23-24 The Whirlwind - Issue 1

Orsborn Leaves West After 38 Years (Pages 10-11)

Cheer Team Makes a Comeback (Pages 14-15)

Controversial Issue Warning

To GAPS Students

CONTENTS

FIRST THINGS FIRST

The Big Picture: A debrief on world, nation, state and local news 04-05

How to Synergy: A five-step guide on how to use the new grading website 06

This One Time: Teachers share their craziest stories while on the job 07

By the Numbers: Extreme class sizes and their effects on students and faculty 08

SAYING GOODBYE

Former principal Susie Orsborn leaves West Albany 10-11

OUTPLAYING THE OPPONENT

Using mathematics and statistics as a tool in football strategy, games, and practice 12-13

BRAND NEW TRADITIONS

The cheer team experiences major changes for the new season 14-15

BY THE BOOKS

Featuring community authors and showing what students are reading 16-17

FANS, NOT FRIENDS

Addressing parasocial relationships and the expectations of fans with popular celebrities 18-19

CONFRONTING CONTROVERSY

GAPS’ new controversial issues policy proposal: What to know about its effects, progress, and discourse 20-23

AUTUMN HAS ARRIVED

Exploring the nuances that come with the changing seasons with everything from new recipes to seasonal changes in mood and mental health 24-29

MEAL MISINFORMATION

Staff Editorial on the truth of free school lunches and why there’s so much misinformation surrounding them 30-31

Cover Illustration | Avneet

Dhaliwal and Ming Wong

Back Cover Photo | Helen Whiteside

EDITORS’ NOTE

As the season slowly changes from hot, sunny days of summer into the cool, rainy days of autumn, many activities, traditions, and events start up around Albany. The colors of leaves change from shades of emerald to splashes of reds, yellows, browns, and oranges as they begin littering the forests and streets, and Albany transforms as it prepares for the new season.

Pumpkin patches and corn mazes open their gates to the excited public, while coffee shops and restaurants add new fall flavors to their menus. Warm clothing and accessories begin to appear in shop windows, before cloudy days and rain inspire people to begin stocking up on these cozy items. Friends and family begin to discuss what they will be doing

FALLING BACK INTO ROUTINE

INTERESTED IN SPONSORING?

The Whirlwind, West Albany High School’s student news publication, is seeking sponsors for this school year. Whirlwind provides a unique service to the school community, covering news and issues related to the WAHS student body. Sponsoring The Whirlwind is a way to show your support for the civic engagement, open dialogue, critical thinking and free exercise of expression that good student journalism encourages. Any individual or business can sponsor The Whirlwind. Sponsorship does not indicate endorsement of the views or opinions expressed in The Whirlwind. Contact us at wahswhirlwind@ gmail.com

for Halloween, Día de los Muertos, Thanksgiving, Mid-Autumn Festival, Diwali, and more, everyone buzzing with the prospect of events and traditions.

As summer comes to a final close, one of the most notable events occurs: the start of the school year. As students, the beginning of a new school year is extremely important. It signifies the end of our summers of ‘freedom’, now having to focus on our education once again. New responsibilities and commitments reappear during this time, causing our schedules to become busy with different activities and rigorous academics that we were free from for the last three months.

The beginning of the school year impacts nearly everyone in town, from the parents who have returning students, to people who find themselves having to readjust to the 20mph school zone. Teachers and staff are back to working within the hours of the school day, along with employers adapting to the absence of teenagers filling their minimum wage job positions.

As the whole town falls into the groove of autumn, there is so much to explore. This is why we decided to have a feature all about fall, with stories like ‘Hauntingly Hip’ and ‘Strong and Supportive’ to speak with different people at West about their personal experiences during this lush season of change.

Mollie Brown, Avneet Dhaliwal, Gigi Roldan, Helen Whiteside, Ming Wong The Whirlwind Editors in Chief

Editors-In-Chief

Mollie Brown

Avneet Dhaliwal

Gigi Roldan

Helen Whiteside

Ming Wong

Art Director

Mika Winder

News

Mina Clower

Kayla Stefan

Opinion

Emi Ludlow

Special

Yesenia Rosas

Bri White

Sports

Edson S. Conn

Arts & Entertainment

A’Shyia Swensen

Mika Winder

Staff

Addilyn Atchley

Arabella Autry

Julia Berg

Braxton Bullard

Khobi Carmichael

Skiie Ferro

Jesus Cisneros-Obledo

Mina Clower

Ariana Goettl

Tiana Harris

Finley Hearn

Braylon Heyer

Cadence McAllaster

Cale McLeod

Kaysea Plunkett

Ayrianna Vanhoorebeke

Taylour Veith

Addi Winter

Chance Young

Adviser

Michelle Balmeo

CONTACT US

Corrections and Letters to the Editors

Please send corrections or comments on this issue to: wahswhirlwind@gmail.com

THE WHIRLWIND is a dedicated student forum. Content and editorial decisions are made by student staff members exercising their rights as protected by the First Amendment and the Oregon Student Free Expression Law (Ore. Rev. Stat. sec. 336.477 (2007)). Opinions are those of The Whirlwind staff and not West Albany High School or the Greater Albany Public School District.

THE BIG PICTURE

India or Bharat?

A BRIEF REPORT ON THE RUMORS SURROUNDING INDIA’S POSSIBLE NAME CHANGE

Should a country be referred to as the name that the rest of the world refers to them as or should they be referred to by their pre-colonial name? India’s Bharat Janata Party. party certainly thinks so.

At the G20 summit hosted in New Delhi, India, earlier this year, to members that were invited to the event by an invitation that referred to the ceremonial president as the “President of Bharat,” leading to confusion and speculation throughout all chambers of society.

When questioned on the matter, the government officials and other dignitaries said that this is no odd move on their part as the constitution itself begins with the line, “India, that is Bharat, shall be a Union of States.”

A country potentially in the process of reverting its name to a label that does not hold negative memories for its people is normally hailed as a celebratory moment or event; however, multiple people have criticized and expressed their concerns over this move by the G20 committee as it now used by many people apart of India’s Bharatiya Janata Party and their supporters, who have been well known to be radical Hindu-nationalists and hold strong anti-minority views. A common conclusion people have drawn regarding the reason behind the sudden change has to do with the political ties and tensions by India’s borders. As India is considered the world’s most populous democracy and is one of the more influential countries on the Asiatic

continent, they have been a dependable partner for Western democracies due to souring relations with China and its diplomats. It is also well known for being one of the most reliable for Western nations in regards for cooperative diplomacy.

“With the stuff going on [in that region] between China and India, I think India may be trying to redefine itself,” Ritish Ratanpal, a sophomore and student of Indian heritage, said.

For most, although the possible change may present itself as a surprise, the majority of Indian students on campus have been unaffected by the change as they are used to the address of ‘Bharat’ when they speak with their families in their native tongue; however, when speaking in English the title of India holds more familiarity for them when discussing the country in English.

“It’s just kind of like an internal [change to me]. I don’t think that there will be a global impact or anything like that,” Gurkirat Tiwana, a senior and student of Indian heritage, said.

Jeneveve Winchell-Buren, an international issues teacher here at West, shared some concerns she had seen when reading on the issue.

“[As I] was learning about [the issue], some concerns that I had with the name change regards to it being an intentional act to maybe exclude the Muslim minority,” Winchell-Buren said, “and so, I am interested to see if that is the case and if that is maybe the reason for the name change, then there might be pushback on that front for that reason.”

And due to the strong ties India shares with the US, it is less likely that American news stations and publications would report on India’s human rights violations. Whether India’s government decides to formally alter the name of its nation or not, their rebranding should not distract you from the fact that the policies the BJP is endorsing infringe on the human rights of millions of people living in within India’s borders.

Story

THE BIG PICTURE

WORLD

Based on CNN10, the Militant Group, Hamas, is attacking Israel. On Oct 7, Hamas launched a surprise attack on Israel by sending thousands of missiles from the Gaza Strip. After the attack, the militia broke into Israel and now claims to have captured dozens of Israelis. The Israeli Prime Minister Benjamin Netanyahu confirms that Israel is now at war with Hamas. Most of the conflict has been occurring in the Gaza Strip and in Southern Israel. Unfortunately, over four thousand people have died in the events that occurred this past week. As the war continues, the United States continues to supply Israel with ammunition.

NATION

McDonald’s Boo Buckets are coming back. As the spooky season is beginning, the fast food franchise McDonald’s is bringing on the scare with their famous Halloween-style Happy Meal packaging. It has been seven years without the Boo Buckets for those who love the four characters being brought back to life through the packaging. McDonald’s has announced that their spooky Happy Meal are back and will be available Oct. 17 while supplies last. This Halloween, you better check under your beds…there might be a McDonald's Boo Bucket hiding under there… BOO!

STATE

Fuller’s Coffee, the 75-year-old diner, reopens in Portland. Jack Fuller opened his restaurant in 1947. The diner specializes in American food and has since fed the public its classic American comfort food. Unfortunately, their building, located on NW 9th Avenue in the Pearl District of Portland, caught fire on Feb.19 this year and has been closed for repairs ever since. However, Fuller’s Coffee plans to reopen at the end of Oct. 2023 after an eight-month-long wait for the diner to finish repairs.

POWDERPUFF AND POWDERTUFF

The junior class’ PowderPuff team cheers on the PowderTuff team during their volleyball game on Sept. 27. Ultimately, seniors won both consecutive sets of the volleyball game, as well as the football game with a final score of 39-7. The Class of 2024 won the games last fall as well, continuing their victorious streak.

DOWNTOWN TRICK OR TREAT

The Albany Downtown Trick or Treat for 2023 will be happening on Saturday, Oct. 28 from 11am-1pm. This year, there are over 35 businesses participating in the tradition, ready with sweets for those in the Halloween spirit. There will also be the annual costume contest on Facebook, with the photo station for entering located at the 1st Avenue Parklet on Ferry. Winners in each category will receive various prizes, most having to do with local businesses and experiences. Visit www.albanydowntown.com for more information.

TROLLEY OF TERROR

One of Albany’s most unique traditions, the Trolley of Terror, is returning for its biggest fundraiser for the downtown Monteith House. Walking tours of the house will occur on Oct. 13 and 14, trolley tours will happen on the 20, 21, 27, and 28, and VIP ghost hunting experiences will take place on the 21 and 28. For more information and to purchase tickets, visit www. monteithhouse.org.

Stories by Helen Whiteside and Addi Winter Photo by Jada Cavazos-Ang

Photo by Albany Visitors Association

Photo by — via Unsplash

1 2 3 4 5

STEP ONE: SIGNING IN

You can find the link for Synergy on the WAHS website and it can be accessed by pressing on the link that says access StudentVUE. You can also download the app for Synergy on the app store or on the play-store on your phone under the name of StudentVUE. To login to your Synergy account you put in your school ID and your password which is set as your birthday. For example this would be 01012023, if you were born on January 1, 2023.

STEP TWO: HOME PAGE

On the left hand side of the website you can find all of the different categories on Synergy. The top category is the home screen, where you can see your messages in the middle and you can also see your recent history on the right hand side of the screen. In recent history you can see your assignments and the grade you got on an assignment or see if they have not been graded yet.

STEP THREE: CALENDAR

The third category is the calendar. You can filter it out by months, weeks, or simply just see a day. You can also filter out the calendar to see events at school like assessments, assignments, class schedules, holidays, or to see the school events. When looking at assignments on the calendar you can see the grade you got and when an assignment is red on a day it means that it has not been turned in yet.

STEP FOUR: ATTENDANCE

The fourth category is the attendance, here you can see which days you have been absent for and which days you’ve been present. If you have an unexcused absence for a day you can hover your mouse over the day and it will tell you the reason for the absence. If it is an unexcused absence then there will be a red X covering the day on the calendar.

STEP FIVE: GRADE BOOK

The fifth category is the grade book, where you can see the grades that you receive. On the right side there are line graphs next to your class to show you the history of your grades, you can hover on points to see the percentage and date of the grade. If you click on the arrow next to that where it says Qtr 1 a section drops down where you can see a bar chart of how the grades are weighted. The green sections display the percentage you have in the category and the gray tells you how much more you need to get 100 percent in the category. For each class there is also a pie chart that describes the grades of the class. The red on the chart represents how many students have an A, the orange shows how many have a B, the yellow shows C, light green stands for D, and bright green shows F

Story by Jesus Cisneros Obledo

Teachers’ Most Exciting Stories

Story by Fin Hearn

West Albany High School has had many exciting, surprising, and maybe even extraordinary events since its founding in 1953. Throughout the years, many of the staff have watched events unfold, one story to the next . It’s time to take a step back and hear some of the craziest stories that the current staff have to tell about WAHS.

“I THINK THE CRAZIEST THING WAS DURING MY STUDENT TEACHING YEAR WHEN THEY TOLD ME ABOUT AIR GUITAR AND THAT WE WERE GOING TO HAVE AN ASSEMBLY, AND I THOUGHT WE WERE GOING TO WATCH PEOPLE STRUM IMAGINARY AIR GUITARS FOR AN HOUR. THEN I WENT TO MY FIRST AIR GUITAR ASSEMBLY AND SAW THAT THERE WAS A WHOLE DANCE THAT WENT INTO IT. IT WAS SO COOL TO SEE THE ENTIRE SCHOOL COLLABORATE ON THIS BIG ASSEMBLY.”

Shea Bender Child Development Teacher

“ONCE MY CLASSROOM FLOODED WHEN THE FLOOR LEAKED AND A PIPE BURST. WE HAD TO REPAINT MY ENTIRE ROOM AND ALL THE DECORATIONS WERE RUINED.”

Tracy Stinson SPED

“I’D LIKE TO FOCUS ON THE POSITIVE INSTEAD OF THE NEGATIVE. THE CRAZIEST STORY I HAVE IS ABOUT THE PEP ASSEMBLIES. SEEING EVERYONE LOCK ARMS AND JOIN TOGETHER. IT IS TRULY AN INCREDIBLE THING TO SEE.”

Shana Hains Science Teacher

The Student Gap

THE DIFFICULTIES AND PERKS OF SMALL AND LARGE AP CLASSES

THE LARGEST CLASS SIZE OF EACH AP COURSE OFFERED THIS YEAR, AS OF

SIZE OF LARGEST SINGLE CLASS

AP COURSES OFFERED THIS YEAR

It’s 7:40 in the morning and all the students in class are looking around the room: far from full. With only seven students in total, AP Environmental Science, taught by science teacher Gareth Engler, is one end of the spectrum in terms of class sizes. On the flip side of this, however, are many large English classes. For example, fourth period AP Language and Composition, taught by English teacher Jodi Howell, is packed to the brim with 41 students.

That is a difference of 35 students.

Teaching these classes come with a variety of challenges and upsides.

OCT. 11

However, Howell does say there is a positive side of large classes.

“I do prefer [classes] on the larger size just because of how many interactive things I can do,” Howell said.

“

I DO PREFER [CLASSES] ON THE LARGER SIZE JUST BECAUSE OF HOW MANY INTERACTIVE THINGS I CAN DO.

“Being able to navigate the room when all the bodies are in the classroom [is very difficult],” Howell said. This is due to the fact of Howell’s long and narrow classroom shape.

“It’s very hard to make your way around the room for students as well,” Howell said. “They can’t really get to me, and I can’t really get to them.”

At the other end of the spectrum is AP Environmental Science, which is the smallest class in the school and proves to be a different challenge for the teacher.

“[Having both] really low [amounts of students] is hard and really high [amounts of students] is hard,” Engler said.

With a small class, moving groups and having group assignments is much harder to arrange.

“A small class is nice field trip wise,” Engler said. Yet, having classes to teach after AP Environmental limits the activities that they can do out of the classroom. Both sides of the extreme prove to have varying ups and downs with the amount of space in classrooms, time for activities, and levels of interactivity. With some classes being very sought after and some being really niche, numbers have a tendency to be all over the place. This is what can cause these extreme class sizes and brings the pros and cons of these big and small classes.

“The biggest class is like, it’s fine. It’s whatever. It’s like any other class. It’s just a bunch of people in there, and you kind of just do your own thing. But with a smaller class, I like it a lot better because I feel more comfortable asking questions.”

JUNIOR REAGAN WILLIAMS

“In AP Environmental, it’s way more quiet. It’s way more calm and chill. And [science teacher Gareth] Engler is able to focus on individual people and when we have questions, they will be answered immediately. In AP Comp, there’s always background noise happening and [English teacher Jodi] Howell can’t always get to you right away.

JUNIOR ERICA HILDENBRAND

Difference of class size between AP Language and Composition and AP Environmental Science

Physical Expression?!

ATHLETES SHOULD BE ALLOWED TO BE PHYSICALLY FRUSTRATED OFF THE PLAYING AREA AS MUCH AS THEY WISH

Commentary and photo illustration by Edson S. Conn

After losing a tennis match to 19-year-old Coco Gauff on Saturday, September 9, 25-year-old Aryna Sabalenka was caught on film in the locker room smashing her game racket against the floor and then throwing it away. This led to extreme criticism and backlash from the media. For example, Buzzer T, a reader on nypost. com said, “Hey honey, you lost. That’s all there is to it. No sense in destroying a racket,” Another comment on this story by Billy Kidd, a viewer, said “Whoever sold this video clip to Eurosport France should be in jail,” to which Pavones, another reader; replied, “Don’t agree with jail, but for sure fired!”

Athletes can all agree that anger in competitive games is prevalent. Sports specifically can cause feelings of aggression and anger, often directed towards referees for calls perceived as unfair. The idea is that the sport has to go our way and when that doesn’t happen, athletes lose their temper. This physical display of disappointment comes from the professionals to high school athletes to even toddlers.

So why was Sabalenka made the head of this issue? All for showing disappointment, breaking her own property and then throwing it away? If I spend money on some wrestling shoes and headgear, and someone makes me mad and I throw them to the ground and they rip or tear, what’s the big deal if I

didn’t hurt anybody else? I didn’t yell and scream and insult anybody. All I did was damage my own pieces of equipment that I will have to replace.

And if this is the case, what about other types of players’ displays of “poor sportsmanship”? What about Boston Bruins forward Tyler Bertuzzi with his snapped stick? What about Micheal Jordan with tears down his face because he missed the buzzer beater? Why, of all these people, is a single woman in tennis the one picked out?

Because the system is broken. Athletes are expected to have a position of professionalism and aren’t allowed to show emotion, sadness, or frustration. The athletes have to hold themselves to a standard that is so corrupt that even their privacy is violated to obtain their failures and upsets.. The media wants to paint the picture that all our athletic idols have a perfectly amazing life, but when they show any type of emotion, the media will find every way to expose their failures and upsets.

All the young athletes can kiss their dreams of being the best goodbye, because the minute they fumble, miss, drop, or weep, the media says they are done. So my dream of being the greatest wrestler to ever live might as well be a joke. I missed one takedown when it truly counted and left to cry in the locker room, but cameras followed me and now these little kids don’t see me like they used to.

A Coach’s Thoughts

TRACK AND FIELD COACH BRYAN WADLOW SHARES HIS OPINION ON ATHLETES EXPRESSING EMOTION

WHAT IS CONSIDERED TOO MUCH WHEN IT COMES TO REACTING TO AN UPSET?

If your expression causes physical or mental harm to anybody else, then that is a point where it clearly crosses the line. Having fits of rage and anger are good things to learn from as long as you are not letting them dominate your overall attitude toward your sport and self.

WHAT ACTIONS ARE CONSIDERED UNSPORTSMANLIKE EVEN WHEN DONE OFF THE FIELD?

Anger and rage are not wrong, but any damage to structure, equipment and anything that doesn’t belong to you obviously crosses the line. Hurting other people’s physical and mental beings also shouldn’t happen.

IN THE CASE OF TENNIS PLAYER ARYNA SABALENKA, WHAT IS YOUR OPINION ON HER PRIVACY ISSUE?

In this day and age, nothing can stay private. For her, it was probably a little therapeutic. The fact that it’s shared to everybody else isn’t fair. There is this expectation of professionalism, that of composure that I don’t think is good for people. Sometimes we need to let our emotions out and be evident, but the exposure will always change the narrative of the story.

ormer principal Susie Orsborn spent 38 years with the same destination every morning. For the past few weeks, though, that destination has changed.

“On my way to work, I so many times drive to West and have to turn around and come back here,” Orsborn, who now works at the district office, said.

Since the school year of 1985-86, Orsborn has been a part of West Albany High School leading with care for each and every student and staff member, creating a welcoming environment.

“I COULD HAVE NEVER LEFT WITHOUT BEING AT THE PEP ASSEMBLY AND TALKING TO THE STUDENTS.”

That’s why it was surprising when Orsborn announced at the beginning of the school year that she would be leaving her position at WAHS and taking a new position as the Executive Director of Human Resources for the district.

Orsborn had been at WAHS for 38 years, and during that time was a math teacher, a leadership advisor, and a cheer coach, throughout 15 of them. She served as an assistant principal for four years, and the 2023-2024 school year would have marked 20 years as principal.

After working with Rich Engel, who took over as principal for 12 years, Orsborn is confident the school is in good hands.

“I always hoped he would follow me as the principal,” Orsborn said. “I have the utmost faith in Mr. Engel and the whole staff.” With Engel taking on the role of

principal, Orsborn feels that the traditions and environment will stay the same. Yet, Engel believes there is no one who could truly replace Orsborn.

“They’re really shoes that can’t be filled. She was here for 38 years,” Engel said.

The motto of West Albany High School is ‘Where excellence is a strong tradition’, and WAHS is known for the various traditions it has built over the years such as Air Guitar, Powderpuff, Old Skool, and many others.

“[Orsborn] has created a phenomenal school and a phenomenal culture within the school, ‘’ Engel said. According to Orsborn she feels that the culture wasn’t just built by her but everyone before her and will continue to build with Mr. Engel and all the principals and staff to follow.

“We’ve just built and carried on such a strong tradition from year to year,” Orsborn said.

Furthermore, many of the traditions at West stay alive and thriving every year. “I love the tradition of the pep assemblies, I love the academic excellence, I love the fact that I get calls all the time from the community about how great the students at West Albany are,” Orsborn said.

There isn’t anything like West at a Friday night football game, says Orsborn. “When the bands are playing in the stands, the students are dressed up, the football team, the cheerlead-

ers, the dance team at halftime.” Orsborn claims that moments like these are when students feel proud to go to WAHS “It just radiates the same way you feel at a pep assembly.”

According to Orsborn over the years West has built a rich culture where staff and students have a place.

After Orsborn took on a new position following her many years at West Albany she explained that she was looking towards retirement but wanted to have an influence on bridging the district and buildings together and thought that this position would be a good fit for her and her skill set.“ I have a good working relationship with the people in the district and thought that this would be a perfect job for me to really help build trust with the unions and the district.”

Having handled many different things concerning staff at West, Orsborn thought that this position would be a good fit for her and her skill set and will be handling hiring, retention, and anything to do with staff at the district office.

“I think that my job at West has totally prepared me for this role. I know how hard both teachers and staff work, and I know that every person really wants what is best for students,” Orsborn said.

LeavingaLegacy

Former principal Susie Orsborn shakes hands with Class of 2023 alumnus Taylor Lumpkin at graduation on June 8.

Photo by Neona Prado

With such a long career with so many highs, there naturally have to be lows. “Some of the biggest challenges are that you never know what can happen from day to day.”

According to Orsborn COVID was also very tough for her as principal. “We had to rebuild our culture, our climate, and our traditions,” Orsborn said. Each year since coming back from COVID the students and staff at West continue to rebuild the climate and carry on traditions.

“I just have no regrets,” Orsborn said, “none at all.”

“It was some of the greatest times of my life and I will cherish the experiences and opportunities forever.”

Orsborn said, “I’ve been so fortunate to work in a school that the staff, students, and community have been so fantastic and supportive,”

Over the course of many years, Orsborn has touched the

lives of many people. “Somehow, some way everyone in the community is connected to her,” Engel said. Since Orsborn has been a teacher and principal at WAHS, there have been around 14 alumni who have returned to be staff members or teachers at WAHS and have worked with her, including math teacher Cole Pouliot. “She was always putting in the time and effort and her work ethic was something that you noticed.” Pouliot said “Like just [something that] inspired you to also work your hardest and give your best effort to try and

try and get close to her level.”

“Every person over the years has made a difference in who I am,” Orsborn said. “I wanted students to know that they could do anything they wanted to; I wanted them to be able to chase their dreams.”

“

I WANTED EVERYONE TO FEEL LIKE THEY WERE PART OF THE BULLDOG FAMILY.”

Ayearbookfromwhen Orsborn’sparentswentto AlbanyUnionHighSchool Orsbornin1986duringher firstyearasamathteacherat WAHS

“What makes Mrs. Orsborn unique is her unquestionable dedication to everything at West Albany High School. It does not matter who you are, what title you hold, freshman or senior, teacher or custodian, she is there for you. I feel that she has always had the best intentions for everyone here at WAHS.

ENGLISH TEACHER CHRIS MARTIN

“Most importantly, I’ll never forget the way she cared for me when my daughter was born and we needed to have time to deal with some emergency issues. She didn’t just say she had our backs: she showed it all the time.

ENGLISH TEACHER JODI HOWELL

Orsbornonherbirthday in2012onher8thyearof beingPrincipal

Then-principal Susie Orsborn announces her departure to students at the first assembly of the 2023-24 school year on Sept. 8.

“When [guidance counselor Jan Rasmussen] and I first moved here from Seattle, we had an emergency and only one car. We had only known her a week and she was calling to ask what she could do: ‘Can I come get you? Stay at your house with your baby so you can go together?’ Even before she really knew us she cared for us, and it made us instant community members.

ENGLISH

TEACHER

“Susie is so good at making everyone feel heard, loved, and appreciated. She truly cares about the person that you are outside of school, as well as in.

SPANISH TEACHER STEPHANIE ENGEL-OCKERMAN

KRISSY RASMUSSEN

Photo by Zhaine Raymundo

Calculating the Win

HOW MATH CAN GIVE FOOTBALL PLAYERS AN EDGE ON THEIR OPPONENTS, IMPROVE PERFORMANCE, AND DEVELOP STRATEGIES THAT FOSTER SUCCESS ON THE FIELD

Story and illustration by Mollie Brown

During the school day, Cole Pouliot and Sam Hartman’s roles as math teachers have them writing differential equations and optimization problems on the whiteboard during the day–but under the Friday night lights, these skills give the West Albany football team the upper hand. Both coaches at West Albany High School, the math teachers have a unique perspective on the sport that comes from their underlying math skill set. Many may think the two subjects have nothing in common, but in reality, the game of football is built on a foundation of statistical probability and preparation.

“You can’t do it where you don’t do anything all week, and then you just show up at the game and try really hard,” Pouliot said. “That’s not a winning strategy.”

An aspect of football that is somewhat unique is the schedule. With only one game per week, it gives the team ample time for preparation to defeat their upcoming opponent. Pouliot’s role as a defensive coordinator means that he, along with the other defensive coaches, develop the defensive game plans for the team.

The coaches meet every Sunday to watch recordings of the team and their opponents, to put together a game plan that they will spend the upcoming week practicing. In practice, he stresses the importance of preparation in order to succeed on game day and uses statistics to create the most optimal practice schedule.

“We try to get our practice percentages to match the game percentages as closely as possible,” Pouliot said. “That way we are focusing on the right things for the

Sept. 8.

right amount of time.”

These percentages are often derived from the application Hudl, which is a practice tool that allows the coaches to look at the statistics of West Albany’s games, as well as the games of their opposing schools. This application speeds up the process of analyzing the team’s performance and gives them a platform where they can break down their games by play to determine what strategies are consistently successful for them.

“

I THINK EXCELLING IN THE CLASSROOM HELPS YOU EXCEL AT THE GAME BECAUSE FOOTBALL IS A LOT MORE MENTAL THAN A LOT OF PEOPLE GIVE IT CREDIT

“If there’s one play that they run really well and they run it 30 times, you can watch all 30 reps in a row and not have to jump around,” Pouliot said, “which is really convenient.”

“We try to emphasize to the guys like, ‘Hey, in the last five games 90% of the time [you’re] in that formation, [you] run the ball,’” Pouliot said. “That helps give our players some insight into what’s going to happen, so hopefully they can react faster because they can anticipate what’s coming next.”

Although math isn’t everything when it comes to a successful game plan, understanding these concepts and tendencies allows the team to adapt faster because of the level of predictability of the game and the team as a whole.

“It helps inform our decisions and

With this technology, they can see clearly their favorite formations and the play type they often rely on in those formations. This information helps Pouliot make and explain calls during games.

Offensive Director Sam Hartman coaches football team on

Photo taken by Lizi Kutchukhidze

our team, but it’s not the most important thing,” offensive coordinator Hartman said. “It’s just one thing that gives us an edge.”

Math can be a helpful tool; however, the team can’t always use it as an absolute structure or crutch for their game plans.

Part of the mental capacity that is a key part of football is in the unpredictability in the game, and being prepared to handle that is also crucial.

“There’s a million variables [in football], so there’s a million different ways that teams could defend us,” Hartman said.

This makes it difficult to rely entirely on statistics when creating a game plan. Leaving room for the players and coaches to make calls and decisions during live game play is also important for them to play a successful game. Working in absolutes limits the opportunities for players to make intuitive decisions.

“Sometimes you can almost over analyze the numbers. I think it’s better to get a general feel for what they like to do. It’s hard to have steadfast, 100% rules,” Pouliot said. “That would limit you because you’re not very adaptable. So I think it’s a little bit of a balancing act.”

However, a comprehensive understanding of the tendencies of the team and the game as a whole does make the steps and plays that lead to a victory much easier to recreate and achieve consistently. Both Hartman and Pouliot encourage their players to gain an understanding of the mathematical characteristics of the game.

“I think excelling in the classroom helps you excel at the game because football is a lot more mental than a lot of people give it credit for,” Pouliot said.

Many players on West’s team are currently taking calculus, precalculus, or are on an advanced math track, which creates a team dynamic that may not meet the formulaic idea of a football team that is widely expected.

“There’s that stereotype of the dumb football player,” Pouliot said. “Our coaches and our players break that stereotype.”

Even outside of the game, gaining a more nuanced perspective is crucial to consistent success in any subject.

Understanding the math behind their plays

helps both the players and the coaches succeed in football, but it also creates a mindset that these players can carry into other aspects of their lives.

“I think it goes beyond football. [It applies] to people having a strong mathematical understanding of something that they do,” Hartman said. “Whether it’s

SOLVE IT!

1. 2.

football, basketball, or scrabble, if you have a strong mathematical understanding of the game, you’ve got an edge.”

The Ducks are playing the Beavers in a football game in which the Ducks are ahead by 14 points. Late in the game the Beavers score a touchdown to bring them within 8 points and have to decide if they wish to kick an extra point (100% chance at scoring an additional point) or attempt a 2-point conversion (50% chance at scoring an additional 2 points, 50% chance to win if the game goes to overtime, and they will have one more opportunity to score). Should the Beavers kick the extra point or attempt a 2-point conversion?

An example problem Hartman gives his students to figure out. This type of problem can help coaches determine the best strategy.

A football quarterback is moving straight backward at a speed of 2.00 m/s when he throws a pass to a player 18.0 m straight down field. The ball is thrown at an angle of 25.0 degrees relative to the ground and is caught at the same height as it is released. What is the initial velocity of the ball relative to the quarterback ?

When Hartman coached football at Eastern Washington, he used this type of problem to figure out which quarterbacks to recruit. Simple kinematics helped him determine the strength of their throwing arm.

CHEERY TRADITIONS

CHEER COACH MORGAN WALDOW EXPLAINS HOW SHE HAS MANAGED TO BRING BACK THE CHEER TEAM TRADITIONS AT WEST ALBANY

What is your vision for this year’s team?

My vision is really unity, school spirit, and connection to West Albany. [Over] the past several years our cheerleading team has been coached by some great coaches that knew [how to do] good cheerleading, but weren’t working at West Albany.

And while they were successful in competitions and had some pretty high-level skills, they weren’t nearly as engaged with the culture [we have at West].

to play another sport. It makes scheduling really hard. We have volleyball and soccer. We have people that are going to play basketball. We have people in the band and choir. But my philosophy is that I will build my cheerleading schedule and practice schedule around those other sports. Cheerleading is a year-round sport, and I don’t want people to have to give up other things in order to cheer. I want them to be able to do more.

With the team so big, is recruiting still a factor?

We went to the middle schools in the spring and handed out little flyers at lunch and tried to encourage people to try out. And I did put quite a bit of posters around the school.

There are a lot of freshmen on the team this year. How do you decide who gets to cheer for Varsity?

Right now, we have no freshmen on our varsity team. It’s something that I’m open to in the future, but in order for that to happen, it would need to be someone who has really extensive cheer experience, and not only has gymnastic skills like some of our JV athletes do, but also has true cheer skills. I think it’s good for young athletes to spend time on a JV team with their peers and to build up their skills before they reach varsity. And I don’t pull athletes up, even if it would potentially benefit our varsity team in competition in terms of skills on the score sheet because I want our JV team to compete and to be successful as a team and have it not be the type of program where I only focus on the success of our varsity.

THE BIGGEST STRUGGLE IS BUILDING WHAT FEELS LIKE A BRAND NEW CULTURE. “

What makes you a good coach?

My coaching philosophy for cheerleading is a little different. I’m very school-focused. Competition is really important to me, but it’s not the only thing. I made this really known, and it’s definitely one of the reasons some people came back that had quit or why people joined who had never cheered before. I am allowing the cheerleaders to be on the team all year, but still be able

What is your favorite memory from this year?

I think we had a really great cheer camp. My goal was to make it as close to a sleepaway camp as possible. We had instructors that came in and taught the actual cheerleading portion and so we had about six hours of really, really difficult cheer instruction. There were injuries, tears, and it was very hard. We were overwhelmed as a team, but we had team dinners every night with themes and we played games. It was really good for the team to bond with each other and support each other [as they were] going through some things that were really difficult, both physically and mentally. It had a really good mix of very, very physically demanding elements and some light hearted fun.

What are the biggest struggles or challenges with such a big team?

The biggest struggle is building what feels like a brand new culture. We have thirteen seniors, and incorporating them into the program and giving them leadership, while also trying to teach everyone where they needed to be, was certainly challenging. Another is [that] we had two thirds of our team that have never been cheerleaders before. In addition, I brought back cheers and chants. West Albany is really strong in tradition, but [our] cheerleading had really lost that. So trying to teach new material from old traditions to a bunch of new people was hard. I also didn’t have assistant coaches until August, and so I had to juggle two teams. But now we have great JV coaches that have done an amazing job stepping up and really leading that team. They know what they’re doing, and they care about West Albany culture and tradition. They care about the athletes.

SENIOR TAYLOR MARIE BOND

“[WHAT SCARES ME MOST] IS STUNTING, BUT IT’S ALSO MY FAVORITE PART. THERE ARE FALLS BUT IT’S REALLY FUN WHEN YOU HIT A SCALE.”

ASSISTANT COACH GWEN BARKER Q&A

What are the biggest challenges or struggles with such a big team?

I think getting frustrated is probably a challenge. Any team has frustrating moments when they try to do new things and it doesn’t go as they thought it would go, but we’re remembering that these are hard things they’re trying to do and motivating them to be driven to continue to want to work hard and encouraging them to know that they’re good enough to do it. They have a lot of talent on this team, and it just has to be pulled out of them.

What values do you think are keeping this team together?

Trying to work together as a unit, remembering that there’s no “I” in a team, but the whole team has to work together to hit skills. When you’re working in stunt groups, you have to have every single person participating and working together to make the skills work, and leaning on each other.

What is your favorite memory from this year?

My favorite memory is watching the girls get really excited to hit difficult skills that they had not done before. The excitement in their face, it’s just the genuine joy.

If you could describe this team, how would you do that and why?

“WE

“I’M MOST PROUD OF THE WHOLE TEAM BECAUSE WE’VE ALL LEARNED HOW TO WORK TOGETHER, AND NO ONE IS GETTING EXCLUDED.”

BUT DEFINITELY DROPPING A FLYER.”

Driven and excited about gaining new skills and competing.

SENIOR BRIANNA TIERCE

JUNIOR CHARLOTTE NICHOLAS

HAD A SUMMER CAMP THAT WAS REALLY FUN. IT WAS A REALLY GOOD BONDING EXPERIENCE FOR OUR TEAM.”

FRESHMAN LANA HULL “[THE THING THAT SCARES ME THE MOST], IT DOESN’T HAPPEN VERY MUCH,

The renewed varsity cheer team performs during the rival game between the West Albany Bulldogs and the South Albany RedHawks at South Albany High School on Oct. 10.

Top Left: Sophomore Hailey Baer and Senior Taylor Marie Bond perform a basket stunt.

Top Middle: Senior Lily Peña, Sophomore Hailey Baer, and Senior Taylor Marie Bond in a mini pyramid.

Top Right: Junior Sabrina Ulibarri and Junior Ryenn Domagala

Bottom left: West Bulldogs and South RedHawks pose for a combined team photo during halftime.

Bottom Right: West Albany Cheer performing a team pyramid

Tell Me Something, Ras

ENGLISH TEACHER TALKS ABOUT HER LIFE AS AN AUTHOR

Bullard

Krissy Rasmussen is a freshman English, sophomore Honors English and Creative Writing teacher. For the last decade, Rasmussen has been writing her own books. To the literary world, she is known as Kristen Kehoe.

WW: Why did you decide to become an author, and how long have you been doing it?

I don’t know if it was a conscious decision… yes, I decided to go [into] publishing, but for as long as I can remember, I have been writing stories. It’s one of those things that I did as a kid … Some people sketch and some people run around and for me it was just always little stories. I have actually been publishing since 2010.

WW: What’s your inspiration for being an author?

I remember just loving books. The first time I read a book that I loved, “Black Beauty,” I remember liking it, but I couldn’t tell you much about the story. I remember sitting down and reading, “Are You There God? It’s Me, Margaret” in the Kennedy Middle School library. We got a day to find a book to read … I remember thinking how amazing it was that I could relate to the main character. I remember reading Sandra Cisneros, “The House on Mango Street” [and] having the simplicity of the language change my life, and then from there, it sparked.

WW: What is your favorite book you’ve written and why?

At the time, they all felt like they were going to be my favorite but if I had to go back, [it would be]“Tell Me Something Real.” It took place in Albany … It’s very obvious that the setting is West Albany High School, although I don’t say that. It meant a lot to me, [and] I think that it might be one of the truer novels that I’ve ever written.

WW: Where can people find your books?

I didn’t know there was one in the West Albany library, so I guess there, and they’re for sale on Amazon either through the Kindle or physically. I think you can buy them at Smashwords too.

WW: Are you writing / brainstorming a new book?

I am. I have, like, six [books] in the works right now. One of them is set in [Lake] Tahoe, one of my favorite places…It’s where I met my husband. I’m actually trying a nonfiction based on the six word memoir on teaching, [too].

WW: How has being an author helped you as an English teacher?

I really want kids to like writing, so I struggle when they just don’t want to try. I try to always make something a little bit fun and I try to remind

myself that writing is an exercise that does nothing but help people if they can do it. It’s demanded in schools, it’s a very arduous task that some people hate. I would just really love for them to see the joy in writing, which is why we spend a lot of time reading in my class, too. If one person sees themselves in a book, and it sparks just a little bit of joy, and like, “Oh, maybe I’ll read a second book,” that would make me very happy.

WW: Why is it important to you that you write books?

It is a compulsion in the best way, that even when I feel down and even when I feel unsuccessful or like a failure. The very last book I released didn’t do well. People were really critical, it just kind of fell to the wayside. But even with that negativity, the physical act of writing and creating characters on paper, it feels like something that I have to do no matter what, even when they’re not successful.

Finding Local Magic

ALBANY WRITER KARELIA STETZ-WATERS’ EXPLAINS HER INSPIRATION AND CAREER

Story by Ariana Goettl, Photo used with permission of Karelia Stetz-Waters

Karelia Stetz-Waters is an Oregon writer and teacher at Linn Benton Community College. She writes books that mainly represent the LGBTQ+ community; the main leads are usually two women.

WW: Where do you get your inspiration for your books?

I get my information from reading other authors, especially romance…. There isn’t a lot of queer representation due to living in Oregon.

WW: What is your favorite book right now?

“That Summer Feeling” by Bridget Morrissey.

WW: Who is your audience? Does it have any specific age and/or identity?

In general, the audience tends to be between their 20s-50s and in the mid East… more women than men. I get a lot of queer readers.

WW: How did you get into writing?

I think I loved it ever since I could write or even before I could. Now I teach at a community college, and I love it. It’s perfect for me.

WW: Do you have a favorite childhood book?

I loved the “Chronicles of Narnia” by C. S. Lewis, and “The Fall of Troy”(Illustrated) by Peter Ackroyd.

WW: Is writing a full-time job for you, or just a hobby?

It’s in between the two. I teach full time, but spend enough time writing and make enough money that I could live off of it. So it’s a little more than a hobby.

Story and Photo by Braxton

“I’m reading ‘IT’ and it’s about seven kids and their journey of defeating a clown monster.”

Recommend? Yes.

“It’s called ‘The Kite Runner.’ It’s about a young boy living in Afghanistan. When the war started, he fled to America and left his best friend behind. [Later], he came back to try and rescue his son.”

Recommend? Yes.

“It is about a girl named Hazel Grace who has cancer and she goes to a support group with other cancer patients and she meets a boy named Augustus Waters.”

Recommend? Yes.

Sorry, I’m Booked

“There are multiple main characters, but it’s one kingdom fighting against another, and they’re trying to make an alliance. One kingdom is poor, so they need silver, so they’re trying to slaughter the other kingdom. The other kingdom wants peace, so they just want to balance.”

Recommend? Yes.

READING RECOMMENDATIONS BY STUDENTS ON CAMPUS

By Taylour Veith, Avneet Dhaliwal, Yesenia Rosas and Mika Winder

“The main character is the daughter of a man who is in charge of a group called the Uglies, who are kind of like bandit outlaws who do really cool things. But they’re not liked by noble people. Currently, the Uglies are split into two groups. One group is the evil, bad group. So, the father is trying to unite the rest of the Uglies.”

Recommend? I would. It’s nice when you’re trying to take a break.

“It’s called ‘The Road.’ It’s about a man who’s caught in an apocalyptic time and he and his son try to get to the coast during the story.”

Recommend? Maybe. It is interesting. Some parts can be boring.

“It’s ‘Death Note 13: How to Read.’ There’s not really a plot, it’s a guide to the original, which is about a high school student who finds a notebook that allows you to kill [someone] just by writing down their name.”

Recommend? Absolutely. It’s really good, and it really gets you thinking.

“I really like ‘Anne of Green Gables.’ The author explains things in a really pretty way. It’s about this orphan girl named Anne and she goes on a lot of adventures throughout the series. She gets into a lot of mischief.”

Recommend? Oh yeah, I totally would.

JUNIOR PAYTON BATES

SOPHOMORE PAIGE HARRISON

FRESHMAN BARBARA ROSAS

SENIOR VIOLET STENGER

JUNIOR STACY YAKAVENKA

SOPHOMORE AHRYANNA CRUISE

FRESHMAN ALI BOUCHER

JUNIOR LENA LARSON

The Paradox of Parasociality

TO WHAT EXTENT DOES AN ARTIST ‘OWE’ THEIR FANS A PERSONAL RELATIONSHIP?

Commentary and Illustration by Mika Winder

In July of 2023, the followers of singer and rapper Doja Cat were devastated after she made several public statements condemning them for, among many things, falling for ‘cash grab’ pop albums, calling themselves ‘kittenz’ as a fan name, and generally expressing a love for her and her work. She went as far as to tell fans to “delete [their] entire account and rethink everything” after being asked if there was a different fandom name she preferred. In response, thousands of fans did as she asked and unfollowed or deleted the accounts she had advocated for the removal of, and she came under heavy fire online for the incident.

Doja’s story was an extreme one, but many other artists have gotten into controversies for alleged or open lack of appreciation for their fans. Still, the question remains: what do artists really owe to their fans?

This situation creates a sharp contrast to the K-Pop industry, which has one main source of energy: the parasocial relationships that Doja Cat and others have been criticized for denying. ‘Parasocial’ relationships happen when a fan has an emotional connection towards a celebrity that mimics a relationship, but is ultimately one-sided. K-Pop groups can gain popularity through their music, but typically the members within a group must thrive and become famous primarily based on their public image. Whether through their ‘visual’, or a funny or cute personality, behind the perfect facade of the industry lies a vicious competition for attention. Western artists face similar hurdles, albeit with a less obvious system of favoring the ones who can appeal to others beyond the music.

over after the very first tweet, and some may think that this would be a good thing. There wouldn’t be any career to end for her without the fans that she has used social media to disrespect, after all. However, the high rates of mental health issues and common hiatuses for anxiety and depression among Korean idols and the culture that rewards beauty above talent aren’t ideal.

At the end of the day, stardom is a multifaceted topic that varies by culture and is controversial on many levels. Despite this, a middle ground can be found. Unlike the current expectations for K-Pop idols, artists should be treated like what they are–entertainers, not your friends.

Although her words may have come from a place of bad faith, Doja Cat’s tweet when responding to a fan asking for her to say that she loves her fans does have a grain of truth.

“I don’t [love you] though cuz I don’t even know y’all,” This is something that, although it’s harsh, many fans do need to hear. Especially in Korea, there have been stories of obsessed ‘sasaeng’ fans deluded into believing that their idols care for them personally.

This can lead to problematic and sometimes even dangerous behavior from fans. That isn’t always the fault of the artist, but it’s important to remind fans of their true relationship to the artists they follow.

If Doja Cat was a K-Pop idol, her career would have been

Doja Cat’s response to the controversy and her original tweets were not warranted. Even when considering the pitfalls of parasocial relationships, it’s important to have a level of respect and gratitude for the people who got you to the place you are now. However, this controversy sheds light on a larger issue regarding what it means to be an artist in today’s world, and how distant your favorite creators really are.

YOU CANNOT EXPECT PERSONAL LOVE FROM THE POLITICIANS YOU VOTE FOR, SO WHY EXTEND

FEEDBACK

25.

Controversial urriculum

THE DRAFT CONTROVERSIAL ISSUES POLICY: THE HISTORY, THE RECEPTION, AND THE BACKGROUND

On Sept. 25, the district office opened a work session to allow the community to comment publicly on the revisions made to the controversial issues policy. Many parents, community members, and staff attended the meeting with varying concerns.

Before stating any problems from the community, each speaker had to say their name and relationship to the district.

Guidelines were provided for those who chose to speak to stay on track during the conversation. The concerns the speakers wanted to address had to be concerned with the definition of controversial, the addition of parent notification, parent opt-out forms, and any other questions about the draft policy.

Many staff and community members spoke at the meeting, and those who did agreed that

this would be more work for teachers with parent notification in the policy. “I worry about the extra work that it will add for the teachers to include the notification,” Nick Anderson said.

The draft policy puts an immense amount of work on the teachers, and staff member Jodi Howell says, “The majority of parents also feel that it is unnecessarily overburdening for

By Gigi Roldan and Kayla Stefan

Kat Martinez, Amelia Brummer, Graham King, Suzanna Phillips, Heather Carmichael (counterclockwise from top right) speak about the revised controversial issues policy during the community listening session held at the district office on Sept.

OCTOBER 2

FEEDBACK SURVEY CLOSES

OCTOBER 7

FOCUSED SURVEY INFORMATION

AVAILABLE IN BOARD PACKET

OCTOBER 9

REGULAR BOARD MEETING

DISCUSS FEEDBACK SURVEY INFORMATION

RECOMMEND CHANGES VOTE ON POLICY UPDATES

teachers and also very subjective.”

However, that wasn’t the only concern that occurred during the meeting. Staff member Annelie Haberman mentioned that many topics discussed in the class are state standards. “Last year, I was told that when I was teaching a state standard, I was told that it was a controversial issue.”

In the classroom, each subject has a set of topics that need to be taught, which is what the state standards are. However, what happens when an issue is considered controversial but has to be taught in the classroom?

During a conversation with Superintendent Andy Gardner, he explained that if any topic came up with student curiosity, the teacher could allow the conversation as long as they remained unbiased throughout the discussion. Any non superficial exchanges that could be deemed controversial will require a parent notification before any class discussion.

Teachers will have to talk with the principal about why the topic should be discussed in class. Once the lesson is approved, the teacher has to send out a form of notification, most likely by email, to all parents a week in advance. Teachers will also have to create an alternative assignment for the students who may opt out of the lesson.

There are currently no guidelines determining precisely what defines a controversial issue, how often a student can opt-out, or how teachers should approach discussions that may be considered controversial.

According to Gardner, the next draft of the policy should include a

AFTER POLICY ADOPTION

EMAIL TO COMMUNICATE WITH PARENTS AND STAFF TRAINING FOR STAFF

better definition of what controversial is and will be sure to include the word “respectful” and not once use the word “indoctrination.”

Adding the word “respectful” will clarify the intentions of the policy while also removing the confusion from the community about what the board wants.

The word indoctrination has been afloat by community members because it may affect the students in the classroom. In the policy, to remove worry from parents and other community members, the board will avoid using the word indoctrination in the next iteration of the controversial issues policy.

The next revision will be discussed over the next few board meetings. Once the next iteration is complete, the district will send out email notifications to parents and then provide training for staff on the new procedures within the policy.

2023 2024

IN PREVIOUS EDITIONS OF THE CONTROVERSIAL ISSUES POLICY, THE POLICY SUPPORTED TEACHERS BRINGING CONTROVERSIAL ISSUES INTO THE CLASSROOM. THE DISTRICT ENCOURAGES UNBIASED, IMPARTIAL, AND SCIENTIFIC STUDY OF CONTROVERSIAL TOPICS.

A CONTROVERSIAL ISSUE COULD BE DEFINED AS AN ISSUE OR TOPIC CURRENTLY BEING DEBATED IN WHICH THERE IS HONEST DISAGREEMENT. THESE ISSUES ARISE MOST FREQUENTLY WHEN DIFFERENT INTERPRETATIONS ARE PROVIDED FOR A PARTICULAR SET OF CIRCUMSTANCES.

THEN NOW the policy vs

THE REVISED POLICY NOW PUTS DECISIONS IN THE HANDS OF THE TEACHERS.

TEACHERS WOULD BE REQUIRED TO DETERMINE WHETHER OR NOT THE LESSON THEY WISH TO TEACH IS CONTROVERSIAL. IF THE TOPIC IS IN THE PROCESS OF DEBATE, THE TEACHER MUST SCHEDULE A MEETING WITH THE PRINCIPAL AND DISCUSS A GENERALIZED PLAN FOR THE LESSON/UNIT.

ONCE THE PLAN IS SET, THE TEACHERS HAVE TO REACH OUT TO PARENTS AT LEAST 7 DAYS BEFORE THE LESSON IN QUESTION. TEACHERS NEED TO CREATE AN ALTERNATIVE ASSIGNMENT FOR THE STUDENTS WHO MAY OPT OUT OF THE LESSON. TEACHERS NEED TO PLAN FOR THE STUDENTS WHO OPT-OUT TO BE SUPERVISED OUTSIDE OF THE CLASSROOM.

A CONTROVERSIAL TOPIC IS ANY TOPIC OR PROBLEM SOCIETY IS IN THE PROCESS OF DEBATING ON WHICH THERE IS HONEST DISAGREEMENT

the definition of ‘controversial’

AS DEFINED BY THE SCHOOL BOARD

We are here tonight to listen to a policy that is being amended.

-Peter Epp

Public Hearing

“In our education system, there will be discipline for pushing their agenda on their students on a controversial issue.”

-Sarah Bates

“Our teachers are really who we trust.”

-Sarah Bates

-Superintendent Andy Gardner “

“Students know they are fully entitled to have their own values [and] opinions.”

-Jennifer Thibert

“I hate to have some of the constraints or preclude those spontaneous discussions.”

“As a teacher, I’m required by Oregon law to teach about controversial topics.”

-Jennifer Thibert

“Our teachers are exhausted.”

-Peter Epp

Community Response

“ “ “

Community members voiced their concerns on the revised controversial policy during a listening session on Sept. 25.

“Students are involved in social scientific discovery.”

-Allison Dean

“There are a lot of things that could be controversial.”

-Garrett Fletcher

“I have full authority over my child.”

-Peter Barclay

“There are already standards set in place.”

-Nick Anderson

“Does this policy permeate to the rest of the school’s policies as the guiding philosophy?”

-Garrett Fletcher

“I don’t think I need that experience to name a few things that should be common knowledge.”

-Peter Epp

“What are the concrete ways that you’re going to keep this policy from being used as a weapon?”

-Suzanne Phillips

“The school has to more or less babysit a child while everyone else is getting an education.”

-Nick Anderson

I want to congratulate the community, [and] express my appreciation for the dialog that occurred [during the meeting].

-Superintendent Andy Gardner

There was a sign up sheet located outside of the designated meeting room. Individuals had to sign up prior to the conversation to ensure they would get a chance to speak. Board members called someone's name, and then who would speak directly after them. Each member had three minutes to say their thoughts. They stated their name and relationship to the district. Many members worried about the definition of controversial and how the new policy would only add more stress to the teachers. As the meeting ended, there was still a chunk of time left in the session. The board then opened the discussion to anyone in the room, even if they hadn’t signed up initially. A few members spoke again while we had a few new speakers. At the end of the meeting, a student spoke out about how the draft affects not only the teachers and staff but the students. After the meeting adjourned, board members complimented the community for sharing their thoughts on how the comments added new perspectives and how the words would affect the next policy draft.

Andy Gardner with Conversation

Superintendent Andy Gardner provides insight on popular questions among the community about the controversial issues policy.

Gardner explained that the policy's purpose and goal was to engage with the community more.

“It falls within a goal, a broader goal, which is one of my three [main] goals of engaging the community,” he said. Gardner wants to include parents and community members in this revised policy.

Within the next revised draft of the controversial issues policy, Gardner wishes to include responses from the staff, parents, and community members: “We are going to actively incorporate the comments made [at the meeting].”

“I am so glad to see some parts of the policy regarding the free exchange of ideas [are] preserved”

-Jennifer Thibert

Gardner will indeed include " respectful " in the policy to create a well-understood draft with less confusion, while also making sure that “indoctrination” isn’t mentioned.

A recurring question among teachers is why the provided syllabus isn’t enough notification for parents. According to Gardner, the syllabus isn’t enough because high school is the only level where a syllabus is given to parents and students.

“I believe the high school is the only place where a syllabus [is] sent out to kids,” said Gardner. However, this policy affects the entire district, which includes the high schools.

If a controversial topic occurs in classrooms, teachers are expected to notify parents seven days before the matter is discussed. Gardner believes sending it out by email would be the most effective way. “We ask that parents read their email at least once a week.”

According to Gardner, when teachers send the notice before the topic, parents have enough time to read the email before the class discussion. However, suppose a parent accuses the teacher of not sending a notification. In that case, the teacher can still proceed with the lesson because it has already been approved, and a notice has been sent.

Controversial topics are still encouraged in classrooms. However, the new policy is allowing parents to have more involvement in what their kids learn within the school.

Photo by Greater Albany Public School's Website

SPANISH AND ENGLISH DEVELOPMENT TEACHER

“I understand the desire for the board to have a controversial issues policy,” Beiser said. Beiser believes that it is important that the policy is in place because of certain factors, such as religious, and political views.

ENGLISH AND HISTORY TEACHER

“It is unnecessarily overburdening for teachers and also overly subjective,” Howell said. With the new policy, teachers would have to be required to know what they will be teaching in class and then send out notifications on what will be conducted in their lesson. “I understand that some of the underlying foundations for [the policy] I do believe that parents should be involved.”

HISTORY AND CRIMINAL JUSTICE TEACHER

“I think when we try to avoid controversial issues it allows them to stay controversial in a sense,” said Marty Johnston. As a history teacher, Johnston teaches many subjects that can be controversial. “When I present historical events and patterns throughout history, I don’t present them from my perspective I try to present them the way they actually occurred, and to look at how these patterns are still present in American society today.”

HEALTH TEACHER

“I feel that there is some leeway in the subjectiveness of what a controversial topic is and what a timely warning is,” Halverson said. With the lack of definition in the policy, there is no clear line of what is controversial, “What’s controversial to you might not be controversial to me.”

EXPLORING AUTUMN’S TRADITIONS AND STAPLES ALONG WITH NEW WAYS TO CELEBRATE

West Albany’s Halloween Costume Predictions For 2023

Sophomore Kylee Courtright:

- Spider-Man from ‘Across the Spider-Verse’

- Art from ‘The Terrifier 2’

- Ghost Face from ‘Scream VI’

Sophomore Jade Fee:

- Jeffery Dahmer costume

- Oppenheimer

- The Little Mermaid from the new movie

- Joker

Freshman Lacie Manning:

- Old fashion horror movie costumes

- Wednesday Addams

Hauntingly Hip

The hottest Halloween outfits of yesteryears

By Cadence McAllaster

Let’s embark on a journey through the ages, guided by the specter of nostalgia. Our destination, a comparison of Halloween costumes, then and now. As we travel back in time, we will uncover how these costumes have adapted, reflecting the shifting tides of pop culture and societal influences. So, fasten your seatbelts, for we are about to unravel the captivating tale of Halloween costumes — where the past meets the present and imagination knows no bounds.

TrendingHalloweenCostumesOverTheYears

West

Albany’s Halloween Costume Predictions For 2023

Math teacher Cole Pouliot:

- Travis Kelce and Taylor Swift couple costume

- His son and his friends are doing a group costume with the characters from ‘Peppa Pig’

- “Whatever is cool on TikTok”

Sophomore Nora Howard:

- Wednesday Addams

- The little Mermaid

- Ghost Face

Sophomore August Slamp:

-Barbie and Ken couple costume

- Oppenheimer

Stitch Your Own

Why making your own Halloween costume this year is beneficial

By Yesenia Rosas and photos by Mollie Brown

October is here, with the leaves changing colors and the weather cooling down; creeping up on us is Halloween. The holiday comes with candy, festivals, and creative costumes some have been planning all year. The question is: are we buying or making the costume?

Sophomore Madi Brown feels very strongly about not just making your own costume, but your own clothes in general because of the uniqueness they bring.

“I feel very strongly about it because of individuality. I always want to stand out…It sounds really cliche but I love being super colorful and having something new,” Brown said. [It] just blows everybody away.”

Brown has been sewing her clothes

for most of her life, along with the majority of the women in her family sew.

“My grandma taught me how to sew and I would make pillow cases… it evolved into different stuff. I would make little stuffed animals with my aunt and little tiny purses and I just kept on trying to experiment with sewing and seeing what I could make,” she said.

Brown shares a few reasons on why making your own costume is exceedingly beneficial. She prefers making her own because it is exactly what she wants the clothes to look like.

“I have this vision of what I want [my costume] to look like, and usually the clothes [or costumes] you buy aren’t the same as what you would have in mind,“ Brown said.

In store or online costumes can be made up of very cheap and low quality material, but when making your own costume you can choose better fabrics.

”A lot of times the quality of them are really bad, and I just feel like it’s better to make your own,” Brown said.

Brown suggests making your own patterns. “I feel it definitely can be cheaper depending on where you get your fabrics and [since] I make my own patterns, that also helps [with the costs],” she said.

The fashion industry has its effects on the environment and making your own costumes and clothes can control that.

“It’s also better for the environment sometimes just with the cost of fast fashion,” Brown said. “A concern about making your costume is the amount of time it takes, but with patience you will finish with exactly what you want.”

In the Kitchen

Culinary and French teacher Jaqueline Kahler shared her personal galette aux pommes recipe with our staff, a dessert a bit like a French apple pie. “I do a pie crust from scratch and then you lay it down and cut apples, [and add] a little bit of butter and a little bit of brown sugar,” Kahler said. Whirlwind reporters Bri White and Helen Whiteside went to make Kahler’s recipe in West Albany’s commercial kitchen, entering with curiosity and seasonal spirit, and leaving with warm slices of a sweet appley treat and a bond with the baker.

Galette Aux Pommes

-1 pie crust (optional recipe below, can be store bought)

-2-4 peeled, cored, and thinlysliced apples (about 2 cups)

-½ cup white or brown sugar (¼ cup if apples are a sweet variety)

-¼ tsp salt

-1 tsp cinnamon

-⅛ cup flour

-1 tbsp butter

-2 tbsp milk

-Sugar crystals for decoration (optional)

Butter Pie Crust

-1 cup flour

-2 tsp sugar

-1 stick cold butter, cut in cubes

-4-6 tbsp ice water

-¼ tsp salt (omit if using salted butter)

Jaqueline Kahler’s French Apple Galette

An autumnal pastry recipe from culinary teacher and home chef Jaqueline Kahler

Story and photos by Bri White and Helen Whiteside

Culinary and French teacher Jacqueline Kahler spent fall days growing up pressing fresh apple cider with her family friends who owned an apple press. “[I] just remember us bundled up in our clothes out there pressing,” she said.

Along with fond memories of the past, Kahler has a collection of cozy meals she likes to make as the weather gets cooler.

“For the fall we get into soups and bread…[we] make dinner rolls from scratch and kind of fill the house with that smell of soups and chilies,” she said. “I like loaded baked potato soup, and I do a boeuf bourguignon,” she said.

Kahler also incorporates seasonal flavors into her culinary classes, assisting her students in making molasses cookies and apple crisp. “[The cookies] are very fall…I can’t really offer them in spring, nobody’s interested once fall and winter are over,” Kahler said.

To gather ingredients for her autumnal cooking, Kahler says she likes to visit Bose Family Farms here in Albany along with Greens Bridge Gardens in Jefferson, as well as spots with hot and fresh apple cider donuts to be had.

Homemade Pie Crust

1) In a food processor or with a pastry blender, combine the flour, salt, and sugar. Add cubed butter and pulse or cut until pea-sized.

2) With food processor running (or while mixing), add ice water and mix until dough begins to form a ball. Be careful to not overwork or overhandle the dough.

3) Transfer pastry dough onto plastic wrap. Gather and shape into a disk, wrap, and refrigerate for at least 30 minutes.

4) The dough will keep for up to three days in refrigerator. If completely chilled, let sit at room temperature for 30 minutes before using.

Galette Filling

1) Preheat oven to 400 degrees. Line a baking sheet with parchment paper.

2) Combine sugar, salt, cinnamon, and flour in a large bowl. Add thinly-sliced apples. Mix to coat the apples. Set aside.

3) On a lightly floured surface, use a rolling pin to roll dough into a circle, about ⅛ inch thick. It does not have to be perfectly shaped. Transfer to a prepared baking sheet.

4) Arrange the apples in a circular, overlapping pattern (optional) or just dump the apple mixture into the center of the dough, allowing a border of about 2 inches without apples.

5) Fold the edges of the pie dough in a circular pattern over the app) ples, allowing the dough to pleat and being careful not to create any holes where filling could seep out during baking.

6) Cut 1 tablespoon of butter into small pieces and place on top of the apples. Brush the exposed pie crust with milk for shine, then sprinkle sugar crystals (if using) around the edge.

7) Bake at 400 degrees for 30-45 minutes, turning down to 375 if the crust begins to brown too quickly. Cool to room temperature, slice like a pie, and enjoy!

Fall Festivities

What do people enjoy about fall traditions?

By Cale McLeod and photos used with permission of The Pedigree

Fall has finally shown its face with dark clouds and rainy weather, bringing about a time where people get together and celebrate, with many looking forward to various fall traditions that occur during the season. But what are they and why are they special to so many people?

Max White has been a teacher and substitute at West Albany for many years and holds many fall traditions close to him. “I like the fall season quite a bit,” White said. White gets to announce West football games and cross country that happen during the season. He even cooks for the people in his family over the season.

Math teacher Steve Ockerman likes fall and spends time with his family during the fall season, watching “Christmas Vacation” and football games. He even has his birthday during the fall. He loves Dia de los Muertos because of its cultural meaning. “Whatever is important to my family is important to me,” Ockerman said.

“

Alternatively, freshman Jorge Dunn doesn’t like fall.“It has too many leaves,” he said.” Instead, he says he enjoys putting up decorations, thinking his house looks bland without them.

WHATEVER IS IMPORTANT TO MY FAMILY IS IMPORTANT TO ME

“I try to help students as much as I can,” White said. “They [the students] treat me like family.”

Fall has many differing opinions on it, but it comes with lots of fun traditions that people celebrate for various reasons. Decorations, watching sports with their family, and dressing up in a polar bear all are different traditions that people hold close to them during this season.

Activities to Enjoy This Fall

The Turkey Trot is an annual run that starts at the Oregon Zoo, and goes to Rose Garden and back. Also another activity like this is to get prepared for Polar Plunge Jan. 1.

With Halloween right around the corner, pumpkin carving is very popular. The pumpkin patches around Albany offer great picks for Halloween, such as Bose Family Farms.

Fall is the start of West Albany’s sports. Support our school athletes with your voice and school spirit at school games over the fall.

In Oregon, there are many corn mazes. Many frights and chills await to anyone who enters. The Melon Shack in Benton County is a beloved one.

The 2022 fall food drive warrants tables stacked high with non-perishable food items.

Polar plunge supporting the Oregon Special Olympics gets promoted at a pep assembly.

Strong and Supportive

HOW ONE JUNIOR BATTLES SEASONAL DEPRESSION

Afew years ago junior Nox Raveling went with their brother for Mother’s Day to shoot with the trapshooting team for the first time. It was a year after that Raveling would find themself joining the team.

Now, a few years later, Raveling continues to participate in the sport, meeting up on Mondays and Wednesdays with excitement, standing at a shooting station, and shooting shotguns at clay targets.

Raveling, who hasn’t been formally diagnosed, experiences seasonal depression, otherwise known as seasonal affective disorder, as one of up to possibly 5.5% of people aged 9-19, according to the National Library of Medicine.

I KNOW ALL THROUGH MY LIFE I’VE KIND OF STRUGGLED WITH MAKING FRIENDS AND KEEPING FRIENDS, BUT SOME OF THESE FRIENDSHIPS HAVE LASTED QUITE A WHILE. “

SAD, as explained by Psychology teacher Kyle Hall, is the result of a vitamin D deficiency from less sunlight, which therefore causes a chemical imbalance; but also, the shortening hours of daylight and being able to do less outside can be a factor. For Raveling, it starts shortly after the start of the school year.

On days that Raveling has trapshooting, shooting at a target is a way to decompress.

“If something’s bothering me or I’m upset about something, sometimes I’ll kind of think of when I’m shooting at the targets as [a way to] kind of get rid of my problems,” Raveling said. “I’m shooting at my problem.”

Raveling attends therapy, takes medication, and has been diagnosed with severe depression.

Raveling’s mom, who also has depression, helped them find these resources.

“I was scared to talk to her, but it was a positive outcome,” Raveling said. “I realized,‘Oh, it’s not so scary. My mom loves me and I can always come to her about things.’”

Through trapshooting, Raveling has made new friendships and says they have become closer with the people on their team since their first day joining: allowing them to be part of a unique community of people.

Junior Max Jimenez describes Raveling as “very outgoing.” The two have been friends for roughly six years and credits them for making him a more social person.

Over the years, he says, Raveling has learned methods to cope with depression, such as journaling. Yet, there are also times when Raveling will shut down, something Raveling admits is true and is hard for Jimenez to watch.

“I know all through my life I’ve kind of struggled with making friends and keeping friendships, but some of these friendships have lasted quite a while. A couple of them my entire life,” Raveling said. “It’s like I know that I can count on those people to be there for me.”

While it is dependent on the person, Hall says there are many ways to treat seasonal depression. These treatments include healthy eating, exercise, lamp therapy, and maintaining a routine that can be disrupted by seasonal depression: something that Raveling personally struggles with.

As friends, Raveling and Jimenez will read or play Minecraft together, but separately, as well as having fond memories of taking trips together.

“The coast is always really fun. We always go down the beach,” he said. “They love the sunsets down there.”

Raveling says friendships like the one with Jimenez mean a lot to them, giving them a way to have fun, company, and be with someone who understands them.

“I hope that [my story] will help others reach out to people and realize it’s okay to feel the ways that they’re feeling,” they said, “and that no matter what, there’s probably someone out there that cares about them enough that they will help them.”

Story by Ming Wong and photo by Emi Ludlow

12% OF STUDENTS HAVE QUALIFIED FOR FREE LUNCHES AT WEST ALBANY THIS YEAR

Research, then React

650 MILLION SPENT FOR STATEWIDE FREE LUNCH FUND

100 MILLION SPENT FOR STATEWIDE FREE LUNCH FUND

QUALIFYING STUDENTS RECEIVE FREE MILK AND NO MORE THEN 40 CENT LUNCHES

27.40% OF WEST ALBANY IS NEEDED TO QUALIFY FOR FREE LUNCH SCHOOL WIDE

1300+ students gathered in the main gym with a row of junior and senior candidates sitting in a line below on Oct. 5. The student body elections began with applause from the crowd, which led to promise after promise from each candidate. The loudest and rowdiest cheer from the crowd, though, came from an unlikely topic: free school lunch.

When junior candidate Mathieu King tried to convince the students why he would be best to bring back free and reduced lunches, the crowd went wild. Promises of marching to the district office created an atmosphere of revolt and defiance, stirring the crowd to cheer for rebellion in pursuit of free lunches.

Here’s the funny thing: free school lunch is not out of reach, nor is the process complicated. It involves filling out a form that can be found at the front office or by clicking a link for an online form. If a certain threshold is met by kids who qualify, then it is required by the state for the district to provide the entire school funding for free lunches, which could also lead to funding for other programs though grants. Each student in the school is “worth” a certain amount of money, depending on attendance. By having the school qualify for free lunches, it raises the amount per student – giving the school more funds. There is no downside to having free lunches. The quality of food is not affected; it just increases the amount that the school has contracted with our food supplier.

all students focus on is the fact that it is not free, so the boldest promise of free food sparks false hope amongst the student body. Students become chaotic and bash the school or district for withholding this privilege from them, but it is up to parents and students to take the necessary steps to show that our school qualifies.

“[It] would be more reasonable to have free lunches for everyone.”

SOPHOMORE EDEN HART

“I [would] feel more inclined to eat lunch from the school if it’s free.”

JUNIOR ETHAN LEFFLER

FEEDING ALL OF OUR STUDENTS IS SOMEHTHING WE SHOULD JUST DO.

The reason the process is not discussed is because staff are not allowed to encourage individual students to sign up and fill the form out. The only thing holding us back from free lunches are the students themselves. We already have enough students to qualify, based on the number of feeder schools and Oregon’s schoolwide free lunch threshold. It is within reach. The Eugene district has decided to make free lunches available by increasing the awareness of the application process.

“I know a lot of people, who would really enjoy that.”

As uncomplicated the process for free lunches is,

Anyone who really knows how the process works, would look at the reaction of our student body getting riled up by false words as well as agreeing with the speech before fact-checking his words. Double checking sources is an important skill that is taught in school for dealing with situations like these. Not knowing how to gain free lunch caused the downfall of many students. Next time promises are heard, look at the background, research the topic don’t be neive and copy what you hear for it may not be correct. Spread the process and get the student body what it deserves: free lunch.

SENIOR DALAYNEE HOUSER

“Absolutely yes.”

Students get lunch in the West Albany Commons space on Oct. 10. Fewer than 500 school lunches are served in a day.

Fall Finds

Can you spot all 32 fall items?

3 scarecrows

4 green apples from woods teacher Kyle Hall

1 wooden sunflower house from librarian Kathy Winningham

1 harvest teddy bear from Latin teacher Margie Graves

1 turkey feather from science teacher Gareth Engler

3 white ghosts

3 tiny acorns

1 giant pinecone from science teacher Lucas Risinger

5 small pinecones

9 ceramic pumpkins

1 skeleton

1 turkey wearing a hat