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TEXAS HIGH SCHOOL TEXARKANA, TEXAS VOL. 60, ISSUE 2 OCTOBER 2020
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Oct. 23
Varsity Football, Texas High @ Mt. Pleasant
Oct. 24
ACT offered at Texas High
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Q&A with an online and in-person learner
TikTok aestetics running the fashion world
Oct. 24-26 Fall play, “Puffs,” in PAC Oct. 30
Hallsville @ Texas High KATE WOODARD
Oct. 31
Halloween
Nov. 3
National Election Day
Nov. 9
First Basketball game, North Lamar @ Texas High
Acknowledge theirAchievement Twins named National Merit semifinalists By Cate Rounds Editor in Chief
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Head Coach’s Thoughts on year
Sound On: Adverse Experiences
JENNA WOODARD
The National Merit Scholarship Corporation has recently named seniors Jenna Woodard and Kate Woodard as semifinalists in the 2021 National Merit Scholarship Program. Out of 1.5 million applicants across the United States, only 16,000 individuals were chosen as the semifinalists. “I was really excited,” Jenna Woodard said. “They told me I was right on the edge, so I wasn’t sure if I was going to make it or not with my score. But then [Mrs. Dupree and Mrs. Stark] came in and told us during class. It was really cool.” Students qualify for the National Merit semifinalist recognition based on their PSAT/NMSQT score. They now have the opportunity to become National Merit Finalists, which requires a more in-depth look into the student’s academic record. “There’s an application you fill out that has recommendations from teachers, your school transcripts, and [other academic achievements] so the foundation
knows you continue to be a hard working student throughout your senior year,” Kate Woodard said. “[It is put into place to make sure] that this one test wasn’t just a fluke. You’ve been working hard your whole high school career, and you deserve to be recognized for that.” The National Merit Scholarship offers three types of scholarships to be awarded to 7,600 students for up to $10,000 a year. Being a finalist or a semifinalist comes with its own rewards when it comes to the college application process. “It’s definitely going to make us stand out to colleges,” Jenna Woodard said. “The scholarship would be great, but the recognition shows that we are great students.” National Merit Finalists will be announced February of 2021. Until then, the National Merit Semifinalists will keep working to boost their academic resumes in order to secure those spots. “It’s cool to be recognized,” Kate Woodard said. “There are always those classes where you think you don’t have to do as much in, but it really pays off to keep [working]. Now it [really] is paying off.” cate.rounds@tigertimesonline.com
October 2020 • tigertimesonline.com
news
The tests that once meant Colleges ease requirements on standardized test results By Logan Diggs Managing Editor The ACT/SAT are renowned as a test taker’s worst nemesis; luckily, this year’s class won’t have to rely on the test to determine their fate as prior graduates would. Due to COVID-19, many colleges nationwide have decided to not make the ACT/ SAT a requirement, leaving seniors all across the country confused about what they should do instead, how this decision will affect the college application process and how they should go about the process considering these new standards. “I think that just because the ACT/SAT is not required by many universities for admission in fall 2021 does not mean it is not encouraged,” Associate Principal for College and Career Readiness Bettie Stark said. As far as taking the test goes, while considering one’s college of choice may not require it, keep in mind all these scores can do is help. Students should
everything
? prepsharp.com/doug kyles
highlight colleges of interest and see what their requirements normally are and compare their academic resume to these standards. This process should give a good idea if taking the standardized tests is the right choice. “ACT/SAT is still a great tool to demonstrate academic achievement,” Stark said. “Students should research the colleges to which they are applying, and if their score is
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above the average admission score for the class of 2020, I would definitely submit a score.” Less weight on these standardized tests will relieve stress on seniors planning to attend college, especially considering the pandemic cancelled this previous spring’s testing. Yet, other areas of the applications process are more heavily weighted without the test. “If a student chooses not to
send an ACT/SAT, then the student must understand that everything else they submit (transcript, class rank, rigor of course load, extracurricular activities, essays, resume, etc.) just became even more important in the admissions process,” Stark said. Many seniors across the nation will be thankful that most colleges are not holding this standardized test so highly when it comes to college admittance. However, everyone’s situation is different; research one’s GPA and college of interest and act accordingly. “I have not taken the ACT so far, however, Oct. 24 will be my first time taking the test. Although not all colleges are requiring the standardized test, I still plan on preparing myself to make the highest score I am capable of,” senior Iris Gonzalez said. “I think it’s great that students have better chances of getting into their dream schools because of this change. But considering my school of interest still requires the ACT I find the change
unfair since it does not apply to all colleges. The fact that some students don’t feel the pressure of studying for a test that determines if they are able to attend their desired college does not sit with me very well.” On the other hand, some students feel the change was necessary and was the best decision to make considering fairness in college admissions. “I have taken the ACT twice and was satisfied with my second score. Initially, colleges going test optional worried me as I felt my hard work would go without reward. However, after researching and talking to admissions counselors, I believe that colleges made the right choice,” senior Nathan Morris said. “Although standardized tests can display an elevated aptitude, it doesn’t necessarily distinguish between the gifted and not. Since colleges have already done a holistic review, potentially removing one component should not affect admission significantly, as the best students will still get in.” logan.diggs@tigertimesonline.com
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tigertimesonline.com • October 2020
“I will proudly argue that President Trump is the clear choice for America. [He] is a businessman and knows the right way to direct America and it’s obvious because what he’s already done with poverty an unemployment.” CORT RAINWATER, 12
Where do they stand?
“I don’t think either [candidate] would be good for our country. Biden isn’t where he needs to be mentally. And Trump, I disagree with his immigration policies and think he lacks self control. His priorities aren’t what they should be.” BETH DIETZE, 11
Issues set presidential candidates apart
“I personally support Joe Biden because of his plans regarding education, immigration, climate change, police reforms and equality. He is prepared, well informed, and professional and would make a fine president.” MARY GRACE MCAFEE, 12
By Doug Kyles News Editor
DONALD TRUMP the current 45th
President of the United States of America, had no prior political experience before his election in 2020. A businessman at heart, he is a real estate mogul and has expanded his family business into a national operation. Trump has been criticized for his at times harsh rhetoric, and is one of the most controversial figures in the country.
Does not have a climate plan on his campaign website, but an energy and environment section highlights his administration’s rescinding of Obama-era regulations. Responded to the nationwide protests over the May 25 death of George Floyd in Minneapolis police custody by urging a militaristic response. He signed an executive order to take steps toward police reform. Dramatically curtailed immigration and travel into the United States during the pandemic, arguing the steps were needed for health reasons and to protect jobs. End DACA. Complete border wall. Pushed states to reopen as COVID-19 infections spiked. Has signed legislation to give aid to businesses and individuals. Touts his 2017 tax cuts as an example of his approach to stimulating economic growth. Has used executive power and the courts to undermine the Affordable Care Act. Trump vows to deliver a better, less-costly healthcare system. illustration by abby elliott, photos from Tribune News Service
JOE BIDEN served as Barack Obama’s Vice
President from 2009-2017 and a US Senator from Delaware from 1973 to 2009. He is similar to Obama on the majority of his policy. He won the 2020 Democratic Primary as a moderate, and seeks to cement himself as the country’s alternative to Trump. Biden has been criticized for his past positions as a senator and fitness for office.
CLIMATE PLANS
Proposes $2 trillion in spending over his first four-year term and aims to achieve 100% clean electricity by 2035. Supports a faster transition away from fossil fuels.
POLICING
Resists activist calls to “defund the police,” instead promises to invest in a program that gives grants to hire more diverse officers and train them to develop less adversarial relationships with communities.
IMMIGRATION
Protect DACA and pave the way for their citizenship. Has pledged to pause deportations 100 days after his election. Will stop construction on any new border wall.
ECONOMY HEALTHCARE
Cautioned against reopening the economy without ramping up testing. Has proposed spending trillions to create new jobs in clean energy. Seeks to raise minimum wage to $15/hr. Proposed healthcare plan costing $750 billion, financed by increasing taxes on the wealthy. Calls for a Medicare-like public option that would serve as an alternative, not a replacement, for private insurance.
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Reliving History
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TIGER TIMES Texas High School 4001 Summerhill Rd. Texarkana, TX (903) 794-3891 Fax (903) 792-8971
The Tiger Times is a studentrun publication. The contents and views are produced solely by the staff and do not represent the opinions of the faculty, administration or TISD board of directors.
STAFF editors in chief Cate Rounds Peyton Sims managing editors Logan Diggs Sophie Spakes news editor Doug Kyles feature editor Stephanie Jumper opinion editor Aislyn Echols sports editor Caden Rainwater culture editor Mikayla Zverina copy editor Phoebe Neff business manager Emma Hickerson photo & social media editors Abby Elliott assignments editor Caden Rainwater video editor Assad Malik staff writers Emma Allen, Taylor Bayonne, Bailey Hawkins, Graci Henard, Makenzie Hofert, Olivia Huckabee, Reese Langdon, Macy Maynard, Braden McKinnon, Margaret Mutoke, Kate Pappas, Maria Rangel, Zoe Rushing photographers Bethany Arnold, Carrigan Brush, Abby Bunch, Michelle Gonzales, Brooke Knight, EmmaGrace Kuhl, Jonathan Naples, Angela Olalde, Sydney Rowe, Madison Freeman, Teresa Sanchez videographers Logan Diggs, Nazaret Vasquez graphics Allyson Smith advisers Rebecca Potter, Clint Smith principal Carla Dupree members ILPC, CSPA, NSPA
Its time to evaluate inclusivity of minorities in education George Floyd was just the tip of the iceberg. His death and the aftermath that followed forced people to take a long, hard look on certain aspects of society from social media stars to product figures to unfair trends in systems favoring certain races. One aspect that shouldn’t be overlooked is the school system, especially regarding the teaching of Black history and the characterization of Blacks in the literature students are required to read. The U.S. doesn’t have a federal requirement for teaching Black history in the classroom, which means that it is usually encapsulated in three areas: slavery, the Civil War and the Civil Rights Movement. Because of this, history courses are often criticized for being a whitewashed version of our country’s heritage. In fact, there are only 12 states that have laws requiring the incorporation of Black history into the curriculum. U.S. Representative Marcia
Creating organizations that support minorities, providing schools with more Afrocentric literature, going in depth in the teaching of Black history and having a more ethnically diverse staff are the changes that need to happen to empower Black students. Fudge from Ohio is hoping to change that by introducing the Black History is American History Act that would award grants for the creation programs that mandate the inclusion of Black history. This is a step in the right direction. However, this issue doesn’t end in the history taught. It can be found in the literature students read as well. Few readings actually include Black characters, and
those that do typically have the same themes regarding the Black role: slavery, oppression and victimization. More culturally relevant books need to be added to the curriculum for not only Blacks but all ethnicities. The hurdle is often funding to buy new books or the lack of material available that portrays strong ethnically diverse protagonists. It is rare that the main character is a minority without their race being a central issue. In one regard, Black people don’t get to know their history, and in others, they cannot escape it. Authors are often exposed to the same education as the rest of us, and it shows in their work. This only exemplifies how long society has neglected the underlying systemic racism in schools. Beyond historical and instructional materials, there are inequities in the racial makeup of the faculty. According to a report from the Texas Education Agency for the 2018-2019 school year,
Black students make up 38.7% of the student body at Texas High School whereas Black teachers make up 14.2% of the teaching staff. On the district level, Black students make up 44.5% of the student body, and of the teaching staff, 15.8% are Black. If Black students don’t get to see their own people in a variety of job positions, they may assume there are only a few jobs they could make it in. Creating organizations that support minorities, providing schools with more Afrocentric literature, going in depth in the teaching of Black history and having a more ethnically diverse staff are the changes that need to happen to empower Black students. By trying to change the underlying racial inequalities in schools, we can take steps in changing our country. These changes won’t only impact Black students, but all minorities. From the words of Martin Luther King, Jr., “Injustice anywhere is a threat to justice everywhere.”
October 2020 • tigertimesonline.com
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As a person of color, have you ever experienecd something someone who was white wouldn’t have to? SUSPICIOIUS
BEING FOLLOWED
“When I’ve walked into a store and there’s nobody the same color as me inside, people are thinking ‘Oh, she seems suspicious because she’s in here all alone.’ That kind of triggers me and makes me think I need to walk out.”
“I have been followed around stores before [because of my race]. Work employees have seen me walking around [alone] and start to follow me like I’m [going to steal something]. Once I was followed around in a Dollar Store by the employees.” JALYN JOHNSON ,11
I’YUNIA LOWE, 12
NOT A GOOD EXAMPLE
“In eighth grade, while we were learning about slavery, my teacher told me that I would be white passing and wouldn’t be considered a slave [in those times].”
NATURAL IS BEST
“When I was in elementary school, my hair was [natural]. And I used to have my teachers getting on me all the time about saying it that it looks wrong, that it’s not appropriate, or that’s not how little girls should wear their hair. I saw all the other little girls had straight, long pretty hair, and my hair was all short and curly. ‘Well, my teacher thinks it looks bad, and everyone else picked on my hair, so I should just get a perm.’ I got a perm, and staraightened my hair, but it damaged it so badly [later on] that I had to go natural.”
DIFFERENT FROM OTHERS
“I really haven’t [experienced racism] because, one: I mixed. Number two: I am a lighter mixed person, so I feel like I don’t really get treated the same way fully Black people do, or any minorites, because I don’t look like the stereotype.” DESIREE ANDERSON, 10
JALAH JEFFERSON, 11
ANASTAZIA GROSS, 10
DIVE IN
NOT A THIEF
“When I was living in Georgia, me and a few of my friends went to the Sugarloaf Mills mall there. We all had nice shoes on. One of the secuirty gaurds thought that we had stolen the shoes. He started escorting us out, but we kept telling him that we didn’t steal any shoes. Even when we were going back to the store he told us that we stole the shoes from, the people that worked in the store [confirmed that] we didn’t even go in the store that day. It was me and two of my Black friends.”
LOOK OUT FOR OTHERS
“Growing up, I lived in a notso-nice neighborhood. My mom was always stressing that if I go outside and play I need to be watching my surroundings because I can’t trust anybody in these types of neighborhoods. But still as a Black male, you’ve got to look out for your kind and your people while still having unity with others. As the movements keep going on, people will finally realize what harm is being done to us Black people.” DAMON TYLER-MOORE, 12
KEENAN THRAPP, 12
NEEDED FRIENDS
“When I was in kindergarten, I went to a non-diverse school. There were three Black kids in my grade and I was the only person who was fully Black in that mix, and none of the other kids wanted to be my friend. I went up to the [mixed kids] thinking that maybe they’ll be my friend because we’re the same race. They said ‘No, we’re not fully Black, so we can’t be friends with you.’” FEZEKA BARNES, 12 photos by peyton sims/compiled by aislyn echols
WATCH STEREOTYPES
“My mom would tell me not to attract [attention]. She would say not to look a certain way in a more white areas, so that I wouldn’t seem thuggish, or like any stereotypical bad Black person.” TAUREAN LEWIS, 11
“Swim is a very Caucasian sport; it’s not necessarily a secret. For the past four years, I’ve been one of the top three Tiger Sharks. It’s always been a very weird experience going to a meet like regionals in Austin, and placing well, or actually winning the race, and then having a bunch of Caucasion parents [tell me] ‘Wow, he can actually swim.’ As you’re walking through the crowd you can feel their eyes. Being mixed, I’ve pretty much dealt with people telling me that I’m either not white or not Black. My response to them has always been, ‘Of course I’m not, I’m 50% both.’” LOGAN DIGGS, 12
8 opinion
Naturally NOT
tigertimesonline.com • October 2020
acceptable
“It’s always the people with straight hair or perms who have a comment when they choose not to deal with their hair straight on themselves. It makes it hard to find your identity when that’s how people identify you– by your hair.” BOBBICHRYSTENA HATCHETT, 11
photo illustration by peyton sims
Natural hair discrimination on Black women has unhealthy effect By Margaret Mutoke Staff Writer In the Black community, hair has always been a staple of our culture. As children, we were taught by society that our natural hair was not good, that it was some type of curse bestowed on us. In elementary school, I woke early every Sunday morning before church crying about getting my hair flat ironed. I never liked it at all. In fact, I am still terrified of flat irons. Waking up extra early everyday getting my hair done because my hair was different made me agitated. I longed to have the silky, straight long hair of my classmates. I often felt left out of my friends brading circles because my hair was so different from what they
expected. I felt out of place because my hair wasn’t that long and it wasn’t as straight as the other girls. Around fifth and sixth grade my mother, sister and I decided to go natural. My hair was so damaged from the years of abuse that it took so long for it to get back to being healthy. My father wasn’t too fond of my new hair styles. He would often call it “nappy” and “unkept,” and it really made me self conscious, so I decided to start getting my hair braided. Being the only girl in a predominantly white school was quite tough. People often referred to my braids as “ghetto,” “disgusting,” “unkempt” and “unprofessional.” As a middle schooler, this impacted my self confidence. I would usually straighten my hair once a year at
this point. Whenever I did, I would receive a flood of compliments, which made me question if my natural hair really was some type of curse. As a child, a lot of kids always made fun of my hair. This single narrative has been pushed on many Black children, a struggle deeply rooted in racism. In certain schools, there are policies against wearing natural Afrocentric hairstyles like braids and locs. For example, DeAndre Arnold, a Texas teen, was suspended in January 2020 for “violating” the school dress code. He was told to cut his locs or he would not be able to walk for his graduation. Another case is Faith Fennidy, a young girl in New Orleans sent home from school for violating the dress code for her braided hair extensions.
The effects of this discrimination cause insecurity, especially in Black women. As a Black woman, at times I feel like my hair is not professional enough for me to be taken seriously. I have worried about getting jobs due to my locs. I do even get derogatory terms thrown at me. One girl even said I look like a “thug” now due to my new style. It really made me question why she said that. I wanted to tell her how offensive that was because it made me angry. But I remembered she has never had someone make comments about her hair and how girls like her have been praised for their blond straight hair worldwide. How girls like her get compared to Barbies and being a symbol of perfection. Why is my hair any different?
“When I was little, some of my family members mocked my natural hair by saying things like ‘your hair is so nappy and needs to be fixed.’ What they would say made me self conscious about my natural hair, and I valued myself as lesser than because of it.” FEZEKA BARNES, 12
Human Resources Department 220 Texas Blvd. Texarkana, TX 75501 Jim Powell jim.powell@txkusa.org
903-748-9732
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EVENTS
THAT SPARKED PROTESTS FEB. 26, 2012
The term “Black Lives Matter” first becomes popularized after acquittal of police officer who shot Martin
AUG. 9, 2014 Unarmed teenager Michael Brown is killed in Ferguson, Missouri
NOV. 23, 2014
Gary Friedman/Los Angeles Times/TNS
JULY 6, 2016 Philando Castile shot during traffic stop, subsequently bleeds out live on Facebook
David Carson/St. Louis Post-Dispatch/TNS
JULY 7, 2016 David Woo/Dallas Morning News/TNS
AUG. 26, 2016
Five police officers are killed by a sniper at a Black Lives Matter protest in Dallas
MARCH 13,
Colin Kaepernick, San Francisco 49ers Quarterback, kneels for the pregame national anthem and sparks controversy
Jason Connolly/AFP/Getty Images/
Breonna Taylor, killed in raid to enact a warrant on her boyfriend MAY 26, 2020 George Floyd dies in police custody after a officer knelt on his neck for 8 minutes and 46 seconds, sparking global protests against police
Jason Connolly/AFP/Getty Images/TNS
By Peyton Sims & Cate Rounds editors in chief It’s not like it wasn’t always there. It sits in the back of our minds, waiting to be addressed, like a disease that’s yet to be diagnosed. The issue is not a physical being. It is a concept that goes beyond surface-level problems, looming over us day by day. We see it in the media, in Hollywood, in the workplace, even in the school environment. It is the institutional practice embedded in society. Systemic racism. Systemic racism has been in place for generation after generation, sometimes confronted, but relatively pushed under the radar, unacknowledged. But in light of recent events involving police brutality, schools are having to make a decision on how to combat these issues, if they choose to at all. “It’s not like it just became necessary. It’s not like situations just started happening that needed for these conversations to take place,” Principal Carla Dupree said. “This is something that people have felt for a long time but now [they] have a voice. The conversations need to happen for us to grow as a school, as a community and as a nation.” This feeling of separation can begin in the classes that students take. Higher weighted courses, such as Advanced Placement and dual credit, seem to have a higher percentage of white students compared to students of color. In 2018, out of the 686 African American students at Texas High, only 8% decided to take AP classes, and only 36.8 % took dual credit courses in comparison to the 33% of white students in AP classes and 68.9% in DC. These students opt out of these classes for a variety of reasons, including the lack of friends in the courses and the judgment that comes from participating. “Maybe sometimes I [felt pressure not to join advanced classes],” senior Luz Cordova said. “I felt left out. [It was] not welcoming in there. It was mainly because I was the only Hispanic in there; it made me feel weird.” REACH teacher Christie Alcorn said that in order for schools to combat systemic racism, they would have to initiate hard conversations. “It begins with students feeling accepted and safe, and feeling like they matter [and] that they’re not targeted,” Alcorn said. “Kids see things in the cafeteria where it appears that it’s segregated and that discipline is only geared toward a particular group of minority students. Those students already had that stigmatism that ‘people are watching us, that we’re being targeted, they’re only looking at us and not this group, or we can’t be in this class because it’s a class or a club organization that only accepts Caucasian students.’” By having hard conversations, Alcorn said
“There needs to be a platform where students have a voice and their voice can be heard. A lot of the time, I think our kids aren’t able to find their voices because they don’t feel that it’s accepted. I do feel like it’s something that is a hard discussion, but it’s a discussion that we all need to have to generate a culture or an atmosphere that is accepting of everyone to create unity.” -Christie Alcorn, REACH teacher the school could move toward a more inclusive environment. “It starts with educating our students that they are welcome and accepted everywhere and even building relationships with those students produces an environment where they feel comfortable,” Alcorn said. “I think a lot of times they feel uncomfortable when they don’t feel welcome in those environments.” Dupree has taken note of ways the school can improve in regards to inclusivity and diversity. The AP Ambassadors program was created to increase the percentage of students of color in advanced courses, which has been showing gains in the last few years. Dupree said outreach is key to having classes and clubs that mirror the school’s demographics. “AP Ambassadors has been amazing,” Dupree said. “That’s something that I was very active with my first year on campus and then Mrs. Raney took it over and has since done an amazing job,” Dupree said. “One of the things we’ve done to try to build our AP and DC [enrollment] numbers is getting to kiddos young. And so we have all ethnicities in AP Ambassadors, and they’ve done outreach going to different elementary campuses.” Participation in campus organizations is also an area where more diversity is needed since club membership doesn’t mirror the school’s demographics. Student Council sponsor Susan Waldrep said it isn’t necessarily ethnicity that prevents students from joining clubs but the social group where students see themselves. “A lot of times they see Student Council as the cheerleaders, the drill team, the football players. It’s a certain group,” Waldrep said. “It doesn’t really matter what color or what religion, but it matters more what group they’re coming from.” As with many other organizations, the key to increasing diversity is recruitment, she said. “We have made great strides in the last few
years. We have purposely done a lot of going to different people and saying, ‘You know, you should come join us,’” Waldrep said. “As advisers, we have tried to go out and talk to people.” It is also up to student leaders to encourage participation in these activities. “Three or four days before leadership forms were due, I said, ‘OK, we don’t have representation in different areas. Korie [Hamilton] and Fezeka [Barnes] started texting kids and trying to get them to apply,” Waldrep said. “They got about 20 people to apply there at the very end so they could get in and get their voice heard.” While students across the nation are protesting for their voices to finally be heard, schools are looking for ways to implement new programs that can bring light to diversity issues. “There needs to be a platform where students have a voice and their voice can be heard. A lot of the time, I think our kids aren’t able to find their voices because they don’t feel that it’s accepted––even in classrooms–– or that they can’t voice their opinions out of fear of their peers, or even their teacher or protocol,” Alcorn said. “I do feel like it’s something that is a hard discussion, but it’s a discussion that we all need to have to generate a culture or an atmosphere that is accepting of everyone to create unity.” While some students feel that some progress has been made, there is still work to be done. “I feel like we’re very diverse. We have a lot of very different people in a lot of different clubs,” junior Qu’ shawn McCulloch said. “But, just because we have some now doesn’t mean we can’t make clubs more diverse. For some clubs, you have to write an essay or do certain things to join, and they shouldn’t lower the expectations, but they should make them more lenient for both sides, some people are better than others at essays.” When reflecting on the beginning of the century and comparing it to now, noticeable progression has since taken place. While there’s still more bridges to be crossed when it comes to the conversation of systemic racism, the only way that change can be instituted is when the student body, administrators, community and even the nation, actively begin to see that differences are exactly what is bringing us together. “I think it’s important for us to recognize that our school is a beautifully diverse place, and I think it’s important for us to be knowledgeable about and listen to and communicate about some very difficult conversations,” Dupree said. “And the reason it’s important is because that’s the only way that we can truly understand or begin to understand what each other is feeling. We have to respect the way that all of our students feel.” peyton.sims@tigertimesonline.com cate.rounds@tigertimesonline.com
illustration by abby elliott
Why they protest Students give reasons for supporting Black Lives Matter movement By Stephanie Jumper Feature Editor Their signs wave with pride, their feet march with determination and their voices unite with a shared support for one of America’s fastest growing movements. Jalah Jefferson, 11 I am a Black woman. My kids, regardless of the [dad’s] race, they’re going to be Black, and their kids are going to be Black. There was this one time my mom, my brother and I were standing outside of our car, and these teenage white boys drove by with the Confederate flag and then shouted, [‘N-words’] out of a truck. I’m protesting and fighting for my future, for my kids’ future [and] for my little brother’s future. Fezeka Barnes, 12 Black Lives Matter is something I’ve always been passionate about, especially in the past two years. Now that the movement is getting more popular, I really wanted to go to a protest. My mom was afraid because it can be dangerous sometimes, but she eventually let me go. It was enlightening to see all these people of all different colors, economic backgrounds [and] demographics come together to stand in solidarity. Whether you support it or not, if you’re driving by these streets or you’re on social media, [protests are] making you acknowledge this is real and something that needs to be addressed. photos by peyton sims
JULY 13, 2012
Tamir Rice, a 12-year-old, is shot by a police officer after carrying a toy gun in Ohio
Where do we begin? All students need voice in educational environment
Dan Honda/Bay Area News Group/MCT
Trayvon Martin, 17, is fatally shot by a neighborhood watch volunteer on a visit to the convenience store
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tigertimesonline.com • October 2020
VOICES TO BE HEARD Students and community members protest on Stateline Avenue during the summer following the death of George Floyd.
Christian Rogers, 12 Voices need to be heard. There needs to be people out on the streets talking about [Black Lives Matter] and bringing it to the forefront of the media. Protests allow a large amount of people to gather, and nothing really else matters if you just have [a] bunch of people there showing support. Pure numbers is really the most impressive thing when it comes to social change. I feel like it should be the Black voices [and] minority voices that should be heard more [during
Several Black Lives Matter protests were held in Texarkana over the summer in light of police brutality and other forms of racism faced by Black people. This is why BLM protests, and the messages behind, them resonate with so many students.
protests], but I also feel like since white people do have that privilege, they should be using it to support the voices of the oppressed. Emma Tucker, 11 A lot of my friends were a part of starting [a protest]. I wanted to support my friends and everyone affected by [the] movement and injustices like the killing of George Floyd. If you think about it, the majority of times that people have gotten a big improvement in how they are treated is by protesting. People get rights from protests. Devon Pennington, 11 It’s important for white people to stand out there to show support and stand in solidarity. You don’t want to bring out the white savior persona, but it shows change within our society when more non people of color are out there standing with [people of color]. Charity Gellington, 11 Growing up, I didn’t get to see much representation for me and my people. I was always in the ‘white crowd’ or the ‘popular crowd,’ so I never really knew what [our culture] meant. It didn’t start hitting me [until] around middle school how differently Black people are treated. It’s important to stand up and show who we are [and] what we represent for the younger generations. It’s a good time for them to start learning about [BLM] now instead of having to educate themselves [in their] 20s like a lot of people are doing. stephanie.jumper@tigertimesonline.com
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photo by caden rainwater
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tigertimesonline.com • October 2020
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In-person, remote learners share adjustments to new environments By Stephanie Jumper And Phoebe Neff Feature editor, copy editor It’s no secret that COVID-19 has caused administration to redesign the school day, from adding a fourth lunch to enforcing wearing a mask at almost all times. Towards the end of summer, students made their own decisions on where school would take place for them: online or at home. Both options have proven to have their own obstacles and advantages.
Maddie Frost, 11
Chris Urieta, 11
Why did you choose remote learning? I don’t think there is a possible amount of precaution to stop corona from infecting somebody walking into school. All the precautions that are being taken are kind of just for morals rather than them actually being effective. I am going in [for] [theater and choir], and I am taking that risk, but I just couldn’t stay there all day.
Why did you choose in-person learning? I couldn’t stay home. Socializing with others would help me mentally after staying home for multiple months. I get to see my friends and talk with them after a long time of being apart. Doing on-campus also helps me do better with my work, because I’m able to ask questions while the lesson is happening.
Remote Learner
Has online school been harder than in person? I have ADD, and I just recently got diagnosed with it, so I’ve been figuring out how everything’s gonna be now that I know this. I think [there’s] less distractions. Without the things happening everywhere [and] kids talking, it’s been nice.
In-Person Learner
What are some drawbacks to being on campus? I haven’t really experienced any drawbacks this year, [except] I’m surprised they keep taking away seats at lunch. It gets really annoying since I’m not able to sit with my friends.
How well do you think the school is doing to keep you safe? What’s it like only going to school for They’ve done pretty great. They keep reinforcing extracurriculars? the rule of wearing your mask properly and try It scares me. It was one of those things where I their best to keep kids six feet apart. It’s made can’t not go, but I’m taking all the precautions. school a bit boring only because we can’t gather in Most of the time, in theater when we can take big groups and talk to everyone. I’m not worried our mask off, I don’t. In choir, a lot of precautions about getting COVID. I know the students will are being taken. It’s scary, but it’s doable. try to stay safe, and if they don’t, then the school will reinforce use of the mask. What does a day of online learning look like? It’s relaxed. Assignments will be posted What’s it like doing extracurriculars amidst throughout the day. I do assignments as I get everything? them, and then around 12:45, I’ll leave for UIL. I’m in band, [and] it’s not as bad as I thought it I have a lot of work, and that can be stressful, but would be. The band has successfully been able to it’s not a sensory overload. wear masks any time we are not playing music.
photo by peyton sims
What have you learned while adjusting to school this year? I learned things I benefit from. I’m gonna have to go back to in-class learning, but I know what works for me, and I know when I go back maybe I should put my phone over here. You just kind of have to ride with the waves. I’ve learned whatever happens, happens.
What does a day of school look like for you? Things have been considerably different since school started back up. Safety precautions force us to be more aware of our everyday actions and decisions. This brings about social restrictions for both teachers and students. We aren’t able to express ourselves the way we used to.
October 2020 • tigertimesonline.com
feature
First-year teacher recounts classroom experiences, need to connect with students despite pandemic By Zoe Rushing staff writer A teacher waits anxiously for the school bell to announce the beginning of the new day. Minutes race by as she finishes the final preparations for her classroom. As she finishes preparing, the bell rings through the halls as students dash toward their classrooms. Most students remember their first year in a new school. However, the stories often unheard are of the teacher’s first years: how they handled such a new terrain and how they got through the hardships that accompanied it. English teacher Jordan High is experiencing her first year at Texas High and all the accomplishments and downfalls that go along with it. Regardless of the challenges High may face with this position, she is ready for her new adventure. “[Every student here] picks a word that they want to be their theme word this year,” High said. “The one I chose was adventure, because everything is an adventure from here on out.”
Adventures, while thrilling, can have a rough start, and this one is no exception. Her first day went with ease, but even it started out with anxiety and restlessness. “I was nervous,” High said. “I was like, ‘What did I get myself into?’ When the first bell rang, it terrified me. I was like, ‘I don’t know what to [do], I don’t know what to think about, I don’t know what’s going to happen.’ It’s the unknown.” Nervousness was prevalent on her first day, but excitement remained as well. First period, she was ready to meet her students but was met with an unexpected surprise instead. “I had this PowerPoint up on the first day. I had my bitmojis,” High said. “Everything was decorated here. I had a full plan of what I was going to do [as] soon as the students walked in, and I had no one. Everybody was remote. So instead, I had to scratch my plan.” This didn’t stop her from achieving her goals of connecting with students and getting them to enjoy her class. Getting students interested, especially if it’s a teacher’s first time trying, can be a challenge.
MAKE A DIFFERENCE First-year teacher Jordan High stands in her English classroom. One of High’s top priorities is connecting with her students.
“A moment that really stood out to me would have to be that [in] the first [in person] class I had, I had two boys,” High said. “Those two guys did not want to engage. They didn’t want to be here. You could see it on their faces. One said, ‘I don’t like English. This is my worst class.’” An immediate negative response from her students didn’t stop her from attempting to get them motivated and interested in the subject. “We actually got to [do] a fun activity,“ High said. “It was our project, but also like a letter to yourself. They actually enjoyed it. Then, they were like, ‘OK, maybe this is not so bad.’ I had a really fun PowerPoint lesson that I had taught,
and they were like, ‘OK, I get this, this is cool.’ Seeing them turn around and be able to change [their previous mindset] into something positive was really fun.” Being able to connect with students and get them to have a desire for learning is a big goal of High’s. She will continue to push forward to earn this achievement even if it isn’t always easy. “For a teacher to be able to wiggle their way into a child’s mind enough for them to actually listen, pay attention and absorb the information [is] incredible,” High said. “Yes, it’s hard. It’s supposed to be hard, but every now and then the light at the end of the tunnel happens and makes all the difference.” zoe.rushing@tigertimesonline.com
photo by peyton sims
Let’s begin
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Coach’s Corner By Braden Mckinnon & Caden Rainwater staff writer & sports editor Do you foresee any changes in the next few weeks or months regarding the team? It’s a day-to-day change. Looking at the game last week, we had four kids in quarantine, so it’s a week-to-week, dayto-day process. We just have to expect the unexpected and keep on working with every day we can get. How are you mentally preparing your team for the unexpected? You just keep working, you focus on yourself. You don’t worry about what everybody else outside of your control, you just take care of what you’ve got. We make adjustments as changes come about.
tigertimesonline.com • October 2020
Athletic Director and Head Coach Gerry Stanford shares thoughts, opinion on football season
What have you missed about home games? The good thing about home games is everybody’s involved. You always miss the fanfare of having a sold out stadium. Right now, we’re close to sold out for all of our home games for the capacity that we’re given, so that part’s exciting.
fundamentals of football just blocking and tackling. We did a good job on the extremities of not turning the ball over and winning the penalty battle. Those things are huge, huge early on to just show we’ve got a pretty fairly disciplined football team who can clean up the X’s and O’s.
There’s always a big question as to the impact of the O line and D line on the game, and then they had an amazing game, so how do you feel about that? It gives us a good chance to win a lot of football games if we can keep improving in those two areas.
Are you going to keep working with both quarterbacks, Rian and Brayson, on both of them playing? They’ll keep both playing right now. In a situation we’re in with COVID and everything, you just don’t ever know. So we want to have the ability to have two quarterbacks ready if something was to happen to the other in any unforeseen incidents, whatever those incidents might be. That will give us a chance to kind of evaluate both, but at the same time, get both experience just in case something
What areas on the field do you plan to improve for district playoffs? The biggest thing right now is just shored up what we do, from the
Remote learning has led to more failures. Will that affect the failure rate and missing a lot of players? At some level or another, you’re talking about seventh grade and up. Yes, I think the lower the [grade] classification the more the impact. Those kids aren’t as responsible. I think when you start talking varsity, you’re talking less of an impact, but still, to some degree. What players have stood out in a leadership role that you’re proud of and would like to give a shout out to? I think, Colin Shelly on offensive line is doing a tremendous job of leading the front five right there. He’s done a great job. Defensively, it’s a conglomerate of different players. I thought Clayton [Smith] played in his best games he’s played since he’s been here. Jackson Halter is always a vocal leader for some of the defense. Looking at district play, are there any teams that you have changed your expectations for? No, not yet. It’s about what we thought. I think the team that nobody talks about very often that’s really good is Mount Pleasant. They’ve kind of been a moderate team the last couple years but with young groups, and I think this year they’ve got a really solid football team. photo by caden rainwater
was to happen. Are there any players you believe deserve a scholarship and do you think they’re any players that haven’t yet gotten a scholarship but could definitely deserve one? There will be some kids that have some. Jalen Green picked up an offer recently. Caleb [Arnold] also picked up another offer. I think we’ll continue to see those types of things come about. The hard part for colleges right now is that they’re still in a dead period. Everything’s done more or less by social media and text right now. I think it’ll be a slow process, but over time, I think we’ll end up with seven or eight college offers, maybe more. braden.mckinnon@tigertimesonline.com caden.rainwater@tigertimesonline.com
October 2020 • tigertimesonline.com
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photo by caden rainwater
Lessons from the locker room Society needs to begin working together as a team By Caden Rainwater Sports Editor
T
he renowned Dr. Martin Luther King, Jr. once said, “People fail to get along because they fear each other; they fear each other because they don’t know each other; they don’t know each other because they have not communicated with each other.” On May 25, 2020, George Floyd passed away after an interaction with the police, which sparked violence and unrest rippling for the months following the incident. With their fists in the air, people took to the streets to protest police brutality against the black community, fighting with the phrase “Black Lives Matter.” This movement has driven rioters and protesters to remain restless, taking over highways, cities, and going as far as creating a City Hill Occupied Protest (CHOP) in Seattle, Washington. America has suddenly been culturally torn apart, split in half, conservatives and liberals, Antifa and peacemakers, Black and white. In today’s time, people are viewing each other from a distance, making quick judgments solely
based on another’s beliefs. This society is unsafe, unfair and unreliable. There is a call for equality that has echoed throughout the nation, and what better place to model the world after than a locker room. The locker room is the shelter in which athletes are united together, bonded as a team. Society should reflect the locker room in the way in which players treat each other based on mutual respect. Sadly, what the world struggles with right now is seeing color and reacting. No matter the steps people in society make they see color, and some still allow that sight to affect their actions. The beauty in which athletes act among their team in a locker room is that they have a sense of respect and trust. Athletes work together, they win together and lose together. They have seen each other give their all at practices, and they have been screamed at by the same 30-year old man that decided to go into coaching. Through these experiences the members of a team form a bond where they no longer see
each other for their beliefs or race, but who they are on the field. These athletes meet each other in the locker room, they form relationships on the field, and they bond back in the locker room. No matter who enters the locker room, each person who enters is equal to the next. Race is not what guides interactions there, it’s the hindsight of who the other person is. That’s what the world needs right now, not further isolation of groups and absolutely not more hatred. Culturally, this nation needs to end the concept on treating people of different races based on the color of their skin but based on respect for the other person’s character. Every single member of the team understands the aspect of mutual respect and love, or the team doesn’t work. The nation is ready to work as a team, and hold the values of mutual respect, or the unrest will never end, and equality will forever be just out of reach. caden.rainwater@tigertimesonline.com
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tigertimesonline.com • October 2020
October 2020 • tigertimesonline.com
Fashion-forward at school By Maria Rangel Staff Writer
culture
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TikTok aesthetics let teens express themselves in fun way
E-boy/ girl Want to dress “alt” but don’t know where to start? The E-girl/ boy style is an approachable way to incorporate alternative styles into your wardrobe. The “E” stands for “electronic,” which means the style is heavily influenced by Internet culture such as gaming, watching anime and cartoons, streaming on Twitch and devoting a lot of time and energy into upholding an online image. The aesthetic is inspired by styles from alternative subcultures, including emo, grunge and skater. Clothing Clothing has a dark color scheme and a variety of textures, patterns and graphics. Layer an oversized grunge band T-shirt, usually thrifted, with a striped turtleneck. Wear a sheer or mesh top over a spaghetti-strap or under a graphic tee. Even just an oversized hoodie, preferably old and tattered, can fit the style. For bottoms, pair plaid or leather pants/skirts with chunky sneakers, converse, or platform boots. Undergarments like knee-high socks or fishnet stockings can be worn with skirts or under ripped jeans. Hair and makeup E-boy/girl hair is almost always dyed with bold, neon colors or bleached. It can be fully dyed, splitdyed or just dyed in strands. Tie it up into pigtails with beaded elastics or accessorize it with colorful clips. Incorporate space buns or pigtails into the half-up half-down style. Hair can also be simply split down the middle or even cut into bangs. The makeup style is meant to create a youthful and almost cartoon-y look. This is achieved with heavy blush swept across the face, even over the nose, thick winged eyeliner and lipstick drawn over the cupid’s bow. For added cuteness, apply fake freckles, colorful eyeshadow and under-eye graphics like glitter and hand-drawn hearts and stars. Accessories Heavy accessorizing hugely defines the e-girl/boy style. Main elements include chokers and heavy necklaces, harnesses worn over clothing, chains worn around the neck or clipped onto pants and skirts and even bandaids over the nose or cheek.
Dark/Light Academia If you’re looking for something cute, pastel and simple, the soft girl/boy style is worth a shot. It’s more approachable than the bold colors and accessories of the e-person style, but still unique enough to get your wardrobe looking a little less basic. It’s inspired by the aesthetic of the indie/bedroom pop genre of music: young, sunkissed faces, small, beachside towns and skating or rollerblading through parks and sidewalks during golden hour. Hair and Makeup Hair is less of a statement in this style; just a natural color will suffice, but if you want to change it up a bit, pastel pink or purple would fit the aesthetic perfectly. Beaded elastics and hair clips are also used in hair. A popular makeup choice is going for a natural and glowy look. Use a light hand with concealer and powder, but go all out with bronzer and highlighter. Fake freckles are often seen in soft-girl/ boy makeup looks too. Clothing The color scheme is bright and soft, and patterns are simple. Tops commonly worn are cropped cardigans, spaghetti straps over plain or striped tees, fitted crop tops and light-colored oversized t-shirts. Plain tees and fitted long sleeves can be worn under a slim-fit plaid dress. It’s easy to build a look; any of these can be paired with a fitted plaid skirt or floral midi skirt, baggy mom jeans, colored or khaki cargos or corduroy pants. Soft girl/boy shoe options can vary from chunky sneakers to hightop converse to slip-on vans, and simple low block heels to doll-like platform sandals. Accessories Accessories are cute and colorful. Spice it up with circular wireframed glasses and tiny colortinted sunglasses. Simple gold charm bracelets and necklaces can give just a touch of flair to the ensemble. Bucket hats and dad caps add a lot of indie to any look.
Soft girl/ boy This aesthetic is lesser-known and unique but very easy to wear. It’s inspired by classic literature and the European Victorian era and defined by motifs of books, history and a passion for knowledge and learning. This simple style is for the bookworms and history lovers. Clothing The clothing is mainly chic and classy. Tops include button-ups, light blouses, cable-knit sweaters and fitted cashmere long sleeves. Choose from short wool pencil skirts, straight-leg plaid trousers, long, pleated skirts and flowy, polyester pants. For colder days or just for an added visual element, add a cardigan, blazer or fleece overcoat. Shoe options add just the right amount of flair to an otherwise simple look. Options include Mary Jane shoes, Oxfords, Doc Martens and kitten heels. Accessories As minimal as this style is, accessorizing isn’t limited. Neat gold or silver jewelry, watches and wireframe glasses add small but eye-catching visuals. Pair skirts and shorts with kneehigh socks for a cutesy element. Berets, ivy caps and satchels can add elegance to any look. Finding more unique ways to dress can be intimidating; it’s hard to judge whether something looks innovative or just plain tacky. Fortunately, TikTok creators gave way to approachable fashion looks that still divert from the mainstream. After being enlightened on the numerous TikTok aesthetics, go take a look in your closet and see how you can turn that boring vintage sweater into a cute and eccentric look. maria.rangel@tigertimesonline.com photos by peyton sims
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tigertimesonline.com • October 2020
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Culture
tenetfilm.com
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The best in food, fashion, fun for October
Whether you like it or not, the mullets from the ‘80s are resurfacing. From students taking on this hair style at school to celebrities like Miley Cyrus rocking this look at the VMAs, there’s no escaping this trend.
Enola Holmes was released to Netflix on Sept. 23. In this film, Enola, played by Millie Bobby Brown, ventures out to get to the bottom of her mother’s mysterious disappearance.
a.malik
s. spakes
a. elliott
√If you’re looking for an exotic look, animal print is here to stay. Animal print can be found on shirts, pants, shoes and even face masks. From cheetah, zebra and cow print, there’s a wide variety to choose from to keep you trendy.
We all know that McDonald’s came out with the new Travis Scott Burger. It’s similar to the beloved quarter pounder but topped with lettuce and bacon. One bite will have you blaring “SICKO MODE” as you leave the drive thru.
Jim Butcher came out with yet another book adding on to one of his most popular series, “The Dresden Files.” It was released on Sept. 29 and is sure to be filled with mysteries.
netflix.com
Beloved artist Joji is back at the top of the charts with his latest album, “Nectar.” If you’re looking for songs to enhance your chill vibe, you don’t want to miss these 18 masterpieces.
Connect with friends and help prep a spaceship together with the new app “Among Us.” Mixed in with your friends is one imposter determined to eliminate everyone. Complete tasks or vote the imposter off to win.
netflix.com
jim-butcher.com
If you’re looking for a new movie to go watch at the movie theaters, go check out “Tenet.” Grab some popcorn and watch as a secret agent goes on a mission to prevent the occurrence of World War III.
Charlie Gillespie is taking over Netflix and teen’s hearts with his newest role of Luke in “Julie and the Phantoms.” It is rumored that he is becoming the new Noah Centineo due to the drastic growth of his fan base almost overnight.
If you frequent meme accounts on social media, you’ve probably already seen the debate memes. Poking fun at the absolute circus of a presidential debate that aired on Sept. 29th has become a new favorite pastime of gen z.
October 2020 • tigertimesonline.com
feature
Operation sanitization
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photo by peyton sims
Custodians’ responsibilities double with pandemic By Peyton Sims editor in chief
ON THE SAFE SIDE Custodian David Ames fogs a room in order to disinfect it from COVID-19. The custodial staff took on more responsibilities in order to keep the campus safe for students and faculty. photo by peyton sims
No one’s routine is the same amidst this chaos. When the last bell rings, students storm off campus. However, there are people staying behind so students can safely return the following day. In order to follow mandatory health precautions, custodians remain on campus after hours to maintain a safe environment. “We’ve been using a lot more disinfectants, gloves and masks,” custodian David Ames said. “It’s been a challenge. I’m having to stay overtime some days, but it hasn’t been anything too late, no more than an hour.” After eating in the cafeteria on any given day, trays line the tables for the custodial staff to gather up. In addition to the daily tray pick up, sanitation is being heavily enforced. “There’s been a lot more tables to clean because we’re trying to keep everyone within a six foot distance. It’s a little challenging, but it’s working out,” custodian Shawn Walker said. “We have more people keeping tables wiped down and we’re keeping everything picked up for the next lunches. We clean the tables over four or five times a day. If I had to estimate, we likely clean over 100 tables per day.” From one spray of disinfectant to the next, the custodial staff has positive intentions for all of the students. “We have to clean everything that’s touched, like door knobs and the desks. We’re always wearing masks and gloves and washing our hands,” custodian Anthony Frazier said. “During the summer, we were having to work additional hours, but now during school, everything’s more in place. What we do is all about safety; we don’t want to see anyone get sick.” It’s likely that an on-campus student has witnessed the fogging of a classroom. Anytime a student at school experiences a symptom that could be related to COVID-19, each classroom the student attended
prior to experiencing symptoms is sanitized as a precautionary measure. “We have several foggers that we use around campus,” Ames said. “We have one with a little green handle and another that’s like a modified leaf blower that has a water tank that will spray the mist further. We’ve been using a chemical called Re-Juv-Nal that we’ve used in the past. We brought it back to help fight the pandemic.” With a pandemic comes the expected influx of needed cleaning equipment across the TISD campuses. Currently, Texas High has at least six months of supplies stored up in advance. “Mr. Bailey, who’s our Chief Operating Officer, takes care of all [the equipment]. He calls weekly to make sure each school has all of the necessary needs,” Associate Principal for Student Management Richard Stahl said. “We try to forecast and plan for the future on what we’re going to need next. I’ve been in education for 18 years. Safety is always number one. You can’t learn if you’re not safe. You can’t be happy if you’re not safe.” Considering there are 14 custodial staff members on campus, communication is vital between them and the administrators when it comes down to disinfecting a room in a timely manner. “Mr. Stahl gives me a call when a room [needs to be fogged], and I’ll go to his office. Then he’ll tell me what room number to go to,” Ames said. “We fog rooms fairly often. At nighttime, after [school is] done, custodians will go back through and [fog] all of the rooms again as they make their way out of the buildings.” Since custodians are responsible for disinfecting the campus, they’re more likely to be exposed to the virus. After their work day is over, they have the potential to spread the virus to anyone within their household. “I have at-risk family members I have to be careful bringing the virus back home to,” Ames said. “My father’s [not in the best health], but
I do wear my mask when I’m around him at home.” TISD continues to work to keep a safe environment for every student and staff member. “I think Texas High in general is doing a great job [fighting through] this pandemic. It’s not just the custodians, but it’s also the kids and the rest of the staff,” Ames said. “Everybody is doing their part by wearing their mask, every teacher has a spray bottle of Re-Juv-Nal and they all have plenty of hand sanitizer.” The end of the first six weeks brought an immense amount of new on-campus students. While previously remote students begin to pack their backpacks for the first time in months, student’s safety is a beckoning question that lingers in the back of many peoples’ minds. “I think people have different opinions about what we do and what our job is,” Walker said. “I know that the pandemic will end up getting better for the children. We want to make sure that students have a safe environment and that they’re treated with respect. We want them to feel safe when they come to get their education on campus. ” peyton.sims@tigertimesonline.com CLEAN SWEEP Custodian Shawn Walker cleans the cafeteria floors between lunches. Each day, over 100 tables get cleaned, and a fourth lunch was created in order to decrease the number of students in the cafeteria at a time. MAKE ROOM In order to clean the floors, custodian Anthony Fraizer picks up the tables in the cafeteria. More tables were added outdoors so that students could social distance during lunch. photos by assad malik
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tigertimesonline.com • October 2020
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