Valley Ranch Elementary School look a bit different this year.

After the $321 million bond package was passed in 2023 to approve renovations for Coppell ISD, VRE was selected to be the first campus to begin construction. These renovations for VRE are scheduled to be complete by August 2025.

This renovation is the first part of the district’s 10-year maintenance plan to maintain and upgrade campuses. The board plans to start with the aging “footprint schools” that were built in the ‘90s: VRE, Lakeside Elementary,

Cottonwood Creek Elementary, Denton Creek Elementary, Town Center Elementary, Austin Elementary and Mockingbird Elementary Schools.

According to school board president David Caviness, the bond of 2023 addressed the first five years and included major renovations at VRE as the first step. Lakeside Elementary and Austin Elementary renovations are currently planned for the near future.

Some of the changes currently being made to VRE include a new playground, updated sidewalks, upgraded security measures, a hall for the preschool program and a new kiln for art.

Currently, all fourth and second grade classes are in portable rooms while B hall is being remodeled. These portables are set up like traditional classrooms with two classes sharing one portable. While many staff, students and parents have adjusted well with the construction underway, there are some who have struggled with the changes.

“Kids have less play area,” VRE PTO member Hema Rohith said. “Portables

Photo by Sabah Uddin Valley Ranch Elementary School’s entrance is blocked off with fencing separating construction from the main building. VRE is undergoing renovations and construction until August 2025. are not that luxurious but they are “For arrival and dismissal it has taken comfortable once you get adjusted. It’s all of our staff participating with that difficult for students to get adjusted to process, where in the past it might have a small space.” taken only a handful of teachers who To help smooth out the transition, were on duty to help with morning time staff, students and parents have come and afternoon time.” VRE Principal together to support and accommodate Cynthia Arterbery said. each other.

NEWS FLASH News Flash updates local news between issues.

Board deliberates tax increase, reviews bond projects, campus improvements

Board discusses campus consolidations to address budget complications

Council strikes down budget ordinance, approves new property tax

VATRE meeting speaks to voters. If approved, CISD households pay more taxes

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CHS9 The beat from

The Making of “Legend of Sleepy Hollow” Pranavi Ramineni Staff Writer @CHSCampusNews As the lights dim in the Coppell High School Ninth Grade Center Dome, an eerie atmosphere envelopes CHS9’s production of “The Legend of Sleepy Hollow.”

Taking place in the post-revolutionary war era in Connecticut, “The Legend of Sleepy Hollow” highlights the CHS9 theater students skills in acting, set design and sound and direction, bringing Washington Irving’s classic tale of Ichabod Crane and the Headless Horseman to life.

“The Legend of Sleepy Hollow” plays in the CHS9 Dome on Oct. 2628.

The play’s lead character, Crane, is portrayed by freshman Dee Raibourn. Crane is a timid school teacher who competes for Katrina Van Tassel’s affection but is haunted by the ghostly Headless Horseman. As he dives into the character of Crane, Raibourn draws inspiration from various adaptations he has watched online and is ready to put his own spin on the character.

“I just like being a little crazy,” Raibourn said. “I like putting on accents and fun voices and just being a different person.”

Having previously taken on lead roles, Raibourn thinks acting at CHS9 presents more freedom compared to middle school productions.

“We have a lot more say in what we do, which is pretty cool,” Raibourn said. “It’s a lot less of the director telling us what to do and it’s m o r e up to your

interpretation.”

Antagonist Brom Bones, played by freshman Nicolas Nieto, is a rough, bully-like character. Playing the villain is a departure from Nieto’s usual comedic roles.

“It’s uncomfortably hard just because I don’t usually play mean people, and playing a bully is kind of scary, but

Photo by Anvita Bondada CHS9 students Claire McSpadden and Dee Raibourn rehearse “The Legend of Sleepy Hollow” in the Dome on Sept. 16. The show is set to be performed October 24, 25, 26 at 7 p.m. in the CHS9 Dome.

it’s very fun,” Nieto said.

Freshman Claire McSpadden plays Van Tassel, a “shallow and self-obsessed” character, dug deep to understand Van Tassel’s superficial nature. However, her passion for seeing the show come together keeps her motivated.

“I think it’s whard to interpret her because I feel like I’m very different from my character,” McSpadden said.

In addition to the performances, the technical team is taking creative liberties in designing the set and costumes.

The costume and set design process requires significant planning, with the team creating vision boards, marking up scripts and sourcing materials from thrift stores and online vendors. The team collaborates with Rosa’s Costume Shop in Denton to rent specialized costumes.

“We’re really excited about these trees we’re building,” technical theater director Colin Thomas said.

“Our storytellers will play a huge part in this production with transitions.”

CHS9 theater director Eugenia Montoya is proud of the hard work each student has shown in the production.

“One of the biggest challenges we faced was casting the show,” Montoya said.

“In the end, I think we got it right.”

CHS9 TEACHER OF THE ISSUE Pakarinen guiding students through personal interests Anvita Bondada CHS9 Editor @anvita_bondada As you walk into room C105 of CHS9, you are greeted with a wall of handwritten letters from over the years, fluorescent blue LED lights lining the walls and CHS9 AP Human Geography teacher Kevin Pakarinen standing in the middle of the class, explaining how running shoes equates to interdependence.

For most of his life, Pakarinen never thought he would become a teacher, originally wanting to major in history.

However, once he was studying history at Baylor University, he began to become disenchanted with the field.

“I was like ‘Hey, I like history a lot’ so I decided to go to college for history and I went down that path and I realized how much reading was involved and I didn’t know if I wanted that,” Pakarinen said.

After navigating through several career choices, he realized teaching was an optimal way to channel his love for social studies. He fell in love with the profession after taking an

education course while completing his undergraduate degree.

“I tried to go down the journalism route and work at Vice News and I realized I was not good at that either because I couldn’t grasp that type of writing style,” Pakarinen said. “I ended up taking an education class and I loved it purely because of how much Baylor cared about kids’ futures.”

Rather than conventional lectures and textbooks, Pakarinen enjoys teaching AP Human Geography through the lens of a student and their interests.

Pakarinen also implements his own hobbies as an analogy for topics in AP Human Geography.

“I love running and running shoes, so I like to talk about my shoes a lot,” Pakarinen said. “So, when I talk about globalization and interdependence, I talk about how I’m interdependent on shoe suppliers to get my shoes.”

Pakarinen also includes students’ actions in his teaching style as well, believing that his students can apply the concepts they are learning more seamlessly.

“I have a student in my sixth period who literally shifted his chair to his

Photo illustration by Anvita Bondada AP Human Geography teacher Kevin Pakarinen leads a game of Jeopardy! with human geography topics on Sept. 8. Pakarinen was elected October CHS9 Teacher of the Issue for his ability to connect with students and enthusiasm. friend in the back of the class and I was like, ‘Student A is 10 seconds away from Student B in that relative location.”

Pakarinen said.

Pakarinen aims to unite people through teaching social studies and garner a more profound knowledge on

how history impacts everyone.

“I love social studies, and the mantra that I live by is that I’m trying to create positive impacts and change the world,” Pakarinen said. “I think it can get us to a deeper level of understanding of what we can do better as humans.”

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STAFF EDITORIAL

2024-2025 staff Phone policy works Executive Leadership Adviser Editor-in-Chief Managing Editor News Editor Features Editor Social Media Editor Editorial Leadership Editorial Page Editor Sports Editor CHS9 Editor Entertainment Editor Lifestyle/Wellness Editor

Chase Wofford Sukirtha Muthiah* Nrithya Mahesh* Sahasra Chakilam Rhea Choudhary* Wendy Le* Nyah Rama Namir Awan Anvita Bondada Isabella Callegaro Santos* Ishana Sharma*

Media Leadership Media Editor Webmaster/Interactives Editor Art Editor/Cartoonist Photography Editor Sports Photography Editor

Rhea Chowdhary Manasa Borra* Minori Kunte* Vibha Viswanath Kayla Nguyen*

Communications Leadership Assignment Editor Communications Manager Social Media Manager

Yug Talukdar* Sabah Uddin* Kavya Lokhande

Staff Photographers Prajna Boddeti Neev Chickermane Lily Ellison Shrika Elma Marli Field Mia Garcia-Uribe Dayami Granados Kevin Gunnampalli Prisha Hooda Samantha Huang Ani Ly Karen Mascarenhas Nidhi Medicharla Aamna Mirza Gia Mukund Reece Murry Aditi Narayangari Leana Paradis Eirene Park Maddy Park Vidya Praveen Kushal Rambhapuri Sai Reshmi Kondabathini Kirsten Schnock Brody Sever Sohana Singh Maanav Subramanian Riya Suresh Prathi Sathish Kumar Darsh Thakur Aniketh Vayakil Maheshkumar Preston Villafana Hannah Vipin Sri Yadavalli Staff Designers Safiya Azam Karthika Dayanand Sofia Exposito Violet Hsueh Ananya Narala Sohalia Reddy Ahana Roy Maaz Yunus Sathvika Batthula

against productivity

Staff Writers Gia Ajani Akshaya Ashokanand Naila Ali Raima Awan Rachel Chio Caitlyn Concepcion Elizabeth De Santiago Ainsley Dwyer Ayaan Haque Ezra Harris Leila Holmes-Yllescas Emmalee Jittasupo Anushka Joshi Tanishka Kale Deepali Kanchanavally Sujeeth Karedla Sully Kessler Meghana Linga Greeshma Marathu Naseeha Masood Zainab Mohammed Neha Nathwani Moukthika Palli Aashi Panchal Katie Park Hiral Patel Riya Prasad Liam Quigley Pranavi Ramineni Angad Raut Yoshita Sanivarpu Priyan Selvaraj Prabakaran Zaara Shaik Saanvi Singh Anika Upadhyayula Chandana Velicheti Jay Vernekar Cato Ware Aarnav Yarlagadda Hamza Zakir *Indicates a Vol. 36 No. 1 page designer

Inside every classroom in Coppell High School, a blue and yellow fixture of 36 pockets clings to the wall. Each pocket requests a student’s phone for the duration of that class period. This year, the pockets summon the phones more than ever.

For the 2024-25 school year, CHS has a new phone policy requiring students to put their phones away during their classes. This policy was set in place to encourage students to pay attention to learning without a phone to distract them.

The idea behind this policy is students will focus and absorb content more efficiently without the misuse of phones in classes, yet this is not the case for some students.

Taking away a phone will not incentivize someone who does not intend to learn in the first place.

Restricting phone access in class also removes a degree of trust between students and teachers, especially in college level courses such as AP or IB classes. In these rigorous courses, it creates an imbalance of responsibilities when they are not given college-level privileges.

This policy sends the message that students cannot focus on anything else if their phone is within their grasp. If we restrict students from phone usage entirely, they will likely never learn how to manage distractions, harming them later on.

Learning impulse control is pivotal to being able to focus. If students can resist using their phones in class while still having access, they can build their stamina and concentration skills, increasing their cognitive abilities.

This poses an issue in cases when students go to college without possessing the practice of self-restriction. Professors will rarely have a series of phone pockets

at the side of a lecture hall, so how can a student focus with their phone next to them if they never learned self control earlier in their education?

If you look at an office setting, you will notice that the majority of people are using their phones. However, rather than scrolling through social media, they are using their phones to send emails, create accessible schedules, and quickly fact check information.

In a modern working society, a cell phone serves as a tool, rather than a distraction. Even teachers in high school classrooms utilize their phones.

It is important to teach students productive ways to use a phone, rather than dubbing it as a harmful thing that should be banned. Effective ways to use a phone in class can help students concentrate further as the phone works with them, not against them.

This ideology can be applied in communication and media careers and technical education classes such as The Sidekick, KCBY-TV and Round Up. These classes heavily rely on reporting, interviews and social media, all of which are often more conveniently done through a phone.

Career and Technical Education programs associated with jobs that have a heavy focus on communications and media could implement optional phone usages by asking teachers or advisors for permission for class purposes. This gives students a break from their phone while learning to use it responsibly.

Consequences for irresponsible phone use should be retroactive, such as taking a phone away when it is used irresponsibly rather than banning all phones entirely.

Giving students this privilege establishes more trust between a student and teacher while still giving students a specific standard to hold themselves accountable.

The Sidekick is the offcial student newspaper for Coppell High School. Its purpose is to inform, entertain and provide an educational resource for its readers. This newspaper is a public forum for student expression with staff members (with assistance from their adviser) making content decisions. The editorials and columns in this paper refect the view of their writers.

The Sidekick is a member of Interscholastic League Press Conference (ILPC), National Scholastic Press Association (NSPA), Columbia Scholastic Press Association (CSPA) and Southern Interscholastic Press Association (SIPA).

The Sidekick welcomes all letters to the editor, but letters must be signed before consideration for publication. Send letters to cwofford@coppellisd.com or bring them

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coppellstudentmedia.com “The younger generations are not so young anymore. Much of the latter end of Generation Z will be voting in their first election this November. Soon enough, we will be the ones running the world.” P. 8

Where is the passion in passion projects?

Photo by Maddy Park Coppell High School junior Anmol Deepak displays the coding for his passion project which informs its users about alternatives to unhealthy foods, in the CHS Library on Sept 6.

Ahana Roy

Staff Designer As I’m setting down my pencil to take a study break, I decide to open TikTok. The first post I see is about passion projects.

‘Passion projects you can do to get into an Ivy League!’ the first slide reads.

The following slides were examples of

generic project ideas: code an integral solver, build an AI homework assistant, read research papers on a topic and compile them into your own research paper. It went on and on.

I open the comment section to find users discussing how some of the examples are really easy, providing more examples and talking about how there are many YouTube tutorials or GitHub links to help

people and encouraging them to do these projects.

After seeing that, I wondered if these could really be called passion projects.

Where is the passion in them? Doing something one doesn’t even love to do, following a YouTube tutorial for college applications, surely can’t be referred to as a passion project.

However, the unfortunate truth is that many students do passion projects – not because they love what they’re doing – but only for college applications. If I search “passion projects” on Google, the first link that pops up is titled “30 Passion Project Ideas College Admissions Love.”

Nowadays, passion projects are all about feeding college admissions officers when they should be about passions.

Don’t get me wrong, passion projects themselves are very cool. If the idea of a passion project was never tainted by the hunger to put things on college applications perhaps they could be cooler.

Regardless, there are still passion projects filled with passion.

To really create a passion project, with emphasis on the “passion”, then one has to find a hobby or talent that they are genuinely passionate about. Then they must translate that passion or talent into a project that can solve a problem, and not just a problem which they see thousands of other people solving. Using creativity and love with a little bit of inspiration, it

is definitely possible to create a unique passion project.

One passion project I have been involved with is environmental awareness nonprofit organization, NewNormalX. Shruti Agrawal, a UCLA freshman started the project in middle school, following through with her passion for the environment and protecting it. Starting off as a project, it grew, especially by the time she graduated. She has now gotten many people involved with her nonprofit and has seeked people out from many different kinds of skill sets, collaborated with many other companies, released merchandise and even held internships.

Of course, people can add their passion projects on college applications, but they can’t simply create the project solely to put it on those applications. When creating a passion project, students must not get caught up in the heat of wanting to stand out in college applications. Instead, they should really figure out what they love to do and do something meaningful with their interests.

People’s political opinions reveal morality Hamza Zakir

Staff Writer @hamza_a_zakir “Let’s not talk politics.”

This is a phrase I have heard time and time again, stated during family dinners or classroom discussions. It is a convenient way to sidestep the uncomfortable conversations that come with politics, avoiding any conflict from brewing.

But, is it really productive? We live in a world where avoiding political conversation is becoming harder and harder. Politics is something invariably connected, in some way, to almost every aspect of life in our modern society, whether we like it or not.

“Everything that we do is influenced by politics, even if we don’t want to admit it,” Coppell High School debate co-director Sunhee Simon said.

Then, why do people insist on separation of politics from their personal lives? Why do we pretend that the changes we vote on are not a deep reflection of the kind of world we live in?

While politics may be uncomfortable to discuss, it does not mitigate the value of having these discussions.

“You should know what’s going on in the world,” Simon said. “You should form

ideas and have opinions about what you think should be done.”

If we went back 150 years in time, people viewed the idea of women voting as a frivolous idea, and slavery as a totally normal aspect of life. But now, we recognize that those “opinions” were rooted in sexism and a denial of human rights. What was viewed as another political opinion, was in all actuality a matter of moral and ethical wrongdoing.

I am not saying that we need to turn every conversation into a political debate – there is always a time and place for everything. Yet, when I hear, “let’s not talk politics” for the umpteenth time, what people really mean is that they’re not ready to confront what your politics say about you.

When someone casts their ballot to strip away another person’s rights, it tells me something about them that I cannot ignore.

Rather than just ranting about politics and including your own opinions that show moral weaknesses or strengths, having productive conversations is more beneficial.

“Discussion forces you to see both sides of an issue; it allows for people to be a lot more open minded about how they think about politics,” Simon said. “People [will] form their own political identities.”

Graphic by Sofia Exposito Political opinions are often disregarded when talking to others to avoid conflict.

Nonetheless, there’s a line - being one we need to recognize.

Disagreement is healthy, of course. But, there is a difference between disagreeing over tax policies and supporting candidates that dehumanize and discriminate against others. At some point, political opinions stop being just opinions and start reflecting a person’s morality. If you’re willing to vote for someone who is planning to put

harmful policies in place, I have to ask: what does that say about you?

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OCTOBER 2024 X: @CHSCampusNews

Celebrity idolization supresses individuality Riya Prasad Staff Writer

As human beings, we tend to believe we possess complete authority over our own minds. Unfortunately, the brain is a stage for complex processes and interaction, so this theory can be disproven in the most rudimentary of scenarios.

Perhaps it was when you were 10 and heading over to the checkout counter at Walmart, on your way catching a glimpse of the text “Ariana Grande” emblazoned over the cover of a glossy magazine. You could say that it took a mere 10 seconds out of your day. However, I’d tell you to switch the “seconds” to years and “your day” to “your life.”

Many adolescents seek guidance from celebrities that replicate certain aspects of their lives. The teenage years are quite literally the embodiment of the phrase “not quite,” where we shape our identities for a future full of desire masked with a constant effort not to be hindered by the familiarity of our youth.

A key facet of my identity is rooted in a slight existential crisis I experienced when I was 13. Talking about office affairs and schoolwork in my household allowed me to uncover a cycle: my grandparents worked, so my parents could work, so I could work, so my children could work and so on. Everything in between didn’t matter.

Before I spiraled into an abyss of questions yet to be answered by the world’s designated geniuses, I discovered resolve in the brevity of Lana Del Rey’s album “Born to Die.” She turned what

I thought to be an unoriginal sequence of events, transforming it into a fleeting expression of art. As you would expect, I began to practically worship her.

Although it is apparent that I too am a victim of the celebrity influence phenomenon, that does not justify its effects on teenagers.

As Alexander Pope once said, “To err is human,” and even celebrities cannot escape that. To me, this only becomes a problem when accountability comes into play. When I can’t get away with a failed test score at home but a person with insurmountable influence faces no backlash for smoking, heavy drinking or spreading misinformation, these practices are indirectly encouraging the observer.

With the presidential election just a few weeks away, addressing the issue of celebrity interference becomes increasingly more important. While people have already formed certain biases and beliefs, endorsements by popular faces in the media are important to increase the desire to vote, especially for those less politically involved.

Following Thursday’s presidential debate between Vice President Kamala Harris and former President Donald Trump, Taylor Swift took to Instagram to make her support for Harris public.

According to ABC News, 62% of Swift’s fan base already aligns themselves with Democratic views, meaning her post is unlikely to sway many.

Yet, her post brings forward a new demographic to the voting game: the younger generation. Typically holding a low turnout in polls, Swifties can now

Graphic by Sofia Exposito Celebrities are often sources of inspiration for younger generations to base their personality traits, physical attributes and moral values. The Sidekick staff writer Riya Prasad expresses her disdain towards the idealization of idols and how they can control the everyday lives of fans. channel their vague interest in politics towards action.

While Swift’s post bodes well for Democrats, celebrity endorsements through major media platforms can act as a shortcut to acquiring adequate information. People rely more on their trust in the reputation of a celebrity than their own perception to make critical choices.

A simple way to improve your judgment is by establishing separate values to prove yourself an unbiased

critic when it comes to your idols.

Before you decide to enter that phase where Ariana Grande’s success becomes a way to guarantee your own, recognize that you, yourself, possess the autonomy required to dictate your life.

first-hand experience in seeing how many people could fall for this trap.

From then, the web of fallacies presents itself.

Where did most people gather their information? Social media.

Did they fact check the issue with a more reputable source? No, they trusted the majority’s consensus.

Was the consensus really the majority’s? Probably not, but it was the most interesting and therefore most promoted.

I relent that opinions about a breakdancer halfway around the world backed by petty rumors are inconsequential to the welfare of the world. However, substitute this breakdancing candidacy scandal with a presidential candidacy scandal.

Substitute myself with a newly eligible voter. See the severity now?

While my peers and I can remember when books served as the most prominent sources of information, my “iGeneration” was the first to come to maturity in the digital age.

The younger generations are not so young anymore. Much of the latter end of Generation Z will be voting in their first election this November and Generation Alpha has started to enter high school. Soon enough, we will be the ones running the world.

I don’t have many strong opinions, however, I have built the belief that we need differing opinions to progress.

Healthy discourse is key to producing

new solutions, but this discourse needs to be based on factual information rather than what’s trending.

My purpose in sharing is not to claim that technology marks humanity’s ruin or that opinions shouldn’t be shared publicly. Technology has expanded our access to information infinitely, and those who were previously voiceless can utilize social media as a powerful platform. However, the not-so-positive correlation between increased internet access and the wildfire spread of misinformation is worrying.

While my peers and I are still young, we can be proactive to prevent this spreading misinformation epidemic.

Intentionally seeking out information on political matters, reading articles from reputable news sites and learning as much as possible about our infinite world are things we students can do.

Our world continues to grow and the amount of opinions undoubtedly will too. The ever-flowing stream of judgments and beliefs will continue to funnel into a sea of opinions.

I genuinely hope that, as this sea grows, those sparse glimmers of information will become the expectation rather than the exception.

Information is treasure in ocean of opinions Maddy Park

Staff Photographer

Gunn, otherwise known as “Raygun,” began to face critical backlash beyond her dancing when rumors arose about the illegitimacy of her selection during the Oceania qualifiers. As her scores had already put her in an unfavorable public light, my social media feed was soon flooded with increased disapproval for the Aussie.

But, as reputable news sites soon revealed, those rumors weren’t true and I got

“Reject the traditional roles of dog and cat people. Be an insect person.” Scroll.

“Here is my ranking of the SpiderMan actors.” Scroll.

“Baggy jeans are the worst fashion trend.” Dislike. Scroll.

As the dim glow of my phone screen slowly radiates, I am confronted by opinion after opinion. My nightly doom scroll through Instagram is filled with people sharing their thoughts on anything and everything.

Oftentimes, it’s my first exposure to controversial issues.

I would not label myself as a very opinionated person. It’s not that I don’t have opinions, but my lack of assertiveness and self-assurance makes it easy to sway my thoughts with any semicoherent argument.

Therefore, the content that I consume (which is most often on social media) is the backbone of how I craft my judgments.

The most recent issue I invested myself in was during the 2024 Summer Olympics. Low-scoring Australian breakdancer Rachael Graphic by Sohalia Reddy

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Revealing the neutrality in partiality Nyah Rama

Editorial Page Editor @nyah_rama As I set my bag down and settle into my seat, my friends bombard me with their litany of stories, mostly having to do with their friend who is in the “talking stage” with some guy or the newest inconsequential detail about Hailey and Justin Bieber’s relationship. Then, they turn to me, waiting for my response.

What if I just don’t know?

The thought echoes through my brain as I search for a stance all within a matter of seconds. Yet, the truth of the matter is that I don’t have one.

I know, it’s ironic that I, The Sidekick’s editorial page editor, am saying I don’t always have an opinion, but that’s the truth.

Even the most opinionated person you know doesn’t have an opinion on everything, it’s just not possible.

Everyone grows up having their own beliefs and values, and our views and/or impartiality are forever formed by that.

Younger generations, such as Generation Z or Generation Alpha, have made a tremendous effort to consistently be informed through social media or the news. However, with great knowledge

comes great responsibility.

Staying informed is no longer enough.

Not only must you also be informed but you also must immediately know exactly where you stand on an issue and you better be able to back it up. This unspoken rule has bred a mentality where it’s not OK to stay neutral on an issue and if you dare to not pick a side then you are dubbed “lazy,” “uninformed” or even “complicit.”

Well, let me say this: You are not lazy or uninformed, nor are you complicit just because you choose to remain neutral. People often forget that there are multiple factors that go into not being able to express an opinion, such as the fear that your image will be damaged

down the line. But that’s a column for another time.

The fear of judgment and ridicule motivates us to react on impulse, spitting out a half-baked answer in a matter of seconds to avoid the shame lying ahead.

While this may not seem like that big of a deal, just a one-off instance, these moments add up and create an image of who you are and what you stand for.

While they may have a bad reputation, our opinions and reactions to others tell a bigger story about us.

If you choose to not express an opinion simply because you aren’t informed or don’t know where you stand, that’s OK. Nobody, no matter who they are, should make you feel ashamed or judged for something so personal to you.

We need to stop getting so angry and involved in other people’s opinions (or lack thereof). If you don’t agree that is fine, but you don’t need to comment either.

Staying undecided doesn’t mean you don’t care. Choosing not to express your opinion doesn’t make you automatically complicit. We must learn to step back and fully evaluate the situation in its totality, giving each issue the thought it deserves. We will all be better off for it.

Graphic by Eirene Park According to The Sidekick editorial page editor Nyah Rama, it often feels like everyone has an opinion on everything these days, putting pressure on younger generations to constantly have a stance.

Fat jokes perpetuate skinny ideals Safiya Azam Staff Designer @_saf_azm_

“Guys, I’m such a big back,” I say, preemptively shaming my decision to grab another pizza slice before anyone else who is still finishing their first slice can make the comment.

Despite choosing to make myself the joke, I’m still flushed with humiliation when people giggle in agreement to my apparent gluttony of two pizza slices, but the punchline is never funny to the body you are making fun of.

Situations like these are part of a phenomenon washing over teens using various social media platforms as they reenact the trends they see online such as a “big back,” “Ozempic allegations” and an obsession with being thin.

TikTok has taken the original meaning of many of the terms used in these trends and completely misconstrued them. “Big back” was once British slang term, referring to big butts. While it is hilarious, I know, it reveals the irony of changing beauty standards and true destructive nature of the trend.

Roughly 15 years ago, we saw the very first introduction to the beauty standard of thick bodies into the mainstream, led by celebrities such as the Kardashians, but this acceptance of new body types was limited to thicker women as long as they had small waists.

When the term “big back” captivated Gen Z, its meaning changed from admiration to shame of eating larger portions. A term once used to appreciate bigger bodies now denounces them,

mirroring how society’s standards have shifted with these trends, cycling back to the late 1990s heroin chic aesthetic.

For those unfamiliar, the aesthetic is a style from the early 1990s fashion scene characterized by pale skin, dark circles, emaciated features, androgyny and stringy hair — all traits associated with abuse of heroin or other drugs.

We see this in popularized media today with artists such as Charli XCX who promotes heavy club culture and incredibly slim models like the Hadid sisters.

No beauty standard has been completely attainable without extreme measures, but with emaciated body standards, individuals have to push themselves to death in comparison to working out, eating more or having surgery that the curvier standard came with.

These trends have deadly and permanent consequences if we continue to allow it to resurface. For example, in the height of heroin chic, American supermodel Gia Carangu died at the age of 20 from AIDS complications as she was shooting heroin into her veins just to fulfill the fashion trend.

In 2024, we see illicit drugs replaced with prescription weight loss drugs like Ozempic.

Ozempic has not been FDA-approved for weight loss; it’s originally a treatment for type 2 diabetes but has become synonymous as a weight loss drug. The heavier dose, Wegovy, was only approved in 2021 and has only had minimal research on its long term effects.

Prescriptions for Ozempic had doubled in 2023 since the summer of 2021 to more than 1.2 million and it is part of the 301 active national drug shortages in this year’s first quarter. This means

individuals across America are at risk of kidney failure, heart disease and stroke because of this shortage.

Teens have utilized disordered eating instead of prescription drugs, to achieve this body, and while some do naturally have it, it is not healthy to promote it as the standard.

Ultimately, we need to understand the trends we promote and buy into having real practical effects, especially when it comes to beauty standards. When you grab another slice of pizza rather than making a self-deprecating joke or a punchline on fat body types, get more creative and make a joke that creates laughter instead of hair loss, teeth rot, malnourishment and the normalization of a beauty standard that kills.

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STUDENT LIFE Instagram: @thesidekickcoppell

Student Life

OCTOBER 2024 X: @CHSCampusNews “When Jacob walked in, immediately his presence was strong and he talked so passionately about how much he loved sports and wanted to support everybody. For me, hands down, I was like ‘Jake, you’re the man.’” P. 14

TEACHER OF THE ISSUE

Erickson guiding future voters through political education Rhea Choudhary

Executive Features Editor @rhea_choud As students step into his classroom, Coppell High School social studies department head and AP government teacher Michael Erickson leans back in his chair with a thoughtful smile, preparing to dive into the nuances of government just as the 2024 Presidential Election approaches.

However, these students aren’t just preparing for tests or memorizing facts - they are learning how to participate in a democracy. Erickson, with nearly two decades of teaching experience, has spent 17 years at Coppell ISD helping students understand the complexities of the U.S. historical facts and government system.

“Teaching government during an election year is a unique opportunity,” Erickson said. “It’s not just about understanding how our system works, but about showing students how to engage with it. My job isn’t to influence them; it’s to give them the tools to form their own opinions and participate as informed citizens.”

The roots of Erickson’s passion for political education run deep, making his journey into education anything but a coincidence. Growing up in a politically active family, he was drawn to history and government early on. His mother was a teacher for more than 30 years, and his father made sure he and his brother were well-versed in political affairs.

“I grew up watching the news with my dad,” Erickson said. “My parents were very active in politics, and they always made sure my brother and I understood what was going on. Politics has been a part of my life for as long as I can remember.”

After earning his degree in history from Ohio University, Erickson started teaching in 2004, right out of college.

His first assignment was teaching AP U.S. History at a high school in Cleveland.

“I was 23 and the kids were 17,” Erickson said. “I wasn’t ready, but I quickly fell in love with it.”

He taught at Coppell Middle School East for nine years before transitioning to the high school in 2015. Over the years, he’s taught AP World History, AP U.S. History and most recently, AP Government. For Erickson, teaching AP Government, especially to seniors who are about to vote for the first time, is the pinnacle of social studies education.

“Teaching seniors and having real conversations about government and politics is something I’ve always aspired to,” Erickson said. “It’s the most rewarding part of what I do.”

This personal connection to politics is highlighted in Erickson’s AP Government class, where his students appreciate his passion and enthusiasm.

Photo by Greeshma Marathu Coppell High School AP United States Government and Politics teacher Michael Erickson has been teaching in Coppell ISD for the past 17 years. Erickson is The Sidekick’s October Teacher of the Issue.

“My first impression of Mr. Erickson class, I feel more informed and prepared said. “Erickson makes sure students feel was that he was a pretty laid-back teacher to vote, knowing how much thought and like their voices are heard and that they who genuinely loves what he teaches,” knowledge goes into making decisions can approach him with their ideas, no senior and 2023-24 government student that impact society.” matter what they believe.”

Swathi Karthikeyan said. “When he One of Erickson’s unique strengths Hudson has worked alongside Erickson explained government concepts, I is his ability to make his lectures for the past seven years and appreciates could see he had a passion for the relatable, trying to adapt to how intentional Erickson is in both his class through his enthusiasm and a high school student’s teaching and leadership. energy.” mindset.

“As a department chair, Erickson is so Erickson’s dedication “We spend a lot thoughtful about everything he does,” to making government of time talking about Hudson said. “He’s always watching, knowledge accessible and ideologies: what listening and making sure we have the engaging is reflected in his conservatives and support we need.” teaching methods. liberals believe and In addition to supporting his students, “He made government how those beliefs Erickson also serves as a mentor to interesting by using younger teachers in the department, a variety of teaching sharing the methods like group lessons he’s projects, lectures and learned shape policies,” videos, which kept the over nearly Erickson said. “I encourage class engaging and fresh, decades my students to take their two rather than repetitive,” emotions out of it and focus in the classroom.

Karthikeyan said. “Thanks to his on understanding the different “I love helping younger teachers grow,” v i e w p o i n t s . Erickson said. “It’s incredibly rewarding That way, to watch them evolve and become better they can make educators. I wish someone had told me decisions based when I was younger to just relax and on facts, not just trust the process.” feelings.”

Erickson’s ability to connect with his H o w e v e r , students on a personal level, making the E r i c k s o n ’ s often-daunting subject of government i n f l u e n c e relatable, is what sets him apart. extends far As the Presidential Election draws beyond the near, Erickson’s students, whether they walls of B215. are preparing to vote for the first time or “He absolutely simply beginning to grasp the importance takes the job of civic engagement, will carry his of teaching lessons far beyond the classroom. For seriously, but Erickson, that’s the ultimate reward. he’s also open “Voting is really important, and I to different want them to feel empowered to make v i e w p o i n t s , ” informed decisions,” Erickson said. “I CHS AP U.S. want my students to leave my class History teacher not just with knowledge, but with the Shawn Hudson confidence to use it.”

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Munroe investigating future in the FBI Safiya Azam Staff Designer @_saf_azm_

“FBI, open up!”

As your eyes scan the statement above, you may envision a group of men banging on your door, backs plastered with “FBI” in big white blocked letters, their muscles bulging from slamming a battering ram against the wood.

Olivia Munroe.

The name reads light and feminine, and her appearance is a few inches short of what you would imagine the height requirement for a Federal Bureau of Investigation (FBI) agent to be. You may even ponder if this story was written about the right person; shouldn’t it be about someone similar to the tall, muscular and manly FBI agents you see on TV? Most people making these assumptions do not realize what the FBI does day-today, but Munroe, a Coppell High School junior, has spent her life researching her future career.

“The FBI is not all going and chasing down criminals or fighting people,” Munroe said. “It’s more analytical and you need to use your brain. You need to be smart and not just have the physical aspects of being strong, tall and honestly, male.”

Munroe took control of her career goals by applying to the Summer FBI Teen Academy: a highly-selective FBI youth program, selecting only 30 teens ages 15-18.

However, even this action faced criticism.

“I was telling one of my friends that I had actually applied to [FBI Teen Academy] and they looked at me and they were like, ‘Really? You applied to it?’” Munroe said.

Despite doubts, her application, filled with passion and knowledge for the FBI, secured Munroe a spot in that 30, showing that neither her physical attributes nor stereotypes could stop her.

The program itself covers a variety of skills needed within the FBI on topics including terrorism, cyber crime, public corruption, polygraph exams, evidence response, SWAT, and the day-to-day operations of a typical FBI office.

Specifically, the partnership between the Community Relations Unit at the FBI and locals has led to a host of crime prevention programs, enabling families to stay safe, businesses to protect themselves from hackers, schools and workplaces safeguard against violence, and all citizens to become alert to potential acts of terror and extremism.

For Munroe, the FBI’s program allowed her the opportunity to pursue her interests into a solid career but the root of her curiosity started before last summer’s events.

Dissecting the minds behind society’s evils, such as listening to true crime podcasts and reading history textbooks, became an enjoyable pastime for Munroe since middle school.

“She can read people very well, and I would say she’s a pretty curious person,” Coppell High School junior Ira Shankar

Photo illustration by Neha Nathwani and Sohalia Reddy Coppell High School junior Olivia Munroe spent her summer attending the Federal Bureau of Investigation’s Teen Academy. Munroe hopes to become an FBI agent. said. “She likes to know and understand things in more detail.”

As she got older, Munroe’s past-time of listening to true crime podcasts and flipping through murder mysteries became research into careers where she can align her unique skill set.

“I started down the path looking at police officers,” Munroe said. “But what really didn’t interest me is that it wasn’t big enough. The police officers are amazing, but I wanted to do work on a larger scale which is what the FBI does.

They work with child predators, serial killers, terrorists, which is what I wanted to work on rather than locally.”

Specifically, Munroe hopes to enter a

position where she can study the mind.

“My goal in the FBI is to be a part of the Behavioral Analysis Unit, which is stationed in Quantico,” Munroe said. “They give insight based on the psychology and make a psychological profile where they can determine possibly race, age, gender, background, what the criminal might do next and who their victim type is.”

As Munroe continues to explore her passion within the FBI, she displays a unique characteristic that no stereotype can take away from her – a persistent spirit telling her anything is possible, even achieving a career individuals like you and I have only seen on TV.

Turning his passport into a global scrapbook Allison building awareness through travel

Photo by Eirene Park Coppell High School AP Psychology teacher Nathan Allison, a new teacher at CHS, is the leader of the Coppell Educational Travel Program and founder of Teachers Traveling Abroad.

Allison is the head of the psychology Anvita Bondada department and the EF Educational CHS9 Editor Tours chapter, and runs his own business outside of school, Teachers Traveling @anvita_bondada Abroad.

Allison’s fervor for travel stemmed Walking into Coppell High School room B227, you are welcomed by a collage of from a church missionary trip to photos from different areas around the Venezuela when he was 17, his first globe. You would never guess that they international trip.

“I’ve always loved meeting new include over 30 different countries, 14 different trips to Italy and are all taken cultures. For example, we met with a

by CHS AP Psychology teacher Nathan tribe of Indians that live in Western Allison, each holding different stories Mexico who had only had contact with modern humanity for the past 10 years,” and memories.

Allison said. “Being able to go out and see that firsthand was amazing.”

After spending 18 years at Marcus High School in Flower Mound, Allison’s draw to Coppell coincidentally came from traveling abroad in a EF Educational Tour in Germany with Robotics teacher Grant Garner. The community aspect of CHS piqued Allison’s interest with CHS’s diverse population.

Allison values travel as he thinks it can bring people together, viewing it through a psychological lens of how most xenophobia comes from misinformation and fear of the unknown. He thinks people should explore these perspectives with an open mind, and the best way to do so is through travel.

“When you don’t travel as much, I think it can increase fear of the outside world,” Allison said. “If all you see of a culture is on TV, or a version of it, then you can create this certain bias within your mind of what you think that culture is.

Being able to actually get out there and experience it yourself is the best way to overcome bias and even discrimination.”

In comparison to the work driven culture of the United States, Allison was captivated by the attitudes of people in completely different lifestyles.

“Honestly, I think being able to travel in tandem with teaching is probably what has kept me in teaching,” Allison said. “It reminds me of why I became a teacher in the first place because when I see the way travel impacts the students,

it reignites my passion for teaching by showing them those new perspectives.”

Having previously taught psychology for two years at Marcus, Allison took on teaching AP Psychology at CHS for the first time, challenging himself by taking on a new course rigor in order to break out of the monotony of his previous courses.

Allison’s view of both psychology and teaching are influenced by his travel experiences, prioritizing healthy discussion and making him more receptive to new viewpoints.

“He’s really engaging and likes to involve all of us in whatever he’s teaching,” senior Riddhi Koundinya said.

“I like that he understands that most of us have never taken a psychology course before, and is really helpful whenever we are confused.”

He follows a structured classroom model to give students a sense of stability and comfort, the opposite of his global exploration outside of the classroom.

“Our weeks look really similar, which sounds boring but it isn’t,” senior Keeya Rathod said. “[Allison] is really dynamic but still keeps a really calming environment. It’s a nice break from my other classes.”

Allison aims to showcase an open mind through travel and pass it on to his students as well. Although he thinks travel is an optimal way to broaden your worldly viewpoint, cultural awareness can come from where you are standing.

District aims to alleviate budgetary constraints with VATRE, considering school consolidations Story by Sahasra Chakilam Photos by Wendy Le, Vibha Viswanath Design by Nrithya Mahesh Careful savings can become vulnerable in the face of emergencies.

As the state continues to shortchange public education and takes away from crucial district resources, Coppell ISD is compelled to draw deeper than before from its roughly $70 million fund balance.

All the district can hope is that its balance won’t completely crack under the pressure.

“I don’t want to sound like the sky is falling because it’s not yet,” CISD trustee Nichole Bentley said. “But the reality is, we need to be figuring this out as if something significant isn’t going to change with funding because there is a systematic approach to underfunding public schools.”

According to CISD, since 2019, cumulative inflation has exceeded 20%, raising operating costs amongst district schools. Despite this cumulative inflation, the state has not modified its basic student funding allotment of $6,160 since 2019 to account for these increased expenses in operating.

For CISD to stay on track with inflation, the district would need an increase of $1,000 to $2,000 per student in the basic allotment. However, without such an adjustment due the

23%

state’s stagnant funding formula, the district is experiencing a projected $13.4 million budget deficit from the 2023-24 academic school year and has to adopt a $7.5 million deficit in the 2024-25 school year, taking a toll on the district’s financial stability.

Coupled with the disconnect between state funding and inflation, Coppell’s aging population, slow construction of new homes and increasing home prices have deterred younger families from moving into the district. This shift leads to a decline in enrollment, specifically in the elementary level, further straining the district’s financial instability due to decreased revenue from student attendance.

The district is adjusting the limited open enrollment program to expand into neighborhoods, such as Irving’s Hackberry Creek, to raise revenue without increasing expenditures. Sircar said, however, the number is not large enough to improve elementary student enrollment.

“We’re missing a lot of enrollment,” Sircar said. “In fact, our enrollment last year in elementary school was about the same as it was in the 2017-18 school year.”

According to CISD, it takes about

$42 million to fund expenses from September through December. If the district does not alter its current expenditures, it is at risk for not being able to fund the first four months of the 2025-26 school year.

Bentley said a healthy fund balance is crucial to pay teachers salaries and operational costs in the beginning of the school year as the district does not receive tax revenue until late December.

“We have to have enough balance to pay our teachers and keep the lights on for the fall semester,” Bentley said.

According to CISD, from the 2018-19 to the 2022-23 school years, the district experienced a 23% rise in overall salary and benefit costs which is due to efforts in strengthening retention.

Coppell High School Principal Laura Springer thinks that if the district is not able to maintain competitive salaries, the quality of the staff can be compromised.

“We have to be smart and keep that [teacher salary] percentage as high as we can, because we want to attract young teachers so we can keep this building up, and we also want to be able to pay the [veteran staff members] who have been in the system for a long time, and honor our teachers for the work they do,” Springer said.

The district is strategically using employee attrition to reduce payroll costs by eliminating administration positions and supporting staff positions

as they become vacant, minimizing the impact on the budget without any immediate layoffs.

“There are some positions that haven’t been replaced, which means that other staff members are having to pick up those duties or we’re having to do things differently,” Sircar said. “That can be a bit stressful for everyone, especially given the district’s reliance on its fund balance to cover budget deficits.”

With the state requirements for armed guards in all school campuses and continued demand for CISD’s specialized programs, the district is struggling to balance the many costs placed upon them without compromising quality of education.

“I want to give students the best experiences we possibly can,” Springer said. “If they keep cutting our budgets, we have to then start looking at programs.

I am going to fight with everything I can, because I don’t want to lose programs that help us, help students be ready for the next step.”

Springer said as the budget dwindles, it can also affect the funding for student transportation as the different travel costs for field trips can quickly add up. Clubs and programs requiring transportation for field trips or competitions have to resort to fundraisers so students do not have to pay as much. Large programs, such as CHS DECA, raise money for students through selling popcorn to cover costs for competition registration, transportation and lodging.

“We have been told that the cost for transportation is going up about three times and that cost would pass on to the student that is participating,” DECA advisor Richard Chamberlain said. “Transportation can be very costly, especially because it does cost extra to use a bus during normal route times.

We’re talking about 5 or 6 buses for a district competition, which adds up.”

On Aug. 19, the Board of Trustees approved a Voter Approval Taxpayer Ratification Election (VATRE) to be on the Nov. 5 ballot. The VATRE calls to increase the Maintenance and Operations (M&O) tax rate, which covers employee salaries, supplies, safety utilities and bus repairs, by 3.17 pennies to generate an additional $2.4 million for the district in response to budget issues.

The M&O tax rate is composed of the tier one tax rate which is established by state law and the voter-approved tier two tax rate. Voters can permit up to 17 additional pennies to the tier one rate.

However, if the district collects more revenue than the state funding formula allows, the excess must return to the state through the Robin Hood plan, which is in regards to state revenue redistribution.

During tax ratification elections prior to 2011, CISD voters authorized that all 17 golden and copper pennies can be added to the M&O tax rate. However, the change in law with the

introduction of House Bill 3 reduced the voter-approved pennies to 3.17 copper pennies, compressing the rate.

The VATRE ballot on Nov. 5 will include a measure asking voters to approve an additional 3.17 copper pennies to the M&O tax rate, directly affecting property taxes as it would increase the overall tax rate.

If approved, the VATRE would lead to a property tax increase for taxpayers, amounting to an additional $163 per year, or about $14 per month for the average household. Taxpayers aged 65 and older with frozen school taxes would not see an increase.

According to Bentley, although the tax rate would increase, the overall property tax rate would remain lower than what it was in 2022 due to previous reductions.

Of the $11,166,955 cited on the ballot, CISD would retain approximately $2.4 million, while $5.28 million is attributed to the increase in taxable property values and will be subject to state recapture.

Of the remaining $5.88 million, CISD keeps an additional $2.4 million from the VATRE, with the remainder recaptured by the state.

“Unfortunately, many people don’t realize that not all of the taxable revenue that comes into the district stays with the district,” Sircar said. “Last year, we sent about $23 million back to the state in excess tax revenue. This can seem confusing, especially now that we’re asking to raise the tax rate through this VATRE.” Through VATRE informational meetings, the district shared a video explaining the VATRE and its implications, and has fostered discussion amongst attendees to receive community feedback, allowing it to gauge a deeper understanding of public concerns.

According to trustee David Caviness, the district

cleared confusions, such as what is the distinction between the money from the 2023 $321 bond package and M&O tax rate as the bond package does not cover operational expenses.

“VATRE has been accepted in the community pretty well,” Caviness said. “The legislative inaction that has worsened the problem has led to overwhelmingly positive feedback for the VATRE.” Community members have also led initiatives to raise awareness of the VATRE and its benefits. Four CISD parents - Trudy Baade, Rebecca Bailey, Jill Hill and Amanda Nevels - have formed a political action committee called “Yes! Committed to Our Schools.”

“The four of us are just concerned CISD parents,” Bailey said. “We all have kids in the district and several of us have gone to the district. We want to be able to continue offering the kind of education we do right now, and the VATRE is one of the means to keep doing that.”

At the Sept. 9 board workshop, the trustees put forth six possible school consolidation options to raise revenue and has kept three remaining options left: consolidating Pinkerton Elementary School with Wilson Elementary School and Austin Elementary School, consolidating Dual Language Immersion (DLI) program or leveling pre-K. Factors for consideration of consolidation include impact of student and staff movement, future excessive capacity in response to continuous declining enrollment, usage of fund balance, choice programs and added responsibilities to staff as positions reduce.

“We’re a community that values choices,” Bentley said. “Right now, we’re still able to offer all of our choices, but at some point, you have to start eliminating choices and some of the extras that we enjoy as a community if you can’t

cover the cost of basic educational requirements.”

The board has taken into consideration the emotional ties community members may have to a school.

“Change isn’t always good or bad,” Bentley said. “Sometimes change is change. My hope is that with whatever we decide, it’s going to give us the flexibility to look at what doors have opened potentially, once we get through this next legislative session.”

Caviness said the more the district educates the community on the history, declining enrollment and the reasons the district is in the position it is in financially, the more support they have received in making changes.

“It is tough emotionally to go through this process,” Caviness said.

“It is important for the community to understand the situation that we are in and that we have been dealt a bad hand by our legislature not adequately funding schools. More than just closing the building, it is [being] able to maintain our programs that will help us all stay together as a community as we work through these difficult times.”

The board met on Sept. 30 to make a final decision regarding consolidation, which was after press time for this issue of The Sidekick.

To make up for most of the inadequate state funding, the district hopes the community chooses to be involved in the decision-making processes and vote during the VATRE ballot to alleviate the financial situation and the future of education for students.

“We’re committed to remaining a destination district,” Bentley said. “If we aren’t effective in addressing these budget issues, it means hard choices are going to have to be made and our community and our students are going to feel those in ways that have been uncomfortable up to this point or not our preference.”

3.17

copper pennies added to M&O tax rate if VATRE is approved

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Hope Squad sheds light on suicide prevention

Photo by Eirene Park Coppell High School Hope Squad teacher Delosha Payne, junior Alexis Whitiker and seniors Arya Adhikary and Ayusha Baral take a group photo at the Large Commons during lunch on Sept. 6. Hope Squad set up a selfie booth for students and teachers to introduce their new program at CHS.

Minori Kunte

Art Editor/Cartoonist @CHSCampusNews Students at Coppell High School buzz around talking about class rank, which clubs to join, recommendation letters and more. Yet, amidst all the chaos, there is often one priority left behind: mental health.

This is where the CHS Hope Squad comes in.

Previously started at New Tech High @ Coppell and Coppell High School Ninth Grade Campus, Hope Squad takes ownership of initiating the mental health focus at CHS for the 2024-25 school year.

Round-Up yearbook adviser Katrina Hester and American Sign Language

(ASL) teacher Delosha Payne each lead one class period, advising a total of 12 students. “[Hope Squad members] are all super interested, not only in raising awareness of mental health issues, but they’re also really interested in helping their peers,” Hester said.

Invested, kind and mindful are key traits of each student in Hope Squad, who have been nominated by core teachers and approved by counselors to join the philanthropic group.

“I wanted to learn about people and what their thoughts are behind suicide, and how we can help prevent that,” Hope Squad senior Arya Adhikary said.

“I thought it was a cool opportunity and I’ve never heard of it before.”

Its main goal for this year is to raise

awareness about suicide prevention by increasing communication of mental health.

“That’s a really good thing because as a society, we’re afraid of talking about our own mental health issues; we’re afraid of getting judged,” Hope Squad junior Kelton Chen said.

The class dynamic of varying grade levels and experience initiates discussion of mental health and grade levels contrasting from other CHS courses offered.

“We have an interesting [dynamic] because people with my experience of Hope Squad are my youngest students and my people with experience of CHS don’t have experience of Hope Squad,” Hester said.

Hope Squad participated in “Hello Hope Week,” from Sept. 2-6, a movement that began in Sandy Hook Promise Foundation, referred to as “Start With Hello Week.”

The purpose of the themed week is to create a culture of kindness and increase inclusivity within the student body, along with an introductory bulletin board near the Commons.

“Right now, we have our faces and names on there, so it’s more of putting a name to a face kind of thing,” Chen said.

“If we can interact with the student body, like we were doing with the selfie booth, that is something that can really make someone stay and make us more known to the school.”

With Hope Squad being a course elective, members are given the opportunity to collaborate for longer periods of time and have greater access

to plan school activities. Members are learning to pursue healthy conversations with peers who may be struggling, with their priority being suicide prevention.

Originating from Provo City School District in Utah, Hope Squad follows a flexible curriculum. One of the processes for peer assistance is questioning, persuading and referring (QPR). The acronym is built to ask the hard questions to provide help in a healthy manner, directing them to a trained counselor on campus or from a local organization.

“I told the students at the time, this is a once in a decade conversation, not a once-a-week conversation, but if we can just help one person, then we’ve done a great job,” Hester said.

Hope Squad encourages students to place a high pri wwority on mental health and inclusivity as it is more commonly found for academics.

“This is my 26th year of teaching and I’ve seen the impact of student tragedy on schools and that’s something very hard for anyone to go through,” Hester said.

Hope Squad plans to collaborate with CHS organizations and other campuses to further the healthy discussion of mental health through activities such passing out Lifesaver candy or setting up a selfie booth at CHS. “We’re hoping that we can encourage other students to pay that [kindness] forward,” Hester said. “If we succeed at changing the mindset a little bit so that students are more willing to lift each other up and less willing to put each other down, then we will have made a huge difference.”

Chew charges on as new Plunger Boy Sohana Singh

Staff Photographer @sohanas_4841 Clad in red coveralls and wielding a plumber’s plunger, Coppell High School senior Jake Chew surely stands out from the crowd at each game.

Chew serves as this year’s Plunger Boy, a longstanding CHS tradition. The Plunger Boy serves as the leader of the student section at CHS sports games, energizing the crowd.

The tradition began in the 1990s, after a football game against Southlake Carroll High School. After the Dragons called the Cowboys “plumbers” and “farmers” and insulted them for working

low-class jobs, the Cowboys took the snubs in stride. They embraced the idea and created the Plunger Boy - a spirit mascot representing the essence of Coppell.

“The Plunger Boy has shifted from a joke to the student section leader, who’s an important part of every sports game,” Chew said.

Now, the Plunger Boy is selected through a nomination process by the previous year’s Plunger Boy and through an interview with CHS Principal Laura Springer and student council sponsor Benjamin Stroud. Immediately, Chew made a strong impression.

“When Jacob walked in, his presence was strong and he talked so passionately about how much he loved sports and wanted to support everybody,” Springer said. “For me, hands down, I was like ‘Jake, you’re the man.’ I just love who he is.”

The Plunger Boy is essential to a spirited student section, as he helps people to come together and have fun together while cheering on the team.

“When you have a loud student section, people are going to have fun,” Chew said. “ If there wasn’t a student section, students wouldn’t be together at games, so I get to bring people together to have fun.”

Chew is highly involved at CHS, as he is a wrestler as well as a member of the National Honor

Society, Fellowship of Christian Athletes and Student Council. Being a member of the CHS Student Council helps him be even more involved in the football games and school events.

“Being in the Student Council room helps me feel more connected to the school - we decide game themes and pep rallies,” Chew said. “If I wasn’t a part of student council I wouldn’t have been there to plan the pep rally, which helps to be the Plunger Boy.” Senior Swathi Karthikeyan, a member of the Student Council board, said Chew helps create and establish long lasting memories for students.

“Doing the things that the Plunger Boy does, like the chants and dances, gets the crowd’s attention and doing things together makes you remember, ‘That was such a great night’,” Karthikeyan said. “Being the Plunger Boy is not just about being energetic - it’s about making sure that others also feel that energy and make good memories.”

Chew thinks that a vibrant student section is beneficial not only for the students, but for the playing team as well.

“The louder your student section can be, the better the team can play because noise helps the team to get motivated,” Chew said.

But most important, according to Chew, is that people show up and enjoy themselves.

Photo by Sohana Singh Coppell senior Plunger Boy Jake Chew interacts with the student section during the football game against Sachse on Aug. 30 at Buddy Echols Field.

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Smith-Bothun steps up as new associate principal Katie Park Staff Writer @katiegpark

After singing an outstanding performance of the national anthem at a Texas Rangers game, Taylor SmithBothun prepares for a new week as the new associate principal of Coppell High School.

Smith-Bothun has an extensive background in education as an assistant principal at Coppell Middle School West since 2022, a Spanish teacher in Eden Prairie Schools in Minnesota and a digital learning coach in GrapevineColleyville ISD. Smith-Bothun studied at Bethel University in Saint Paul, Minn, obtaining a double major degree in K-12 Spanish education and vocal performance.

With a master’s degree in educational leadership at Minnesota State University and a principal certification at the University of North Texas, Smith-Bothun is ready for his new position.

“I was compelled to CISD because it’s just an incredible district,” SmithBothun said. “I’ve been in four different districts throughout my career and this is the most positive, encouraging and successful district I have ever seen where there’s real collaboration between teachers, administration and district leadership. I really feel like we’re all cohesively working together to do what’s best for kids.”

Coppell High School Principal Laura Springer is intrigued by Smith-Bothun’s charismatic personality. “[Smith-Bothun] is young, excited and full of life,” Springer said. “He’s very knowledgeable about the curriculum

and wants kids to be successful. He’s somebody that I think will eventually want to become a principal, so I want to show him what I think is important for that role.”

Smith-Bothun found a love for learning and speaking Spanish, now fluent in the language.

“I started [learning the language] in middle school and loved it,” SmithBothun said. “I was not good at it at first, but I had really great teachers that made me fall in love with the language as I progressed to my senior year. I also lived abroad in Spain for a year when I was in college and that was really where [the language] cemented for me.”

Smith-Bothun holds an advantage in communicating with non-English speakers within the school.

“It’s important that we have representation for students to be able to speak their heart language,” SmithBothun said. “Being able to communicate with our students and families, who are first Spanish speakers, provides a safe space for them to be able to express themselves authentically and to have somebody that can hear them speaking from their heart.”

Originally from Minnesota, SmithBothun was drawn to Texas because of his husband, Hudson Smith-Bothun.

“My husband is actually from Waxahachie, Texas,” Smith-Bothun said. “He moved up to Minnesota and we met there. We’ve been married six years; I always knew that he wanted to come back to Texas and I was open to a change.”

With a major in music and vocal performance, Smith-Bothun is a regular singer for the Rangers.

“I started singing when I was in Minnesota for the Minnesota Twins,

Photo by Vibha Viswanath Coppell High School associate principal Taylor Smith-Bothun came to the high school after serving as assistant principal at Coppell Middle School West. Smith-Bothun aims to strengthen the community and relationships with students and teachers at CHS.

the Minnesota Timberwolves and the Minnesota Lynx,” Smith-Bothun said.

“Then, they put me in contact with the folks at the Rangers and I actually was just asked a couple days ago to sing the anthem on Sept. 21 - it will be my 12th anthem with them.”

Prior to his commitment to education, Smith-Bothun spent his time performing in large musical productions. ”I used to do a lot of performances in fully staged operas and musical theaters,” Smith-Bothun said. “As I stepped into administration, the time to do those full stage productions has now been devoted to the school, so an outlet I still have is performing in my church choir every Wednesday and Sunday.”

CHS staff members have gotten to know Smith-Bothun personally,

captivated by his inspiring character.

“I think he is going to do a wonderful job this year,” data and administrative support specialist Erin Kelly said. “He has such a large personality and he could be so silly but the second that something gets serious, he gets right into ‘associate principal mode’ and is ready to solve problems.”

Smith-Bothun is thrilled to lead this school year, hoping to connect with students.

“Right now, I’m doing a lot with clubs and it’s been great learning more about the passions that our students have and the things that they want to champion and support,” Smith-Bothun said. “I’m excited to continue to build relationships and get to know the students that make this school what it is.”

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Entertainment

“You also leave a piece of yourself, not only in the theater, but with the audience.” P. 17

Lariettes celebrating 60 years of glory Isabella Callegaro Santos

Entertainment Editor @CHSCampusNews

With a uniform recognizable from a glance, the Coppell High School Lariettes are a crucial part of school spirit and Coppell community service, now celebrating a 60-year legacy.

For their diamond anniversary, the Lariettes held an alumni weekend on Aug. 30-31. Organized by Lariettes director Hayley Mitchell and the Lariettes Service Organization (LSO), more than 100 Lariette alumnae attended the events and reminisced on their days with the drill team.

“We’ve never done anything like this before and since we are in one of those golden years, I decided that it would be fun to be able to really amp up our alumni organization and try to get them and our current Lariettes connected in a way that we’ve never really done before,” Mitchell said.

The events began on Aug. 30 with the 35th Annual Spaghetti Dinner prior to the Coppell football game against Sachse.

Apart from this game day tradition, the Coppell community experienced a halftime show never seen before on Friday night at Buddy Echols Field.

During the performance, the current Lariettes took the field alongside alumni.

Lariettes senior lieutenant Chloe Christianson has a long-lasting legacy with the program, with both her mom, Courtney Christianson, and aunt, Lindsay Monteleone, being former Lariettes from the CHS classes of 1997 and 2001, who performed alongside Christianson during the events.

“I’ve always looked up to the Lariettes.

My mom and my aunt were both Lariettes when they were in high school, so we’ve always had their uniforms at my house and I remember I would always put it on and be like, ‘I’m a Lariette,’” Chloe Christianson said.

The thrill of taking the stage once again is met with meticulous practice as former Lariettes got back to dancing.

“It’s been probably 30 years since we’ve danced, especially to counts, so trying to learn it off of a video and I was like, ‘whoa, whoa, whoa, slow down,’” Courtney Christianson said.

After the game on Friday, celebrations

continued on morning of Aug. 31 as the alumni and the current lineup gathered for tea, to talk about and appreciate their times with the Lariettes.

“We’re just one big family that goes on forever,” Chloe Christianson said.

Photos by Sohana Singh and Emmalee Jittasupo The Coppell Lariettes performs its 60th anniversary special performance at halftime on Aug. 30 at Buddy Echols Field. The Cowboys defeated Sachse, 31-10, as the game featured recognition for seniors in football, cheer, sports medical team and a special 60th anniversary Lariettes performance.

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One-dimensional female characters fall flat Sohana Singh

Staff Photographer @sohanas_4841 Imagine a typical Hollywood heroine.

Is she confident? Probably. Strong? In some manner or another, also probably.

But what else?

Women are being represented in media more than ever before, and the entertainment industry has surely grown from the damsels-in-distress and shallow wives of the past. However, even as women star in media and take on stereotypically masculine roles, the quality of their representation lags behind.

Women are portrayed very one-dimensionally in comparison to their male

counterparts, even today. As such, their characters aren’t nearly as compelling, or even as realistic. When female representations are one-dimensional and unrealistic, their impact falls flat.

There is an assumption that a female character can only have one trait. If she’s strong, she can’t be emotional – that would make her weak. If she’s emotional, she can’t be strong – she is not “rational” enough to be strong. That notion is false in reality. A girl can be strong and emotional

– her personality doesn’t impede her other abilities, and her strength doesn’t impede her ability to show emotion.

Based on that false notion, I must have been a walking paradox as a kid.

I loved to wear skirts and dresses, and was highly emotional. At the same time, I could beat any boy or girl in a race until seventh grade; I enjoyed “masculine” hobbies like superhero movies and skateboarding. Yet, I could never really see myself in any of the characters I would see or read about, something I envied about my male peers.

Take Black Widow from the Marvel Cinematic Universe, your stereotypical female heroine – she’s strong and independent, and has a mysterious backstory that is supposed to shape who she is. But she’s not much more.

In contrast to her male counterparts, she’s extremely one-dimensional, only showing vulnerability when calming one of the male heroes, displaying traditionally female characteristics. She does not have a true personality other than “strong fighter” and “stoic agent,” nor personal agency in the plot either.

When her classic role of fighter does not fit into a situation, she’s made into a sultry femme fatale whose only job is to seduce her opponent.

Contrast that with Tony Stark, Iron Man. He’s a snarky, blunt genius but still deeply cares about his friends. He faces betrayal, loss and defeat, and reacts to it with genuine emotion.

He calls the shots and faces the consequences of his actions. He’s defiant and rebellious, but not without reason. He’s a good guy, but not without his flaws. He’s

real, and in comparison, Black Widow’s a cardboard cutout of a woman.

For female characters like Black Widow, Wonder Woman and Catwoman, their personalities are always inherently tied to their femininity. Male characters, on the other hand, are not built on their masculinity, but rather the fact that they are people first.

A female character can define stereotypes, but if her defiance of a stereotype is her whole personality, it’s still a stereotype. Girls, whether young or older, deserve to have true female role models who they can genuinely see themselves in – who show them that they can be more than one thing, and that they don’t have to sacrifice a part of themselves in order to appear “strong” or “independent.”

There is no box that all female characters should fit in, no mold that all female characters should be made out of, no stereotype that all female characters should fall under. Just like we are in reality, and just like men are portrayed to be, every female character should be her own person.

We concern ourselves so much with writing “female characters” that we forget to just write good, compelling characters who happen to be female.

A female character should not be approached any differently than a male one – she’s still a person, with human emotions and human struggles.

She should be treated as a human, not as a blank slate.

Graphic by Ahana Roy Women in media are often thought to lack depth in character com pared to male counterparts.

Our Town, Our Story in Grover’s Corner Marli Field

Staff Writer @CHSCampusNews On the stage of the Coppell High School Auditorium, the cast and crew of the Cowboy Theatre Company’s upcoming production, “Our Town,” are not just getting ready to put on a show — they are getting ready to live out an entire lifetime for the audience.

“Our Town” follows the lives of several citizens of a small town through different milestones of life. Over the course of three acts, the audience watches the characters grow over a decade, seeing a culmination of the human experience from first love to final breath.

“Our Town” shows in the CHS Auditorium at 7 p.m. on Thursday, Friday and Saturday.

Head theater director Glenn Price creates a show Coppell residents connect with, not only because of who they might know in it, but how they see themselves reflected in its plot.

“This play speaks to humanity,” Price

said. “Every time you do a play, you’re tied to these pieces and characters because you have to live through them and walk in their shoes. But you also leave a piece of yourself, not only in the theater, but with the audience members.”

The set design for “Our Town” is particularly unique, as unlike most large scale school productions it is minimalistic with a stronger focus on light and sound than actual structures.

CHS junior stage manager Georgia Reynolds is in charge of these small details.

“Every single time the lights might change on stage, a sound key is played, or something is rolled on stage, I’m the person who says go,” Reynolds said.

“I’m in love with this play and how it’s written. Through this production I’ve learned that I can take on a lot more stress than I thought I could.”

Actors think this show is a truly special experience.

“This show has united us in a way I didn’t know was possible,” said CHS junior Makayla Arnold, who plays Rebecca Gibbs.

New Tech High @ Coppell senior Lucy Martinson, who plays Emily Webb, echoes this sentiment.

“A realization that Emily makes in the third act is that she didn’t ever appreciate the time she had with her family as much,”

Martinson said.

“Especially as a senior, this play has definitely taught me to really cherish the moments I

have with my loved ones.”

The show’s heart lies in the beauty of everyday life, and the company’s decision to bring in elements of local history.

“We’re not just tying in elements from the original play, but the history of Coppell,” Price said. “I wanted to give a wink to Coppell’s history, given how inviting this community has been to my family and me.”

Not only does this production follow the development of life’s precious moments, but also its heartbreaking ones.

“What I hope the audience walks away with is the importance in stopping to embrace the moment and the lives that we have,” Price said.

Photo by Isabella Callegaro Santos

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Lifestyle & Wellness

“I eventually learned that the unknown is not quite as bad as I’d pictured it in my mind.”

Read more on coppellstudentmedia.com

Maximizing your time for productivity

Graphic by Manasa Borra Returning from summer break, productivity can be a struggle for students. Lifestyle & wellness editor Ishana Sharma suggests taking steps to build a schedule can help busy teens to find success.

Ishana Sharma

Lifestyle & Wellness Editor @_ishana_sharma After two months of sleeping until noon and snacking at odd times of the day, the time to get back into the school routine is here. For many, this means balancing several activities at once, including studying for AP classes, playing a sport, working a job and leading a club.

To manage this, many choose to wake up early, sleep late and wake up the next day only to feel more tired.

Alternatively, another way to manage schoolwork and extracurriculars is to implement a schedule to fit in all your activities, while also allotting time to unwind. There is no fixed way to create a schedule, and everyone’s time management looks different depending on their organization habits. Here are some ways to discover what works best

for you.

Find your productive time To start, think about the time of day you feel the most energized. Once you are aware of that, you can center your most important or challenging work around that time so that you can complete it with your best effort. This can help reduce stress because you are tackling challenging tasks at the time when you thrive the most.

While this method works well on weekends, it can be difficult to execute on school days, especially if you work best in the morning or afternoon. On these days, you can do something after school that helps you feel more energized, thus allowing you to come back to your work feeling refreshed and ready to get started. This could be taking a nap, watching your favorite show, refueling with a snack or going on a walk.

Set time blocks A schedule does not always have to be very detailed with hourly planning. If you are not a detail-oriented person, like myself, when it comes to managing time, you can gain a broad idea of what you want your day to look like through time-blocking. Setting aside chunks of time with a generic goal of what you plan to accomplish tends to be helpful to visualize your day.

Say I set aside two hours after school to study for an upcoming test from 4:30 p.m. to 6.30 p.m. This time slot may seem like it lacks detail, but once I sit down to study at 4.30 p.m., I can choose how I want to spend my time. For example, I

can decide to watch review videos for 30 minutes, followed by an hour of doing practice problems and then spend the last 30 minutes reviewing my mistakes and missed problems. This limits the stress that would come if tasks take longer than expected.

Start with timed items Another way of effectively managing your time is by beginning with the task taking a fixed amount of time.

If you know that you need to spend three hours preparing for the SAT, get that out of the way before starting on anything else. Then, you can move on to other assignments that have varying time periods, such as writing an essay or researching a topic. This way, you can complete these assignments at your own pace and to the best of your ability, instead of rushing through them because you have to do a timed task afterwards.

Following a schedule takes discipline, and figuring out what works best for you can take time. But if you stick with it over time, you can maximize your productivity each day and feel rewarded in the end.

Steering the wheel with confidence Emmalee Jittasupo Staff Writer

“Watch out, you’re such a bad driver!”

I exclaimed to my friend as our car was inches away from the one in front of us.

“Well, why don’t you get your license?” she yells back as she slams the brakes.

As I process this question, I begin to envision the worst case scenario: cars crashing left and right, and individuals getting into road rage.

Driving anxiety is a fear experienced by many teenagers. Fear of driving can affect all aspects of one’s life, from personal to professional. Simply starting the car in ignition can cause some people to shake in fear. Usually teens excitedly watch the clock turn midnight on their 16th birthday and cannot wait to hop in their car to drive away, but not me.

When I was little, I watched with envy as the main character Abby Jensen in the movie 16 Wishes got into her brand new red car and sped away.

Ever since then I hoped to drive when I turned 16, until I got into the driver’s seat of the car for the very first time.

Almost crashing and frustrating my parents, I swore I would never drive again.

Teenagers may experience the shift from feeling eager to drive to never wanting to touch a steering wheel again can cause a disturbance. Knowing how to drive is an integral part of growing up, thus it is important to overcome the fear of driving.

Experiencing the crowded loops and rush of the Coppell High School parking lot can make you feel anxious, but it is important to stay calm. Allow yourself to wait until the parking lot is clear until you familiarize yourself.

As time passed, I realized that turning 17 is closer than it seems. Feeling the increased pressure from society to drive, I felt the urge to overcome my fear. Practicing everyday for at least 30 minutes made me feel at ease with the roads and other surrounding cars.

Starting in an empty parking lot in the evening may seem useless, but it allows one to become acquainted with all the road components which can help driving on busy roads during the day feel like a more comfortable process.

Courtesy photo Emmalee Jittasupo Many students at Coppell High School begin to drive, but not everyone is rushing to get behind the wheel. The Sidekick staff writer Emmalee Jittasupo shares her perspective on driving anxiety which is sometimes mistaken as laziness.

During my first driving lesson I experienced a car tailgating behind me, which was understandable since I was driving at 30 mph in a 40 speed limit zone. I felt myself losing focus on what was in front of me and forming negative scenarios in which the car crashed into me. Over time, I realized that I needed to ignore the angry drivers and focus on myself.

To feel more confident, try creating positive energy while driving. For example, you can listen to music you

enjoy. This can distract yourself from any negative thoughts.

Driving can be terrifying, especially as a new driver. Just remember to be careful but confident when handling the steering wheel.

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Sports Photo by Kayla Nguyen Coppell coach Alyssa Noonan resumes her second year as she has come from an extensive athletic background as she was a tennis player her whole life. Being district coach of the year at George Ranch High School, she brings multiple playoff qualifying experiences under her belt. Running as the fourth head coach in five years, Noonan has had a rough time building the Coppell culture back, making cuts and working harder than before to continue the tennis winning streak that it has. Noonan has also had to work through budget cuts and enduring a

X: @CHSCampusNews “Ever since I was young I knew I wanted to play sports at that level, and now so many colleges have reached out to get in touch with me.” P. 21

Coach’s Corner

Coppell coach Antonio Wiley has been a coach for 17 years and has been in athletics for all of his life. Starting his third year with Coppell, he has taken Coppell to the playoffs twice and built a culture in the locker room that has not been seen in Coppell for a while. Along with his profound knowledge in football, he put Coppell on the map for athletics, and talks about how it tries to build a brotherhood on top of a winning team.

What does Coppell football mean to you?

Coppell football has truly been a blessing. I am lucky to have the opportunity to coach these young men who are ready to get to work at all times.

It also means that I get to push them to the limits and build a brotherhood

that they will remember for the rest of their lives. It also means representing this team and this school in the best way possible, which is to put everything on the line and win. As Cowboys, I expect them to go out and work their hardest.

We have to let the work that we do in practice show on the field.

What do you hope to accomplish as the head football coach?

We want to play for that chip in December and win it. I think that is the biggest thing any coach wants. We want to win district and play through Thanksgiving. More importantly, I want to see these guys build themselves. Build their character, confidence and show the dedication they have out on the field.

hard task with the team.

What does Coppell tennis mean to you?

Being head coach for this Coppell team has been a dream come true for me. It is not only an opportunity to grow the team, but to put our brand out there.

Having even more young players new to the program, it feels like their program and everyone is on board with the expectations and I truly feel like every player is proud to be here and they feel special to be a part of this team.

What do you hope to accomplish as the head tennis coach?

I am their fourth head coach in four

years, so that is tough for the seniors.

Knowing that they are ready to graduate, they are looking forward to post-high school tennis and another head coach is stepping in. I knew I could not break every little bad habit because I was just stepping into the role. A part of that came with cuts and rules.

Having a more manageable number of players out here has definitely benefited the players at the top of our lineup because we are able to give them more individualized support. Most of all, I want to make these hard workers the best version of themselves and win state.”

As a 16 year coach, Robyn Ross has taken her talents from the United States Air Force Academy Prep and previously attended Coppell High School as a student. Being reunited with Coppell has made her remember many memories including six sports.

Winning three state championships with Nansemond Suffolk Academy and she intends to bring not on the winning culture, but also the disciplined mindset to build the team.

What does Coppell volleyball mean to you?

It definitely is something that I had to

work hard for.

Being able to coach these girls has been truly eye-opening and a great opportunity to build my skills, build their ethics and build their confidence.

We are looking forward to building this team from the basics up to the most difficult things because as a coach we need to instill work ethic and show these girls what it takes to reach the top.

What do you hope to accomplish as the head volleyball coach?

The big key this year that is hopefully going to be a great story is how young this team is. There is only one

almost a hundred dedicated runners ready to work every day. Even during the hot and cold they stay committed to the program and that dedication is what cross country means to me I kept track of 48 workouts this summer and with a catalog and I told them to take vacations but they still continued to show up. But a lot of these kids, even when they are on vacations, are still doing their workouts. That is what it means to me. It is about instilling the ability to have that self-discipline and motivation even when no one else is working with you.

What do you hope to accomplish as the head cross country coach?

Helping them reach their goals is the biggest thing to me. As a high school,

bringing wins and championships boasts our program and allows us to bring more attention, but for me, it is about the future of these kids. They work hard in the classroom and on the field, and I just want to help them find what it means to be in control of their own future. Just like in the summer, if you start in July and you have not been running up to that point then you are not gonna be better than everyone, ready to make an impact.

My hope is that these guys see what they need to work on within themselves and attack their goals, aspirations and future with the same mindset.

Namir Awan Sports Editor @namir_awan

Photo by Sabah Uddin returning senior that is starting on varsity. The majority of the workload is coming from sophomores and juniors, which is promising for the future.

We want to win as badly as everyone else and even worse.

It is the environment that we are used to and we will not back down from the challenge. We are preparing this year with team chemistry and that is what we are going to work on with a smaller team to be able to fill all the holes in our defense.

Photo by Sohana Singh Being a 22 year experienced coach, Coppell coach Landon Wren has been coaching cross country for four years at Coppell. Placing third place at state one season, Wren has been a pivotal point of the Coppell cross country team. Not only has he brought experience to the program, but he has improved the program to almost 100 kids. Wren has also played four sports for most of his life showing his lifelong experience. With his knowledge on the sport, he still tries to instill the qualities of being a runner for Coppell including discipline and respect.

What does Coppell cross country mean to you?

These guys work their tails off every day. It means so much to them and it means so much to me. I love that I have

Photo by Namir Awan

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Vegiraju vying for long distance victory Namir Awan Sports Editor @namir_awan

Grit: courage, resolve and strength of character.

However, to Coppell cross country runner and senior Pranav Vegiraju, it is more than what the book definition says.

With degrees higher than 104 and the sun beating down on the concrete, there is one sound on the pavement. A constant tap gets louder as Vegiraju hits his stride.

beef brisket burger, the cakey, delicious banana pudding, the large drink machine with infinite refills, the bathroom after a long ride or just the gasoline pumps ready to be used.

“When I went to Buc-ees, we were just going to stretch our legs and refuel,” Vegiraju said. “I somehow found myself in the socks section and that’s when I thought I would get a pair.”

From then, Vegiraju has taken the socks everywhere he has gone.

“They are now my lucky socks,” Vegiraju said. “I take them everywhere,

It’s just him, his phone and his lucky socks from Buc-ee’s.When picturing Buc-ee’s, one thinks about the juicy

especially meets.”

When he runs, Vegiraju runs with commitment and even in the summer heat, he pushes through knowing this is his chance to become great.

“It wasn’t the heat that affected me,” Vegiraju said. “It was the determination that I had knowing that I wanted to show the world who I am.”

On Coppell’s nearly 90-member co-ed team, Vegiraju is the fastest runner, posting his fastest time of 14:59.9 in the first meet this year in the 5K at the Waxahachie Woodhouse Invitational on Aug. 17 at Lake View Camp, also claiming first place.

“That run was incredible,” Coppell coach Landon Wren said.

“He proved that he is truly a class athlete.”

Vegiraju’s story is just like any other. As a kid, he l o v e d football a n d

GRIT COURAGE RESOLVE STRENGTH

wanted to compete at a high school level.

“I was definitely a huge football fan growing up,” Vegiraju said. “I wanted to play football or basketball when I grew up.”

His story takes a turn when being told that he was too small to play football in his freshman year, forcing him to shift his focus. “[Pranav] was definitely discouraged that he couldn’t play football,” said senior Pranati Vegiraju, Pranav’s sister.

“But the attention that he has gotten out of cross country is unlike anything he has received before.”

Being able to meticulously combine technique with stamina and endurance while running long distances is extremely difficult, even for runners who have been doing it since they were 5. On top of that, running for the first time as a sophomore, he was not fast enough to compete at the top level.

At the Southlake Carroll XC Invitational at Bob Jones Park in August 2022, the first competition Pranav ran at, he placed 341 and ran a time of 23:14.31 – almost a nine-minute difference from now.

“Most kids in our program come out of middle school running their whole lives,” Wren said. “Pranav came just as an OK runner who had no prior experience. He was also undersized and didn’t have the experience he needed.”

That sophomore year, Pranav decided that it was time to push the boundaries of his running. Diving deeper into the definition of grit, he wanted to see how far he could go.

“He is just a pleasure to coach and even more to watch,” Wren said. “If you see the way he works out, day in and day out, you would understand why he’s our most consistent runner.”

With his first meet of his senior campaign, Pranav smashed all expectations and his run garnered more than seven million views. With all of this attention, he has seen an increase in the number of offers and visits to colleges.

“I needed to get a collegiate offer,” Pranav said. “Since I was young, I knew that I wanted to play sports at that level and now so many colleges have reached out to get in touch with me.”

The attention isn’t just stopping at Pranav. Coppell cross country has seen an increase of participation and attention.

“The whole program has grown tremendously over the last few years,” Wren said. “We have more freshmen than ever ready to step into bigger roles.”

With Vegiraju making headlines and surpassing personal records, he has his work ethic - and his lucky socks - to thank.

Sports photography editor Nguyen contributed to this story.

Kayla

Photo by Nyah Rama Coppell senior cross country runner Pranav Vegiraju has emerged as a source of reliance and leadership for the Coppell cross country team. Vegiraju has been running for three years and recently posted his fastest 5K time of 14:59.9 at the Waxahachie Woodhouse Invitational on Aug. 17 at Lake View Camp.

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Witt using diverse background as coordinator, coach Yug Talukdar

Assignment Editor @YugTalukdar Passion, excellence and ambition.

These qualities adorn girls athletic coordinator Emily Witt’s mindset.

Witt enters Coppell with a diverse background. She started her career as head volleyball coach, head tennis coach, assistant basketball and English teacher at Boling High School in southeast Texas. Prior to moving to Coppell, Witt was the head softball coach at George Ranch High School in the Houston area.

“She had a lot of experience in many different avenues that you need to be a coordinator,”

Photo by Caitlyn Concepcion Coach Emily Witt pitches to the Coppell Cowgirls on Sept. 10 at Coppell ISD Baseball/Softball Complex. Witt served as head softball coach for George Ranch High School prior to coming to Coppell.

Coppell High School Principal Laura Springer said, “She has been in Texas the whole time and she understands UIL and how to work with coaches.”

Witt replaces Dr. Roxanne Long as girls athletic coordinator, a position which entails managing equipment, UIL affairs and working with other coaches.

Throughout the years, Witt has formed countless bonds with the students that she has both coached and taught which has led her to enjoy coaching.

“One of my favorite things is having kids reach out to me years after they have graduated to check in and let me know what they are doing,” Witt said, “Those types of relationships are important and special.”

These connections are also part of what drew Coppell ISD toward Witt when it sought a new head softball coach.

“Her passion and emphasis on relationships with all stakeholders was such that I thought she would be an excellent representative of our athletic department,” CISD Athletics Director Kit Pehl said.

Witt herself did not initially expect to move to Coppell over the summer, but she is glad that she made the decision.

“June and July were a wild ride,” Witt said, “My friends, family and myself never expected that I would shove everything away and haul my life up here.”

Witt also holds a deep passion for sports and coaching which was developed due to her childhood experiences on the field.

“I spent a lot of my time on either the football or softball field when I was a little girl,” Witt said. “So I got into softball and played it growing up.

Being raised in the small town of Needville, Texas also helped to nurture her fervor and inclination toward sports.

“Because I grew up in such a small town, you play any sport that is provided,” Witt said, “So I fell in love with sports.”

Although Witt’s family lives in Houston, she feels at home in Coppell.

“The more that I am here, the less that I can see myself being anywhere else,” Witt said. “It has been a bittersweet feeling, but it is more sweet since I love being here and the people that I work with.”

Her determination in athletics also gave Witt the mindset to excel academically by earning an academic scholarship into Sam Houston State University.

Based on her experience, she encourages student athletes under her to use their competitive and ambitious nature to reach for more higher academic goals.

“As far as program expectation goes, succeeding in the classroom is at the top of our priority list,” Witt said.

Witt wants to give adequate support to athletes so that they can perform well on the field, but also beyond it.

“We spend a lot of time making sure that our kids are pushing themselves both on the field and in the classroom,” Witt said. “We do a lot of weekly checkins and we talk about their classes.”

Overall, Witt is glad about her move to Coppell which will enable her to fulfill her ambitions of being part of athletic leadership.

“I am glad I took the risk, that’s a life lesson for sure,” Witt said. “Take the risk, just do it because nine times out of ten, you are gonna love the chance.”

Executive news editor Sahasra Chakilam contributed to this report.

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Cusano leading the way on offense through humility

Photo by Sohana Singh Coppell senior wide receiver Tucker Cusano talks with head coach Antonio Wiley during the game against Sachse on Aug. 30 at Buddy Echols Field.

Cusano plays a large role in the team’s offensive strategy and has verbally committed to Rice to further his educational and athletic career.

Nyah Rama

Editorial Page Editor @nyah_rama Less is more.

Everyone knows the saying, but the motto rings especially true for Coppell senior wide receiver Tucker Cusano.

There tends to be a very specific stereotype around the position group: they are flashy, loud and sometimes viewed as selfish. However, if you ever get

to sit down with Cusano, you will learn that he not only defies this stereotype, but he is the complete antonym of it.

So much so that the defining trait about him has not been his size 3X hands or his speed on the field, but his silence.

“I think that’s naturally who I am,” Cusano said. “I just sit back and let my game talk. Me not talking is just me trying to think through what the person who’s teaching me or hearing something and getting it through my head. Out of football, I’m there to mess around, make a few jokes and be around people that I know and love. I’m definitely a whole different person off the field than I am on the field.”

Inspired by his father, Mark Cusano, a former linebacker for the University of Southern California, Tucker’s journey to football started when he was merely 4 years old playing flag football.

“Growing up, my dad told me about all of his mistakes and taught me to be a better person and try to get to the level that he was at, but also do it in the right way to where I don’t make the same mistakes,” Tucker said.

Mr. Cusano also instilled in Tucker his teancious work ethic. Once Tucker developed more as a wide receiver, he began working with personal coach and former NFL tight end DeAndre Goolsby.

“He’s one of my big inspirations,” Tucker said. “He’s made it to the league and played for four different teams.

He is teaching me about what mistakes he made and that there’s so much more than just, ‘Hey, run this route.’

It doesn’t really matter how fast you are, he taught me the little pieces that make you a great receiver.”

For many athletes, the goal is to play at a Division I school for their sport.

The same was true for Tucker. However, his commitment process started off slow, having only received one offer by the second semester of his junior year.

“There were some times where I was just thinking, ‘I don’t know if I want to do this anymore,” Tucker said. “I would get to that point because it felt like everything was going right for some people and then it felt like I was not being seen by anybody. It got to my head a lot and then I started to go to camps.”

After what seemed like an eternity for him, Tucker received an offer from Rice in June. Within the same month, he committed.

“I was in shock because I was just like ‘Wow, this is all the stuff I’ve been working for,” Tucker said.

“It was unreal to me. The goal was to play Power 5 football and play at USC like my dad did, so there was a defeated feeling, like I didn’t make it to the level I wanted to.

It was back and forth between ‘You didn’t get the goal you wanted, but you got really close.’”

Tucker and his coaches are looking to savor his final season at CHS. “It’s funny how you watch these guys grow,” football coach Antonio Wiley said. “He was this little lanky kid and now, all of a sudden, he’s got this great physique, and he said he wanted to work to get a scholarship and he’s done that. I’ve watched the young man who didn’t necessarily run the best routes as a freshman and sophomore, and then all of a sudden he goes into his junior year and gets a little better. Now going into his senior year, his willingness to put in the work has made us a better football team. I’m honored to call myself his coach.”

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