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The Tam News — January 2014


Table of Contents January 2014


News 4. Benefit Concert Held In Alum’s Honor — Isaac Cohen 5. District Video Replaces Annual Report — Emma Talkoff 6. Briefly — Sonja Hutson, Anna Vandergriff & Bridget Lowry 7. New P.E. Curriculum — Riley Kuffner & Joe Russell Common Core Replacing STAR Tests — Holly Parkin


Lifestyles 8. Artists of the Issue — Emma Talkoff 9. 10 Things: Alternative College Opportunities — Kate Luebke man and Hannah Yerington 10. Marshall Mathers: Eminem Review — Daniel Carroll 11. Step-by-Step: Lockdowns — Sarah Asch

12 Feature

12. A Sustainable Education: What Special Education Students are Learning and Teaching — Hannah Chorley


Opinion/Editorial 17. High School Lunches Done Right — Nic Mosher 18. Editorial — Staff The Hunger Games of AP Classes — Holly Parkin 19. Writing Wrongs: Mackle-no-more — Bella Levaggi

20 Sports

20. Winter Previews — Mae Puckett & Max Bayer Girls’ Tennis Wins MCALs — Jordan Blackburn 21. Cheerleading Invited to Hawaii — Holly Parkin


January 2014 — The Tam News

Dear Reader, “The Tam community” is a phrase that’s never resonated with me. I’m going on my fourth year now of rallies and pie days, but somehow, I still haven’t quite seen Tam as the cohesive unit it’s cracked up to be. This month, however, I’ve been forced to reconsider the idea of community. In Michael Lovejoy’s Special Education class, which Hannah Chorley examines in this issue’s cover story beginning on page 12, every student has their role. “I want them to know that they have responsibilities too and that their actions can directly affect others,” Lovejoy says in the article. Special Education students have been participating in several programs and classes alongside the rest of the student body, with considerable success. Students like Jake and Maggie have found community both in the Special Education class (“We’re partners in crime,” Jake says of Mr. Lovejoy) and in Tam as a whole. Another topic we explore in this issue is the question of how to properly address the deaths that have shaken Tam this semester. In class, we discussed how the school as a whole has handled grief. My classmates spoke of both students and staff coming together to support one another. The editorial on page 18 shows the end product of our discussion. We would like to dedicate this issue to those we’ve lost recently within, yes, the Tam community.

ON THE COVER: Isaias, Jake, Anderson and Maribel (from left) are part of the Special Education class. Cover by: Brent Ferguson

- Emma Boczek

The Tam News

Volume IX, No. IV January 2014 A publication of Tamalpais High School Established 1916

Tamalpais High School 700 Miller Avenue Mill Valley, CA 94941

Editors-in-Chief: Emma Boczek, Sonja Hutson & Emma Talkoff



Copy Editors


Sophia Ellingson & Bella Levaggi


Sarah Asch, Cody Duane-McGlashan & Holly Parkin Riley Kuffner


Markita Schulman & Anna Vandergriff


Jordan Blackburn, Jasmine Caputo & Liz Archer


Max Bayer, Riley Kuffner & Mae Puckett

Business Team Declan Katz, Riley Kuffner & Dom Quaranta Photos

Jasmine Caputo & Holly Parkin


Brent Ferguson & Cassie Jeong


Brent Ferguson, Cassie Jeong & Randy Shapiro

Nate Vogel

Chief Copy Editors Cassie Jeong Declan Katz

Advisor: Jonah Steinhart Printer: WIGT Printing Reporters: Erik Beltran, Daniel Carroll, Gibson Katz, Weston Lazarus, Kevin Leake, Bridget Lowry, Dennis Lubensky, Kate Luebkeman, Nic Mosher, Casey O’Brien, Austin Peck, Oliver Rosenfield, Devon Stoeber, Nate Vogel, Meg Weisselberg, Hannah Yerington, Devon Canepa, Ariana Agnew, Claire Donohue, Cam Vernali, Marina Furbush, Ganga Baird, Isaac Cohen, Jackson Gathard, Samantha Herdman, Kyle Kearney, Ethan Lawrence, Anthony Mazzini, Joseph Russell, Maddy Sebastien, Tandis Shoushtary, Marley Townsend, Ryder Wood, Peter Wynn, Sophie Boczek, Hannah Chorley, Reis Dorit, Robert Finn, Lily Gutschmidt, Emily Long, Paden McNiff, Camille Morgan, Ben Olizar, Jasmine Pena, Isabella Schloss, Ra’Jahna’e Troupe, Paula Venables, Daniel Zwiebach, Johanna Wong, Avi Cahn, Rachel Ermatinger, Hailey Miller, Haydn Wall & Caroline Frost. Editorial Board: Markita Schulman, Riley Kuffner, Sophia Ellingson, Randall Shapiro, Declan Katz, Meg Weisselberg, Emma Boczek, Sonja Hutson & Emma Talkoff

The Tam News, a student-run newspaper, distributed monthly, is an open, public forum for student expression and encourages letters and article contributions. The Tam News reserves the right to edit submissions for length and content. All content decisions are made by student editors. The Tam News is published monthly, though dates may vary. The Tam News is nonprofit and any proceeds and contributions are used in the production of the newspaper and for journalism education. Additional information concerning contributions or advertising can be obtained by calling or writing to the address provided above. Copyright © 2013 by The Tamalpais News. All rights reserved. Reproduction is prohibited without written consent.

The Tam News — January 2014



Benefit Concert Held in Honor of Alumnus

by Isaac Cohen

ways looked up The Sweetwater Music Hall was to him,” Lawfilled to capacity by members of the rence said. “He just Tam community on November 26. The concert that night honored Tam alum- really had a nus Steven Rodriguez, who passed unique energy away on October 17 due to brain can- that we would crave cer. A line of students, alumni and par- always ents stretched nearly around the block being around. And when he and tickets quickly sold out. Tam students and adults per- left for college formed a variety of pieces that ranged we stayed in from rock and roll to poetry. The auc- touch but not tion and ticket sales went to both the nearly as much Rodriguez family and the organization as we would have liked to,” IN LOVING MEMORY: Flowers imprinted with “Never Forgotten, Accelerate Brain Cancer Cure. When seniors Rachael Ferm and Ferm said. Steven” and “Let’s Cure ATRT” were part of the decor during the The con- concert. Devon Lawrence started to organize Photo by: Isaac Cohen tributes by Rodriguez’s friends and began the concert, they expected Rodriguez to cert witness it. “We thought that he would with a video compilation of moments members of the Tam community, inbe able to watch a recording of it or from Rodriguez’s life put together by cluding Anthony Lavezzo and Tim see pictures or maybe be there through his friend Joe Weber, class of ‘12. “It Hockenberry, father of senior Jack Skype,” Lawrence said. “But it’s good to got people laughing and in good spirits Hockenberry, who performed on know that he knew it was going to hap- and I think it changed the vibe to being the piano and sang. “He is really well pen before he died, because he knew he more celebratory as opposed to being known nationally, even internationally, and it was really touching for everyone kind of mourning,” Lawrence said. left a lasting impression.” Rodriguez’s friend Julia Atkin, class to see him choke up and not be able to Ferm and Lawrence met Rodriguez through Conservatory Theater of ‘13, spoke about his death, ushering finish the ‘Forever Young’ song he sang by Bob Dylan,” Ferm said. Ensemble (CTE). “He was a director in the rest of the performances. The local band Marble Party closed Student performances featured in my freshman drama class, so I althe concert in a more festive mood, getting the crowd moving with indie rock. The concert raised about $22,000 combined from the auction and ticket sales. Rodriguez’s family was not initially planning to attend, but they ultimately decided to. “They were extremely touched and extremely grateful. I think it was really hard for them to be there and see all of the photos and songs,” Ferm said. Lawrence spoke about the effect of the concert on the community. “I was talking to [drama teacher] Ben Cleveland after the concert and he [said] ‘This is a night that everyone will remember. This is a very memorable event.’ And I think that [the concert] made a big difference in feeling like [Rodriguez’s] death was acknowledged PAYING RESPECTS: Tam senior Anthony Lavezzo played his guitar during the benand appreciated and that his life was efit concert in Rodriguez’s honor. Photo by: Isaac Cohen celebrated by the community.” ♦


January 2014 — The Tam News


District Video Replaces Annual Written Report

by Emma Talkoff

“21st Century Learning,” one aspect of the district’s mission statement, and the use of innovative teaching strategies and tools by educators in the district. “The video was intended to address how some teachers and some classrooms are making sense of this mission statement for students,” Kimbrel said, emphasizing that the video aims to provide insight into a few classrooms and prompt community discussion, rather than to present a holistic view of

district to an outsider.” Rice, a member of the district’s Instructional TechnolThe Tamalpais Union High School ogy Teacher Collaborative (ITTC) District (TUHSD) released a video, program, utilizes project-based learn“Preparing Learners and Leaders for ing techniques in his classroom. Other the 21st Century,” to parents and comteachers were highlighted for use of munity members on November 19 as flipped teaching, Socratic seminar forpart of the district’s ongoing goal to mats and integration of technology. uphold strategic priorities including Senior Sarah Luster, who was in“communication with the district’s interviewed for the video, agreed with ternal and external stakeholders,” via its message of support for innovative various forms of media, according to learning methods. “It was easy [to andistrict superintendent Laurie Kimbrel. swer] why project-based The video, which runs learning is better,” said just over eight minutes Luster, a marine science and features footage from student in April Tucker’s Tam, Redwood, Drake, classroom, which utilizes San Andreas and Tamisflipped teaching and extencal, replaces an annual sive technology integration. paper community report. “[Project-based learning] is Previous reports included teaching us how to interact financial information, inand work with other people dividual school profiles, to create and collaborate.” details about the school Senior Lucas Janetos, board and academic inforanother marine science stumation such as standarddent interviewed in the vidized test performance and eo, said that though he said Academic Performance LEARNING IN ACTION: This image from the Tam Union High School he supported project-based Index (API) scores. “We decided to exper- District promo video features seniors Nick Henkel and Sam Stephens learning in his interview, his personal views are slightly iment with video, to see if using technology in their Marine Science class. different. Janetos said he expressed a we could get more people to watch a the district. Tarpinian agreed that the video deviewpoint that “wasn’t really genuine” video than read something in print,” picted shifts in teaching method as one in the video because the videographers Kimbrel said. According to Kimbrel, the video, which is estimated to have of many areas of focus in the district. “[gave] us a vibe that we should just say cost the district about $8,000, will cost “It’s a promotional film so its obvious- what they wanted to hear.” Kimbrel said that student and less than the roughly 15-page docu- ly going to put the best possible spin on what’s going on in the district,” he teacher interviews in the video were ment previously distributed. English and Academy of Integrat- said. “I think it showcases a lot of the selected to showcase “classrooms where ed Humanities and New Media (AIM) things that are happening and it gives teachers are delivering instruction in a teacher David Tarpinian, who was fea- some insight into the direction that the little bit different way.” A less appartured in the video, said that although district would like to see certain things ent theme of the video, according to he was unaware that the video would go—certainly not [for] everybody, but, Kimbrel, is that of curriculum, teacher take the place of the annual community you know, a more effective use of tech- collaboration and “how [teachers and administrators] will respond when stureport, he felt the video format could nology, more project-based.” Government and independent liv- dents learn and don’t learn,” areas of be more widely viewed. “Video is a very effective way to communicate, as op- ing teacher David Rice was also fea- ongoing focus in the district. Kimbrel said that the district’s use posed to a newsletter,” Tarpinian said. tured in the video, both in footage of “Probably more people are going to teacher leader meetings filmed in Au- of video in the future will depend on the watch the video than read what’s in the gust and classroom footage filmed dur- success of this initial report. “There’s a newsletter, and that might precipitate ing a combined class session with Tar- lot of really, really amazing things happinian. Rice said he thinks the video pening at our schools that we just can’t stronger reactions.” The new video focuses entirely on might serve as “a window into the Tam put in an eight-minute video.” ♦

The Tam News — January 2014




Seniors Get Credits Students Maintain Sustainable Garden

by Sonja Hutson

The Tamalpais Union High School District (TUHSD) Board of Trustees voted unanimously at a Board meeting on November 13 to grant class credits to 40 seniors who lost them due to unexcused absences. The Board made the same decision last spring, although they previously stated this action would not need to be taken again. Starting last spring, the Board began to revise its attendance policy to remove the penalty of lost credit in a class after five or more unexcused absences in that class. However, the change has not yet been implemented, and, with the elimination of summer school, last year there was no way to earn back the credits. Superintendant Laurie Kimbrel said the Board needed more time to come up with a solution. “Allowing these 40 students to graduate will tee us up for conversations with staff this spring,” she said at the meeting. ♦

by Anna Vandergriff

The Sustainable Garden Club has recently taken over stewardship of the garden outside the Student Center, formerly the Environmental Science garden. The club is headed by seniors Natalie Overton and Blanche Duann. “Our plans so far have been basically about getting [the garden] cleaned up, getting things pruned and trimmed so that they’re going to grow well in the spring,” science teacher and club adviser John Ginsburg said. According to Ginsburg, the club’s

goal is to create a sustainable food garden rather than a lab space for experiments and observations or a decorative garden. “I think that their other hope would be that they could harvest some of the food from there and have meals for the club,” Ginsburg said. Responsibility for the garden was based on which teacher had time to tend to it. According to Ginsburg, former science teacher Lyanne Abreu and science teacher April Tucker previously used the garden to grow food and as a lab space, respectively. ♦

LET IT GROW: The new Sustainable Garden Club now maintains the garden located behind the Student Center. Photo by: Meg Weisselberg

Alumni Association to Fix Tam Clock

by Bridget Lowry

The alumni association plans to fix the Wood Hall clock tower beginning on December 20 with completion planned for January 8. The clock has not kept time for more than 50 years, and the three separate clock faces are rarely in sync. George Cagwin, president of the alumni association, believes that the project is important because the clock tower is “the entrance to Mill Valley.” The current clock does not work because there is only one motor inside the tower for all three clock faces. The wooden hands and numbers swell in the rain and stick, which overworks the motor and warps the motor axle. “[The motor] just wasn’t strong enough,” Cagwin said. “We have to replace it with three motors, one for each clock.” The Alumni Association also plans


January 2014 — The Tam News

on either pushing out the clock hands so they don’t catch on the numbers, or replacing the hands and numbers with weather-resistant ones. When Wood Hall was modernized, the windows at the top of the tower were permanently sealed so the clock cannot be accessed from the inside. This complicates the project because in order to fix the clock, scaffolding will have to be built around the tower. The project is expected to cost between $25,000 and $30,000. So far, $8,000 has been raised. The alumni association is trying to raise more money by informing community members and organizations of the project. If enough funds aren’t raised, the Alumni Association plans on reallocating funds from other projects. To donate, contact Cagwin at (415) 272-5113. ♦


New P.E. Curriculum to be Implemented in 2014

by Riley Kuffner & Joe Russell

The P.E. department will institute a redesigned curriculum in the second semester of this school year. Before the new curriculum, P.E. classes were essentially split, with half the time spent in the classroom and half spent doing activities. After reassessing the curriculum, the P.E. department found that there was no link between what students were doing during the two halves of class. Information amassed in the classroom was important for a healthy lifestyle, but students were not taught how to implement it. In the other half of class, students were taught how to exercise, but not why it was important. According to P.E. teacher Nate

Severin, the department realized that the information students learn in the classroom and the activities they participate in must better connect to each other. The most notable change will involve the aquatics unit in freshman P.E. In past years, the unit lasted an entire semester, but now, it will only last about a month. The new curriculum will focus on what the department is calling “program goals.” These goals have been in development over the last three years and will measure students on a scale from basic to advanced, as well as their ability to transfer the knowledge to athletic activity. “We’ve decided to pick and pull 19 of the most important topics in physical education and focus on that for two years,” Athletic Director

and P.E. teacher Christina Amoroso said. “I believe the students will leave P.E. with an even better understanding of fitness, health, and nutrition.” Students will be assessed in a more comprehensive format that focuses on information learned in the classroom, but more importantly, how that information can be applied to actual physical activity. They will receive a score from one to four based on their level of proficiency. Teachers will ensure that every student has reached at least level three before moving on. The new system also requires P.E. teacher Erin Lawley to take over Severin’s sophomore classes, and Severin to take over the weight room class, so that he can focus on the new freshmen curriculum. ♦

ier questions to match their skill level. “I don’t think it matters so much that [the Smarter Balanced test] is computerized,” math teacher Rebecca Henn said. “I think it’s more going to be a big change in terms of the type of problems [students] are used to on STAR tests to this format.” In spring 2014, the only STAR test that will be administered is the life sci-

ence test for 10th graders, according to Synyard. Further details about the standardized testing schedule are yet to be determined. “I am meeting with the district office folks during [the week of December 16] to discuss plans and hear more information,” Synyard said. In 2014, a pilot exam is planned for Tam students to see how students adapt to the Smarter Balanced test. ♦

Common Core Standards Replace STAR Testing

by Holly Parkin

In connection with new Common Core standards, a standardized test called the Smarter Balanced test will be implemented at Tam in the 20142015 school year, replacing Standardized Testing and Reporting (STAR). The STAR test will be replaced at all grade levels, however, at high school level, the new test will only be administered to juniors. The Smarter Balanced test, which evaluates math and English proficiency, is computerized and offers new methods of testing. “Common Core focuses on a lot of in-depth information, in terms of how to read and analyze material, and think critically,” principal Julie Synyard said. Whereas the STAR test focused more on fact-based learning, the Smarter Balanced exam is designed to test critical thinking. The exam includes multiple choice questions as well as new problem types, such as written or drag-and-drop elements. The Smarter Balanced test also uses adaptive technology. For example, if a student is asked questions about trigonometry, and continually answers incorrectly, the test automatically asks the student eas-

The Tam News — January 2014



Artists of the Issue: Student Journals

by Emma Talkoff

Senior Grace Lightner keeps four sketchbooks, each for a minutely different purpose. “This one is more words and song lyrics,” Lightner said of the notebook pictured at right, which she uses mainly during class. “I doodle mostly, and I take quotes and song lyrics and I make them look pretty with fun typography.” Like many of the drawings in Lightner’s sketchbook, the art on this page “started with a random circle design,” and grew from there. In addition to in-class drawings, Lightner has recently started sketching human figures, particularly fictional characters. “There’s more interpretation [with fictional characters], especially with book characters because it’s always just what you want it to look like,” said Lightner. “It’s easier than drawing people from real life, because there’s an extra step of removal between you and your subject.” Lightner, a second year AP Studio Art student, is also a graphite and digital portraitist. “I use my tablet [for portraits], so half of the art I do isn’t even in a sketchbook,” she said. Lightner’s digital self-portrait work was recently featured in a show of Tam Draw/Paint student art at Noci Gelato in downtown Mill Valley. Though she doesn’t plan on pursuing an art major in college, Lightner hopes to continue with art classes and sketching after graduation. For senior Kate Schlough, sketching goes hand -in-hand with writing. “I like looking at images and drawing them, morphing them my own way, and writing down quotes,” Schlough said of her drawing style. “This page [pictured left] is kind of a mashup of drawings... I was in the mood to write, but I didn’t really have anything important to say. So I sketched, and collected quotes, in the hopes that inspiration would strike.” Schlough journals “anywhere and everywhere,” and has filled eight or nine 200-plus page journals since starting her first notebook in first grade. “I carry [my journal] everywhere,” said Schlough said. “Sometimes I’ll leave it under the desk in a classroom, and I can’t sit still the entire next class until I get it back in my hands.” In the future, Schlough plans to continue keeping sketchbooks and journals “for my own sanity at least,” though she won’t be entering an artistic field. “My notebooks help me see who I have been, who I am, and they help me figure out who I want to be.” ♦


January 2014 — The Tam News

Lifestyles 4. Ever Thought, “My Tutor Teaches

1. I’m Ready to Go to College... NOW! If you are an underclassman and already feel ready for something more, look up for early colleges. These are schools that are specifically designed for teenagers who are younger than the average college age. Example: Bard College at Simon’s Rock in Great Barrington, MA. 2. Can I Design My Own Schooling? Varied levels of experiential self-designed education exist. One common theme is the mission to let students explore their passions in new and innovative ways. Example: New College in Sarasota, FL. 3. I Want to Travel! The program Leap Year is designed as a gap year program but is open to anyone whether they are pursuing a college education or not. It offers a two year program that’s fully accredited and is applicable for FAFSA financial aid. Each year includes 10 weeks of group travel in India or Latin America, a threemonth internship anywhere in the world and two months of intensive educational retreats focusing on job readiness, life skills and navigating successfully into adulthood. Examples: Living Routes.

Me More Than All My Teachers”? Some U.S. institutions have started to mimic the one-on-one teaching of Oxford University. At Oxford, students are given their own individual tutors and work with them through most of their subjects. The rest of their learning is a mix of independent study and traditional classes. This model creates an academic and personal bond between the student and the teacher while they navigate the many aspects of university life. Examples: Sarah Lawrence in New York, NY and Quest University in Squamush, British Columbia, Canada. 5. Design-Your-Own-Major Colleges Some colleges allow you to individualize your major and create a concentration that fits your unique passion and desires. These programs differ between schools, but generally mean you create your own path of study to a major of your creation. Example: Eugene Lang College of the New School University in NY. 6. No Grades, No Problem! Many colleges have turned away from traditional grading systems and instead use a pass/fail or teacher evaluation based grading systems. This isn’t an opportunity to slack out, but rather puts learning into the student’s hands. Example: Evergreen State College in Olympia, WA. 7. Stay Connected Spiritually A few universities and colleges manage to incorporate a spiritual and selfreflective focus into their curriculum. Spiritual varies from school to school and program to program. Example: California Institute of Integral Studies in San Francisco, CA.

8. Working During College Some schools offer Co-Ops, short for Cooperative Educations. Students choose six months two or three times in their college education to work as a paid intern for a business of their choice. During these six months they do not have classes and can relocate to 12 states and dozens of countries worldwide, gaining real world experience. Internships range from doing video ads for Reebok sneakers to learning music production skills. Example: Northeastern University in Boston, MA. 9. So... I Just Want to Live in the Woods Done with being in the classroom and want to explore the wild? Interested in creating a lifestyle or business that works in harmony with nature? These schools are exclusively centered around teaching us how to live lives that work with, not against, our Earth. Example: The Regenerative Design Institute in Bolinas, CA and Alderleaf Wilderness College near Seattle, WA. 10. Take a “Gap Year” The American Gap Association defines a Gap Year as “a structured period of time when students take a break from formal education to increase selfawareness, learn from different cultures, and experiment with possible careers. Typically these are achieved by a combination of traveling, volunteering, interning or working.” A gap year experience can last from two months to two years and is normally time taken between graduating high school and attending college. Example: Anywhere! ♦

The Tam News — January 2014



Marshall Mathers LP 2: A Disappointing Sequel by Daniel Carroll

In 2000, rapper Eminem released a CD filled with boasts about drugs, killing and hating gay people and women. This album, known as “The Marshall Mathers LP,” sold more than 21 million copies worldwide and is, in my opinion, one of the most brilliant hiphop albums of all time. After 13 years, seven albums, and a couple relapses, Eminem is back with “The Marshall Mathers LP 2.” All the talent and wit is still there, but MM2 seriously lacks the beats and “I don’t give a damn” attitude that allowed the original Marshall Mathers LP to reign over pop culture back in 2000. “The Marshall Mathers LP 2” has been a wild commercial success. Eminem is the first artist since The Beatles to have four songs on the Billboard top 20, with the songs “Berzerk,” “The Monster,” “Survival” and “Rap God.” Though that’s an impressive feat, none of these songs fulfill my expectations.


“The Monster” and “Rap God” have annoying electronic beats instead of the simple, ‘90s West coast-style beats we bobbed our heads to earlier in his career. “Berzerk,” Eminem’s attempt at old school, sounds forced and his message is outdated. Listening to the album, I missed the unapologetic, ruthless attack Eminem used to take on helpless LOSE YOURSELF: Eminem’s latest album, “The Marshall celebrities, ex-wives, Mathers LP”, portrays a mature arrangement of electronImage courtesy of: Wikimedia Commons and his own family. ic beats. I craved a song that son.” I immediately began bobbing my would really make me laugh. My first head to its beat. This is the Eminem taste of satisfaction came with the song I wanted. He explains how his lack of “Rhyme or Reason,” which samples a father shaped him, while mixing in The Zombies’ hit “Time of the Seamad rhymes dripping with wit. One song, “Love Game”, stood out beyond all on MM2. With a million rhymes a minute pouring from both Kendrick Lamar and Eminem, the track offers the most exciting, funny and skillful lyrics of the entire album. While Kendrick offers Slim Shady-inspired impressions of girlfriends, Eminem is brutally honest. “I got too much baggage, or I’m too f****** dramatic, man what the f*** is the matter, I’m just a f****** romantic,” he screams in comical frustration. This passion sounds like it could be directly off of the first Marshall Mathers LP. “The Marshall Mathers LP 2” was disappointing, but it was not a bad record. Eminem is still one of the most talented rappers in the history of the genre. He just has gotten older and, unfortunately, matured. I am going to miss the crude, drug-addicted Eminem from the late nineties to the early two thousands, but I will always admire the man for his unmatched ability to rhyme.♦

January 2014 — The Tam News


by Sarah Asch

Step by Step: Lockdowns

After the shooting at Sandy Hook Elementary School last December, ABC News reported that there have been 31 school shootings in the U.S. since the Columbine shooting in Colorado in 1999. In response to this rise, Tam admissions reviewed their lockdown policy and made a few adjustments. One was to differentiate between a “hold in place” procedure, where students need to stay in their classrooms because of danger that is not immediate and a “lockdown” procedure, where there is an immediate danger such as an armed intruder on campus. While it is still very unlikely that such an event will occur at our school, it is still important to be aware of proper procedures. Below are the updated steps for a lockdown. 1. School Defines a Lockdown: Tam’s new procedure regarding lockdown drills gives any teacher or administrator the ability to call a lockdown over the intercom from any school phone. They must state their name and location in the school then state, “this is a campus lockdown. Secure your students and your classroom. If you are one of the first people to witness something that would necessitate a lockdown, such as an armed intruder, call 911 and tell a teacher or administrator. 2. All Rooms Must Be Locked: All doors will be locked and will not be opened again until the danger has passed. a. If you are not in your classroom, enter the nearest room. b. If you are outdoors: Run off campus as far away as possible and let someone know where you are. 3. Follow Proper Procedure: After the teacher locks the door, turn off the lights, close the blinds and sit in silence. Put tables and chairs against the door. 4. Shut Off Your Phone: At this time it is crucial that you turn off your phone. Even if you don’t intend to call anyone, as soon as your parents find out what is going on they will try to call you. When a thousand parents call their kids at once, not only will the ringtone alert an intruder of your presence, but the cell service will be blocked, which can

prevent contact with more emergency responders. 5. Emergency Responders Arrive: In the case of a serious lockdown emergency, police would respond from all

will begin to cross reference this information with their own records until they know everyone who is accounted for and anyone missing. 7. The Lockdown Ends: After the danger has passed, and each building and surrounding area has been deemed secure, a police officer or administrator will go to every classroom and use a master key to open the door. They won’t knock, because the teachers will not open the door for someone who knocks. It used to be that the end of a lockdown was signaled by the announcement of “all clear” over the intercom. While this is still true of drills, in light of the possibility that an intruder could gain access to the intercom, this is no longer true in a real lockdown. The only thing that can now Graphic by: Dennis Lubensky end lockdown is a police over the area. This is when it is extra officer or administrator unlocking the important that you stay put and let the door of your classroom. police do their jobs. “Cops are going 8. Communication Starts With Parto come in breaking glass,” Assistant ents: Parents will have received updates Principal Kim Stiffler said. “They are via email and the school website about not knocking. If they can find us and the situation as it unfolds. It is critiget access to a master key, that’s part of cally important that parents don’t call our plan, they will enter that way. But if the school, the police, or their children that’s not an option, they are going to until step eight commences, open comcome in swinging.” munication is initiated by the adminis6. School Begins to Count Heads: tration are given further instruction are During and after the lockdown, the given. Parents are to not show up at the front office will receive emails from school. That puts the parent in danger teachers, counselors, and staff members along with everyone else. The best thing in other locations about the students a parent can do is stay patient, stay put they have, including any extras, as well and let the school and the police do as the students they are missing. They what they are trained to do. ♦

The Tam News — January 2014



A Sustainable Education What Special Education is Learning and Teaching By Hannah Chorley


ake, a senior in Michael Lovejoy’s Special Education class, sits on the couch whispering to his friend, Maggie. They giggle at a joke and continue to play on an iPad, identifying animals with pictures and mimicking the sounds they make. Jake tells me his favorite animal is a fish, although he loves exploring all the sea creatures in Marine Biology class, and proceeds to make Maggie crack up again by barking like a dog. I ask Maggie what she wants for Christmas, and she freezes up, becom-

ing shy again. Jake takes the iPad from her and opens an app called “proloquo2go,” which helps members of the class find words using visual prompts. He hands the iPad back to Maggie and she smiles before saying, “A puppy!” Maggie proceeds to play “All I Want for Christmas is You” by Justin Bieber, and she and Jake start to dance in the middle of the room. Jake grabs my hand and pulls me into their dance party. Suddenly, Mr. Lovejoy announces that it is time for Jake to do his job. Today, it is his turn to copy handouts that the

class will use later in the week. Before leaving to do this, Jake gives hugs to Maggie and me. “Every member of the class has a job, whether it is copying papers, delivering supplies to other classrooms, [or] taking out the trash,” Lovejoy said. “We want every student to know that they are important, that without them, we wouldn’t be able to run class properly. I want them to know that they have responsibilities too and that their actions can directly affect others.” Lovejoy’s class, which meets in the

CLASS PARTNERSHIPS: Students in Michael Lovejoy’s class, such as Taylor and Maggie (above left), interact with Peer Resource counselors, such as seniors Stella Resta and Elena Hardiman (above right), a few times a week. These counselors lead students in games and activities, and talk to them about school challenges. Photo by: Jasmine Caputo


January 2014 — The Tam News

Student Center, has a total of 12 students enrolled. In accordance with Tam News policy, which requires us to protect students’ medical information, this feature refers to each student by his or her first name. According to Lovejoy, a common misconception surrounding his class is that his students “just goof off and that their school day looks completely different than regular school.” In reality, Lovejoy’s students arrive at school at 8 a.m., follow the same bell schedule for breaks, and participate in a variety of activities and lessons, such as math, yoga and English for 15 minutes at a time. This shorter time period is designed to help hold the students’ attention. Most lessons are designed to drive the development of independence and teach the students important skills that they can use when functioning in society. Students learn to construct a grocery list and buy items on this list at the Hungry Hawk each day. This teaches them how to budget their money and use simple math skills to calculate payments. In addition to activities on campus, members of the class often take field trips on buses, in order to learn how to navigate public transportation. “My favorite are the trips,” Jake said. “One time we went on the bus and I got to go bowling with Maggie.” Students also walk to the Redwoods to volunteer with the elderly in order to learn how to safely cross the street, as well as how to respect and communicate with others. Students take away key values from these trips, such as the importance of personal space, eye contact and how to start an appropriate conversation with a stranger. “I learned to always pick up after myself,” Jake said of the field trips. Every year, the class plants a vegetable garden and watches the plants grow over the next couple of months. “[Planting] is some of my students’ favorite part about class,” Lovejoy said. In the spring, they harvest and eat the vegetables during school. The garden exercise brings science to life for the students, and teaches them about

Meet Some of the Students Anderson, Junior Favorite Class: P.E. Favorite Color: Red Favorite Animal: Lion/Puppy Career Plans: Race Car Driver Favorite Activity: Dance Favorite Song: “Hokey Pokey”

Jake, Senior

Favorite Class: Drama Favorite Color: Blue Favorite Animal: Fish (like in “Finding Nemo”)

Career Plans: Veterinarian Favorite Activity: Hanging out with Maggie or playing with animals

Favorite Song: “All I Want For Christmas is You” by Justin Bieber

Maribel, Senior

Favorite Class: Art and English Favorite Color: Pink or Orange (for the Giants)

Career Plans: Anything with animals Favorite Animal: Bunny Favorite Activity: Going to Giants games with Dad

Favorite Song: “Come and Get It” by Selena Gomez

Isaias, Junior

Favorite Class: English and P.E. Favorite Color: Green Favorite Animal: Dog Career Plans: I want to help people Favorite Activity: Watching a movie or learning about the news

Favorite Song: Any type of dance music

The Tam News — January 2014


FIELD TRIPS ABOUND: Lovejoy’s students often take field trips around the community. Forays to the Redwoods offer practice in respecting and communicating with others. Pictured above, from left to right, are Anderson, Maggie, Jake, _, and Maribel in the Redwoods garden. Photo courtesy of: Michael Lovejoy

sustainability and farming. “I hate vegetables,” Jake said. “But I had to try them because these were my own and I grew them. I still hated them.” Developing a better sense of communication, transportation and currency skills are some of the basic goals in the class. According to Lovejoy, the curriculum is also tailored to meet the specific needs of each student. “Every year, students, parents, and teachers meet and set individual goals for each student,” Lovejoy said. “The goals vary and depend greatly on the severity of each student’s condition.” These goals range from learning to walk, talk, and do simple math to performing in a play or constructing an aquarium with the help of Ms. Tucker from Marine Science. Lovejoy and the parents then develop an individual education plan to help students achieve

their goals for the year. Isaias, a member of the class, set learning English as his goal. When he joined Lovejoy’s class at the beginning of the year, Isaias could only communicate in Spanish. With help from the English Language Development (ELD) class, Isaias can now communicate with his friends using phrases like “Thank you,” “You’re welcome,” “Hello” and “How are you?” According to Lovejoy, Isaias puts in a lot of hard work, time, and practice and continues to improve both his English and his Spanish everyday. “I am so happy to talk to my friends now,” Isaias said. Two other students, juniors Jean and Anderson, are also enrolled in ELD classes, and their English has improved tremendously since they enrolled. Before joining the class,

BUDDING ARTIST: The above prints in red and blue were created by Rae, to be used in the art program’s t-shirt stamp project. Art by: Rae

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January 2014 — The Tam News

Jean could only say a few words in English. Now, he greets all his friends with a “Hi. How are you doing? How is your day?” Other important goals for the students include better understanding of emotions and the formation of relationships. “It is important for people to know that these kids are in high school too, and they experience many of the same feelings and impulses as regular teenagers,” Lovejoy said. To help educate his students on these principles, Lovejoy brings in a nurse to lead class a few times a week. The nurse teaches students about the body, sex and pregnancy. Jake wasted no time in showing me his knowledge of the human body by grabbing a

book and explaining how each part of dance moves. When Taylor, a senior, Along with participating in activithe body works. “My aunt, Jackie, is gets scared, Jake distracts her by sing- ties as a class, students are also integrathaving a baby. Now I know how it got ing Justin Bieber. ed into the wider school community in her belly,” Jake said. Hugs are an important part of through programs such as art, Marine In order to better support the stu- Lovejoy’s class, as they are a simple Science, social studies, Peer Resource, dents in their classroom endeavors, way to show affection for someone else. physical education and drama. By parLovejoy’s class relies on technology as Members of the class don’t hesitate to ticipating in these programs with the an important resource. Certain apps on give a friend a hug when he or she is rest of the school, students are able to the iPad, such as “proloquo2go,” help upset. “It gives me genuine joy to be build relationships with peers outside them in comprehension and writing. around people who aren’t as guarded their small class and learn skills that They also use apps that teach them with their feelings and aren’t afraid to the Special Education program canabout animals, not offer. They and that allow are also able to them to record learn from the their own voice. students in their According to integrated classes Maggie, Jake can about how to inmake the best elteract with each ephant noise. other and make Students also jokes. Throughdraw on computout the last two erized programs years, Lovejoy to help them unhas worked with derstand current other teachers to events. “News-2develop more of You” is a symbolthese programs based program to accommodate that allows stuhis students. dents and teachJake is eners to design perrolled in the drasonalized lesson ma program, and plans to teach the gets to take part students about in a One Act play current events in each year. “I was the world a super scary bat L o v e j o y ’s last year,” he said. class also spends “I hope I get to time discussbe another cool ing their feelings thing again this with one another, year.” as a class, or oneMaribel and on-one. By work- SPREADING HER WINGS: Maribel, a senior, takes art classes with Lynne Klein, Rae, both stuing to understand where she gets to draw, paint, and collage, such as in the piece pictured dents in Loveabove. She says that this is one of her favorite parts of her school day. others, they learn joy’s class, are enArt by: Maribel to build healthy rolled in Lynne relationships. The connections between show their love for a friend,” Lovejoy Klein’s drawing and painting class. students are evident when visiting the said. When asked about the class, Maribel class. “Maggie is my best friend forBecause they spend a large amount smiles, and explains how it is one of her ever,” Jake said. He spends most of his of time together, the students know favorite parts of the day. time speaking with Maggie, and when how to comfort and help each other. The benefits of integration into Maggie gets flustered, Jake is there The students and teachers have built a the school extend beyond the Special to comfort her. Anderson greets his strong foundation of trust in the class. Education students. “I love having Mafriends with a hug or a fist bump, and “I trust Mr. Lovejoy,” Jake said. “We’re ribel and Rae in my class,” Klein said. then proceeds to show them his best partners in crime.” “When Rae started two years ago in my

The Tam News — January 2014

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class, she would only draw her parents or her cats with markers. Now, she has grown as an artist and branched out,” she said. “Art really gives the students a form of expression when regular communication is hard. It is really

tive attitudes made me feel welcome from the second we met.” Another important part of the Special Education’s integration into mainstream high school is Peer Resource. Twice a week, juniors and seniors enrolled in Peer “They are probably the sweetest Resource lead kids I have ever had the blessing to Lovejoy’s stuin games meet... Their brilliant and positive dents designed to attitudes made me feel welcome teach them about the norfrom the second we met.” mal challenges -Cate Hayman high schoolers face. “This is amazing to see how accepting the stu- some of my students’ favorite part of dents in my regular class are.” the week, because they love and have Sophomore Cate Hayman acted in really connected with the peer resource a One Act play with Anderson, Jake, counselors,” Lovejoy said. Maggie and Taylor last year. The stuThe Peer Resource counselors also dents wrote the show, acted, helped di- expressed enthusiasm for the program. rect and rehearsed twice a week, with “Being friends with someone who has help from then-senior Glynn Peterson. a [mental] disability should not be difOn stage, Hayman would encourage a ferent than being friends with someone student to keep going if he or she got who doesn’t have a disability, because frightened or forgot their line. “They they are still people and they just reare probably the sweetest kids I have spond to social cues differently,” junior ever had the blessing to meet, not to Peer Resource counselor Kendra Carr mention they are extremely talented,” said. “So if you help teach them proper Hayman said. “Their brilliant and posi- social cues it can almost be an average

MAKING CONNECTIONS: Many of Lovejoy’s students, like Jake, often attend Link Crew events with students like sophomore Tam News reporter James Finn. Such lunchtime activities provide more opportunities for interaction with new faces. Photo courtesy of: Michael Lovejoy


January 2014 — The Tam News

SELF PORTRAIT: In Lynne Klein’s art class, Rae often draws pictures of herself (one of which is pictured above). Art by: Rae

friendship and should be treated as an average friendship. Through this experience I’ve gotten a friend and definitely learned how to break a barrier.” According to Lovejoy, Tam is on the forefront of Special Education programs. Children with disabilities around the world are still institutionalized and kept away from society, but Tam strives to include Special Education students in mainstream school. “I am so proud of our program at Tam High and the level of integration we have achieved,” Lovejoy said. “We are fortunate to have so much kindness from the students and teachers.” While Lovejoy’s students take away a lot from their classes, Lovejoy believes that they have a lot to offer others. “Working here allows me to be both a teacher and a student. I learn so much every day about being a genuine human being and a brave and thoughtful person,” Lovejoy said. “These kids taught me that it is not about what life presents you with, but what you do with it and how you overcome the obstacles life hands you.” ♦

by Nic Mosher

High School Lunches Done Right

I have always cherished lunchtime. My true love for lunch came my freshman year following the introduction of off-campus lunch. So many choices, so much freedom, and so much room for error. I made many mistakes that year, but I also obtained a lot of valuable information. It became my mission to have the best lunches possible, every single day. I have compiled everything you need to know in order to enjoy your lunches at Tam. 1. Plan ahead. There’s almost nothing worse than getting out of class and realizing your friends have already left, or that

no one knows where they want to go. This one is a simple fix. All you need to do is text your friends. Deciding where you are going and whom you are going with before the start of lunch is essential to optimizing the lunch experience. When this step is not completed it often leads to desperation, leaving many kids eating at Taco Bell more than twice a week. 2. Avoid fast foods. While tasty and cheap, many fast food options can cause severe digestive problems. Trust me, no one wants to sit through an hour and a half of Spanish after having just consumed a box of Kung Pow Chicken from Panda Ex-

in k c a


& Slack in’

What’s Crackin’

What’s SLackin’

Sour gummy worms in the Student Center vending machines.

Not knowing what to do with your sweatshirt by the end of the day.

Planning your Netflix marathons for Winter Break.

Being unsure if someone’s ugly holiday sweater is ironic.

Variations on holiday traditions. (Chinese food for dinner?)

Assuming everyone celebrates Christmas.

Presentations that require formal attire (#fitted).

Holidays overshadowing birthdays.

Secretly wearing leggings under jeans. (Gotta love those toasty buns!)

Scraping ice off your windshield in the mornings. (With a spatula? How?)

press. And as a general rule of thumb, if a meal contains both beans and cheese, it is best to avoid it if you would like to survive third period. India Palace’s spicy curry also falls under this category, for obvious reasons. 3. Spend your money wisely. If you are given $25 a week for lunch, like me, then you must strategize. If you spend $7.26 on a Super Duper Burger on Tuesday, then you’re going to have cut back on Wednesday. If you treat yourself to luxurious meals too often, come Friday you might be eating stale 69-cent bagels from Safeway’s bakery. 4. Befriend an upperclassman. It is essential to know someone who can drive. No matter what you order, after 100 days of the same restaurants, you’re going to want to mix it up a little. This entails venturing off to restaurants such as Harmony, Shelter Bay, and Smash Burger. Without a car, lunch will get repetitive faster than you can say “Grilly’s again?” 5. Avoid the trifecta. The trifecta consists of Starbucks, Grilly’s, and Super Duper. All three of these are good options the first 10 times or so, and then you will want to switch it up. While it seems impossible, there are more options within walking distance. Among these are Whole Foods, Mama’s Café, and Joe’s Taco Lounge. Time is an issue when attempting to eat at Mama’s or Joe’s, but it is certainly a possible feat. Also, if one is willing to be tardy, the super steak nachos from Joe’s are an excellent choice. (See step two for more on potential digestive issues.) 6. Enjoy yourself. Lunch is a time to be free and to relax. You’re out of class with your friends and appeasing your starving stomach. If you’re not enjoying your lunches, you’re doing something wrong. If my lunch is not executed correctly, then the quality of my lunch is in jeopardy, and so is the rest of my day. ♦

The Tam News — January 2014



EDITORIAL: Coping With Loss in the Community Finding Support and Keeping the Conversation Open

by the Tam News Staff

A number of deaths have shaken Tam this semester. Although this is a difficult subject to discuss, it is important that a conversation regarding grief remains open. We are all affected by loss, directly or indirectly; it is difficult to watch loved ones struggle when they lose someone close to them. Through this grieving process, Tam has been accommodating of those students and faculty members who are mourning. In many cases, the social borders and cliques at our school have begun, if only gradually, to break down. Classmates who had once barely spoken have reached out to one another. Teachers have been extremely

understanding, granting extensions and allowing students to leave class if need be. Our community must ensure that this conduct continues, as it’s important that school does not become a further source of stress for grieving students. Mourning is not a process that takes a uniform amount of time. If students are still in need of support, or just a break from their day-to-day stressors, Tam should continue to accommodate those needs. Students should be able to turn to the community if they are upset. There are resources available to students on campus, including Bay Area Community Resource (BACR) counselors. In addition to Tam’s counselors, who regularly work with students’ academic and

emotional issues, BACR counselors work with students to address personal issues in individual and group settings. Students can request appointments with a BACR counselor by filling out a form available outside the BACR counseling offices, in Room 126 and 127 in Wood Hall, across the hall from the general school counseling office. Students can also reach Emily Peairs, a BACR staff counselor and Tam’s site supervisor, by phone at 415-380-3530 and by email at epeairs@tamdistrict. org if they are interested in scheduling a meeting with a BACR counselor. As a community, we must continue to create an environment where students feel comfortable grieving whenever and however they need. ♦

up to the teacher. It is not uncommon to hear such passive-aggressive remarks as “What did you get on the test? Oh, an A-? I got a solid A. It was so easy.” AP students possess a unique combination of insecurity about their rank and the idea that they are intellectually superior to others. Possibly a side effect of the “you’re special” conditioning that

many students receive in today’s society. this dangerous complex often leads to social stigma between students that creates the frustrating nature of an AP class. Of course, not all AP students fit this stereotype. In the Hunger Games, not every tribute is a passionate murderer who wants to bring pride to their district. Not every student is a gradeobsessed overachiever who wants to avoid becoming an “embarrassment to their family.” But the small handful of students who do act this way make life extremely hard for everybody else. Stress is contagious, and just a few students’ anxiety can often whip an entire class into a frenzy. Even if you find yourself guilty of being an overzealous AP student, it’s never too late to change. I’m certain that you, as well as your fellow classmates, will find it an extreme relief to no longer have to compete against each other. Don’t let the Hunger Games “kill or be killed” mentality take over your life – after all, we’ve all seen (or rather, read) how terribly that can turn out. Show them that you’re more than just a piece in their games. ♦

May the College Board Be Ever in Your Favor

by Holly Parkin

Advanced Placement (AP) classes are considered the most prestigious courses available in high school. Due to their college-level difficulty and hefty workload, they are deemed unfit for the faint-hearted. However, I have determined that the real difficulty of an AP class is learning to deal with fellow students in what can only be described as a mental Hunger Games. While that may sound melodramatic at first, closer inspection of the environment of an AP classroom proves otherwise. For the classic AP student archetype, everything is a competition–even something as twisted as who can appear to be the most stressed out. After all, if you’re worrying about grades 24/7, clearly you must be the most academically challenged and therefore the most likely to get into a college with the most prestige, and then have the best, most lucrative career, and finally die happy, rich and successful. The mental Hunger Games of AP classes are underhanded and tactical. The competition among AP students takes the form of attempts to display vast knowledge of the subject and suck


January 2014 — The Tam News

Graphic by: Cassie Jeong


Writing Wrongs

Mackle-no-more: How Much Did You Pay for Your Privilege?

Graphic by: Cassie Jeong

by Bella Levaggi

I spend a lot of time on Tumblr, where hoaxes and satire run rampant and are often confused with fact. Therefore, I am skeptical when scrolling down the homepage, lest I join the league of Internet fools by falling for an unsubstantiated rumor. When I saw blogs linking to a promotional video of Macklemore speaking on behalf of the American Civil Liberties Union (ACLU), I thought it was satirical. It’s actually just a rebranding of the longstanding ACLU membership card. In the video, Macklemore promises that the purchase of a $35 “Ally Card” guarantees the holder civil liberties like marriage equality, the right to rag on Obama, and unimpeded access to abortion clinics and contraceptives. I thought this was a joke at first, because such a claim is grossly inaccurate; if I could get all my rights by paying a small fee to a nongovernmental agency, I’d have done it by now. But one quick Google search later, I was groaning audibly; the video is just as real as it is problematic. Spending $35 for “The Ally Card” doesn’t truly facilitate the change that Macklemore and the ACLU claim it does. I get that it’s supposed to be humorous (I hope), but I don’t think that the material or Macklemore’s delivery are effective.

Whatever its intentions, the video just didn’t work, especially for someone like me who trusts the ACLU to be on my side. Triumph over socially ingrained problems can’t happen in the blink of an eye. Nobody, not even the ACLU, can do that. Marriage equality and abortion rights are surface issues, in that women and LGBTQ+ individuals will still face de facto enemies like internalized sexism and/or homophobia, pitiful media and political representation, and climbing rates of sexual assault, even after these more obvious pillars of de jure oppression have been toppled. Change takes time and comprehension of the multifaceted nature of intersectionality, and Macklemore and the ACLU’s decision to ignore all that inappropriately waters that down. By trivializing the struggles of the marginalized, it becomes too easy to forget others’ second-class citizenship. For a long time I couldn’t really be bothered to care about problems unless some larger entity told me it was important. East Asian typhoon? Annual Halloween UNICEF? It’s easy to pay a small contribution and feel good about yourself, call yourself an ally to the cause in question, and not really give another thought as to how the challenge can be solved. It’s great that Macklemore publicly supports LGBTQ+ rights , but for a wide majority of his fans–of which I’m aware many Tam students are–it’s just a reaffirmation of our liberal, generally inclusive values by a guy who faces zero oppression but has appointed himself to be the voice of the oppressed.

I understand that the ACLU needs funding to wage court battles, fight infringements on voting rights and advocate for victims of discrimination, but a better inclusion of the organization’s mission statement–rather than trivializing it for humor’s sake–would have made the promo stronger. What we, The Downtrodden, need is support–not somebody to grab our microphone to rap about his uncles and friends when we’d like to talk about our own experiences and proposed solutions. Macklemore, I appreciate the sentiment and I’m going to let you finish, but your “Same Love” collaborator, Mary Lambert, would’ve been the best ACLU spokesperson of all time. Lambert is directly affected by the curtailment of her civil liberties and letting her speak up in more than your song’s chorus would give actual LGBTQ+ identifying people a high-profile place in media’s portrayal of the movement. Having to listen to Macklemore talk up “the only card that lets my gay friends marry the hell out of each other” and say, “‘Hey, girl, it’s your vagina and you should be able to do what you want with it,” feels like the ACLU is giving Macklemore cookies just for being a decent human being. Celebrate the guy for donating proceeds of “Same Love” to Washington’s R-74 (the state’s proposition to protect same-sex marriage), but at the end of the day, let other people take the stage. When Macklemore says “If you like being free, like me,” I don’t hear him talking about the card’s benefits. All I hear is the privilege he was born with– privilege that he certainly didn’t pay $35 for. ♦

The Tam News — January 2014



Winter Varsity Season Previews Boys’ Basketball

by Mae Puckett & Max Bayer Wrestling

Boys’ varsity basketball opened the season with a 75-47 road win against Ygnacio Valley on December 2. They traveled to play in the annual Morro Bay Harding Invitational Tournament from December 5-7, looking to improve upon their successful season last year in which they went 16-11. Coach Michael Coffino believes a strong core of seniors will help them succeed. “We have five returning seniors— Lorenzo Jordan, Brendan Austin, Jamarie Spooner, Eric Nogueiro and Max McQuaid—each of whom has displayed a palpable commitment to leading this team in their own way,” Coffino said. The team also has a new batch of juniors who Coffino said “have worked as hard as any group of players I have seen in the offseason to get ready for this campaign.” ♦

The team is looking forward to a strong season, with a deeper roster hoping to dominate the MCAL. The team of 24 wrestlers has an athlete in every weight category, giving them a good chance of winning MCALs, according to senior captain Sebastian Tamblyn. Tamblyn also looks forward to contributions by new wrestlers, especially freshman Ben Levine and junior Joseph Hill, a transfer from Stuart Hall High School. “We’ve had morning workouts and [Ben Levine] has the best workout ethic of anyone,” Tamblyn said, “I want to make sure everyone is super dedicated and has a good work ethic.”♦

by Jordan Blackburn

strong leadership from the team’s seniors. “Last year, we lost three of our top tennis players and nobody thought we’d be good this year,” she said. “Lani, Mikaila, and Lauren all did a great job of leading and mentoring each and every player.” But leadership and connection weren’t the only factors that contributed to the team’s strong season. “The strength of the team was consistency from top to bottom with tremendous singles and solid doubles.” Freshman Hannah Berg said. Anderson credits player effort and coaching for such the season. “We were

Girls’ Basketball Despite losing three of last year’s seniors, the team is very excited about the new season, with four out of their five current seniors having played varsity all four years of high school and several strong underclassmen, including sophomore starter Amari Allison. “As of right now I think it’s an important role of the senior players to show the younger players how to be on the team, how to run plays and play a good game,” senior Amanda Barriscale said. “I’ve been hoping every game we get better and stronger, to take one game at a time and stay in the moment.” The team already won three out of four preseason games as this season as of December 10. ♦

Girls’ Tennis Season Wrap Up

The girls’ varsity tennis team wrapped up a regular season by placing first in MCAL playoffs on October 31. Despite losing several seniors this past season, the team managed to succeed, remaining undefeated throughout the 2013 regular season. “We have a really strong team to begin with, but our friendships and the way we all get along so well really makes our team even stronger,” sophomore and Tam News reporter Hailey Miller said. Senior and team captain Stasha Anderson credits the successful season to an impressive group effort and


January 2014 — The Tam News

so lucky to have taken on such talented and hardworking players and have a coach devoted to making this team the best it could possibly be,” she said. ♦


Cheerleaders Fundraise to Make it to Pro Bowl

by Devon Stoeber

After winning the Superior Award at a United Spirit Association cheer camp last summer, Tam High’s cheerleaders were one of the teams invited to perform in the half-time show at the 2014 Pro Bowl on January 26 in Honolulu, Hawaii. The United Spirit Association camp is specifically designed for high schoolers, and teaches new cheer routines, dance routines, stunts, chants, and rally ideas. The Superior Award, which is the highest achievment given, was one of the accolades that Tam’s cheerleaders left with, along with a Spirit Award, and Most Improved Award. “I was incredibly proud of our team,” senior and cheer co-captain Brissa Teodoro said. “Going to cheer camp with a ton of other teams there can get tough. [They] are way more experienced than us and more advanced so it’s hard to get noticed.” The Pro Bowl is the National Football League’s all-star game, which will take place at the Aloha Stadium in Honolulu, Hawaii. The game will be televised nationally by NBC. Every team that received the Superior Award was invited to perform during the Pro Bowl halftime show. Tam’s cheerleaders will arrive in Hawaii the Thursday before the game and practice throughout the weekend so they are ready to perform Sunday. They will also have some free time Friday and Saturday for sightseeing and relaxing. After the Pro Bowl, they will be treated to a Polynesian dinner and a magic show before flying back to California on Monday.

“This is an amazing opportunity and pretty incredible, when just a few years ago Tam didn’t offer cheerleading,” cheer coach Sheri Ivory said. “I think the experience will be one [the cheerleaders] will always remember, and may bring more interest to Tam cheer.” The cheerleaders were thrilled with the opportunity, but the trip to Hawaii is not cheap. “At first we kind of just brushed the idea aside because we didn’t expect traveling to Hawaii to even be an option,” cheer captain and junior Haley Fretes said. “When we learned that it was actually possible we were ecstatic. It will be a little devastating if we end up not being able to go due to costs or nonapproval from the board, but we’re hoping for the best.” In order to reduce the cost of the trip, the team held

many bake sales, raffles at home games and a car wash, along with a fundraiser in which the La Boulange bakery and cafe in Strawberry donated 20 percent of their sales to Tam Cheer. The team also created a “go fund me” page on where anyone interested can make a donation. Unfortunately, not all of the fundraising has gone as well as the team had hoped. At the homecoming football game, the cheerleaders planned to sell programs to the crowd. The programs included varsity rosters and cheerleading rosters. The team also sold ad space inside of the program. However, the crowd was not very interested in purchasing the programs. “Our big fundraiser for this year was supposed to be the homecoming [program],” Fretes said. “Unfortunately, it wasn’t as successful as we expected it to be, so we are having to work a lot harder for it than we thought.” Even after that bump in the road, the team hasn’t given up. They continue to brainstorm ways they can make the trip possible. “Fundraising is a big part of making this trip happen,” Ivory said. “And the girls have done a great job to ensure they are able to go” In the end, the cheerleaders are most excited to learn new things that they will be able to use during their performances here at Tam. “I’m sure that the overall experience will help us,” Teodoro said. “It’s something new and if we do any stunting then that’s just one step closer to improving our stunts and bringing that technique back to improve our routines for our audience at school.” ♦

SPIRIT: Junior Haley Fretes is thrown by her fellow cheerleaders during practice. Photo by: Bridget Lowry

The Tam News — January 2014



from the archives: student opinions

Similar to our Hawk Talksxder, students enjoyed expressing their candid opinions back in 1995, when these polls were written.


January 2014 — The Tam News


January 2014 — The Tam News

The Tam News Thanks Its Patrons Allen Family Amy Thomas Ana Levaggi Andrew & Katherine Angela & TJ Civik Anita Antler Anna Nogeuiro Anne Courtney Anthony Antonio Antonette Green Audrey & Andy Shapiro Barbara Kuffner Berl & Joan Katz Berlinger Family Bill & Christney McGlashan Bill & Heidi Whalen Bill Butler Bryne Family Budish Family Butler Family Cameran Vernali Campfield Family Caren Stapleton & Robert Phillips Carlos & Anne Fretes Cathy & Charlie Wilmoth Cathy & Jim Long Chris Glave Christopher Yip Chuck Gathard & Kay Arentsen Cindy Moran Claire Johnston Claude Labeeuw & Mary Anderson Claudia & Rich Searle Cynthia Koehler & Gordon Renneison Cynthia Stone Daisy Romjue Daniel & Michelle Archer David & Ilona Vandergriff David Coffin David Vandergriff Debbie Friedman Deborah & Jonathan Goldman Den & Tricia Satake Derrick & Lynne Wong Diane Chang Diane Worley Don & Robin Moses Donna & Andrew Boczek Elizabeth L. Dveris Elane Woods-Amos Ethan Moeller Ethan Schulman & Tammy Edmonson Eve Wirth Francine Grant

Francoise Chouchena & Stephan Thomas Gates Family George & Marjorie Irvin Ginny Blackburn & Gloria Starns Gordon Family Hansen Family Heather Young Hollay Emblidge Howard & Valerie Wynn Ildilko & David Hayman Jacob Nishima Jake Isola-Henry Jan & Joe Hiti Janet & Mike Moore Janie & Joe Karp Jean Bolte Jeannine & Ian Berman Jeff & Tracy Brown Jennifer & Phil Oreste Jennifer Oreste Jerry & Lauren Hancock Jill & Greg Mantz Jill & Rob Anderson Jim & Laurel Polarek Jim Budish Jo Tice Joe & Audrey Finci John Lyman Jonathan Rubens & Barbara Sobel Julia Sze Julia Whitelaw Julie & Mike Urban Julie Khademi Karen & Neil Talkoff Karen Betzner & Jim Simkalo Karen Fritz Karen Henry Karen Jaber Kathleen Clifford & Bill Lampl Kathy & Mike Bishop Kathy Sonderby & Rich Ross Katz Family Kelly Leary Kennen & TJ Williams Kerstin Bastian Kevin & Brenda Lima Kevin Cuffe Kevin McDougal Kirby & Suzan Hutson Kuhn Family Laurel Johnson Lisa & Michael Vogel Lisa & Urban Carmel Lisa Baldwin Lisa Hukari

Lissa Carmel Liz Bayer Lori & Mark Coopersmith Lowry/Parko Family Luigi Rest & Kathy Warren Mackenzie Priest-Heck Maggie Herman Mahesh & Alpana Kharkar Margaret Greene Maria Ramirez Marty & Bill Sawyers Mary Gordon Mary Quaranta Mary Washburn & Mark Chavez Maureen Young & Tim Shore Mauze Family McQuaid Family Melinda Norris Melissa D’Amore Michael & Cullyn Russell Michael & Francisco Narganes Michael & Lisa Fuchs Michele Aubin Michelle & Brian Muir Mike Webb Mo Delong Molly Baumhoff Nanette Zavala Nicole & Ryan Ferguson Paige Hutson Pam Sowerby Patti & Chuck Weisselberg Patti & Joshua Katz Patty & Mike Davis Paul & Annette Venables Peggy Kuhn Peter McQuaid & Celeste Tang Phyllis Loewengart Quaranta Family Randy & Katie Yip Raud & Stephanie Alamin Ray & Selene Rose Rebecca Rossner Reiber & Witt Ricordel Family Robert & Sandy Scissors Robert & Sandy Scissors Ruth & Tom Rosenfield Rutter Family Sabrina Knotter-Finney Sam & Kelly Guyton Sandy Balin & Mike Zwiebach Sandy Murray Sarah McNeil Shelly Hale Stephanie & Bruce Dorfman Stephanie Long

Steve & Anna Knox Steven Blackburn & Judith Weaver Steven Blum Stirling Somers Sue & Joe Blackstone Sue & Steve Weinswig Sunaina Balain Susan & Jim Burns Susan Ellingson Suzanne & Ken Austin Tae Soo Jeong Tamara Goldman Tammie Grant Ted Hersh Teresa McGlashan Terrence Becker & Daphne de Marneffe The Begler Family The Cahn Family The Chavez Family The Clahan Family The Dorit Family The Ferm Family The Flax Family The Jordans The LaDuke Family The Landolina Family The Lincoln Family The McLellands The Morris Family The Myers Family The Parkin Family The Pulgram Family The Rowedder Family The Schow Family The Shepard Family The Stray Family The Whitescarver/Lewis Family The Young Family Thomas Geffert Tim & Florencia Amyx Tim Duane Tina & Jeff Taylor Tom Parker & Michelle Griffin Tore Haggren Veronica Russell Von Welczeck Wendy Tobiasson & Raoul Wertz Wesley Emblidge Whiteley Will Carroll & Diane Frantz Willow Banks Winer Family Zimpfer-Ball Family

The Tam News — January 2014


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Volume IX, Issue No. IV - January 2014

January 2014 — The Tam News

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January 2014