Volume 21. Issue 1. October 2022.

O’Connor turns 20!

OHS football defes odds

By KAITLYN SMITTEN Sports Editor

Varsity:

Football has always been a huge sport at OHS. However, after a tremendous start to their season, OHS football has students and teachers looking forward to Friday night lights more than ever.

This year, OHS football was not even in the top 20 in the state at the beginning of the season, yet they have managed to make their way up the leaderboard to number 9 in the state.

“We were ranked 23 in 6A at the start of the season and they put schools over us that we beat by like 30 points. They put Ridge over us which is insane. We lost a few good players but it’s not going to overall degrade our team. We still have players up and coming. The senior players this year are just as good as the senior players last year and for them to put us that low was super disrespectful and now that we’ve won

hopefully we get a little more respect from the people in the state,” said Connor Coleman, senior.

Even though OHS has been tremendously underestimated, they have not failed to maintain a positive environment at practice.

“Our team chemistry really plays into how we treat each other on the feld. How we play for each other. I go out there and I play for the people beside me,” Coleman said.

Team dynamic is a major part of how a team performs. Having a close knit group almost always equals success in a program.

“When we work better as a team we succeed better. We have very good team chemistry,” said Parker Munier, junior.

Not only does a team’s environment affect a team’s performance, but also the work they put in outside of practice to get better.

“We put a lot of work into the off season and I think the off season is

really where you get your growth and where you become better and our kids work hard. They showed up all summer long. They did what we asked them to do. We continue to work hard on the feld during practice. We continue to lift weights in weight class. We’re just looking for the guys that get better everyday and we expect them to show up and work hard,” said Brian Cole, varsity football coach.

Cole and his players have a high expectation for the team and expect the best out of each and every one of them.

“I’ve grown up with most of the guys and we’ve been competing against each other trying to be better than one another since day one. We push each other,” said Ryan Davis, senior. With a competitive environment comes a winning record which helps to entice more players to join the program.

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Do not glaze over ceramics’ funding issue

By VICTORIA KIROVA Copy Chief

Through art, students are able to communicate their love and passions in a more distinctive manner. By receiving a more hands-on approach to learning, an individual’s creativity is able to be showcased in ways that another subject cannot achieve. Due to these benefts, art programs in schools are benefcial to the blossoming of a usually less-developed, more imaginative part of the brain; however, outside forces hinder these advantages.

At OHS, the ceramics program has long been a popular class among students of all grade levels. The interactive lessons and projects demonstrated throughout the year are great teaching tools, but a major issue challenges the accessibility of the supplies needed to effectively run this class: the lack of funding that is provided.

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Sandra Day O’Connor High School

OHS football prepares to score against their opponent, Brophy Prep.

PHOTO COURTESY OF ASHLEY PEREIRA

OHS bounces back eagerly with culture club

By GABRIEL de SOUZA Editor-in-Chief

After enduring two years of restrictions, cancellations, and postponements, the OHS community has attempted to bounce back; yet the decline in student involvement, overall culture, and school spirit has proven diffcult to curb.

With memories of the school’s tremendous former spirit not forgotten, school leaders have established a new culture club where invited student leaders are able to share ideas and perspectives on the issue.

“The main purpose behind the culture club was to bring unity within the school. We have a lot of diversity in the sense of everybody kind of being their own team or club—[but] not uniting and supporting each other. The

idea is to bring the culture as one and bring culture back onto this campus,” said Lauren Fetkenhier, Interior Design teacher and STUGO advisor.

With other staff members, Fetkenhier planned a daylong event with two student leaders from each sport, club, or other school group.

“Mr. Baumgartner, Mr. Bolus, and myself did a lot of pre-planning. We brought in a guest speaker to go over what [culture club] was about and start engaging the ideas,” Fetkenhier said. “We took the ideas that we thought would be most benefcial and had the kids work with those ideas after the guest speaker left.”

Many students are optimistic about the possibilities that the culture club could bring to the school.

“It looks really good on

paper so I hope that all of us can actually bring it to life and make it more than what we imagined. Culture club is giving us the opportunity to make this [school] perfect,” said Tala Shammas, junior. “Perfect is a strong word to achieve, but I think with all the great minds in [the culture club] we can get to that point.”

Despite the optimism, the event still faced criticisms, with many doubting whether the productivity of the daylong event was worth over 100 students losing such valuable class time.

“I think we could have lost the speaker at the beginning and just made it an hour-long [event] and it would have been fne,” said Davis Horn, senior. “To do six hours of this [event] and come up with fve ideas to improve the school was just a waste of

everyone’s time. I appreciate what the school’s trying to do, what admin is trying to do, but it could have been a lot more effcient.”

Although there were two representatives from each school organization, some students felt as if that was not enough.

“All of us were selected to be the leaders of our campus, to show our opinions, and to make the school a better place. Even though there was only a hundred of us, I didn’t feel like that was enough people to get the whole idea of O’Connor in one room. I feel like we could have done so much more with so many more people,” Shammas said.

Change is already being felt as the culture club’s newly created Instagram page has begun spreading news from each organization on campus.

“The kids created a new Instagram page…so people know more about clubs and when [school groups] are doing fundraiser nights and things like that to help us support each other. I think even something that small helps, plus I think more kids, now that [the Instagram page] is out there, are going to more [school events],” Fetkenhier said.

With countless clubs, sports, and organizations on campus, some fnd that students on campus are divided. However, the culture club aims to unify students and bring back spirit.

“The overall [goal] is to get the Eagles [from] all over the place, to come into one nest because that’s what we are. O’Connor is a nest and I feel like, right now, there’s a couple of different nests,” Shammas said.

Parking issues infuriate OHS students

By ABBY MILLS Design Chief

Student parking is an integral part of the school. The parking lots is where students gain real driving experience. The student parking lots slowly help students prepare for the increasingly diffcult demands of adulthood. However, throughout the 2022-2023 school year there have been an uptick of complaints regarding OHS parking.

With around 1200 juniors and seniors at O’Connor and only 647 parking spots, the school must solve an impossible puzzle: pick and choose who gets what spot. Students who send in their current insurance, current registration, and drivers license in the spring will get a spot for next year. With a constantly growing population, and heavy demand and little supply of school parking, the issue will get worse.

“As long as we keep taking more students here, as long as there continues to be a growth in population in this area, and as long as we continue to build residential neighborhoods in the adjoining areas, it's going to perpetuate the problem. It's life in the big city and we have to evolve and adapt,” said Bradley Garraway, head of security.

Students have little practice behind the wheel, and have never driven in a sea of hundreds of cars before.

This lack of experience leads to irritation.

“It's so bad all they do is honk at each other; they don't actually drive. It’s so loud.P eople are dumb,” said Abigail Eschete, junior.

With diffculty parking in their spots and trying to leave campus, students ponder whether or not their parking spot is actually worth it.

“I don't have to deal with Hackamore but no because I sit there for 30 minutes in a hot car, waiting for people to go and they don't,” Eschete said.

This year instead of a junior and a senior lot, there is just a main lot and the Hackamore lot. This has

angered seniors who were placed in the Hackamore lot because they wanted to be closer in proximity to campus.

“This is my last year here,” said Anisha Tanikella, senior. “So I feel like I should have gotten a better spot.”

Some seniors who are forced to park in the Hackamore lot feel they deserve a closer spot because of seniority.

“I think seniors should have spots that are closer because juniors have that chance next year,” said Tanikella.

The school has noticed the parking problems and is working tirelessly to subside the issues for future OHS generations.

“We are in essentially talks or negotiations with our district; with the city of Phoenix traffc addition,” Garraway said. “To try and remedy and rectify the issues we have here.”

This year, parking has been uniquely troublesome with a giant pool of applicants clawing to get a spot. Unlike prior years, parking spots were immediately sold out before the school year even started.

“I can’t see the future. I can’t put my fnger on the pulse to see how many applicants we are going to get. I had no idea and was shocked that we had so many applicants. We have over

200 kids on a waiting list right now. I, in my 10 years of working here, have never been sold out of parking the prior school year,” Garraway said.

Despite the high demand for parking changes, school faculty cannot promise any changes in the near future.

“Is there anything that we can do immediately to alleviate some of the traffc issues that we have? There isn’t. We have 2600 kids at this school. We have what I consider infrastructure issues. I don’t have the power and the wherewithal to wave my magic wand and make the traffc go away,” Garraway said.

PHOTO BY VICTORIA KIROVA

Students and parents endure long wait times in traffc while coming and going from the OHS campus.

Teacher/counselor shortage impacts OHS

By AMBER HAYDEN Staf Writer

Teachers and counselors play a vital and crucial role in the lives of students’ education at OHS. Currently OHS has a shortage of both teachers and counselors which has made the beginning of the school year diffcult on both fronts.

There is not a reason to worry because there are actions being taken to combat the ongoing teacher shortage. Administration is working hard to solve the teacher shortage at OHS.

“One of the biggest things with the teacher shortage is just fnding qualifed candidates. With our school being so large we have lots of teachers so when we have specifc programs that lose a teacher, it can be a lot more cumbersome than others,” said Jonathan Smith, dean of students.

Smith recognizes that some positions at OHS like AP Computer Science can be diffcult to fnd replacement teachers because of how specifc their qualifcations need to be.

“This year, where it’s probably affected us the most is with AP Computer Science because there is just such a small subset of people that could actually teach that class that when we lose a teacher who retired for example in this case, we don’t have a ton of applicants who even qualify to teach it,” Smith said.

Teaching is not the only place where there are shortages. Counseling also has a shortage on their hands.

“Here at O’Conner we should have six counselors and when one of our counselors left because her husband transferred to England, we were not able to fnd a candidate,” said Kathleen Giacini, school counselor department lead.

The beginning of the year has been diffcult with the teaching shortage at O’Conner.

“It’s been rough the last

few weeks for sure. We’re getting teachers that perhaps don’t have the same level of experience even [as] the traditional college educated teacher. We have [teachers] that are doing student teaching at the same time as being an educator here,” Smith said.

Teaching may give educators the opportunity to get emergency certifcation to help get positions flled, but there isn’t something like that for counseling.

“ [Potential teachers are] able to do things like get emergency certifcation even if they’re not a certifed teacher yet, but that doesn’t exist for counseling right now,” Giacini said.

Although teaching can provide things like emergency certifcation, it can still be hard to fnd someone to fll certain positions because of how specifc they are.

“Any of the CTE classes are very diffcult to have long term solutions for because they are so specifc. It was a challenge on that front with all those CTE classes, but I think it’s just because you have to be a subject matter expert in those felds to really know how to teach those things,” Smith said.

CTE classes can be hard to get someone to teach the class because of how specifc it is and how few of those teachers there are on campus.

“With CTE classes we only have one Computer Science teacher on campus; we only have one marketing or accounting teacher on campus so if we’re trying to replace those individuals, it’s diffcult because there’s not a support structure for them,”

Smith said.

With the counselor shortage, counselors would be satisfed with someone that has less experience as long as they match some of their preferred qualities.

“What we want more than anything [is]…a person that is happy to work here, enjoys being around the kids, is someone who would be a team player in helping our students,” Giacini said.

For new counseling hires, it is important for them to have value in being a teammate and having the best interest in students at OHS.

“The rest of the stuff, we could teach them, but you can’t teach someone how to be a good team player and someone who is going to really advocate for kids so we try to fnd a good personality ft above everything else,” Giacini said.

With these shortages, it is important to look at the data in order to understand the core of the issue.

“If you look at the data from some of the colleges, year to year enrollment for teacher programs at four year universities has continued to decrease year to year. What that means is that there are less people going into teacher programs and less people getting degrees with teaching in mind,” Smith said.

With the decrease of enrollment in teacher programs, there will be less candidates applying for teaching jobs that may come up across the state.

“It’s not anyone’s specifc problem, but when you have less people getting degrees for a feld that you have to have a degree for you’re going to have less people as a pool of

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new candidates so when you have retirees leaving and the pool of teachers coming in isn’t able to replace the exit group, you start to have problems like shortages,” Smith said.

With fewer people going into college and getting degrees in felds like teaching and counseling at schools, there are also outside elements like pay that may impact where teachers that do go to college choose to apply.

“There are certainly a handful of school districts in the Phoenix area that pay really well. It could be that they have not seen the counselor shortage as much because maybe now is the time that people who are looking to make a move for more money might go to a district that pays more,” Giacini said.

Within the past few years, the general public has said things online that could have made potential teachers change their mind about their career path. This is turn causes shortages.

“I think part of it was optically there is a lot of resentment for schools and for teachers specifcally with the online curriculum and there was a lot of stuff in the press

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on how bad schools were for closing down. If you’re a new teacher in school and you’re being told that you’re awful or that you would be awful in that position, it would possibly get people to think differently about going into the profession,” Smith said.

Even though there are less people going into teaching, there are things being done to keep teachers and counselors here at OHS which gives them reasons to stay and come.

“Both Mrs. Heath and my kids all went through Deer Valley District and it’s kind of similar in the other high schools. There are counselors who stay here whether you can make more or not, [they] stay because this is where [they]’re connected to, it’s [their] community, [their] kids go here,” Giacini said.

The community at OHS is a beneft that attracts people to come and keeps them at the school for many years to come.

“Hopefully we’ll fnd some people that really want to be in our community because it is a really good school to work at for. It’s not always just the paycheck, sometimes it’s also the school itself that they want to work; we do have that going for us,” Giacini said.

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Despite being understaffed, the OHS counseling department has not failed to decorate for the holidays.

PHOTO BY AMBER HAYDEN

New OHS staf strengthens community

By VICTORIA KIROVA Copy Chief

Teachers are essential leaders that shape and inspire today’s youth. They push students to persevere through challenges and work hard towards their greatest ambitions. Due to the colossal impact that teachers have on the lives of their students, they need to have the proper mindsets to educate future generations.

Thankfully, at OHS, some recent additions to the teaching staff have signifcantly impacted the school environment for the better. These individuals appreciate what OHS has to offer, and have brought along with them a new, inspiring energy that greatly infuences the students and staff.

Bradley Meese, history teacher:

“First impressions, I love O’Connor’s spirit. I like the unity and the culture that I feel here at O’Connor. The focus on extracurricular

development is so important, and I think sometimes schools can become a little hyper focused on academics, obviously that’s primarily why we’re here, but recognizing that there is real development that occurs outside the classroom is just as important as what goes on inside,” said Bradley Meese, history teacher.

New teachers have also implemented lessons that they have accumulated through their life experiences into their classroom.

“I love a good teasing. I let my students tease me and sometimes I’ll tease them, but I’m always very honest about ‘let me know if I ever say something that’s hurtful.’ I always tell my students that you never know when someone’s had a particularly rough day, and it’s important that my students have a place where they feel safe and loved. I just generally want my class to be a place where they genuinely want to be,” Meese said.

Julia Spurgeon, assistant

principal:

New members of OHS’s administration also strive to positively impact the students and staff on campus by getting a feel for the ways of the school.

“One of the frst things I do, in the frst year, is I look, listen, and learn. It’s something my mom always taught me to do so that I’m not just jumping in and pretending I know the environment. I feel like I’m just blessed with being able to promote academics, or strengthen teachers through professional development, or work with kids and help students grow,” said Julia Spurgeon, assistant principal.

Overall, the environment of OHS is contagious and creates an overall sense of pride as new staff members step onto campus.

“When I walk into the school and I hear the band playing, it’s incredible. And when I see performances or just see students doing nice things. The impact that I can have on the age group

is tremendous, which is why I love high school kids,” Spurgeon said.

Laura Bitler, English teacher:

Even for individuals that have been exposed to the world of teaching for years, there are still challenges that can arise.

“Being a new teacher is totally different. I thought that I kind of knew what I was doing and then when I came here learning Canvas was totally different, and the little things that make this school work. So it’s been kinda overwhelming here and there,” said Laura Bitler,

English teacher.

Thankfully, other preexisting staff members are recognizing these potential struggles, and are offering their assistance to ease any confusion.

“I can’t believe how helpful people are. I’ve never had to start over before because I was with the same district for so long, so starting over kind of makes me feel like a new teacher again, even though I’ve been teaching for quite a while. But any time I have a question there are several people that will drop anything to answer them for me,” Bitler said.

Ms. Maxwell’s mission for exploration and culture

By TRUE VAN DYKE

Features Editor

For four years now, OHS has been housing the culturallyrounded, adventure-seeking, positive infuence that is Holly Maxwell, English teacher. A past of traveling the world, exploring different felds, and fnding the career that blends all aspects of her personal interests, has led Maxwell to where she is now. The learning environment she has created at OHS is a collection of the various experiences she has had prior and the steps she has taken to get here.

The road to teaching was not always clear from the beginning for Maxwell, who was almost too well-rounded for her own good. As many current high school students can relate to, she was not exactly sure of what she wanted to pursue as a career, regardless of her various personal passions.

“All throughout high school I didn’t know what I wanted to do, and then once I started college, I felt kind of pressured to just pick something,” Maxwell said.

Originally, she was encouraged to pursue speech pathology and audiology, but through that, quickly found her strong disinterest in math and science. From there, a bad grade in anatomy pushed her just enough that she left

to the teaching industry instead. Maxwell found herself leaning into her love for everything to do with literature, and pursuing a deep dive into that broad and expansive realm.

“I’ve always loved language, and storytelling, and writing, and just the power that words hold,” Maxwell said.

The environment of teaching engulfed Maxwell with fascination completely, but at some point she was ready to expand the way she was going about her career.From growing up and teaching in rural America, surrounded by corn felds, she was taken over by the sudden need to explore language to a further extent, even to the opposite side of the world. A draw to experience life to the fullest, and several openings of doors, led her to spend four years of her life teaching abroad.

“I was 22 or 23 and I was really nervous that I hadn’t done enough, and I was like,

‘Oh my gosh I have to settle down and be an adult, like that’s terrible. I want to see the world,’” Maxwell said.

In 2015 Maxwell took a job teaching at a private boarding school in China, only to stay there for the next four years. Leaving the country for the frst time in her life, that one impulsive decision jump-started her love for

traveling, led to almost total cultural immersion, lasting relationships, and a foreign view on teaching. She was introduced to the idea of traveling and experiencing as many cultures as possible, all of it holding a signifcant place in her heart.

“As time went on, it very much felt like home,” Maxwell said.

After her stay abroad, she came back to the U.S. with the craving to experience life in all new ways, testing the waters of what was around her. When not teaching, Maxwell immerses herself in a rotation of hobbies, different sports leagues such as softball and kickball, and a circuit of bookstores, cafes, and poetry houses.

“I have a few core hobbies, obviously I love to read, and I like to watercolor paint, and traveling [too], but I’m kind of addicted to trying new things, so I’ll cycle through hobbies,” Maxwell said.

In the habit of keeping herself busy both outside and inside of school, she stays engaged in various clubs on campus. While she organizes, runs, and puts her blood, sweat, and tears into ‘Future Freshman Mentors,’ she also helps with ‘Literature Club,’ and merges her own interests by aiding the ‘Fashion and Design Club’ as well. Sponsoring and participating in clubs at OHS brings just

as much joy to Maxwell as it does to the students they interest.

“I’m helping with [the] Fashion and Design club, so I’m going to learn [how] to crochet, so that’s exciting,” Maxwell said.

Suiting her extroverted personality, Maxwell loves the social community and friendly environment that exists within the classroom. Teaching is a convenient alleyway to constant communication, connections, and discussions that Maxwell intentionally tries to fuel her classes with.

“I love to be around people, I don’t really do very well in isolation, so I really love having a social job,” Maxwell said.

Maxwell has been building these social connections at OHS for almost four years now, but it has not always been as interactive

as she would have liked. This outgoing, friendly teacher joined the English Department on her return from China in the midst of the COVID-19 outbreak.

Regardless, she still managed to positively improve what she could, and maintains that hope now, even a couple years later. Although OHS is slowly becoming her second home,Maxwell will always have the part of her that is drawn to other worldly teaching experiences. The future for Maxwell is destined to be just as interesting, complex, and ever-changing as her past has been, but OHS will always play a signifcant role in what builds her career and personal adventures from here on out.

“I’m open to going back abroad once things settle down globally, or another part of the United States, we’ll just see,” Maxwell said.

PHOTO BY VICTORIA KIROVA

Julia Spurgeon, assistant principal, plays an important role as part of the OHS Administration.

Holly Maxwell, English teacher, thrives in her personalized classroom.

PHOTO BY TRUE VAN DYKE

Students honor Hispanic Heritage Month

By GABRIEL de SOUZA Editor-in-Chief

Hispanic Americans have made numerous consequential additions to American society, and with that, on Sept. 15, Hispanic Heritage Month began celebrating Hispanic people and their contributions.

With Hispanic Americans making up as much as 18% of the U.S., their cultural traditions and customs have had an immense impact on American culture. At OHS, students are exposed to parts of Hispanic American culture and the cultures of Hispanic countries through Spanish courses and the Spanish club.

Just as any other minority group in the U.S., Hispanic people have faced and continue to face many hurdles that prevent them from receiving recognition for their work.

“Hispanic people weren’t always acknowledged for the struggles that they’ve gone through and the contributions they’ve given to this country,” said Alison Paulos, junior. “[Hispanic people] have made so many contributions to American society and they should be recognized for it.”

While Hispanic Heritage Month brings a small, dedicated amount of time to celebrate and recognize Hispanic heritage and culture, some Hispanic students view their culture not as something they actively celebrate, but as an intrinsic part of them.

“It’s Hispanic Heritage month every month, for me. I go home and my family is eating Mexican food every night; for me it’s a normal month, but obviously there is more representation of us in the media [during]

the month,” said Artuto Whipple, senior. “It’s always enjoyable, as a MexicanAmerican, to turn on the TV and see more people that look like me.”

Although the monthlong observation can feel ordinary, Whipple still feels that recognizing and learning about other cultures, like his own, is a worthy cause that makes the nation stronger.

“In American culture as a whole, our differences are what makes us stronger, our diversity is important and it’s important to understand the history of all of our peoples, especially people who have played such a major role in the development of this country,” Whipple said. Not only can learning about Hispanic culture make the country stronger, but it can also help students who are in any Spanish language course.

“I think that the culture piece is a huge part of the Spanish language in the same way that in an English class we learn about the context of certain rhetorical tools and how those are infuenced by American culture,” Whipple said. “I think that having culture in Spanish classes helps enhance learning and helps students understand the context of the words that they are using.”

Although Hispanic Heritage month comes and goes within the months of September and October, students at OHS continue to learn about the different Hispanic cultures throughout the year.

“In most Spanish classes, culture is incorporated year round,” said Robin Naylor, Spanish teacher. “Last week was the Tomatina in Spain, so in many [of the] classes we’re going to read an article and

Paulos, junior, and Brooklyn Smith, junior,

see videos. I think when it’s time for Dia de los Muertos, we’ll talk about Dia de los Muertos. When I do a sports unit, we would talk about some of the famous Hispanic athletes that [students] may be familiar with. In most Spanish classes, the culture is just part of the course.”

Learning about culture is an approach to learning that keeps the coursework varied and gives students a chance to incorporate their own interests into the class. Once students have a basic understanding of Spanish, teachers are able to add many more aspects of culture into the course.

“Once you get to [Spanish] 3-4 and up, it's easier to say we’re going to do a reading practice and it’s about the Aztec ballgame or we’re going to do reading practice looking at traditional recipes from Spanish speaking countries—it’s much easier. I think there’s many ways to use culture to practice language skills,” Naylor said.

With all the distractions teachers are forced to compete with, the engagement that culture brings to the classroom is highly welcomed.

“For a lot of students, the most interesting part of the course is the culture. Kids remember cultural activities much more than they do a writing practice—it’s more engaging,” Naylor said. “Kids are naturally more interested in different cultures around the world.”

Several years ago, before the pandemic, the Spanish department would host an extensive activity that brought together all Spanish students each hour to learn and experience more about Spanish culture than they would normally be able to in the classroom.

“When we were a smaller department, and the school was smaller, we used to do a

Dia de los Muertos activity where all the Spanish students each hour would go to the auditorium and there’d be a presentation and there’d be native speakers talking about their experiences,” Naylor said. “We’d have 800900 students in the gym for an activity, and we’d have a raffe with things that one of the teachers would pick up in Mexico. We would have a little paletta truck, so kids could buy ice cream. It was easier to do that when the school was smaller. Now, because we’ve grown so much, it’s more challenging–but it’d still be a fun activity to do, if we could somehow manage it.”

Due to the school’s growth in recent years, and the COVID-19 pandemic, largescale events have ceased to occur, yet Naylor has not given up hope for the future.

“I think two things happened; the school’s been growing quite a bit, and we had two years of [the] pandemic,” Naylor said. “I do hope and think it will happen [again] because teachers love to do that stuff, too. [Teachers] love to talk about the culture that we know and the cultural experiences we’ve had.”

Learning about Hispanic culture, or any other culture, can better educate students on how to be more conscientious travelers, which is an added bonus to the work of the foreign language department.

“The cultural piece [to language learning], I think, is huge, so that we don’t look like those stereotypical uneducated Americans when we travel abroad and make ridiculous mistakes that with a little bit of education, with just a little bit of knowledge could be avoided,” Naylor said.

With there being many Hispanic countries, all with unique and diverse cultures,

many Americans are not given the opportunity to learn about any other than the U.S.’ southern neighbor, Mexico—an issue the Spanish club hopes to solve.

“A lot of us are familiar with some parts of Mexican culture, but most of us aren’t familiar with Ecuadorian culture or what’s going on in Paraguay,” Naylor said. “What [the Spanish club’s leaders have] talked about doing is each month having a different country as the focus, which would be really fun.”

After a brief break during the pandemic, the Spanish club has returned and aims not only to engage more students in the Spanish language and educate on the many different Hispanic cultures, but also celebrate those cultures.

“For our frst meeting we’re going to be making a lot of different crafts from Hispanic countries,” Paulos said. “We’re making Ojos de Dios, Mexican tissue paper fowers, and we’re gonna decorate the display case in the 400 building during Hispanic Heritage month to tell the school and community the contributions that Hispanic people have made.”

At OHS, Hispanic and Latino students are the biggest minority group, comprising 13.5% of the student population, according to the Arizona Department of Education. Learning about Hispanic cultures and celebrating Hispanic Heritage month can help these students feel recognized and help create a more accepting school culture.

“I think it’s important for everyone in the school to accept different cultures, learn more about them, appreciate them, and celebrate our differences,” Paulos said.

PHOTO BY GABRIEL DE SOUZA

Alison

set up the display case for Hispanic Heritage Month.

PHOTO BY GABRIEL DE SOUZA

Display case shows crafts from different aspects of Hispanic culture.

OHS announces four National Merit scholars

By GABRIEL de SOUZA Editor-in-Chief

After the PSAT was administered last fall, semifnalists for the prestigious National Merit Scholarship Program were announced — with OHS having four of the seven semifnalists in the district.

The renowned scholarship is only awarded to PSAT test-takers who scored in the top one percent in their state. With the many benefts that come from achieving such

a prized scholarship, many students awaited hopefully.

“My frst reaction was to text my parents,” said Esha Saraswat, senior. “I texted them in all caps, ‘guess what, I got this.’ Honestly, they were probably happier than I was about it because we had been really hoping that I would get it.”

While anticipating the announcement, students did not know whether their scores would be high enough for the scholarship.

“When I frst found out

about the scholarship, I thought it was pretty unattainable, especially after getting my scores,” said Kate Sheppard, senior. “[My scores] were high but not super high so I wasn’t ever expecting to be getting the scholarship.”

The scholarship is a gateway to higher education for many students who otherwise would not have the opportunity to attend post-secondary institutions, like TJ Bedgood, senior, who planned on entering the workforce before he became

aware of the scholarship.

“Now, I do actually plan on going to college,” said TJ Bedgood, senior. “[This scholarship] made me realize how much scholarship money I can get for the scores that I’ve had.”

For students who aspire to attend distinguished universities, the hefty price tag may come as a burden, yet the National Merit Scholarship can help them pay for ever increasing tuition.

“I’m applying out-of-state so [the scholarship] is super

helpful to fnance my out-ofstate tuition,” said Anisha Tanikella, senior.

OHS’s students had many test-taking strategies that helped them prepare for the exam and led them to success; while for some, the best advice was to not allow the stress the exam brings to overrun one’s life.

“Don’t stress yourself out about [the PSAT] too much,” Saraswat said. “I think [I did well] because I wasn’t as stressed out about what the outcome would be and I didn’t overwork myself.”

Jumped from page 1: Do not glaze over ceramic’s funding issue

Though this program is granted a set amount of money every year by the district, it is not enough, forcing teachers to take matters into their own hands.

“The budget for ceramics and art in general is super small and the problem is that everything is super expensive. So teachers need to buy things out of their own pocket when their salary is small,” said Julia Martin, senior.

According to Dr. Lynn Miller, principal, each ceramics teacher receives $1500 plus

an additional $350 each year. The clay is also covered, bringing the total Fine Arts budget to around $10,000 to $12,000 a school year. This brings about questions regarding how the budget is determined in the frst place.

“The way funding for a high school specifcally works is we have some funds that are earmarked for specifc programs, and those come from the district, and then we also have discretionary funds. The principal gets an allotment from the district that is deemed for maintenance and management of the school,” said Johnathan Smith, assistant principal.

While the Fine Arts programs are provided some monetary resources by the district, Niskala was unaware of some of this assistance and what exactly was covered.

“I just did not know how much money we got for different things and where it came from. I knew we got $1500 for supplies and then another $300 but I didn’t know how much we got for clay,” Niskala said.

With the vast amount of materials needed, a breakdown of the cost of these items is benefcial. Overall, it can be seen that everything requires money, and a whole lot of it at that.

“A bottle of glaze is over $20 each plus there’s the materials of the clay. And then there’s the kiln. We need a new one but the new one is fve grand. Since we have old

[kilns], they have to come repair them, which also costs money,” Niskala said.

While there are currently some unanswered questions regarding the possible fxes of this problem, there are some ways that the school is working with the teachers in order to hopefully avoid the budgeting issue for future years.

“There might be more of a short-term solution here on campus. The plan is we’re going to try to focus on where these items are going to come from and plan for the future now. We might be looking at trying to buy some of that stuff earlier to hopefully get ahead of the wave [of rising costs] that might be coming,” Smith said.

Though possible solutions are being discussed, currently, students are unable to utilize their full potential due to the ongoing budget issue.

“We see a lot of YouTube videos on a bunch of cool stuff that we could learn and apply to our projects, but because we don’t have the materials to do that, we can’t really use the knowledge that we’re learning and apply it to what we’re making,” Martin said.

Due to the lack of materials available to supply so many students with, they are missing out on opportunities. This is a setback that makes it seem like students are not fully developing their art skills.

“We’re actually probably going to have to paint a

project instead of glaze it, to conserve the glaze. It’s ceramics class so they should be able to glaze everything, but we just don’t have enough,” Niskala said.

Prior to teachers asking for more money for their programs, they must do some research. After this is complete, the administration can decide whether their desire is a want or a necessity.

“They [teachers] make a request for supplies, and they fnd out how much it is and where we can buy it from. They do all the work of fnding what they’re actually asking for. Then we look at it and we make sure we have the money in whatever account that we can use to buy those things and we approve it or don’t approve it based on what the needs of the school are,” Smith said.

Yet another frustration for students is watching other programs get so much more money than they are receiving.

“It’s upsetting because all the sports got a new weightlifting room when I can’t imagine how much that cost, and in Ms. Niskala’s room, we’ve been dealing with a clogged sink for two years now,” Martin said.

While there are issues regarding funding, the school tries to provide resources for every program at school.

“I and our Admin team are big supporters of Fine Arts. I try my best to support everyone as much as possible,” Miller said.

PHOTO BY AAYUSHI DATTA

PHOTO BY VICTORIA KIROVA

PHOTO BY AAYUSHI DATTA

Anisha Tanikella (left), senior, TJ Bedgood (middle left), senior, Esha Saraswat (middle right), senior, and Kate Sheppard (right), senior.

Julia Martin, senior, has noticed funding struggles while being involved in the ceramics program for the past two years.

The four national merit semifnalists were treated to a breakfast, celebrating their accomplishment.

Sports medicine: more than just a class

By KAITLYN SMITTEN Sports Editor

OHS is privileged to have one of the most diverse course selections at the high school level. One of these rare and intriguing programs is OHS’s very own sports medicine program. As a CTE class, sports medicine allows students to prepare for future careers in medicine while still in high school.

Sports medicine consists of many different skill sets. From a simple introduction course, to being on the sidelines of varsity football games, OHS sports medicine helps students fulfll their dreams while preparing them for jobs and post secondary education.

“Our sports medicine is a three year long program that gets students real life experience outside of the classroom. Once they built that foundation of sports medicine, so anatomy, injuries, special tests and things like that they move forward in the program and can ultimately be with us on the sidelines during practices and games so that they can

see real life injuries and be able to put what they learnt to practice,” said Akayla Dolezal, sports medicine teacher.

At frst glance the course may look like it is only for those looking to go into the medical feld, but the class helps teach different communication and problem solving skills that can apply to any career path.

“It’s a career education course for anybody that wants to get into healthcare and it would give them tools for hands-on experience. Learning how to fgure things out and problem solve and when in doubt know how to utilize their resources,” said Melissa Portela, sports medicine teacher.

The course may seem intimidating at frst, but it is flled with handson experiences that help keep students engaged and interested in what they are being taught.

“It’s hands on. That’s my favorite part. I don’t like just sitting at a desk. When we are in the training room it gets us active and paying attention,” said Natalie Clausen, senior.

Besides just working in the training room, students in the program also get the opportunity to see reallife examples of injuries in sports, and act in the moment if they are in the physical therapy technician program (PT tech).

“It is a very viable career path for those who love to help athletes and help other people. We go down to football games and volleyball games. You can be on the sidelines everywhere. If you want to be at the olympic level you can do it,” said Dillon Currie, junior.

The sports medicine program sets students up for internships and even jobs during and after high school, giving a huge advantage to those in the class.

“We geared it around to make it more suitable for all the students the athletic training room, the hands on approach, the internships. We wanted to make it more career advantageous for the students because you don’t have to go to college unless you want to but there are options right after high school and while still in high school for this program,” Portela said.

Being able to have an advantage when it comes to the work force is always a positive and OHS sports medicine does their best to set their students up for as much success and opportunity as they can.

“I like to give my students a ton of information and a ton of opportunities to learn so they can kind of gear their oath to how they want it. Sports med is kind of an umbrella of opportunities but I want them to think [about] wider healthcare. I try to prepare them for jobs that probably don’t exist

The program encourages independence while still having access to a professional if needed. Not only is this a skill necessary in the medical feld, but any profession.

“They have a buy-in. They have a role and they have an important role. We try to give them autonomy. We try to give them responsibilities and we don’t want them to just sit back and just be a fy on the wall. We want them to be involved throughout the whole process,” Portela said.

In order for a program to be successful, the students need to believe in the program as much as the teachers do, which is defnitely the case in the OHS sports medicine classes.

“I think that our biggest success is our students wanting to do it and taking the initiative of ‘hey we are gonna get this done and this is what we are supposed to do and this is what we want to do’,” Dolezal said.

The environment of the class is also important for the success of a program. OHS sports medicine students have to stay engaged and be able to use all the resources they can in order to get the most out of the course and simulate what the workforce will be like.

“It’s not just studying the body and notes and stuff. It’s being involved with people, especially athletes, and the people around you and learning how to communicate with them and that really helps us learn about the body and it makes it fun,” said Ava Mosely, senior. “Everyone in that class is so involved and they know what they’re doing. No one is closed off. Everyone is helpful. If you

ask somebody they give you the full answer and not like an every man for themselves.” Sports medicine is everywhere and it is not always easily identifed. As more and more people join the medical community, there is more and more attention brought to the feld of sports medicine.

“I think that as more and more people understand how important sports medicine is, how much it is growing in interest in major sports like the NFL and the MLB and how more people are paying attention to concussions and CTE that it is going to keep expanding,” said Ashtyn Kelly, senior.

The health of athletes, physically and mentally, is one of the most overlooked, yet important aspects of any level sport. As technology is getting more and more advanced, sports medicine technicians are able to identify problems faster and more accurately, ensuring the safety of athletes and even the general public.

“I think as technology grows, sports med[icine] will grow as well. It will make it easier and quicker to diagnose athletes and know what is wrong,” said Jake Coburn, junior.

Even if you do not plan on entering the medical feld, sports medicine is still an extremely versatile course and provides a different way of thinking as well as the ability to help people all around you, which can be benefcial for any career.

“Don’t be afraid to throw yourself into new unfamiliar faces. I know you can be timid or overwhelmed by a bunch of new information but use that fear and try to fip it into a strength and challenge yourself,” Kelly said.

yet. Technology driven. Lab driven. telemedicine driven,” Portela said.

Sports medicine technican stretches athlete prior to practice.

Sports med staff at Cesar Chavez high school after the varsity football

Carter Beck, senior, icing Aiden Mullarkey, sophomore, after a knee injury.

PHOTO BY KAITLYN SMITTEN

PHOTO BY KAITLYN SMITTEN

PHOTO COURTESY OF SPORTS MEDICINE

“

A bigger part of it for me is that I like helping people; that’s one of my greatest joys in life.

Scott Meigh History teacher ”

Kale Palmer

I like to step out of my comfort zone, [and] try to get involved as much as possible. “

freshman “

Irene Cifuentes junior, exchange student

“ “

At frst when I arrived I didn’t understand anything; I have been here for a month and a half, and I think now I understand more than when I arrived, but it was so hard.

Teachers commemorate

By ABBY MILLS Design Chief

As the school rejoices in its 20 year anniversary, it celebrates the teachers who have helped build O’Connor’s legacy from the ground up.

There are only fve teachers who have been at the school since the day it opened. They helped implement traditions, such as the school colors. Brick by brick, they laid the foundation of the school and have paved the way for other teachers' success.

Throughout these 20 years, the school has lived through a technological revolution. How students learn information has drastically changed and teachers had to adjust their teaching methods due to the rapid changes of technology.

“It was really traditional back then. Where you would take notes, read textbooks, do worksheets, and a lab every once and a while. That has changed a lot. With the use of technology, we don’t need to take notes on everything. We have access to things on the internet. It's very different how you go about teaching and learning content,” said Jonathan Poe, forensics teacher.

The school's athletic department has fourished, rapidly expanding and obtaining more trophies each year. Yet the school has never truly lost sight of the importance of an equilibrium between academics and athletics.

“I think we’ve always been a campus that has pushed academics and balance. I feel very supportive as a coach that athletics are important; as well as academics are important; as well as fne arts are important. I think that we balance that very well,” said Melissa Hobson, systematics teacher.

Hobson has the unique experience of being the head softball coach since its opening. She has watched

the sport grow and learned to nurture an environment for the team's success.

“It actually has changed tremendously. I used to be that hard, fast, no nonsense, all business type of coach. And now it's a little bit different. We work hard but we build relationships and we try to throw some fun in there as much as you can. We stay really competitive. I changed my coaching philosophy from really just focusing on wins, to now just getting better,” Hobson said.

These teachers have gained experience and insights on the art of instructing, compared to when they frst started 20 years ago.

“Back then, I felt like I didn't know what I was doing a whole lot. It was really stressful, just trying to make lessons. It's much more intuitive now. I am able to think like a student pretty well, thinking about how they would be looking at what we're doing. That just comes with years of experience,“ Poe said.

When the school frst opened, it vowed to support students. At no point in the past 20 years has the school broken its promise.

“I think it’s always been for the students. We have really been focused on the

students, no matter who the admin is because we’ve had a couple different changes there. It’s always student driven,” said Melissa Mara, science teacher.

Over these last 20 years, the school has undergone a variety of administration changes, teachers learning to modify their teaching style to ft the needs of administration.

“You just embrace what that administrator is trying to accomplish and then at the same time, make sure that you stay true to your teaching style as well. As long as you make sure that those two things mesh and you're always here for the kids frst, then that is the most important thing,” said Mara.

Although many teachers have come and gone in the past 20 years, for some, leaving was out of the question.

“There’s no perfect place, no perfect school, no perfect district, no perfect school board. Every district has its issues. I liked the people that I am working with. I love our kids, our families, our neighborhoods. It's a great place to be, so I never had the desire to leave,” said Kim Parker, English teacher.

For the teachers that have

Legacy teachers stand proudly while celebrating the school’s 20th anniversary.

BOTH PHOTOS COURTESY OF WHOWHATWHERE

BOTH PHOTOS COURTESY OF APPLE

commemorate school legacy

stood with the school since day one, they have developed a strong admiration for one another over time.

“We remember certain things that not everybody does and we share those same experiences. I think we have this very strong mutual respect for each other because we came out of the same place,” Parker said.

These teachers have watched many past OHS staff members leave the school. Although they are not currently working at OHS, they are remembered fondly.

“Some of my closest friends are people that have taught and worked here. I’ve seen a lot of them come and go off to different places and different adventures,” said Jeff Baumgartner, systematics teacher.

The school has allowed teachers the fexibility to teach what they want, some even making big career jumps throughout their time at OHS.

“I am a coach at heart. And when a P.E. position opened I went ahead and applied for it. I loved special ed., but sometimes change within what you're doing is good to keep you fresh and renewed, so P.E was the route that I took,” Hobson said.

OHS has evolved and grown for the past 20 years—along with its teachers. Just as the school has grown up, they have too.

“It's been great. One of the great things of my life is seeing this school for the last twenty years. I went from being the young, cool guy on campus and now I’m the old dinosaur on campus,” Baumgartner said.

Some teachers graduated from OHS, choosing to come back and work at their alma mater later in life, leaving their previous professions behind.

“I was with the police department before this. When it comes down to it, I love coaching. I love being around students. So I decided to hang up my badge; hang up my gun. And come back to the school where I grew up. I grew up in the neighborhood. I grew up around here. I know what's going on with it. I decided to come back and get into teaching because I wanted to be a part of rebuilding something here,” said Tom Devito, history teacher.

Previous graduates at OHS now are on the other side of a classroom and witness the joys that come with teaching.

“I love being with them everyday. They give me

Rachel Kittridge, English

her sophomore year

OHS Teachers in the school’s frst ever yearbook

energy. I’ve always said that too. If I’m not really having a good day they will give me energy,” said Rachel Kittridge, English teacher. “They make me laugh and that is what I really appreciate about them. When they are willing to learn, it's a really good thing to watch.”

Teachers who have been at the school for the past 20 years refect on its history, feeling a deep sense of fulfllment in the legacy they created.

“We take ownership of the school. We voted on the school colors. We voted on the mascot, what things would look like and some of the traditions to help it evolve has grown up. I am proud of it and the work we did,” said Parker.

Even though the school dramatically evolved throughout these 20 years, some things never changed.

“The kids are still the same. They still have the same goals, dreams, fears, and worries about life. The core of them has not really changed regardless of technology or size of our school or what the culture of the school is,” Parker said. “They're still kind, still caring, they still care about school. Those things have never changed.”

Blast from the past

PHOTO BY CINDY GARRAWAY

Sandra Day O’Connor, Supreme Court Justice, excitedly cuts the ribbon to open the school, along with DVUSD Board Members, Christina Eng, Ted Carpenter, Dr. Susan Burke, and Christy Agosta.

Jeff Baumgartner, systematics teacher

Melissa Mara, science teacher

Melissa Hobson, systematics teacher

Kim Parker, English teacher

teacher, during

Tom DeVito, history teacher, during his senior year

Crossword

Down:

1. Highest grade level when the school opened.

3. Replaced by iPads.

5. Month OHS frst opened to students.

Across:

2. He loves this school so much that he went from student to teacher.

4. She has been broadening students’ knowledge of Shakespeare for 20 years.

6. She has been teaching biology for 20 years at this “student driven” school.

7. He “went from the cool guy to the old dinosaur of the campus in 20 years.”

8. He has been enlightening students in criminology right from the start.

9. Head softball coach since the school’s opening.

Across school so much that he went from teacher

broadening students’ knowledge of 20 years teaching biology for 20 years at this driven” school.

the cool guy to the old dinosaur of the years”.

enlightening students in criminology start coach since the school’s opening

Highest grade level when the school opened

replaced by iPads

Month OHS first opened to students

Editorial: Implications of a post-Roe America

Following June’s Supreme Court ruling to overturn Roe v. Wade, the longstanding decision in favor of abortion rights, tragic stories began to mount of women suffering in abortion-free states, strengthening the conviction of those fghting the overturning. “Trigger laws,” going into effect immediately following the Court’s decision have placed many women at risk. Many states, including our own, jumped at the opportunity, and women’s reproduction changed from a right to a privilege overnight.

Those fortunate enough will have the resources necessary to travel across state lines in order to carry out an abortion, but the the women who do not will be forced to not only carry the pregnancy to term, but suffer the fnancial and emotional burdens that come with it. It is impossible to ignore who this affects the most, as a Brookings’s Reeves study found that low income women are fve times as likely to have an unintended pregnancy than their affuent counterparts. Poor, often black and brown, communities will be further

ravaged by the economic burden of childbearing, and more children will be placed in either underfunded foster care systems or underfunded communities. Religion undeniably plays a large part in many people’s opinion regarding the restriction of abortion access. This is not just problematic as the overturning begins to blur the line between religious affliation and political decisions on the federal level, but also because the decision ignores the harsh realities of the decision itself.

Rather than acknowledging the fact that virtually banning abortion will cause far more harm than good for both adults and unborn children, many cling to moral obligations that place ideology in front of reality, leading to the exact opposite of their desired outcome.

One repercussion that is stated time and time again, but is worth reiterating: banning abortion on a legal level will not stop abortions from occuring. If a woman cannot have a child, either for economic

or emotional reasons, but is legally obligated to, they will turn to increasingly drastic measures to prevent it. The best way of preventing these tragedies, even if you are against abortion in its entirety, is not to outright ban abortion, but to rather give all of-age individuals access to contraceptives that would render these practices unnecessary in the frst place. Unfortunately, the overturning of Roe v. Wade does not seem to be followed by a push for further contraceptive access,

exacerbating the damage caused by sweeping abortion bans. While the overturning was carried out by exclusively conservative Supreme Court members, there is reason to be critical of liberal pundits in this context.

The Supreme Court ruling will drive many people to the polls in both the midterms and later elections, but it can be aggravating to know that reproductive rights are used as a political bargaining chip for political parties. The Democrats had multiple opportunities throughout the 49-year lifespan of Roe v. Wade to codify abortion rights into law, with a majority in congress under Biden, and an even greater super-majority under Obama. It can be disheartening to realize that there is a very real possibility that the Democratic establishment knows just how valuable the abortion issue can be to voter turnout and is using it to their advantage. With 85% of Americans supporting abortion access in some or all cases, movements to combat both Republican minoritarian rule and Democrat inaction are more necessary than ever.

Security at OHS causes controversy

By ANANYA THEKKEMELEPATT News Editor

Everyone agrees that a school campus should be considered a safe space for all students to be in, whether it be during classes or during extracurricular activities. However, new changes to the way OHS is handling security may be making it a bit too diffcult.

There are two issues at hand currently: side doors of the buildings are being locked and students are not being allowed to wait on campus past their scheduled classes. Of course, there are points to both policies, but now the question is do the pros of these policies truly outweigh the cons.

The newest policy, side doors being locked, was originally made to prevent students from going in the buildings during lunch. According to security, it was decided that the hallway fow during COVID worked well for safety and security purposes so the new policy was made to mimic that.

But is this actually effective? Passing periods have gotten much more

crowded around the front two doors of the buildings, and students’ routes have been drastically changed. The side doors can still be used for exiting, but crowds have begun to form there as well, as students try to go both ways through one door, to try to maintain their original routes.

Bottlenecks are being created, and passing periods have gotten overwhelmingly chaotic. In a school like OHS that has a great deal of students, more chaos and traffc is not helping anyone, if at all.

The second issue is students staying on campus past their schedules. Many students, especially seniors, have early releases every day. But many of these students also have clubs or practices after school. Some are able to go home before coming back later for their clubs and practices, but others do not have that luxury. With the amount of students OHS has, not everyone has a parking pass and some students cannot afford their own car to drive themselves back home based on their schedule.

Before administration became strict on enforcing

this policy, students would sit in hallways, the library, counseling, or possibly a teacher’s room. This is because it was widely understood that leaving for an hour would be a waste of time and unnecessary struggle for students to go through.

Counselors have told multiple students to walk off campus to Safeway or Dutch Bros. and stay there until it is time for their club or practice. But this is purely an ignorant way of keeping the OHS campus safe.

The supposed argument

for this policy is that if there was a potential fre drill or lockdown during the hour that students are just waiting, administration would not be able to keep track of them since they are not on the roster for any class that hour. Now, as valid as that argument is, staying on campus is much safer than walking to Safeway or Dutch Bros. daily. Instead a more reasonable solution for students who need to wait past their schedules is to allow them to wait in the counseling offce, the umbrella tables, or

possibly even a teachers room if allowed until their club or practice begins.

The majority of the fall semester and at least half of the spring semester is during the scorching Arizona heat. Walking back and forth, off and on campus during the heat should not be suggested by the people that should be keeping their students safe.

A school’s job is to take care of students and to accommodate their students’ circumstances. Unfortunately as of now, OHS is straying away from that duty.

PHOTO BY ANANYA THEKKEMELEPATT

Students across the OHS campus struggle to enter the building through side doors and face bottlenecks at other entrances.

PHOTO COURTESY OF GETTY IMAGES

Another school year, another grading system

By TRUE VAN DYKE Features Editor

Three different grading systems in three years has diminished the success levels of OHS students, confusing both the teachers and students. The current year’s version of the grading system has eliminated homework grades entirely, hindering people who are typically bad test takers.

Although it has settled certain complaints about the previous number-based system, the letter grades have only limited the opportunities students have to improve their grade, while raising the bottom line for poorly performing students, whose worst possible grade is a 69 percent.

If the goal of the most recent changes to the grading system was to make it easier for students to do well, they achieved that motive when it comes to kids who typically have below average grades already. What the district could not predict, is how it hurts the students who

have previously made higher standards for themselves.

It is obvious that kids who do school work outside of school, and complete the day to day assignments, have higher success levels than those that do not. Taking away the credit that comes with homework hinders the students that represent themselves by doing their school work thoroughly. It simultaneously strips away any incentive for students to actually follow through with what their teachers assign to them. One bad test day for a student can discredit all the consistent effort that they might put into a class, regardless of how much they already know the material.

The new practice of graded standards lessens the accuracy of determining motivated students versus ones who are just good at winging tests. The recent change of rounding student’s individual grades is disheartening for those that rightfully earned their higher grade, by earning the same amount of credit as someone

who did not. One who got a true, high B on a test has the same effect on their grade as someone who only got an 80%. Current OHS students can feel discouraged from trying as hard on their assessments knowing that it will just be getting rounded up regardless.

The new direction the grade system is moving towards not only confuses the students on what to do, but creates

a greater divide between teachers and students’ expectations for their own grades. The constant changes are hard enough for teachers to keep up with, having to put the grades into the gradebook a new way each year, confusing the students in what they expect to see. All of these aspects contribute to the new mass of angry parents, confused students, and stressed teachers.

Therefore, even if the district keeps changing the grading system to assist the success of the students, it is only lessening the motivation and consistency that people our age need. In order to move on to higher levels of education and further determination to do well in the education system, we need a consistent grade pattern to translate and keep us engaged in our courses.

Student loan relief: band-aid on a broken system

By CIAN RYBACK Editorial Chief

President Biden’s recent decision to eliminate $10,000 in federal education debt, and up to $20,000 for recipients of Pell Grants who meet the income threshold, is an undeniable bonus for low and middle-income earners throughout the country. Yes, the program is extremely expensive, involving a transfer that is about as large as the country has spent on welfare (TANF) since 2000, but this expense points to a larger problem: why there is so much debt to relieve in the

frst place.

According to data from College Board, the average annual price for attending a public college (tuition, fees, room & board, books/ supplies) is currently between $22,690 for in-state students to $39,510 for outof-state students — in 1971, it was just $1,410 a year. Even in this coming school year, universities across the country are hiking their costs by 2-5 percent, citing infationary pressures. However, over the last 50 years, tuition costs have risen at a rate nearly fve times that of infation, while the federal

minimum wage is actually lower than the minimum wage in 1970 when adjusted for infation. It then becomes less surprising that over 60 percent of the graduating class of 2019 left college with a debt amounting to $28,000 on average. Student loans have seen almost 157 percent in cumulative growth over the last 11 years, and a mindboggling 567 percent since 1970 when adjusted for infation. All told, there is a whopping $1.6 trillion in federal student loans out there. Experts and analysts worry that the next

generation of graduates could default on their loans at even higher rates than in the immediate wake of the 2008 fnancial crisis. Student debt has delayed household formation and led to a decline in home-ownership. Sixteen percent of young workers aged 25 to 35 lived with their parents in 2017, up four percent from 10 years prior. It may be easy to say that Biden’s cancellation only has positive implications, but, obviously, it is not so simple. An unfortunate truth is that 43 percent of those who have student loans do not have a college degree. This highlights the uncomfortable fact that even if the president’s bold order is legal and makes a difference to students unduly pushed to college, it does not fx the incentives or mechanisms that lead to overborrowing. Furthermore, total amounts of debt are signifcantly higher among those studying for jobs in high-paying felds like law, medicine and business, which will likely leave those borrowers well-suited to pay back the loans that set up their long-term fnancial success. This distorts the $1.6 trillion student loan fgure, knowing much of it is held by Americans well on track to pay their fair share. “Until somebody can come up with a proposal for what happens on day two and everyone starts borrowing again, that will be one major hurdle to any level of forgiveness,” said Carlo Salerno, vice president for research at CampusLogic, a

developer of college fnancial aid management tools. However, no blame can fall on the individual college student. Disillusioned by the relatively affordable prices of attending colleges/ universities of their parents, students today simply bite off more than they can chew, setting themselves up for a poor future in the pursuit of a bright one. Newer generations, though, have never lived in a time in which college has had an attainable price-tag, and college attendance trends are beginning to show the repercussions. Since 2010, enrollment has declined 9.6 percent, and a projection by the Education Advisory Board shows that by 2025, the decrease in attendance could be 1-3 times as large as that resulting from the 2008 recession. This will hopefully put pressure on colleges who have been exploiting consumers’ ability to take out federal loans by raising tuition costs, and fnally drive down the cost of higher education.

Even if a student is lucky enough to pay off their tuition without assistance, there are plenty of other costs (room and board, books, food and transportation) that make it nearly impossible to attain a degree without some kind of fnancial aid. Every American is entitled to a proper, high-quality education, and signifcant changes must be made to the mechanisms that be, not simply throwing money at the problem.

Students spend copious amounts of time scouring and analyzing powerschools to understand their grades.

PHOTO BY TRUE VAN DYKE

PHOTO COURTESY OF SHUTTERSTOCK

Arts & Entertainment

Kicking it with “Cobra Kai” chooses violence

By VICTORIA KIROVA Copy Chief

For every karate fanatic, the release of a new “Cobra Kai” season is the highlight of the year. This year marks season fve of the eyebrow raising, cinematic masterpiece. While this show is almost impossible to not criticize, there must be magic fairy dust sprinkled within it because fans will always come back for more.

The abrupt end of the fourth season when Miguel Diaz, played by Xolo Maridueña, decided to completely leave behind his home and loved ones in pursuit of his longlost father, left viewers in suspense. Diaz had never met his father before due to the strict refusal of his mother, but as viewers are well aware, he does not particularly enjoy taking no for an answer.

The journey to discover the true identity of his father was made to seem like it would be a monumental turning point in Diaz’s life. However, the reality was unsatisfying and honestly just sad. They made his father seem like the most charismatic man who would make a perfect father, only to completely destroy his reputation in the course of what seemed like 10 minutes. While this plot point did make sense considering it

explained why his mom was so against their relationship, the signifcance of his father was completely shattered.

Diaz was so focused on meeting his father throughout the show, that he so readily fed the country to go fnd him, only to be disappointed for a third of an episode, and then completely move on like nothing had happened. This made the whole episode regarding his father seem unnecessary and just like a sloppy attempt at shutting down any more questions the viewers had about Miguel and his father’s past.

Thankfully, this part of the show occurred at the beginning, leaving room for the even more questionable, but entertaining plot, that would later unfold. One of the most major parts being the complete takeover of the Cobra Kai dojo by Terry Silver, portrayed by Thomas Ian Griffth. Silver is one of the most intense, inhuman, and outright crazy people to have ever stepped foot onto the Cobra Kai stage. He takes Cobra Kai’s motto of “No Mercy” to such extreme lengths that viewers need to remind themselves that they are watching a show about teenagers in an after-school karate dojo.

This man is your classic pushy father in a coming of age movie about a teen sports star who feels the

indescribable need to live vicariously through the poor child. The only difference: this man does not stop at torturing only a single kid. He instead decides to make every Cobra Kai member's life a living nightmare under the illusion that he is transforming them into karate stars.

Another key issue with this season is the amount of absolutely unnecessary violence. Season fve did not get the family-friendly memo, and instead decided to include some of the most brutal fght scenes witnessed throughout any part of both The Karate Kid and Cobra Kai. No show regarding teenagers and karate should include gruesome scenes where characters are near their fnal breaths.

The main plot of pretty much every season surrounds the same characters switching sides between the only two dojos apparently available in the whole state of California. These individuals then face the second plot point of every Cobra Kai season: an intense, life-threatening, karate tournament that creates an even bigger divide between these two conficting dojos. While this is overdone, the show still somehow keeps viewers engaged throughout the vital training that is undergone before one of these major competitions.

On a more positive note, some key themes of this season were forgiveness and friendship. This is demonstrated through the bond formed between both Miguel Diaz and Robby Keene, played by Tanner Buchanan. These individuals had a rocky past, to say the least, but it was enjoyable to see that unlike their karate sensei, someone in this show could put the past behind them.

This theme was also demonstrated through the acceptance of Samantha LaRusso, played by Mary Mouser, and Tory Nichols, portrayed by Peyton List. While both of these friendships seemed forced

when considering both the physical and mental abuse these two pairs engaged in, this aspect of the show added a deeper message. The message being that it is possible for people to change, even if they had the mentorship of a crazed sensei in their past. Overall, this season was adequate. There were some obvious faults to almost every aspect of the show, but what else is to be expected? These shortfallings also do not take away from the fact that this piece of iconic television is still beyond entertaining to watch. There truly is nothing quite like a show about the epic highs and lows of highschool karate.

Avatar to soar through theatres one last time

By CIAN RYBACK Editorial Chief

A whopping 12 years after its initial release, the highest grossing movie to grace the big screen is coming back to theaters this September. James Cameron’s Avatar is set to have its highly anticipated sequel, Avatar: The Way of Water, hit the box offce on Dec. 16. The theatrical rerelease of the original seeks to jog viewers’ memories before the new piece of the story comes out on September 23.

The original picture collected over $2.84 billion in ticket sales worldwide, but even still, many cannot name a single character from the flm. Cameron allows us to jump back into the world of Pandora and prepare for the next movie. We are not just getting the same flm, with its 12 years of outdated VFX back in theaters; Avatar is getting a fresh coat of paint, with new 3D and 4k visuals

and a higher framerate to bolster an already visually stunning feature.

September is generally a lackluster month for moviegoers, but this may make the cinemas worth visiting. While the blockbuster hit may not have the strongest plot, it is the visuals that drive it home, and it has the accolades to prove it. Avatar wound up with Academy Awards for best cinematography, production design, and visual effects back in 2009. Revisiting, however, it is hard to say whether or not the movie is worth your time. The original flm has a runtime set just above two and a half hours, and outside of its visual brilliance, Avatar is-- fne.

A sluggish plot, hamfsted acting, and pacing that barely beats watching paint dry bogs the movie down. It seems as though its ~$270 million budget was spent in places other than storytelling, so its redeeming

features lie elsewhere. The viewer is sure to get lost in the world of Pandora, with jaw-dropping scenery and top-of-the-line sound design that bring James Cameron’s vision to life in the best way possible.

The lengths gone to for this flm are indescribable, with Pandora’s natives being given their own learnable “Na’ vi” language, culture, instruments and regional dialects. Cameron hired staff of great speciality for multiple departments, including biologists and botanists that designed unique, otherworldly fora and fauna for the world of Pandora. Engineers were tasked with researching and designing practically working vehicles that humans would use to travel through the vibrant jungle planet. What went on behind the scenes for Avatar is almost as interesting as the movie itself, which unfortunately may be too complicated for

its own good (after all, it did take over a decade to get a sequel). While not a perfect movie by any means, Avatar grabs the attention of the visualoriented moviegoer, and found its way into the hearts of a devout cult following, making it a necessary watch for anyone interested in the upcoming sequel. Avatar: The Way of Water goes to its own lengths in terms

of innovation, developing new technology in order to flm performance capture scenes underwater, a feat never accomplished before. Cameron stated that the sequel will “focus more on the jungle and ocean of Pandora… putting the environment into focus,” a good sign, considering the original flm’s failure to produce memorable characters.

PHOTO COURTESY OF FANBOLT.COM

PHOTO COURTESY OF DISNEY/20TH CENTURY STUDIOS

“Midnights” to premier at midnight

By AMBER HAYDEN Staf Writer

Taylor Swift has always been great at surprising her fans, and this year at the 2022 VMA’s was no different. Swift made it public during an acceptance speech at the event that after the re-

recording of two albums, she will be releasing a brand new album, “Midnights,” on Oct. 21.

With her last new album being “Evermore,” released at the end of 2020, fans have been eager for new music from her. Fans are excited to see the potential of this new album.

Swift’s newest album has already outdone itself with the cover art. The cover shows a close up of Swift’s face with her wearing her signature red lipstick. She has blue eyeshadow which is perfect for an album called Midnights which encompasses the “Midnights” theme. She holds a lighter close to her face and her eyes are focused

on the fame.

The new album will be available for purchase as a CD, vinyl, and cassette tape. The different aesthetics for the various formats are to be stunning as always.

The CD will be a “blue moonstone” marble colored disk which fts the album spectacularly. Any fans who purchase the CD package will also receive some unique disc artwork and a collectible 24page photo booklet.

The vinyl is meant to be no less spectacular. The vinyl for Midnights will have a collectible album sleeve, a full-size gatefold photo and a collectible eight-page booklet with “never-before-seen photos.”

Swift is not one to leave her fans hanging. She also released limited edition vinyls for just one week just days after the announcement.

They each have their own respective name: Jade Green Edition Vinyl; Midnights: Blood Moon Edition Vinyl; and Midnights: Mahogany

Edition Vinyl. Each of the disks inside is a different marble color depending on which special edition was bought. The shades of the disks were both unique and memorable for those who got one in marbled green, orange, or brown. Each of the three vinyls displays distinct cover photos and different-color lettering for the album’s title and tracklist.

As time has gone on, more information about Midnights has been released via Taylor’s social media and various news sites.

Swift has information on her Youtube page about her new album, giving fans added context for how the album came to be. On her page, she wrote that the album came through 13 sleepless nights. There are 13 tracks. Tracks one through six belong to side A and tracks seven through 13 belong to side B. The title of the album, “Midnights,” suggests 12 new songs, but there will be 13 songs on the album.

Swift is no stranger to giving her fans small clues toward her albums. On Tiktok, Swift has begun a series she has called “Midnight’s Mayhem With Me.” During the frst episode of the series, she revealed that track 13 is called Mastermind. Swift has continued the series and fans look forward to fnding out all the track names with each new episode.

Taylor Swift’s albums are known to be emotional and her new album is supposed to be even more emotional which says a lot. This makes sense for an album that came to be from sleepless nights since times like that bring out many emotions that will likely lead to intense emotions in the songs and as a result the fans too.

For now, the content of “Midnights” is left up to speculation of Swift’s curious fans. No matter what, Swifties can look forward to Taylor Swift’s newest album Midnights which releases October 21 at midnight.

“Born Pink” arrives in your area

Sensational K-pop group, Blackpink, released their second album, “Born pink” on Sept. 16, 2022 . This album came after their two year long hiatus, and had fans all around the world flled with anticipation. Before the main album came out, Blackpink released their pre-release “Pink venom” on August 19, 2022. Since then the song has been on top of the charts. The dance in music video has taken the internet by storm with the #PinkVenomChallenge. They even performed the song at the VMAs, and had Taylor Swift dancing and singing along to their tunes. “Pink Venom” has a typical Blackpink tune which resembles their 2019 hit “Kill this Love”. Although the song did not sound catchy at the beginning, it surely grows on a person. The song plays with traditional Korean music and the instrument—as shown at the beginning of the music video—the geomungo. Along with that, the song falls under the genres of EDM, hip-hop, pop, dance, and rap.

The second song of the album (the title track) is “Shut down”. This song is so addictive that once heard, it’s automatically on loop. The song has a violin piece from ‘La campanella’ by Italian violinist Niccoló Paganini. It has a very different tune from the typical Blackpink songs. It is a melodious

amalgamation of classical and hip-hop music. “Shut down” also uses multiple parallels to previous Blackpink music videos, like “Boombayah,” “Whistle,” “Ddu-du-ddu-du,” “Playing with fre,” and “Kill this love.” he dance in the music video is not hard but is still very captivating.

However, the hook line in the chorus, “whip it, whip it, whip it, whip it,” seems out of place and something better could have been used.

The rest of the lyrics in the song are made to ‘shut down’ haters and establish their identity. Undoubtedly, the most momentous part of the song was Jisoo rapping; she completely nailed her parts.

The third song is “Typa Girl.” The song is in English, and screams women empowerment. It really establishes a theme for all the independent women out there. It has some really good lyrics like “I bring money to your table not your dinner,” and “Typa girl you wanna wife up, sign the pre.” The song has a really good beat, and falls under the rap genre. It does not have a straight up chorus, but instead it has a lot of beat drops. Lisa’s rap, and Jisoo’s vocals in this song were the show stealers. They even got the best lines.

The fourth song is titled “Yeah, Yeah, Yeah.” The song is a little misleading if you compare the tune of the song with the lyrics. The insecurities of falling in love are represented in this love. The lyrics represent concerns

and uncertainties of falling in love again as they say, “Actually, I’m a little scared, Will love hurt me once more?” However, the tune of the song is very upbeat and gives a happy-go-lucky feeling. The song has a similar vibe like their previous songs like “As if it’s your last” and “Playing with fre.”

The ffth song is “Hard to Love’’ which is a solo track by Rosè. This song is extremely heart-breaking, and Rosè’s vocals are extremely soothing to the ears. The music and lyrics are again contrasting. The lyrics are about pushing one’s lover away to prevent causing them any harm. The music is an upbeat disco-pop with a lot of guitar. “Hard to Love” was undoubtedly one of the best songs in the album in terms of lyrics, vocals, and tunes. The sixth song in the album is “The Happiest Girl.” This song again is very heart-breaking and will bring a person to tears. Lyrics of the song are extremely overwhelming, and really showcases the vocals of each and every member. Unlike the general Blackpink songs, this one was simple, emotional, and melodious. The lyrics and theme is about pretending to be okay in front of people that caused a heartbreak. Acoustic rhythms make up the background music of the song; it went really well with the situation the song represents and really captures the essence of the song. The seventh song is “Tally.” This song breaks the sad song

pattern, and is something more motivational. The song represents a carefree attitude, and takes on the theme ‘you do you.’ The song is a poprock mix with strong bass instruments. The best part about this song was that YG Entertainment did not censor it and the lyrics were explicit. This added to the feeling the song wanted to represent. The last song of the album is “Ready for Love”. This was the frst song released on July 29, 2022. It was a song created in collaboration with

PubG Mobile, and was set in a metaverse. The song was nothing unusual and had the basics of every Blackpink song. Overall, the album was shorter than their previous album “The Album,” however, it was more impactful as they played with different tunes. They created songs that were more unique than their other songs. The songs all represented a certain theme, and Blackpink did a great job bringing them out with their vocals.

PHOTO COURTESY OF RAPHAEL LOVASKI

By AAYUSHI DATTA Podcast Manager

PHOTO COURTESY OF IANS PHOTO

Sports

October 2022

Jumped from Page 1: OHS football defes odds

“The seniors are the leaders. Even the younger kids, like the freshmen, look up to them. You build a program one step at a time and hopefully we get some wins this year because that defnitely helps. Everybody wants to be a part of a winning team,” Cole said.

With over 80 freshmen in the program, OHS football is looking forward to working with more and more players, creating an even more united and competitive program.

“We’ve honestly got a lot more players. We’ve completely run out of jerseys. Completely run out of pants [and] stuff like that. It’s a good thing for our program getting more kids to come,” Coleman said.

With more players, it may seem more diffcult to get through as many plays at practice, but OHS football is defnitely adapting to the current surplus of players.

“If we are more united as a team we are getting through practice quicker. We are getting through more plays so instead of one play we will get in 35 plays and that’s giving us more reps,” Coleman said.

JV:

Much like varsity, JV has also had a fair share of being underestimated. Despite others opinions, the team has pushed their limits to become the best they can be and prepare for their upcoming season.

One of the main goals of

the players on the JV team is to prepare for varsity. The coaches are doing their best to prepare their athletes for the infamous OHS varsity team.

“We run the varsity plays. Varsity players help us on JV and we do basically the same drills and run the same practice as they do. By the time we get there we should know what we’re doing,” said Garrick Canady, sophomore.

Being able to run the same plays as the Varsity team at the JV level is quite impressive. Not only do the players run the same practices as their superior team, but they also study the game to help improve their football knowledge.

“We watch game flm and I think we get better just by that,” Canady said.

The players and coaches ability to understand the game and critique themselves and others is one of the most

powerful skills anyone can have.

“I think they [the coaches] are helping me know the main ideas of football and getting me more reps so when I get my chance next year, I can take advantage of it,” said Hudson Gray, sophomore.

Almost every high school athlete’s goal is to make it to varsity and in order to do that, participants must have a plan for how they plan on improving their skill sets.

“Strengthening my arm, working on my footwork, making sure all that stuff is ready because at varsity the receivers are a lot faster, the game is faster, all that and be ready when that changes,” Gray said.

Understanding the game itself is one thing, but understanding it enough to know how to critique yourself and the players around you is an even more tremendous skill that goes along with the

aspect of team chemistry.

“I think our coaches have helped us and our players build a bond together and create good teamwork and a better team as one,” Gray said.

Freshman:

Usually the underestimated team, the OHS freshman football team has strived to get past the “invisible stage” and make a name for themselves.

Not only are they facing the struggles of feeling overpowered by their JV and Varsity counterparts, the freshman team also has to learn how to mature as a team and work together.

“Sometimes when we face adversity and we get down and can’t get ourselves back up but we are working on picking each other up and pushing through tough situations,” said Carson Craig, freshman.

Although it is very

important to have a good team bond, it is also important to have the support of the coaches around you.

“Our coaches push us a lot. They know what we are capable of and they won’t let us get the easy way out,” Craig said.

The way a coach acts towards their players is crucial for the development of a team. Fortunately, the OHS freshman football team is extremely lucky to have coaches that push them to the next level and make them better.

“Our coaches treat us the same way the varsity coaches would and they are trying to get us to a level where we can play with the varsity players,” said Walker Muiner, freshman.

With a successful coach comes a successful program, as long as the players mature with the team and the coaches ideas.

“I think our biggest struggle is off the feld. Acting like high schoolers and being all together as a team without any drama,” Walker Muiner said.

The jump from middle school to high school can be daunting but in order to be successful, the players must be professional and respectful in the way in which they portray the team.

“We want all of our guys to represent our football program in a positive way and being a good student is part of the deal,” Cole said.

OHS golf sustains its championship dynasty

By KAITLYN SMITTEN Sports Editor

Girls:

From individual performances to team execution, OHS girls golf continues to push themselves to get better and better everyday and this season is no different.

With a state title on the line, the girls golf team is eager to fnally obtain the infamous label of state champions.

“Kind of a slow start but we are picking it up. Other than that, pretty good and trying to peak at the right time. Our state tournament is late October. The girls are defnitely doing better and better and that’s what we want,” said Jeff Williams, girls golf coach.

The team is doing their very best to improve upon themselves everyday and the most benefcial way to do that is to go into practice

with specifc goals.

“One day a week we have what we call short game practice where we work on specifc drills that correlate to helping us score better when we play nine holes or 18 holes,” Williams said.

Although the team does an exceptional job staying on top of practices and drills, they need to be able to function well as a team and the best way to do that is to have a positive environment and good team chemistry.

“When you have a personal relationship with the girls on your team you want to do better to improve their games as well,” said Kyra Allen, senior.

One of the best parts of being on a team is being able to work not only for yourself, but for your teammates, and that is exactly what the OHS girls golf team strives to do.

“The most important thing is to be able to let go of that

frst bad day and be able to come back the next day with a positive mindset and play your best. Forget the negative things that happened the frst day, and know it’s a new day,” Allen said.

Boys:

After repeatedly being the district champions, the OHS boys golf team has quite a reputation to live up to, and they are doing just that this season.

Not only does the boys golf team want to be the district champions, they want to make sure that they leave a legacy and put OHS on the map as being a championship program.

“I want to set the stage for Sandra Day O’Connor to be one of the premier teams in division 1A golf wise. I want O’Connor to be known as one of the golf power houses in the valley,” said Uriah Cross, boys golf coach.

Not only does skill beneft a

team when it comes to wins, but also the environment of the program itself.

“It’s always a great team. No matter what, we always stick together—JV and Varsity. It’s always a great team to be around and it’s very uplifting,” said Aron Lucas, senior.

Although camaraderie is a factor in the performance of a team, golf is an individual sport, making it so the players have to rely on themselves more than anything.

“Golf is a lonely sport. You’re the only one out there so if swings are off by a fraction of an inch the ball can go any which way,” Cross said.

The best way to grow your skill as a player is to practice on your own time and most importantly believe in yourself.

“Just keep getting better. You only get as good as you want. You only get better if you put in the effort,” Lucas said.

OHS football players with a big win against Brophy Prep.

PHOTO BY ASHLEY PEREIRA

PHOTO COURTESY OF GIRLS GOLF

OHS Girls Volleyball advances unitedly

By AAYUSHI DATTA Podcast Editor

Varsity:

The most experienced volleyball team at OHS is skimming through a successful year. With a team of 17, they are on the rise and are constantly working on bettering themselves for upcoming games and tournaments.

Unity drives the team to reach their goal; the OHS varsity team is focusing on portraying a united front to achieve their goals regarding the state championships.

“Our motto this year is ‘with each other, for each other,’ and I think that’s kind of really representative of what we are trying to accomplish. If we are going to win a state championship we are going to need every single person regardless of your role in volleyball,” said Maisie Jesse, senior.

The varsity team is the most diverse team amongst the three. From freshmen to seniors, they have them all. This requires them to really connect with one another.

“We are mainly just working on chemistry. Really building all our

different age groups. We have freshmen and seniors,” said Piper Rama, junior.

Even though the varsity team has experience and are doing really well so far this season, there are still factors they need to work on. There is always room for improvement, and practice is only making them better for each game.

“We have been working a lot on serve, receive, and passing because that’s how you start every play when you pass,” Rama said. “I would say the offense is also getting a little better as we practice.”

Managing a team with a lot of members can be hard. A normal team has 11 players; however, the varsity team has 17. This calls for a lot of sacrifces and compromises within the team itself.

“Having a big team, we’re kind of learning to balance. [During] practice there’s only twelve on the court at a time so kind of balancing that selfessness. We have always been really good at being selfess, I think the program does a good job at that..”

Jesse said “Really being supportive of the girl that gets the starting role in

your position and really working on creating a positive culture,”

The team is having a good season so far and have been able to show their skills in a profcient manner. Despite playing weaker teams, they are excelling and playing to their highest level.

“We did a good job of showcasing what we have worked on and being able to put it into game plays is typically diffcult but I feel we settled in very well,” Jesse said.

The team is optimistic towards this season and they wish to remain victorious all throughout the year. .

“I think we can always improve on something. But I think we are going pretty strong right now.” said Devyn Wiest, sophomore. “I am excited for this year,”

JV:

Having each other’s back is what brings a team closer to success. It is the assurity that the whole team will be there for each other that makes them more comfortable and motivated.

“There are 15 girls [on] our team so playing time becomes a problem [and

we still] support each other through it,” said Bailey Reed, sophomore.

“We make sure we stay as a team. No matter what is going on in the game, we are playing together and being there for each other.”

The JV team is working really hard for their games. They are improving on their skill sets while also improving on team bonding.

“We have been practicing working a lot on our rotations and getting to know each other better since we are a new team,” said Abigail Bryand, freshman.

No matter what, it is important to brush up on

the basics of the game. The team is also working on strengthening their skills.

“We work a lot on serve receive because it is the main part of the game. If you don’t have a serve receive, you can’t play,” Reed said.

The team has a lot of expectations for the season, which is why they have been working on strategies to get better.

“We are working on a lot of defense right now, and we are just working on trying to convert that into points,” Bryand said.

Continue reading at thetalonohs.com

Badminton serves up a successful season

By ABBY MILLS Design Chief

Varsity:

Perseverance and adapting to change is vital for any team's success. As the 2022-2023 OHS badminton season commences, the team continues to improve through major obstacles.

Varsity badminton is in a state of considerable change, forced to build itself from the ground up—still the team carries on.

“We are in a rebuilding year. We lost all of our seniors and one other player that was on varsity. So we lost the whole varsity team last year. A lot of the girls are stepping up and doing well. We’ve just got a year to rebuild. Hopefully, we’ll be better next year. But we’re hanging in there,” said Paula Cappelletti, badminton coach.

Many players have rapidly moved up to varsity, and they are still constantly working to improve their technique.

“I started off [on] exhibition, which is like the

teams that don’t really count and only play one game. And then, later on in the season I moved up to JV, so I really like getting better at the sport and practicing to move up,” said Brynlee Evanson, sophomore.

Those who moved up to the varsity squad had to adjust to facing more experienced players.

“It’s weird because everyone I’m playing with [are] all seniors and juniors so they have all been playing so much longer than me. So I lose more but I’m trying. Most of the games are close,” said Cara Davidson, sophomore.

Sports can take up most of a student's time, with school and work, it is hard to juggle it all. Some students might not be able to continue their badminton career because of the stress.

“I love the coach and I love the team but with work, driving, and all the stuff that I have to do. I might not [continue playing]. We’ll see,” Leebanson said

When compared to other sports, badminton shines brightly above the rest due to the team's supportive nature.

“Honestly, badminton is the most fun sport I’ve ever played. The entire team structure is amazing. In badminton, we’re all friends and we all have fun doing it,” Leebanson said.

After the 2022-2023 season, many look towards the future, confdent in the team's success and resilience.

“Our future is bright.

I’m looking forward to the young girls that are coming up. They’re excited about playing badminton. They want to be here. They are working hard. So, yes I am

very excited about next year. But we do lose four more seniors. It’s going to be a tough few years but we are hanging in there and working on building our program,” Cappelletti said.

Continue reading at thetalonohs.com

PHOTO BY KAITLYN SMITTEN

Paige Hoeder, senior, powerfully serves during a home game.

PHOTO BY ABBY MILLS

Darshana Sripathi (left), senior, and Arpana Sripathi (right), senior, practice serving.

Swim and dive race to frst place

By ANANYA THEKKEMELEPATT News Editor

Swim:

With the new fall semester comes fall sports, and the OHS swim team is here to make the 2022-2023 season better than ever.

Ensuring that they reach their goals, the athletes keep breaking through barriers and encouraging each other in and outside the pool.

“Now that I’m a senior I can tell the younger teammates to create that supportive atmosphere…I’ve improved a lot, I defnitely feel like I’ve gotten out of my shell,” said Chandler Miller, senior.

This year the team has a new set of senior captains and this being their fnal season they have begun to refect on how they have improved as athletes over the years.

“Freshman year my fip turns were so bad, my butterfy defnitely improved, my coach [and I] did a lot of technique [practice],” Miller said.

Through the years and seasons, the swimmers have grown by learning from each other, despite being a solo sport.

“It’s a more individual [sport] but we still cheer on our teammates, just helping each other out,” Miller said. “Each year in the swim community we’re doing team bonding, supporting each other on the sidelines…I can help the younger kids coming in.”

Each sport has its struggles and swim is no different. Staying confdent in your skills and continuing to push

through the challenges is something the swimmers are adamant on accomplishing.

“Pushing for the relays and just getting my time lower for those. Sometimes you just hit a brick wall and you can’t get a faster time,” Miller said.

Mental adversity is just as important to overcome as physical adversity, and each swimmer on the OHS team continues to work past any struggle this season brings.

“I tend to get in my head, so I’m working on that, but it’s still a part I have to overcome,” said Marli Brown, junior.

Pushing yourself to reach your goal is healthy but it can also lead the swimmers to become too focused on other teammates’ performances.

“Last year I struggled a lot with comparing myself thinking ‘Oh I’m not as good as them’”, Bauer said. “It’s hard when you’re racing and you don’t come frst so I’m still working on that but it’s defnitely gotten better now that I’m realizing to appreciate others talents too.”

Sportsmanship and connections are also crucial to any team, and due to the size of the OHS swim team, it becomes even more important.

“The team’s really tight for being a team as big as it is,” Brown said. “I’ve enjoyed it a lot more.”

With how unique this team is, swim creates a diverse community of students and athletes.

“The fact that it’s large means there’s a lot of different people you get

to meet from around the school,” Bauer said.

Bringing all sorts of people together, the team is flled with unique connections and allows for people to get out of their comfort zone.

“It’s a really large team so it is kind of hard to connect to people sometimes but this year I’ve been stepping up and going to all the team bondings,” Bauer said. “The team is defnitely really supportive and I feel like I’m creating friendships with the people on the team.”

As each of the OHS swimmers take on the new season, they have realized how much they have grown from where they started.

“I defnitely had really good captains who led the way for me last year. I was a junior captain so seeing the senior captains [last year] I got to learn,” Miller said. “I feel like I’m still learning, but

I’ve grown throughout the years.”

Dive:

Along with swim, OHS has its very own dive team, but this team was not just shaped like every other athletic program.

“So me and my friend, since we knew the school didn’t have one, started it sophomore year,” said Allie Gardiner, senior. “Last time they had a dive team was 2018, I think, so we called the district because we were really adamant about starting a dive team.”

Though the team is together, dive is uniquely separate from swim with its different fips versus swim’s different strokes.

“In my opinion it’s one of the most unique sports, you’re doing fips and twists unlike a lot of other sports,” Gardiner said.

But since OHS did not have

its own dive program set up, the team actually practices with Boulder Creek High School, creating a unique team relationship between swim and dive.

“[Team dynamic] defnitely got better this year, it was honestly kind of rough the past two years, we weren’t communicating very well with the swimmers,” Gardiner said. “This year, both our coaches have made it that we feel more connected.”

This being two of the divers’ senior year, they have reached and surpassed many of their goals this season.

“This year I’ve beat my high scores multiple times because I feel more comfortable with the board,” said Gardiner. “My mental attitude…I remember being scared my frst year diving cause it was so different from gymnastics which I was previously doing, I’m defnitely a lot less scared of diving.”

Since the OHS divers are separated from the swim team, they have gotten exceptionally close and are each other’s cheerleaders during meets.

“My goal this season is defnitely for all three of us to qualify for State and have more team camaraderie,” Gardiner said.

As the divers accomplish more goals the rest of the season, the seniors hope to leave the team with enough skills to continue and grow the team.

“When I leave the dive team next year I want to make sure it keeps going and that there’s more people brought to it,” Gardiner said.

Cross Country’s new route to success

Varsity:

Full of early mornings, challenging meets, and teambonding, OHS Cross Country heads into their season hopeful and rejuvenated. The effort they are pouring into this year’s season is sure to lead them far.

A change in coaching staff and new runners has set off the team with a newfound motivation and determination for success, all while appreciating the connections that they have made amongst themselves.

“We’re all at practice [at] fve am, and spend most of our day with each other, so it’s like a family,” said Macy Ellis, sophomore.

It is undeniable that the bonds built while running are unreplicatable anywhere else, the interaction that takes place in cross country

differing from other sports through their intricate community and training methods.

“I run with the kids; I train with the kids.It’s what helps me build relationships,” said Kellen Chavez, head coach.

A coach’s route for success can make or break a team. The adjustment of his assistant coach position to head coach, for Kellen Chavez, has only been well received by the returning runners.

“[It’s an] internal battle that I go through everyday, but I also appreciate the coaches support,” said James Wenzel, sophomore.

The majority of the team feels pushed to a whole new level this season, motivating them for all of their future meets, no matter the challenges.

“It is hard to get used to running, and [it is] hard to get used to running faster and pushing yourself, because I

defnitely didn’t really push myself before this [season],” said Amelia Alexander, freshman.

As the season springs forward, the runners are getting back into the rhythm of it all, their frst meet inspiring new standards for themselves individually, but also the team as a whole.

“I didn’t do as good as I wanted to, but I have a goal for [the] next meet that I want to get,” said Jaycee Hanna, junior.

Regardless of how they started out, the team and the coaches maintain a positive outlook for the rest of the season.

“Our boys should be pretty competitive by the end of the year. [For the] girls, we have a lot of new kids trying it out, but all that really matters is that they enjoy the process and take pride in their improvements,” Chavez said.

The players themselves

are incredibly determined so far, motivated to go as far as possible this season and to succeed at the rest of their meets.

“[I think] it’ll go good, [we’re] trying to make the

whole

By TRUE VAN DYKE Features Editor

team go to state [this year],” said Mario Fernandez, senior.

PHOTO BY TRUE VAN DYKE

PHOTO BY GABRIEL DE SOUZA

Roslyn Jefferies, senior, takes a break during a rigorous swim practice.

Cross Country runners race against the sun.