IN THIS ISSUE Combat the change in weather while still looking fashionable without disobeying the dress code
As Rocklin Unified plans to increase technology usage, students will see changes in their education
8 Dare To Believe program works to bring together student athletes
Teenagers find new ways to take care of and prevent common skin issues
“Fun runs” provide a way to hang out with friends while exercising
Cover illustration by KAVYA PATHAK & EMMA RICHIE THE ROAR | Whitney High School | 701 Wildcat Blvd. | Rocklin, Calif. 95765 | 916-632-6500
ARIELLA APPLEBY, ABI BROOKS, SELENA CERVANTES, JENICA DODGE, HALEY ELLIS, OLIVIA GRAHL, SARAH HENSCHEL, CHRIS HERMANSKY, SAVANNAH HOUDEK, SYDNEY HUMPHRIES, THERESA KIM, TYLER KIM, KOLETTE KING, JACQUELINE LE, ARIANA LORDGE, RACHEL MACKENZIE, ALEX MUIR, ADITYA NIRGUN, HARMONY REILLY, ASHLEY RAYNES, ASHLEE REMINGTON, ABBY ROMANO, MACKENZIE SHALES, KALEEN SINGH, KAVLEEN SINGH, DESIREE STONE, CARSEN VAN DER LINDEN, SYDNEY ZACHARIAS
editors ILAF ESUF
SHAI NIELSON KAVYA PATHAK EMMA RICHIE
adviser SARAH NICHOLS, MJE
WHITNEY JOURNALISM We’ll keep you posted. Visit www.whitneyupdate.com for the latest in news, sports, entertainment, opinion and more
WHITNEY HIGH SCHOOL THE ROAR
The Roar is a student publication planned and produced by the journalism class at Whitney High School. The news magazine is an open forum for student expression. Student editors make all content decisions. Columns represent the viewpoints of individual writers and are not representative of the opinions of the student body, faculty or administration of Whitney High School or Rocklin Unified School District. Staff members of The Roar practice ethical student journalism by providing fair and balanced coverage as determined by community standards. Students working to publish each issue strive to achieve accuracy by checking sources, spelling and quotes as well as obtaining a variety of credible sources. The staff regrets any errors or omissions. The Roar staff gladly accepts letters to the editor, either by email or delivered to Room C-2. All letters must be signed by the writer and may be edited for length or content. Libelous or potentially harmful material will not be printed. Multiple letters about the same topic may not be printed due to space limitations or may instead appear on www.whitneyupdate.com. For information about advertising, including rates, sizes and discounts, contact The Roar at firstname.lastname@example.org. Visit www.whitneyupdate.com for news, sports, entertainment and more.
echnology has quickly become a part of our daily lives in a short time. We use it to communicate at any point in the day to make tasks simpler and to create a bridge between what seemed possible and what we can make reality. Now, as we enter a new age of global connection and growing capabilities in the palm of our hand, many are beginning to look to the future of our education system for the next step forward. Students already embrace the idea of integrating more technological aspects into our school system, making use of websites such as Edline to be up to date constantly on their grades, and sites such as Edmodo to talk with and ask questions of their teachers long after the school day ends. More and more teachers, such as Mr. Jon Bryant in his AP world history classes, have students take quizzes online rather than deal with the same Scantrons that were made for schools decades ago. But we can take it even further. This school, this state and the entire country needs to make a commitment to update each classroom to take advantage of every capability that’s available to us now where it wasn’t before. This is difficult now mostly because of the constant cuts to school budgets across the country. With the recent sequester being triggered in Congress, $1.2 trillion will be cut from the total federal budget. Education is cut 8.2 percent. Most of these cuts, unfortunately, force schools across the country to divert funds away from the technology that helps several million students learn every day. Despite these setbacks, we can all put pressure on those in charge
to make them see the wonderful opportunities we must grab in order to take full advantage of the times we live in. We have to make decision-makers realize that if we don’t try, we can never get to where we want and need to be. Technology integrated into the public school system is proving to be a large benefit to everyone involved. According to the website usnews.com, 78 percent of teachers who use computers in the classroom on a regular basis have said it improved the overall learning and comprehension of the material for their students. Students who used computers in an AP class saw scores raise by an average of .5 points on the AP test in their subject, with the amount of students scoring a 5 increased by 10 percent. Groups such as Chicago Public Schools have continually seen that schools with more computers and iPads available for students are also shown to have higher attendance among students compared to those that don’t. However, just increasing the budget for technology doesn’t mean much if teachers don’t know how to use the tools they are given. That’s why increasing funding for training teachers is important. With teachers who better understand how to use this new technology to it’s full potential, and students willing to use it to learn, there is so much we can accomplish. Having more technology in the classroom also prepares the students for their place in the 21st century workforce. Using the modern technology people use to accomplish their everyday jobs can help better prepare students with the kinds of skills they need to have in order to be successful in a future career. If students
a case for embracing technology in all aspects of
go into the world after getting an education using the same tools that students used in high schools 15 years ago, then they will be farther behind than those who have taken advantage of new tools such as computers, iPads and online discussion areas to enhance their learning and understanding in the subjects they are passionate about. Students with these kinds of tools and better learn critical thinking and workplace skills such as collaboration, problem-solving, communication and productivity. These kinds of skills are the things that will be used when facing real-world complexities. That’s why what you can do to help now is so important. With the coming of a new school superintendent, the opportunities to change how our school district looks at technology in the classroom are endless. The plans for wireless Internet are a big step forward in meeting student technology needs, but it’s just the beginning. Writing to the superintendent and the school board are good ways to bring attention to the issue. Talking to administrators about the electronic device policy matters, as most of us have technology with us that we aren’t allowed to use. Even doing something as simple as pushing a member of ASB to bring attention to it while they attend meetings is a great way to start. Sitting down at school board meetings with parents may make an even bigger statement about the needs of today’s students and the requirement of having good technology in order to truly succeed in today’s competitive world. We can all do our part to make sure 21st-century tools find their way to our classrooms.
WHS NEXT YEAR
Illustration by KAVLEEN SINGH
APRIL 2013 ISSUE 5
stronger for the
FUTURE Starting next year, it will be mandatory for all varsity athletes to take weights class Story and photos by ABI BROOKS and KAVLEEN SINGH
ith upcoming changes in athletics comes a change that will affect athletes’ class schedules as well. Teams will move from the Capital Athletic League to a new division, and all varsity athletes will be required to take weights class starting next fall. “Next year will be our last year in the current league, and we’ll be moving to a new league — one of the toughest leagues in the area,” athletic director Mr. Jason Feuerbach said. This new league is in the Sac-Joaquin section, which consists of 227 schools. In order to prepare athletes for the change, administrators mandated the athletic weights class to increase training time. “Right now, other than our football players and softball players, [which are] the two most successful programs on our campus other than women’s golf, our kids don’t train at all. Other than when they go to practice, there is no year-round training for them,” Feuerbach said. The athletic program is ranked fourth in its league. “Our league currently is not very good. We don’t have a very high power rating,” Feuerbach said. “I had to meet with the coaches [about what we are going to do] because I don’t think it’s fair for the kids to go into one of the toughest leagues and not be prepared athletically to compete.” This new requirement generated mixed feelings from students. “I’m bummed because it takes time
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wrestler Justin Rialon away from me being able to do ROP in the future,” Stout said. “I want to take other classes, and I’ll be losing out because I’ll need to be in weights,” JV softball player Ashley Stout said. Varsity basketball player Kat Nham, however, said this requirement is a positive addition for student athletes. “I think it’s a good step for the athletic program. Taking weights really impacted girls’ varsity basketball in a good way,” Nham said. Weight classes will be divided by sport and by specific skill sets. “The idea wasn’t just to slap everybody in one weights class, which is the conception out there right now. The idea was to take a class and make it sports-specific. We’re gonna have to get a little creative. basketball programs, for example, aren’t big enough to put 40 in a class, so I’m gonna have to combine them with something else. With my two volleyball programs, which have similar skill sets to basketball — you’re jumping, you’re on a court, you gotta be quick, you gotta be able to move and react — maybe we’ll combine volleyball and basketball,” Feuerbach said. The current plan is for Coach Mike Gimenez to teach the classes. Before counselors finalize the master schedule,
administrators plan to secure additional instructors.
WEIGH IN “I think it’s necessary because it builds the team to preform better when we’re out in the actual sport.” — Nick Leal, varsity football “The weights requirement is unfair. I feel like it’s going to interfere with my classes that I’m going to take for the next couple of years.” — Karishma Patel, JV tennis “I’ll do it because it’s required, but I don’t like it. It feels as if the administration is controlling the athletes too much.” — Brennon Hanson, varsity water polo
from engines to ENERGY
New science elective will bring business into the school setting
Story and illustration by SARAH HENSCHEL, ADITYA NIRGUN & ABBY ROMANO
day, that’s the business,” Hunter said. “It can give an insight into an industry they really want to be in.” A feature of the new class centers around improving energy consumption and educating students and teachers about how to use energy efficiently. “We’re going to look at energy usage, especially at the school and to reduce the bill for electricity,” Jones said. Currently, this school is ranked dead last in efficient energy consumption as compared to all of the 19 other schools in the district. The EPB class is planning to audit the school’s energy use and work with Skott Hutton, the district’s energy education specialist, to go from 19th out of 19 to at least 15th in energy usage. It is a central goal for the class and requires the students to apply everything they learn into accomplishing a very influential task for the community. Community service is also an important part of the class, as twenty hours of community service is part of each student’s grade. Ten hours in the fall and ten hours in the spring leaves students only five hours to complete for the graduation requirement. This class is suited for anyone who wants to explore a hands-on and business-style approach to learning or even wants to find a class that requires them to apply the things they learn. Hunter said, “I don’t know what the end result is going to be, which is kind of scary as a teacher, but I think we are going to make this happen.”
hen are we ever going use this? Why are we even learning this?” These common questions pop into the minds of students sitting in their math and science classrooms. It is understood that the application of knowledge learned in school will be important someday far away in the “real world” but often it seems so disconnected from daily life. The new Energy, Power and Business (EPB) class being offered next year is a fit for any students wondering how they can take their education to the next level. Mr. Bret Hunter will teach this class, as he initially came up with the idea after taking over the small engines classroom. “I was looking at expanding upon small engines, [to see] how can we apply and evolve it. I got feedback from a lot of students. Students wanted to do more, get out more and get involved more. I have a lot of family in the world of business and all the stuff that we were doing, I was seeing a direct relationship. I thought, ‘Why don’t we combine all this?’” Hunter said. As a result, the course covers multiple topics and skills and applies them to the world of business. According to Hunter, this hands-on and project-driven course pushes the limits of a high school class, intended to come as close to a real world business as possible. In addition, solar boat regatta
races, community service, energy consumption auditing and small engine repair are among some of the activities EPB will take on. EPB will replace small engines as a science elective. Its mouthful of a name manages to comprehensively describe the contents of the class. This class is geared toward juniors and seniors who are already familiar with higher levels of math and science. Hunter wants to focus on spending time using the knowledge, not learning it. “Energy and power have a huge, huge role in the business world. We’re looking to apply it in a real world setting,” Hunter said. “I’m just guiding it, but the students are essentially going to run a small business of bringing clients in and tuning up their lawn mowers or weed whackers.” This student-run business activity will give students an understanding of the way businesses work and the kinds of jobs they demand. “It will also allow us to use what we learn in school to accomplish real tasks and make use of our individual skills,” junior Mason Jones said. Applying knowledge learned from the classroom to the real world is an important aspect for the new class. “Some people might be [afraid] of the greasy stuff, but in the business world there are lots of important roles in which some people are salespeople: outgoing and talkative, and some want to sit in the back and sharpen the blades and change the oil and do hands-on work, but at the end of the
Business: The inner workings of business are explored. Management, operation, common jobs and roles of workers are all introduced to students. Power: The specifics of electricity, wiring, circuitry and AC/DC currents will be taught, as well as how students can use that knowledge to improve the energy consumption of the school. There are also some aspects of Small Engines that will be incorporated.
Energy: Students will learn about various sources of energy such as coal, wind, solar, oil and nuclear and become experts on alternative and efficient energy. The class will focus on renewable and nonrenewable resources, where we get them, and how we use them.
APRIL 2013 ISSUE 5
NEWS District searches for a new superintendent story and photo illustration by JACQUELINE LE
fter 38 years as an educator and administrator, Rocklin Unified School District Superintendent Kevin Brown announced he will retire at this end of this school year. “I have been blessed to be a part of the Rocklin community. It is a wonderful place to live and work,” Brown said. In the past, the district has done a lot of hiring from within, meaning the person filling a position would have already worked here in the past. However, due to the need to expedite a hiring for the superintendent for the 2013- 2014 school year, the district hired a search firm to assist in the selection process. The firm, The Cosca Group, organized a handful of public meetings and requested written and verbal feedback from Rocklin residents, students, teachers and administration. With that information, they are actively recruiting from other school districts a number of candidates that appear to meet the
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district’s particular needs. Through an intense interviewing process, the school board will eventually decide upon and announce a new superintendent. Art teacher Ms. Lindsay Atlas is part of the organization and has attended a few meetings. In the meetings, they discussed a range of qualities the next superintendent should have. In her opinion, three words that would best describe the next superintendent are: sincere, objective and progressive. “Of the many qualities discussed, included the importance that the man or woman who applies for the position has previously been a classroom teacher themselves. Obviously I would like the new superintendent to have reverence and concern for all students’ education in the visual and performing arts,” Atlas said. There is also a range of expectations for the person who acquires the position as superintendent. One area
in which there has been significant dialogue at all levels is the desire for a superintendent with a vision to help transition into a technologically avant-garde district. “I’d think it would be pretty cool if students have wireless technology and upgrade to wifi connection instead. Things would work faster and be more advanced,” junior Rich Pham said. Brown said he believes that the board will continue to sustain and progess to do well after he retires. “Rocklin is very fortunate to have such a professional, caring and engaged Board of Trustees. They are extremely committed to serving the best interest of students. I have thoroughly enjoyed working with them during my time here in Rocklin and know that they will continue to do good work for the district after I’m gone,” Brown said. The process of the search is expected to result in an announcement of the new superintendent in early May.
FUN story by JENICA DODGE AND HALEY ELLIS
nstagram is clogged with pictures of the post-race. Facebook is filled with photo albums of last Saturday’s fun run. Twitter is overloaded with tweets wishing to sign up for the Color Run. Fun runs provide a great way to socialize with friends, create memories, and get in shape. These novelty runs have inspired people of all ages to get active. Fun runs are a healthy, beneficial trend that is beginning to take over America.
Sierra Jarratt and Hailey Leach participated in Run or Dye on March 16, 2013. Photos provided by HAILEY LEACH
CINCO DE MILE
TAKE ON THE NIGHT
Distance: 5K (3.1 miles) Date: May 4 Price: $35 Time: 8:30 a.m. Location: 830 Groveland Lane in Lincoln. Notes: 100% of the proceeds are being donated to Lincoln Crossing Recreational Development Foundation.
Distance: 5K (3.1 miles) Date: June 14 Price: $60 Time: TBD Location: Placer County Fairgrounds: 800 All America City Blvd in Roseville. Notes: Come dressed in white, black, costumes because by the end of the night, you’ll be glowing.
COLOR ME RAD
SACRAMENTO FOAM FEST
Distance: 5K (3.1 miles) Date: May 27 Price: $40 Time: 9 a.m. Location: Sacramento Raceway 5305 Excelsior Rd. Notes: Proceeds benefit the Special Olympics. The Color Bombs start flying at 9 a.m. with waves every half hour. After the race begins, runners are getting splattered with paint every few minutes. Wear a white shirt.
CHECKLIST FOR RACE DAY o Proper running shoes o Water o An ID
Distance: 5K (3.1 miles) Date: Sept. 7 Price: $50-$60 ($10 discount if you sign up as a team) Time: TBD Location: TBD Notes: Wear clothes you can get muddy and foamy in. Food is provided afterwards. Obstacles included are the death drop, slip ‘n slide and mud pits.
Why do YOU like FUN RUNS? “I need to run and it’s fun to get out there and win a race in the off season.” — senior Megan Hall
o Change of clothes o Cash o Snacks (fruit, nuts, protein bars) o Bib number o Timing chip (if provided) o A bag or backpack to carry it all
“A lot of my friends do 5Ks and i get to go run with them.” — sophomore Eric Leverenz “I like to get exercise and see the scenery on the courses.” — freshman Isaiah Hanna Sierra Jarratt and Hailey Leach
APRIL 2013 ISSUE 5
going for the
Dare to Believe program works to bring student athletes together
photo and story by ARIELLA APPLEBY & THERESA KIM
mass of maroon and gold fill the stands as hundred of students yell in unison. As athletes hearts beat with the same passion at sports events they “Dare to Believe” that they can make it in the world of competition, they believe that they can come out on top. Athletics Director Mr. Jason Feuerbach created the Student Athletic Committee so athletes can work toward their goal while balancing school and sports. “As soon as I knew I got this job, I started working on Dare to Believe. It was a new thing created for students to have a say [in things that involve their future here as athletes] and have fun. Members from the leadership committee and athletics are on the SAC. Each team captain is on the committee,” Feuerbach said. The amount of members in the committee changes with each season of sports that pass. At the moment there are only four athletes on the committee who dedicate their time to create a voice for Whitney athletes. “We have [four] members from leadership [who are all athletes], but it depends for each season. In the spring we have 16 members and in the winter we had six members. Next year we might have the teammates vote for one member on the team to be on the SAC,” Feuerbach said. Committee members Cody Moffitt, Whitney Andrews, Devin Valdez and Mikayla English have worked to improve athlete recognition and training. “(As) the athletics commissioner, I work on athlete recognition. I hold team captains’ meetings for each season. I
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work with Feuerbach and I’m in charge of arranging the student athlete activities,” Moffitt said. They plan lunch for any team that beats Rocklin, award an Athlete of the Month, and have an informational booth at Showcase Night. Recently they started a new event called Senior Athletic Bowling Night. “We had about 50 senior athletes get rewarded and they got to go to Strikes. It was only five dollars and they got T-shirts and we had a big bowling tournament. The winning team got Senior Ball tickets,” Moffitt said. With their main goal to assist the athletics director, committee members try to do what they can to improve the department. “We try and get more people to help athletes and we try to get more athletic gear for [them],” Andrews said. Also their goal as a committee is to try to create a closeness between all the athletes. “We are trying to have a single motto for all the teams on campus so that we can have school unity. Before, we used to have it segregated where football and cross country wouldn’t know members on the teams or soccer and volleyball wouldn’t even know each other. We were trying to get (the teams) to become one so they can support their school and support each other’,” Valdez said. Dare to Believe was an idea Feuerbach created to give students a voice in what they do. Dare to Believe is designed to give athletes a chance to be proud of what they do here, and motivate students to work harder make Whitney
a better athletics school. “Dare to Believe is trying to encourage athletes to try to go to a new level, to challenge themselves to get better. The reason why we started that was because we are actually on the map as far as school in athletics now and people know who Whitney High School is. We’re the new competition that people want to beat. So in order for us to beat all these teams we have to work harder than we ever have before,” Valdez said. With the expectations for the athletics program, weights classes are becoming mandatory for each individual sport. The committee also have ideas for changes to make in the weight room and in the gyms. “At Sleep Train Arena they have Kings banners on the lights. We are going trying to get those here and look more professional,” Valdez said. Committee members want to see improvement come out of their hard work and more unity. Seeing more people come out and support when there are home games taking place. “I’d like to see more people at the games,” Andrews said. The committee wants more unity among the athletes, making them a bit closer. Moffitt said, “I would like to see the buy-in from athletes improve a little bit so that everyone is on the same page and everyone is motivated more and try to come together as a family.”
STRETCHING THE New athletic training class offers possible career training for students story and photos by CHRIS HERMANSKY, TYLER KIM & ALEX MUIR
s the school continues to grow both academically and athletically, starting next fall a new athletic training class will be offered to sophomores, juniors and seniors who have taken both biology and chemistry, and also can maintain a 3.0 GPA. Anatomy and physiology are also recommended before taking this class. This class will prepare students who wish to major in sports medicine or physical therapy. This class will not in actuality train athletes. Those who wish to gain knowledge on how to become an athletic trainer should apply. for this seminar outside of class. Students taking this class will earn community service
hours for their work and also a $100 scholarship. Students will learn how to treat and manage basic injuries. They will also learn how to wrap ankles or wrists, apply sports medicines and how to navigate an athletic training room safely. Students will also gain hands-on experience working as a student trainer at sports games and practices. Basic CPR and first aid techniques will be taught to students taking this class. Physical trainer Mr. Matt Laux said, “It will be good to have a student trainer at every practice and game to help expand the coverage. With more trainers, the coaches can concentrate on coaching, and we can help manage the health of our athletes.”
NO PAIN, NO GAIN
here’s what they SAID “It’s something I want to do in the future and it would look good on a job application.” — sophomore Cole Aidnik “I am interested in taking the athletic training class because I love to exercise and help others and also work with people.” — sophomore Jazmyne Harris
Youth sports participation has been on the rise. But not everyone follows best practices for athletics, causing serious health risks for youth athletes.
“My sister is a physical therapist, so I thought it would be interesting to take. Also I want to go to college for kinesiology.” — sophomore Daniel Jones
high school athletic injuries per year
of all sports injuries are preventable with proper preparation
of sports injuries are caused by simple overuse
there has been a fivefold increase in the number of serious shoulder and elbow injuries among youth baseball and softball players since Source: http://www.stopsportsinjuries.org/media/statistics.aspx
of basketball players are injured while playing
of soccer players are injured while playing
hospitalizations per year
of baseball players are injured while playing
of football players are injured while playing
500,000 doctor visits per year
athletes under the age of 14 receive medical treatment
21% of all tramautic brain injuries occur from youth sports participation
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WHITNEY HIGH SCHOOL THE ROAR
story and photo illustration by KAVYA PATHAK & EMMA RICHIE
s technology becomes more prevalent in the professional world, it also has become a larger presence in the educational system. Modeled after the Washington State K-12 Technology Standards, Rocklin Unified School District has planned to implement an increase and upgrade in technology throughout the district starting in June and ending in two years. With the goal of integration of technology into the classroom and education in digital citizenship, the district, led by the RETT (Rocklin Educational Technology Team), has structured a plan which contains provisions for district-wide wifi for schools and introduction of upgraded technological devices possibly including newer computers, tablets and interactive whiteboards. “Specific devices are less important to the plan than the idea of implementing the best technology devices to meet the curricula and student needs. The devices could be very different based on the grade level, subject matter, needs of the school and student needs,” Assistant Principal in charge of technology and RETT member Ms. Sherry Mauser said. In implementing these new devices and technology, the district has budgeted over six million dollars from the general fund to pay for various costs, including additional personnel, increased training for teachers, new equipment and wireless infrastructure. “Some of the money used to fund this program will be federal money given through the E-rate-able program. When we spend on technology, we get money back from the government,” Deputy Superintendent Mr. Todd Cutler said. Over three years, the district plan on spending $750,000 per year for the next three years on new equipment, as well as $300,000 spread out over the next three years on districtwide wifi. “The district plans on rolling out the wifi by June of this year, and to do that, we will need back end servers to accommodate the increased server traffic and will need to increase out bandwidth from 50 megabits for the whole district to 150 or more. We will also need wireless access points, extra hardware and electrical power, as well as security software, or anyone can hack into our network,” network coordinator Mr. Leonard Lee, said. In order to fully implement these changes throughout the school, piloting programs must be tested first to ensure the efficiency of the system. “We pilot all programs at first by adding new technology in one place, like one classroom or lab, before rolling out the rest of the technology into the whole school. We will be piloting the wifi program in the cafeteria, library, theater and computer labs first. For other equipment, like tablets, we would have one teacher use a tablet in class with different sites, like Edmodo and see how it works,” Lee said. This introduction of technology will lead to fundamental changes in the standard classroom setting. “We will see a different type of classroom. Tablets and phones will be like pencils and textbooks,” Cutler said. Reasoning behind such measures stems from the new state-wide Common Core standards. Common Core is a new education system geared towards providing students with a real-world understanding of concepts.
As Rocklin Unified plans to add new technology in classrooms, students will see changes in their education
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“There is a lot of technology in Common Core standards, especially in math, and with technology, students can access apps online for simulations. The goal of Common Core is to integrate technology at an early level for real life applications, which is called modeling,” Mrs. Janice Stadler said. Advancing from the standard methods of teaching, Common Core seeks to build on basic knowledge with increased technology use for the purpose of allowing students to greater understand concepts. “I believe (the technology plan) will be a great enhancement considering the changes being made with the implementation of the Common Core and the depth of knowledge responses required of students,” Mauser said.
How the changes will affect us Though there are still many ways in which technology could be brought to campus, teachers already use many different technological applications in daily classroom activities. “In AP Microeconomics we use Coursera, which has online college video lectures and quizzes, in AP Calculus BC we use Edline to access homework and worksheets, in anatomy we use computers for research projects, and in AP Physics B we use Webassign for homework and classwork, as well as Thunder physics for video lectures,” Romey Kang said. Along with online resources, teachers use school supplied technology as well. “I use the projectors, Powerpoints and doc cams mostly for notes or doing problems. We use computers for virtual labs. We use Moodle in AP Chemistry and we’re trying to get Chemistry on that track too. We’re trying to get it to where you can actually do quizzes online so that students can do quizzes for homework,” Ms. Kaitlin Lapachet said. The integration of smart phones and tablets into the classroom as part of the district’s potential technology increases can aid teachers and give feedback. “If I put a question on the board students could text in their answer to get instant feedback so I can see if everyone understands or if I need to go back and re-teach things,” Lapachet said. Interactive use of technology in class could also increase students’ abilities to decode difficult information that they might otherwise miss in the standard classroom. “If students had access to in-class tablets, I would have them use an app called Cerego, which uses brain based learning to let students make their own digital flashcards to help them memorize facts efficiently. It’s a powerful way to
BY THE NUMBERS
dollars will be spent in the next three years to fund new equipement and teacher training
megabits of bandwidth needed to support wifi on campus The RUSD technology plan will be implemented across the district by
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make kids create different modules based on different ideas, and this use of technology gives students a good basis for facts,” Mr. Kesham Zawacki said. In addition to increasing effective learning, new technology could be used to circumvent traditional technology based problems. “Two weeks ago, when the computers went out, AP US History had no lesson because Mr. Bannister needed the Internet. If we had wifi or tablets then we could have done the lesson on our phones or tablets,” Roshni Mallick said. Typical problems such as missing notes during absences or inability to keep up with the lecture could be resolved using technology. “For classes like chemistry and AP Biology, interactive whiteboards would be good for interactive learning. You could get more detailed notes. If you were absent or couldn’t keep up, it would help if you could get the notes online, which you could do with the white board and the wifi,” Jonathan Kiger said. Despite the potential benefits of the plan, there are still possible drawbacks due to the costs and implementation. “I love technology but I see a lot of people embrace technology for the sake of it, without seeing if students benefit,” Zawacki said. “The logistics of using expensive equipment and paying for it are hard though, particularly at a big school.” Technology in classrooms could also become a distraction to students. “(The district) would have to monitor students’ use because with wifi, students could easily go on Instagram and Facebook during school,” Jade McVay said. However, technology plans more extensive than this have already been proposed and implemented in other schools such as Leonardo da Vinci High School in Davis. “ I visited the school to observe. It has 500 students and the school gives everyone a laptop. All assignments are digital and digital drop boxes are used to turn in work. All students use digital textbooks. It seemed like the kids were really engaged. There was more flexibility, more presentations and more of chance to be creative due to the technology available.” Zawacki said. More opportunities for advanced learning come along with the increased technology. “I’m excited about the technology because I want to have students create more and be more responsible for their learning,” Zawacki said. “In this day and age, an important skill is learning how to learn. Technology provides for organic ways of doing this as well as sharing cooperatively.”
Here’s what students can expect to see in the next few years, and how much these changes will cost.
Students, including Kylie Borchelt, already use technology like tablets during class, though this usage could increase under the new plan Source: http://www.rocklin.k12.ca.us/AD/DO/IS/ PDFs/technology_plan.pdf
Tablets and interactive whitebords, along with new computers, could be integrated into classrooms
300,000 dollars will be spent in the next three years to fund wireless infrastructure throughout the district
cell phones “Smart phones can be a great tool in the classroom when used to enhance learning or to provide immediate feedback on assessments. However, the use of technology does need to be closely monitored and if this is not done, most students will take advantage of the opportunity.” — Mr. Tony Bannister “Everybody and their mother has cell phones today, teachers at school act like we live in the 18th century or something.” — sophomore Charlotte Jacobs “Nowadays everyone has a cell phone. I doubt that most people turn it off, let alone put it on vibrate. People are constantly checking their phones for whatever reason. It is like an addictive habit – people are attached to their phones and their phones are attached to them.” — Mrs. Jennifer Reasner “We use cell phones in publications for contacting sources and checking information. We also use Instagram to post photos as events happen as a way to keep people updated. Folllow @detailsyearbook.” — senior Natasha Shtevnina
Students, teachers discuss campus policies on electronics
tablets “I like that there are programs on the iPad where you can read and annotate on the side. I would like [if all students used tablets], but I don’t know if every student has access to that. If the school could provide every student with access to tablets, or a class set, that would be awesome.” — Mrs. Kimberly Karver “Tablets are a helpful way to learn and should be allowed. Teachers don’t usually mind it when I use mine.” — sophomore Brandon Raynes “Kindles are really nice, especially or reading. However, it makes it a bit easier to get stolen since you can’t put it in a pocket like you can with a cell phone.” — junior Shelby King
headphones “Without music I’d probably go insane, but I do understand where teachers are coming from when they say no iPods allowed. I’ve seen some kids miss an entire lesson in class because they were off in their own little world on their iPod.” — junior Alyssa Mann “I strongly dislike iPods and my students always disagree with me. Students do tend to focus more with music, but iPods offer an excellent method to cheat.” — Mrs. Abby Pena “I tend to focus more with music rather than trying to sit through a quiet class. With music I won’t get easily distracted or constantly look at the clock. — junior Devin Valdez
Story and photos by ASHLEY RAYNES, KALEEN SINGH & HARMONY REILLY
hen the warning bell disrupts the morning peace, it signals students to go to class. But it also serves as a warning to put away cell phones and other electronic devices. In the student handbook, the policy states these technology items are not permitted during the school day. But the reality is that students and teachers see benefits to music players and e-readers. A new study from the Pew Research Center (February 2013) shows that more than four in ten teachers report the use of e-readers and tablet computers in their classrooms or to complete assignments. With the possibility of a wireless campus next year, key concerns remain about what to allow and how to monitor it — as well as how to make these technology tools available to all types of students regardless of the cost.
APRIL 2013 ISSUE 5
Road finding the
BEST traveled by
Roxy Azar, like numerous seniors in her position, must decide which path will lead her to the perfect college choice MAJOR — Molecular Biology ACCEPTED TO — UCLA, UC Berkeley, UC Irvine, UC Davis, University of the Pacific, Notre Dame de Namur, University of Oregon
story and photo by SHAI NIELSON
CAREER GOAL — Anesthesiologist
Scan this code to learn more about how you can pick the right college for you at npr.com.
A CI PER
“I kind of applied all over the place in terms of locations. Ideally I would like to go to city so I can get a different experience than the suburbs that I've been accustomed to.” CITY POPULATION — Davis: 65,622 — Berkeley: 112,765 — Los Angeles: 9,962,789
“Financial aid will be a big factor in my decision because the cost to go to college is going up everywhere. Any little bit I can save will help tremendously in the long run.”
“My parents want me to go to UC Davis, but it's my decision and my parents know that. I will consider what they have to say, but it's something I have to do by myself.” DISTANCE FROM HOME (miles) — UC Davis: 49 — Notre Dame de Namur: 136 — University of Oregon: 460
“No matter what, at the end of the day my decision will come down to financial aid.”
“Personal preference wise, I just want to go somewhere with good programs in the sciences so that it will help me when it comes time to apply to medical school.”
TUITION COSTS — University of Oregon: $9,258 — UC Berkeley: $12,946 — University of the Pacific: $37,800
WHITNEY HIGH SCHOOL THE ROAR
building the future through
COMMON CORE New standards prepare students for the future story and photos by ARIANA LODGE ASHLEE REMINGTON & MACKENZIE SHALES
alk of new standards are floating around the school. A new school year means big changes, but in the 20132014 school year, every math and English class is going to be drastically different. New Common Core Standards will be implemented in both of these classes. These standards come from a state-led movement to create a single set of educational standards for kindergarten through 12th grade. These standards focus on English language arts and mathematics. According to the Common Core website, these standards are intended to “provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” Forty-five states have adopted the common core standards. California adopted the standards in August of 2010, but they were not approved until March 7, 2012 by the State Board Of Education. California plans to implement these standards in the 2013-2014 school year. The Common Core standards are the first step in proving our young people with a high-quality education” stated the Common Core website. Common Core standards provide clear expectations for the students, teachers and parents and show students what is Common Core English Standards:
• • • •
Classic myths America’s founding documents American foundational literature Shakespeare
Common Core Mathematics Standards
• • •
Vector and matrix quantities Congruence Building functions
expected of them. Teachers are expected to use the Common Core standards to ensure students make progress each year and are prepared to succeed in college and in a modern workforce. “(The Common Core Standards) provide all students with an equal opportunity for an education, regardless of where they live,” Calculus, Pre-Calculus and Senior Geometry teacher Mr. Joel Williams said. Although Common Core Standards equalize education for most students, it is not the most efficient for more advanced courses. “The Common Core creates viable arguments, supporting and modeling information applicable for everyday life. Most students are rule and procedure driven and this doesn’t promote success in the higher math courses.” Williams said. Williams supports the institution of Common Core in the next school year. “I absolutely support the change. It’s a better way to learn,” Williams said. These new standards don’t just affect the classroom, the affect state testing as well. In the next school year, states nationwide will replace their existing state test for one of two new exams that test knowledge in the Common Core standards. Unlike most tests that use multiple choice answers, the new exams will test the critical thinking of students and ask them to defend their reasoning. The testing experience is going to be completely different because instead of filling in bubble scantrons, the tests will be given on the computer.
Check out all the common core standards in this free app
Scan the code to learn more about the common core at corestandards.org
APRIL 2013 ISSUE 5
asey eep it C
Sara K er of Mill
story and photos by DESIREE STONE & KOLETTE KING
opping in from store to store at the Roseville Galleria, students fill out endless applications in hopes of just one interview. But the stressful search isn’t for everyone. Several students have turned their everyday hobbies into businesses. From selling iPhone cases to making hair bows and even selling 3D printers, student entrepreneurs are on the rise, turning their interests into profit. Keep it Casey Sophomores Sara Miller and Samantha Smiley make iPhone cases and sell them on Etsy, an e-commerce website focused on handmade or vintage items as well as arts and craft supplies. These items cover a wide range including art, photography, clothing, jewelry, food, bath and beauty products, quilts and toys. Originally they made playful, bedazzled cases for themselves. It all began last May when the two of them were bored one day. “We wanted new cases for our own phones, so we decided to go to Michael’s and buy some stuff,” Miller said. After they made the cases, a couple of their friends wanted to buy one, thus beginning Keep It Casey. Although their business only makes a little profit, an average of $20 per case, Miller and Smiley said they don’t mind at all. “Even though we don’t make that much, we don’t care. It’s fun doing something we both enjoy doing,” Miller said. Their cases usually run from to $15-25, depending on the intricate design the customer asks for. They plan to expand their business ventures. “We’re trying to get our cases available for sale in a store in Capitola,” Miller said. 3D Printing Sophomore Caleb Cotter also has a rare form of income. He works for a 3D printing company and sells them to people who then put them in their homes. It started out of a meetup group in Rocklin about two years ago, but the business did not officially begin until about a year and a half ago.
“A 3D printer is a machine, basically a factory in your desktop,” Cotter said. The process is rather simple. Online, the computer downloads an object and prints it. The 3D printer actually builds the object. For example, a bracelet gets downloaded onto the computer and, after pressing print, the bracelet will slide out of the printer in 20-30 minutes. The printers range in price depending on the model type. The base model is usually around $400 and a more advanced model is around $1,000. Cotter and his company actually hold the record for the lowest price of 3D printers. Starting up a business while juggling academics and other activities may be hectic, but Cotter manages time for his business. “I love it. It’s my passion. I go [to work[ all the time. It’s just what I do and I have a ton of fun with it,” Cotter said. Bows to Go Last year, freshman Chloe Parker began creating and designing her own hair bows inspired by a member of her favorite band at the time. Originally she began making the bows for herself, testing out her sewing skills. After high praise and an abundance of compliments on the unique patterns and combinations, she decided to start selling them. Selling the homemade bows soon became a real business. Parker’s bows are featured on storeenvy.com and she has a Facebook page along with her main promotion source — word of mouth. Parker’s website is www.bowstogo.storenvy.com. There, she advertises her products for no more than $5 per bow. Even though she does not see herself doing business as a longterm moneymaker for the future, Parker said she is enjoying her current success.
How to build your own e-commerce business Step 1: Visit www.freewebstore.org. Step 2: Click “Sign Up Now.” Step 3: Choose one of the three design options. Step 4: Enter the details of your business. Step 5: Build your store. Then you’re ready to promote your product on Instagram, Facebook and other social sites.
WHITNEY HIGH SCHOOL THE ROAR
Instagram: @keepitcasey Sara Miller & Samantha Smiley Facebook page: Bows to Go Chloe Parker Storenvy site: Bows to Go Chloe Parker
Combat the change in weather without disobeying the dress code
story and photos by ILAF ESUF
“(Skirts) shorter than mid-thigh are prohibited.”
according to the student handbook
Maxi skirts are a great alternative to mini skirts and are currently trending. However, if you would still like to wear mini skirts but they are shorter than mid-thigh, throw on a pair of tights underneath. Tights come in a variety of colors, styles and prints and can be purchased from most stores (even Wal-Mart or Target).
how to combat it
SHORTS “Shorts shorter than mid-
follow these PINTEREST boards for dress code approved inispiration
thigh are prohibited.” according to the student handbook how to combat it Try purchasing mid-thigh
shorts from stores such as Pac-Sun or American Eagle. However, if you are unable to purchase these, you can easily wear tights underneath the shorts. Tights, which come in a variety of colors, styles and prints are a great way to cover up without adding length.
“See-through or fish-net fabrics, halter tops, off-the-shoulder or low-cut, tank tops, torn off sleeves, bare midriffs and shorts shorter than mid-thigh are prohibited.”
how to combat it: (for ladies)
The school administration clearly does not care for the current trend of cutout shirts. However, you can still wear them by wearing a cami or tank top underneath the shirt. If you want to wear a tank top as a statement piece, wear a cardigan, shrug, or unbuttoned shirt over it.
how to combat it: (for men)
Bro-tanks are all the rage these days. Wear them underneath an unbuttoned shirt to please admin and show off your six pack.
according to the student handbook:
dress to impress THE ADMIN
according to the “Pants must be worn at or above the hip point and student handbook: be able to stay up without a belt.”
how to combat it:
There’s actually no reason to combat this. Sagging is not attractive and unfashionable. It should not be encouraged. If you do suffer from sagging, buy a belt- sold at every clothing store and even most department stores. You can pick one up from Wal-Mart for $5. “We’re going to enforce the dress code we always try to enforce. We try to enforce them as much as we can but the reality is we are greatly outnumbered. We have 70 teachers and 10 people in the front office and almost 1900 of you. We’ll do the best we can to do it across the board but we wouldn’t have to do it all if we had kids that wore the right shorts and the right tops. Please wear dress code because it’s
embarrassing for you but even more embarrassing for us to have to stop you. The irony is that everyone we stop tells us they have something to cover up in their bag, so they actually come to school knowing that what they’re wearing is going to get them stopped. Life would be a beach if we could only follow the dress code rules.” — Mrs. Debra Hawkins
APRIL 2013 ISSUE 5
Teenagers find new ways to take care of and prevent common skin issues story and photos by SELENA CERVANTES, OLIVIA GRAHL & SAVANNAH HOUDEK
its, pimples, breakouts — no matter what you call them, everyone’s been there. Eighty-five percent of all teenagers suffer from acne and 40 percent of them choose to do nothing about it according to the American Cancer Society. Face masks with natural ingredients are an easy way to eliminate trouble spots. They can work to make your face soft, toned and even. Make sure to use the right products for your skin type or you can break out even more. There are five skin types; dry, normal, oily, combination and sensitive. Depending on your skin type, you want to use different acne medicines. Clean and Clear, Neutrogena and Proactive are the three most common store bought acne treatments. If you have dry skin, moisturizers are your best friend, whereas if you have oily skin you want to wash your face a maximum of two times a day. Washing your face more often will result in your face producing more oil. Normal skin is the easiest to take care of while combination skin requires moisturizers on dry areas and special attention to oily areas. People with sensitive skin need to be careful with the products they choose because certain chemicals can make them break out more and will also make their face burn. “At night, I take a shower and in the shower I use a gentle cleanser to wash my face. And then half an hour after my shower, I put on lotion that I got from my doctor. My face is really oily because of the lotion I use but it all works out
Freshman Haley Pefferman washes her face.
because the lotion cleans my face,” freshman Kiran Bains said. Inexpensive and organic home remedies available won’t damage your skin or you budget no matter what skin type you have. Household items like lemon, honey and yogurt can work as exfoliants and blackhead killers. The foods have natural components that won’t damage skin like other harsh chemicals. The natural ingredients help make your face cleaner and softer. Make sure to use what is best for your skin type. “Cetaphil works really well for me because it’s as natural as I can get. I used to a lot of stuff that had different acne fighting stuff in it but it ended up drying out my face more than I thought it, would. So the natural stuff works a lot better for me,” senior Kayla Krogh said. Home remedies and do-it-yourself face masks are an easy and fun answer to the acne epidemic. Just make sure to use the right masks for your skin type. Acne isn’t the only problem teenagers face. One in five Americans will develop skin cancer in the course of a lifetime. The skin of teens is thought to be more vulnerable than adults’. Teens may be especially susceptible to skin cancer because their cells are dividing and changing more rapidly than those of adults. One blistering sunburn in childhood more than doubles a person’s chance of developing skin cancer. Recent studies by the American Cancer Society suggest there may be two general ways that UV exposure is
Honey and Lemon Face Mask Preparation This mask is 1. Squeeze 1/2 a lemon (organic is great for all skin always better) into a bowl types. It will 2. Add 2 tbsp of honey (0rganic, raw, lighten, tighten, natural ). and brighten 3. Mix it with a spoon until it’s a liquid your skin. consistency. 4. Apply it all over a clean face avoiding eye area. 5. Leave on for 15-20 min and rinse off. Ingredients If you’re feeling really adventurous, try 1 lemon and sleep with it on. 2 tbsp of honey
WHITNEY HIGH SCHOOL THE ROAR
linked to melanoma (the most common skin cancer). The first is overexposure to sunlight during childhood without protection such as sunblock. The other way develops on the neck, arm, and face because these are the most commonly exposed to the sun. Tanning booths are another big contributor to skin cancer. Thirty seven percent of white female adolescents and over 11 percent of white male adolescents between 13 and 19 years old in the U.S. have used tanning booths. Tanning beds give off additional UV rays that lead to skin cancer. Skin cancers such as melanoma can be easily prevented. Less than half of all teenagers use sunscreen but putting it on before you go out can severely reduce your chance of getting skin cancer. It is easiest to defeat the cancer during its early stage. The American Academy of Dermatology sponsors annual free skin cancer screenings. To find out when the next screening is or a dermatologist near you visit: www.aad.org. Make sure to throw on some sunscreen or a hat before going for a day on the beach or to the poolside. Anymore questions about how to prevent potentially fatal skin cancers like melanoma can be answered at: www.cancer.org. Teenagers face a lot of problems everyday. Taking simple precautions now can prevent serious effects later in life.
Pineapple Face Mask Preparation 1.Pulse pineapple in a blender 2. Add oil until almost smooth. 3. Add parsley, and blend carefully so mask doesn’t liquefy. 4. Apply to skin and leave on for 15 minutes.
This mask works for all skin types. It will help to refresh and rejuvenate your skin. Ingredients 2/3 cup pineapple chunks 1/4 cup olive oil 1/4 cup chopped parsley
t’s almost second nature for teens to crave their morning fix of Starbucks. With the amount that teens in high school consume, the question is: is it helping or hurting us? Do teens have any idea of what goes into their morning pick-me-up? With the new health codes and controversies over teen obesity, Starbucks is just adding to the problems with all the pumps of flavoring, added sugars and whipped cream that they put on top of everything. “I try not to think about [the calories] because it makes me feel better about myself,” Erica Ripley said. In the average frappuccino from Starbucks, there are around 400 calories. To burn 400 calories, a person has to run an hour on the treadmill. Although some of Starbucks’ options are not the healthiest, there are other alternatives that make the drink a bit healthier. Of course there are ways to minimize the amount of fat and calories that are in the drinks that teens consume. Teens could skip the whipped cream on top, not ask for extra caramel or chocolate and pass on the larger sizes. Starbucks even has a section of their menu dedicated to drinks under 200 calories. Some of these healthier options are the nonfat iced vanilla latte with only 120 calories and the caramel frappuccino light blended coffee. Other coffee shops such as Origin and Edwin’s offer healthier alternatives with less sugar. They focus on making their coffees fresh and have a homey environment in their shops. Origins doesn’t serve frappuccinos because they want to maintain the traditional coffee shop atmosphere.
What’s in your caramel frappuccino? At roughly 400 calories, this drink has about 20% of an average teen’s daily calorie intake. Here’s a breakdown of what makes this drink so unhealthy.
This drink has as many calories as a quarter pounder from McDonalds
story and infographic by RACHEL MACKENZIE, SYDNEY HUMPHRIES & SYDNEY ZACHARIAS
The famous Starbucks is not as healthy as it seems
THE CUP ISN’T ALWAYS
A 1/2 cup of coffee keeps a teen awake for about two and a half hours
1/2 COFFEE 1/2 MILK cup of
This is 50 grams of sugar, which is like eating a King Size Snickers bar
This whole milk contains 3.96 grams of saturated fat, almost 20% of recommended daily intake
3 CARAMEL SYRUP 3SUGAR tbs of
Scan this code to see Starbucks’ menu of drinks under 200 calories at starbucks.com.
TO DRINK OR NOT TO DRINK? “I am not that concerned about the health issues, just because I like Starbucks and if I’m trying to be healthier I just drink water.” —sophomore Sami Smiley
“Starbucks drinks are just so girly. I wouldn’t want to pay five dollars for a drink.” — freshman Braedon Horn
“I get a caramel frappuccino light with extra extra extra extra caramel, like all over the cup. That’s why I get a light because I am going to get so much caramel in it.” — junior Erica Ripley
APRIL 2013 ISSUE 5
shut up and ENJOY THE MUSIC Save the date for music festivals in the area story by ILAF ESUF photos by ILAF ESUF & ALEX GELLER PHOTOGRAPHY
CALIFORNIA ROOTS Where: When: Lineup:
BOTTLE ROCK NAPA VALLEY
SACRAMENTO MUSIC FESTIVAL
Monterey, CA May 24-26, 2013
Matisyahu, Rebellion, Mike Pinto and 42 other bands $140 for a 3-day pass
Lineup: Includes The Avett Brothers, The Shins, Macklemore and 45 other bands. Tickets: $329 for 3 day pass $399 for 4 day pass $599 for 4 day VIP
Napa, CA May 9-12, 2013
WHITNEY HIGH SCHOOL THE ROAR
The Blasters, Delta Wires, Gator Beat and over 30 others
STAY UPDATED ON CONCERTS AND BUY TICKETS WITH THESE FREE APPS
• Oysterfest • Outside Lands • Haight Ashbury
Street Festival • I Love This City
music festival courtesy of Live Nation
Tickets: $10-$99 ( free for children under 12)
“I went to Outside Lands two years ago and the whole festival was absolutely phenomenal. Also, I saw The Promise Ring last year at The Fillmore and a chubby pre-pubescent kid ran on th the set and attempted a stage dive. Nobody caught him.” — senior Josh Di Gino
Old Sacramento May 24-27, 2013
Other upcoming concerts TBA:
Cheap Concert Tickets
Bands in Town
Published on May 10, 2013
The Roar is the student news magazine at Whitney High School in Rocklin, California. Read this issue for news, sports, entertainment and mor...