November 2018 Issue of The Bradford

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November 2018

Detox facility to open amidst controversy, concern Max Tracey ’19 Executive Editor

Photo by Sookyeong Kim

The first play directed by new performing arts director Ms. Kara Sullivan, Spamalot was unveiled to the community on November 8-10.

White paper encourages valuing right fit over ranking

Samantha Kizner ’19 Print Editor-in-Chief

Recently Challenge Success, the national program that aims to decrease stress and increase student enga gement through school based reform, released their fourth white paper. The latest paper, titled ‘A ‘Fit’ Over Rankings: Why College Engagement Matters More Than Selectivity’, reveals a finding relevant for many students: the selectivity of a college that one attends has little bearing on success and happiness later in life. What matters more is engagement.

The white paper targets three main areas of interest, each of which can be sum med up in one question. The sections are thus accordingly titled ‘What do college rankings really measure?’, ‘What is the relationship between college selectivity and student outcomes?’, and ‘What is ‘fit’? Why does it matter?’.

Within these sections, Challenge Success presents their research

and draws out one final answer to address the guiding question.

Beginning with ‘What do college rankings really measure?’, the research dives right into the criteria that they claim many students base their choices on.

The section points out that rankings often collect easily gathered data, such as minimum SAT scores, graduation rate, reputation among peers, class size, etc.

According to Challenge Success, the most meaningful information isn’t gathered at all.

They point out how arbitrary the information in popular books and blogs, such as Barron’s, The Princeton Review, and U.S. News and World Report, can be.

Regarding reputation, for example, they point out how measuring changes in the quality of professors at the school, which they argue should be reflected in the reputation category, is “an unreasonable task for already

busy administrators and high school counselors”. These very administrators and counselors are the individuals they rely on for calculations. They support other critiques in similar ways.

In the next section, ‘What is the relationship between college selectivity and student outcomes?’, Challenge Success introduces the theme of success being found through what a student does rather than where they do it.

Citing data from the 2014 Gallup-Purdue annual report, they show that the report “found no relationship between college selectivity and both workplace engagement and general wellbeing”.

Using that statistic as a launchpad, the text goes on to suggest that a similar statement can be made in regard to economic standing after college:

It’s what’s inside that counts Sports: Girls lacrosse reflects on state championship

Continued

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Arts: Which Acatober intro was the best?

There has been significant controversy in the town surrounding the potential opening of a new substance detox facility on 30 Washington Street in Lower Falls. Since news broke of the upcoming opening, there has been major concern among some residents that the location is dangerously close to elementary schools, preschools, and other child-related centers.

The potential location on 30 Washington Street would be a quarter of a mile from St. John’s School, Artisan Childcare Center, and Hills & Falls Nursery School, and roughly a half mile from Schofield Elementary and Warren Park and Recreation Center.

The Coleman Institute (TCI), which is headquartered in Richmond, Virginia, contains several locations in major cities and would operate the new detox facility. Its detox centers are “dedicated to developing treatments that are safe, comfortable and affordable for patients, enabling them to take that first step towards recovery and a drug-free life,” according to Dr. Peter Coleman on TCI’s website.

Coleman Institute centers offer treatment options for addictions to opiates, heroin, prescription drugs, alcohol, and chronic pain medications, and other substances. The center will be an outpatient center, meaning patients will not reside in the center. Also, the center will not provide walk-in services, as TCI requires screening patients at length before they can even enter the facility, Coleman said at a town meeting in late October dedicated to debating the facility’s anticipated opening.

Many parents and residents concerned with potential safety risks near child centers participated in the heated debate.

In a change.org petition to the Board of Selectmen, the Wellesley Concerned Parents group and its signees have advocated for stopping TCI from operating at 30 Washington Street, or “in any other location within proximity to our schools and parks”, and for the town’s elected officials to amend zoning by-laws to prevent detox and treatment facilities from operating within proximity to town schools and parks. It has

received over 2,000 signatures.

In terms of questions over the safety practices of TCI locations, they require that patients must be accompanied by a “responsible support person” 24 hours a day as they receive treatment, among other safety measures.

Wellesley Police Chief Jack Pilecki contacted ten of the police departments with Coleman facilities in town.

“Of all ten departments I called... most of the departments didn’t even know [the facilities] were there,” Pilecki said at the meeting.

Superintendent of Wellesley Public Schools Dr. David Lussier said that the school department has no official position on the issue, but the department has been “monitoring the development very closely,” according to Lussier.

“I understand the concern of residents, particularly those who live close by, with the idea of this treatment center opening,” said Lussier. “At the same time, I think many of the concerns I have heard are based on misperceptions of who needs treatment and what the operation of such a facility will look like.”

From 2013 to 2017, the Boston Globe reported four deaths in Wellesley from opioid overdoses. According to the town police log, there were also two instances this year in Wellesley where town police officers gave narcan to an overdosed person, and another where narcan was administered to an unconscious driver pulled over on the road.

TCI notes on their website that 98 percent of their patients successfully complete their detox through “unique, customized programs that help people detoxify and stabilize from the effects of opiates and alcohol in as few as three days”.

As of now, the center plans to start treating patients by the end of the year.

“The Coleman Institute has complied with all by-right zoning regulations for the area and the medical office requires no further permitting from the town,” said the Board of Selectmen in an initial statement announcing the plan for opening the center.

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NEWS EDITOR | Soo Kyeong Kim

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Wellesley Connects: helping first-generation college-bound students

Zoe Gieger ’20 Arts Editor

Photo courtesy of Karen Mondell

Wellesley Connects has helped families who are unfamiliar with the American college application process since 2016.

For every high schooler, the burden of applying to college is bound to cause immense anxiety; trying to put the proudest accomplishments of the past seventeen or eighteen years of one’s life onto paper, is a daunting task for anyone. For many Wellesley High School students, at least one parent has gone through the college application process and can provide first-hand guidance to their children throughout their applications. However, students who do not have this advantage now have the opportunity to join Wellesley Connects.

The Wellesley Connects program, started in 2016 by Sharon Kiernan and Margot Lansing, recognizes this unique challenge for first-generation collegebound students and offers guidance through the arduous process of college applications. Wellesley Connects helps students whose parents either attended college outside the United States or did not go to college at all.

The club works closely with the high school guidance department, as well as Wellesley Friendly Aid. Providing one-onone mentoring, workshops, and college visits, Wellesley Connects joins students with college experts for a fairer application experience.

Ms. Jane Barrell works as the guidance department liaison for Wellesley Connects. As the

liaison, Barrell answers mentor questions, helps with financial aid applications, and suggests appropriate colleges for students.

“I am a first generation student myself, so I think it is important that some families of students get a little extra help around the college process,” said Barrell.

“Some kids are overwhelmed and need just a bit of guidance in the process,” she said.

Manny Bernardo ’19, who hopes to pursue a STEM education in college, joined the club as a junior and praises them for their help. Bernardo found the mentoring Wellesley Connects provided for him to be the most beneficial aspect of the club.

“What I really like about [Wellesley Connects] is in order to personalize it to each student, they pair you up with a mentor. I lucked out with my mentor... We have a lot in common: We're both big STEM guys, and he's helped me so much with so many things, and it made it a much more personalized experience” Bernardo said. “I can organize myself, but it's him knowing the ropes, and him knowing the behind the scenes that I really like about it,” he said.

“Personally, I've always been the type of person who has never really gone to other people for help when it comes to assignments. I've always done everything myself, and so, I've never

had somebody to read over my work, or to give me feedback as personal as this group has, and as personal as [my mentor] has. With my college essays, for example, he has read over them and given me advice... It's nice to have an extra pair of eyes read over something that's meant for an extra pair of eyes,” said Bernardo.

Lily Torres Fernandez ’19, who plans to pursue being a nurse practitioner in college, also joined the program her junior year. With the help of Wellesley Connects, Torres Fernandez had many of her college application worries put at ease.

“Especially being a first generation student, my mom couldn't really help me with the process.

I was super scared I wouldn't get into college, or do anything right, but with the help of Wellesley Connects, I learned a lot of things that helped me choose which schools to apply to. There are so many factors that go into what school you apply to that I never knew before Wellesley Connects,” said Torres Fernandez.

Boston College graduate Allison Hone has had two daughters go through the college application process and onto college.

Hone decided to use her experience with college applications to help out Wellesley Connects as a mentor. She has found the mentor experience, and her relationship with her mentee, to be very fulfilling.

“I have found [being a mentor] to be very rewarding... It has been a pleasure to get to know [my mentee], and it makes you really stay grounded to the fact that while we live in Wellesley, and we have access to all these great things, it’s not necessarily equal access... the program, and all the mentors’ involvement in the program, is trying to provide equal access to a four, or two, year college experience for the

mentees,” said Hone.

Although not a mentor herself, co-founder Sharon Kiernan has witnessed many of the mentors having similarly rewarding experiences with their mentees.

“We have mentors who drop their [mentees] off at college because the parents weren't able to, we had a mentor drive their student to different colleges to look at them, and then we had another mentor whose student is actually in college, and they go visit him and go to his flag football games, really like another set of parents in a way. They’re another role model,” said Kiernan.

More than just being a resource for the students, Hone finds that the role of mentor also entails being a resource to the parents. Hone’s mentee has been “just awesome,” and very on top of her work, so a lot of the mentoring has involved coordinating and explaining the process to her mentee’s parents.

“While I think [my mentee] knows what she needs to be doing, I feel like I’ve helped her parents understand their role in this whole process. And her parents have been... very supportive of [her], so there hasn’t been too much, in terms of a struggle, in helping her,” Hone said.

Wellesley Connects also tries to pair mentors up with mentees if they speak a common second language. The club has fewer male mentors, but they also try their best to pair male mentors up with male mentees.

This year the club has fourteen students, but Kiernan and Lansing hope that more people in need of help will join. Neighboring school districts, such as Newton North and Needham, have similar programs, with Newton North having around 40 kids participating in their program.

“We could have 20 [participants], but I think if we had more than that, we would need

somebody else to help us with the organization of setting up programs, recruiting mentors, [and] all the moving pieces,” said Lansing.

As a word of advice to fellow first-generation college-bound students, Bernardo said one of the most important things to keep in mind is the greatness of having the opportunity to go to college.

“Stay on top of [the applications], and don't get discouraged.

[Applying to college] is so important, and having the luxury to be the first in your family to apply to American schools is amazing.

Having a program, like this one in Wellesley, is even better, and you have to maintain that in your mind as you're going through it,” said Bernardo.

“It is really about creating a timeline starting the spring of your junior year, knowing the important dates, and not being afraid to ask for help. If you feel like you’re struggling with your essay, ask for help. Whether it’s the actual writing, or coming up with a topic, ask for help. The English department is fantastic, and don’t be afraid to ask for help from the guidance department either,” said Hone.

Finally, Hone hopes that all students apply to schools that target their interests, rather than fixating on the name.

“Don’t focus on name brand schools: look at a variety of schools. Don’t care too much about the name on the sweatshirt, and really try to find [a school] that offers programs that you think you’re interested in...

College in and of itself is not the end goal: I don’t care in twenty years what your sweatshirt says, I care about what you do with that education. The end goal is how it molds and shapes you as a human being, and what you choose to do with that when those four, or two, years are over,” said Hone.

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Fit over ranking (continued) For more FEATURES, visit www.whsbradford.org

(continued from page 1)

there is no relationship between selectivity and future economic standing, unless the student was part of a minority group.

The final section details how engagement and personal drive within a student is, in the eyes of Challenge Success and their research, the main component to success and happiness. They conclude that “engagement is key”. For guidance counselor Dr. John Steere, this conclusion is reassuring.

“Especially within the U.S., people get very easily caught up in the name of a school. This is giving us data to support our

work of finding the right fit for students. It’s not going to change what we do, but it gives us more backing of what we are doing,” Steere said.

The creation of this paper originated from a survey conducted by Challenge Success across 100,000 high schools in the U.S. where they found that the college process presented the most stress for students. At the high school, students mirror that finding.

“The college process has been very stressful, especially with the early November 1 deadline. For me, particularly, I’m often afraid that I’ll disagree with my choices of where

to apply later on in the process,” said Rebecca Eneyni ’19.

While the white paper strives to inspire students to base their choice on the fit of the college, rather than the ranking, Eneyni feels optimistic, yet still skeptical, of its overall impact.

“It certainly removes some of my anxiety regarding college applications knowing that there is no correlation between success later in life and what college you attend. Unfortunately, I highly doubt it will change the culture in school. I know many people value the name and prestige of the school over the education they would actually be receiving,” Eneyni said.

within the Commonwealth’s control—including the test administration, test content, testing windows, and reporting of results.

For the final “traditional” test in 2018, Wellesley’s scores were, as usual, well above the state average: 72 percent of sophomores scored “Advanced” on the English Language Arts (ELA) section compared to 26 percent at “Proficient”. Just one percent of students received “Needs Improvement” and another one percent at “Warning/Failing”.

For mathematics, 82 percent scored “Advanced”, 14 percent “Proficient”, two percent “Need Improvement”, and one percent “Warning/Failing”. Lastly, for science, 59 percent scored “Advanced”, 35 percent “Proficient”, 5 percent “Needs Improvement”, and 2 percent “Warning/Failing”.

differences is that the new MCAS is designed to be taken on a tablet (or traditional computer) instead of on paper, unlike most standardized tests, including the SAT and ACT. Also, math problems force students to illustrate how they arrived at answers while the English section prompts them to analyze, write, and compare texts more thoughtfully.

“There’s more synthesis of multiple works [on the new MCAS], which is in line with some of the core work of sophomore year,” said Mr. John Finneron, the English department head at the high school.

When asked about his reaction to the design change, Finneron said, “I don’t have a reaction to the technology change or how it will affect schools across the state, but, from our viewpoint, the writing shift is something we’ve been working on and believe in.”

Timothy Bonis ’22, who took the new MCAS for the first time on an iPad last year, wasn’t pleased about the new format.

“The way I took it enabled a whole number of strange and new questioning tactics and formats that often resulted in more confusion about how to use the digital tools than the subject matter itself,” he said.

Contrary to most reports, Bonis actually saw his scores increase from before on the newlydesigned, colorful reports, though he does not credit this to the new testing format.

Sean Foody ’20, a member of the final class that didn’t encounter the new MCAS in tenth grade, is familiar with issues of the re-designed format but didn’t express concern.

“My opinion on the new MCAS is that I’ll be fine with it once the state has worked out on the hiccups. I’m happy I didn’t Photo

by Zoe Gieger ’20 have to trial a very flawed version of a state-wide test,” he said.

Sophomores to take “NextGeneration” MCAS next year

Photo by Soo Kyeong Kim

Challenge Success released a white paper, “A Fit Over Ranking: Why College Engagement Matters More than Selectivity” as high school seniors engage in the college application process.

Christopher Bonis ’19 Staff Writer

Next spring, all sophomores at the high school will take the redesigned Massachusetts Comprehensive Assessment System (MCAS) test. Though first unveiled in 2017 for elementary and middle schoolers, state officials decided to delay the new version for tenth-grade students (which students must pass to graduate) for two years.

According to the Massachusetts Department of Elementary and Secondary Education (DESE), the “Next-Generation” MCAS is built upon the best aspects of the traditional version, like the detailed feedback for students, schools, and districts, while incorporating innovative features that better assess the state’s learning standards.

DESE’s primary concern with the traditional test was that MCAS failed to accurately measure readiness for college and career success after high school.

“More than a third of the state’s public school graduates who attend Massachusetts’ public colleges or universities are placed in remedial courses. The remedial rate is closer to seventy percent for two-year colleges. These courses often consume a student's financial aid, are not credit-bearing, and do not count toward graduation. Too often, these students do not graduate college on time or at all,” The department said.

Thus, these courses are responsible for thousands of students receiving a delayed college degree—if one at all. After conducting more research and development, the department claims to have a better understanding of the learning progressions of subjects tested on the MCAS and the academic expectations of employers and institutions of higher learning.

With this new knowledge, Massachusetts aims to provide an upgraded assessment system for the next generation of students, which it assures will be entirely

The DESE’s primary concern with the traditional test was that MCAS failed to accurately measure readiness for college and career success after high school.

By comparison, for Massachusetts overall, just 51 percent scored “Advanced” for ELA, 51 percent for mathematics, and just 32 percent for science.

According to the Boston Globe, results of the next-generation MCAS from the first year indicate a drop in scores for elementary and middle school students due to a variety of reasons, prompting some public schools to reconsider their strategies for test preparation.

One of the most noticeable

Photo by Zoe Gieger

The high school will employ a new form of MCAS in 2019.

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Katz reflects on campaign for state Senate

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Isabella MacKinnon ’20

Staff Writer

History teacher Ms. Jacqueline Katz ran in the recent Massachusetts State Senate primaries in September. Katz ran in the Norfolk, Bristol, and Middlesex precinct where she and her husband have been residents since 2006.

Running against her for the Democratic seat were Rebecca Rausch and Kristopher Aleksov.

Katz placed second in the primary with 36.65 percent of the votes while Rebecca Rausch won with 53.16 percent of the votes.

While she has always had an interest in the United States government, Katz has not always wanted to run for office. Until recently she was opposed to the idea. “I never really wanted to run for office because I think the system is kind of corrupt” she said, adding that she didn’t think it seemed like a “good way to bring change”.

It took the political events of 2016 for Katz to change her mind. After the election of President Donald Trump, Katz saw

an opportunity to try to gain a stronger voice through her state government.

“After Donald Trump was elected president, it felt like if people who might be interested in [running], who are good people, don’t do it, then we might not have good people in government, I was very concerned about Massachusetts under the Trump administration,” she said.

The process of becoming a candidate starts around eight months before the day of the election. Susan Clapham, the former president of the League of Women voters and an active volunteer in the state government, explained that for Katz to become a candidate she had to get nomination papers from the Secretary of State’s office and collect the required number of 150 certified signatures.

Clapham explained that as the hopefuls approach the nomination, they have already begun to network. “At the same time, the candidates are also trying to

The allure of Acadec

get the members of their party to endorse them—they go to local town Democratic meetings and speak to the groups about their qualifications and positions on issues” Clapham said.

After solidifying her place as a candidate, Katz said her initial steps were to take political campaigning classes and get a team together.

She relied on the help of her family and friends to kick start her campaign. “I actually had a former WHS student design my first media for free. My brother is a web programmer so he was able to do my website, and I had a lot of people doing stuff for me as volunteers,” Katz said.

Katz reflects that one of the most necessary and difficult steps of the process was raising money.

“A lot of people don’t like asking for money but that’s a huge part of running for office and I think one thing I learned was literally any little bit helps,” she said. She also said that nearly every aspect of the campaign

required funding including the smallest details such as purchasing a domain name for her website and printing business cards.

Over the course of her campaign, the fixation of voters on the bank accounts of the candidates surprised Katz.

“One of my opponents had raised $60,000 dollars but had also spent $50,000 dollars, and I was surprised at how many constituents found that to be impressive.” she said. “I had to do work around explaining why what I raised was impressive or why what I raised was enough.

I just didn’t think I’d have to talk so much about money and I thought it could be more about the issues and the personalities of the people.”

Katz is a highly praised teacher at the high school, described by student Emily Willrich ’20 to be “very energetic and passionate during her lectures and very driven about teaching politics,” she said. These traits translated strongly to her presence as a

candidate and Katz attributed her ability to effectively convey her issues to her constituents to her many years of teaching.

“Being a teacher you’re used to talking to a lot of different people, trying to get them to understand what you think and what you need them to learn,” she said. “I think that's a lot of what talking to people on the campaign trail was: is just talking to people and helping them understand my issues and my vantage point.”

Katz thoroughly enjoyed canvassing and appreciated the welcoming nature of her constituents. One Sherborn woman listened to Katz pitch her ideas and promptly invited her in for coffee and a long chat about her campaign.

If Katz could ask one thing of the students who have turned eighteen, it is that they all vote in future elections. “Do the minimum research. Take fifteen minutes on Google and you’ll know who to vote for. Just show up and vote,” she said.

ferent aspect of the overarching topic selected for the conference.

The test subjects include: social sciences, science, economics, mathematics, literature, art, and music.

The second half of the day veers from the structured process of taking tests and dives into a series of ‘subjective events’, as Acadec members call them.

These include an interview, a speech, and turning in a prewritten essay.

Bogiages acknowledges that the in depth description of Acadec may not immediately attract participants. She does, however, point out that the difficulty of Acadec is what makes for what she considers a unique opportunity.

“I think it sounds really taxing, but there’s a certain draw to it because it’s so comprehensive.

I think it’s really interesting because you can look at one topic from so many different perspectives,” she said.

Subramaniam, as well as Bogiages, points out that the comprehensiveness of Acadec set it apart from other clubs for her.

“I thought it was really special how it wasn’t just like a science or math team, where you only get to compete in one subject.

You get to compete in ten different areas and fully exercise your knowledge on a topic,” said Subramaniam.

Under the leadership of the captains, who arrange activities such as weekend study sessions and club dinners, the members cultivate a bond similar to that of an athletic team. While they define themselves as a club, the members rely on one another to prepare for their competitions and

meet their score goals.

“We spend a lot of time helping each other. I, for example, am not as proficient in math and economics as I am with music and art. I tend to help people with arts, music, social sciences, and in return they help me with math and science,” Bogiages said of the cohesive relationship between members.

Participating in Acadec, in Subramaniam’s opinion, also provides an opportunity to carry on a legacy.

“The thing that is really special to see every year is how everyone has to fill their role, play their part, get a certain number of points so that our score will be high enough to get us first place in the large school division, which is what we hope to get every year.

We’ve been winning for 30-40 years, so it's become a tradition.

I love continuing that tradition,” said Subramaniam.

Both Bogiages and Subramaniam stress that Acadec is a club open to students of all GPA levels, class levels, or commitment levels. As captains, the two are advocates of the fact that the stereotypical Acadec student does not exist.

“You don’t have to have a certain GPA to join Acadec and you don’t have to be ready to give it all your time. It’s just a really fun environment to learn, and you can be chill about it if you want.

Or you can study really diligently if that’s what you want,” Subramaniam said.

Bogiages attests to this statement.

“Anyone of any level of academic achievement can get a great experience out of it. It’s all what you make of it,” she said.

Samantha Kizner ’19 Print Editor-in-Chief

Photo courtesy SoniaofSubramanium Photoof courtesy Sonia Subramanium

Members of academic decathlon pose with their trophy after a successful competition.

Three times a year on what seems like a random Friday, you may notice that your friend is missing. They are nowhere to be found at lunch, nor in English, nor in any of their classes. Where could they be? Sick? Vacation?

Ditching? Luckily for you, none of the above. Your friend, along with eight other students, is excused from their classes that day.

They will spend their day with the Academic Decathlon club cramming for their upcoming event.

Academic Decathlon’s competing squad includes only nine students. Extending beyond the nine, however, are nearly thirty members. As the club is mostly driven by student initiative— three student captains direct the course of action.

This year, Javier Lopez ’19, Sonia Subramaniam ’19, and Olivia Bogiages ’19 will serve as captains for the second year in a row. Holding the role of captain for Academic Decathlon, commonly dubbed ‘Acadec’, however, is not similar to becoming the captain for a sports

team. Unlike student athletes, who may play a sport their entire life before continuing it in high school, Acadec is an experience beginning exclusively during a student’s high school years.

Bogiages, for example, didn’t have the opportunity to hear about Acadec until her freshman year.

“I joined my freshman year at the club fair. I knew one of the captains, so he was explaining it to me. He said he really liked it, so I decided to try it,” Bogiages said.

Similar to Bogiages’s circumstance, fellow captain Subramaniam joined as soon as she heard about the club as well. But for her, this opportunity came a year later.

“I joined Academic Decathlon my sophomore year of high school when I heard about it through an article in the newspaper. I read about the 2015-2016 team, specifically how they had won at states. Hearing about their performance really inspired me to join,” said Subramaniam.

The allure of Acadec was intense for its current captains, but to the common high school student the happenings of the club may be completely unknown.

“I would define the Academic Decathlon as a comprehensive competition in which everyone exercises their complete knowledge of one particular subject,” said Bogiages.

Throughout the year, Acadec members exercise their knowledge at three competitions under the leadership of the captains. In preparation for the ten events that the decathlon encompasses, the captains lead study sessions and have a ‘cram day’ on the Friday before the competitions. On this cram day, students are excused from classes and spend the day reviewing material with their fellow club members.

When the competition day comes, the three captains along with six other competing students spend the first part of the day taking tests. Each individual student tackles seven different tests, which each cover a dif-

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OPINIONS EDITOR | Becky Miller

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Bradford Editors Executive Editor Max Tracey Print Editor-in-Chief Samantha Kizner Web Editor-in-Chief Kate Waisel News Editor Soo Kyeong Kim Assistant News Editor Joshua Nangle Features Editor Andrew Matejka Opinions Editor Becky Miller Sports Editors Matt Rushford Ryan Silverstein Arts Editor Zoe Gieger Business Editors Caroline Harding Haley Wexelblatt Staff Writers Christopher Bonis Bailey Doe Daniel Gilleran Isabella MacKinnon Sam Mitchell Advisor Amanda Brown

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Lesson from Kavanaugh: high school decisions stick Editorial Board

On October 6, the Senate confirmed President Donald Trump’s nominee for the Supreme Court, Brett Kavanaugh. The Senate vote followed a highly controversial series of hearings within the Senate Judiciary Committee, including testimony on September 27 from Kavanaugh and Dr. Christine Blasey Ford, a woman who accused him of sexually assaulting her when they were in high school.

The controversy surrounding these accusations captured the country. A deep dive into Kavanaugh’s high school past uncovered many pieces of questionable evidence: yearbooks, calendars, and letters from 1982 were made public. The most disputed information, however, was Kavanaugh’s character.

Was he a hardworking and respectful student-athlete who occasionally had a few beers with his friends to blow off steam, or was he an entitled stereotypical jock who tended to black out and sexually assault women? Politicians and the American people made up their own minds about Kavanaugh’s high school demeanor and thus his preparedness to be on the Supreme Court based on the limited evidence at hand.

Our advice to high schoolers today: don’t give people a reason to question your character.

No matter how exemplary a student you are – Kavanaugh “busted his butt” to be number one in his class at Georgetown Preparatory School in Maryland – or how many varsity sports you

Phone: 781-446-6305

The Bradford welcomes the submission of letters to the editor. Please send your opinions by email with your name and year of graduation, and limit your submission to 200 words.

“Our advice to high schoolers today: don’t give people a reason to question your character.”

Some chose to reject Ford’s claims on the basis of political bias or the opinion that the long period of time since the alleged assault limits the gravity of the allegation. Others argue that the accusation of sexual assault alone should be enough to eliminate Kavanaugh as someone deserving of a seat on the highest court in the nation. Despite what you believe, this much is definite: neither Ford nor Kavanaugh’s lives will ever be the same, and this accusation has played an enormous role in the job interview of a lifetime for Kavanaugh, which illuminates the long reach of one’s actions, alleged or not, in high school.

Many people assume that their actions in adolescence remain in the past. They think that even if any claim of misconduct from their high school or college years were to arise, it wouldn’t bear any consequences. This

and other career opportunities. 36 years from now if your character comes into question, society will not be forced to rely on calendars and yearbooks, but instead there will be a treasure trove of Instagram and Facebook posts, Snapchat stories, text messages, and more that will say far more about your character than any evidence presented during the confirmation of Justice Kavanaugh. We do not write this to scare you, but to warn you. Your actions today may very well dictate your life tomorrow, or your life years down the line.

In order to avoid the future unburying of misbehavior from their youth, students can consciously evaluate the content they are releasing into the world before every post, on social media or on paper, and try their hardest to be the honest, respectful people the world should recognize.

Certainly people may reject

tles were recycled, they would be either sent back to Poland Spring and reused or made into a different water bottle or plastic item, but unfortunately, the majority of the water bottles bought in the cafeteria end up in the trash.

Although Poland Spring bottles can be recycled, they rarely are. Students tend to leave plastic water bottles in class, in the cafeteria, or forget to recycle them and instead throw them in the trash, justifying this and ignoring its harmful effects on the environment because it’s just one bottle.

In reality, only one in six plastic water bottles bought are recycled, and it takes up to 1,000 years to decompose just one bottle, and, consequently, eighty percent of the water bottles we buy end up in landfills. U.S. landfills are overflowing with two million tons of plastic water bottles, and while each plastic bottle decomposes, it leaches harmful pollutants into the soil and water.

Additionally, scientists think that 8.8 million tons of plastic

ends up in the ocean every year.

The increase of plastic in the ocean has negative effects on already endangered marine life; a plastic water bottle can block the digestive system and kill a sea turtle who mistakes it as food.

Hydration is very important for students’ health, and many excuse the purchase of plastic water bottles in the cafeteria because it gives them an opportunity to drink water during the school day. It is true that dehydration can lead to headaches, dizziness, and reduced cognitive functioning. In fact, a 2013 CBS report concluded that 75 percent of Americans are chronically dehydrated.

Plastic water bottles don’t have to be the answer to this phenomenon, though: the high school has a water bottle refiller

the notion that their high school lives will impact their careers decades later. After all, not every prominent person in Washington D.C. or elsewhere has been accused of sexual assault. Critics have even argued that “boys will be boys”, but at the end of the day, not every boy gets accused of sexual impropriety nor do they have a right to act like their adolescent years can be erased from memory.

For far too long, young men have had their actions dismissed simply because they’re boys and our society has somehow determined that there is some sort of impunity for certain actions of young men in particular. Sexual assault should categorically not be one of them. To people who supported Kavanaugh because of a lack of evidence: you are not in the wrong. But to anyone that believe the allegations enough to bring up the old boys club narrative: you are wrong.

There is nothing manly about sexually assaulting women or taking advantage of them regardless of age.

Although Kavanaugh has been confirmed to the Supreme Court, his character was still very much up for debate within the Senate, with the vote to confirm him a close 50 to 48 with two abstainations. Regardless of their future ambitions, students can be certain that the repercussions of their actions, well or ill mannered, will affect them throughout their lives.

Becky Miller ’20 Opinions Editor

Email Address:

Mailing Address: c/o Amanda Brown 50 Rice Street Wellesley, MA 02481

speculation has been proven false in Ford and Kavanaugh’s hearings, and is especially dangerous in today’s environment where heavy social media use leaves behind a technological footprint of each word or picture we share.

Any post, even ones that were only intended as jokes, can come up in college applications, job interviews, background checks,

Banning the sale of plastic water bottles would benefit students and the environment

Web site: www.whsbradford.org bradfordstaff@gmail.com

play – Kavanaugh played basketball and football – your choices in high school, drug and alcohol related or not, can, and, as the hearing showed, will follow you into adulthood. Although Kavanaugh denied Ford’s allegations, he commented during his hearing that “in retrospect, I said and did things in high school that make me cringe now”.

Plastic water bottles litter the cafeteria tables, bathrooms, desks, and hallways of the high school. Some are full and abandoned, while others are empty and lazily strewn about the school by students who don’t bother to recycle them. These 16.9 fl. oz.

Poland Spring bottles, sold for $1.35 in the cafeteria, not only clutter up our classrooms, but also contribute to the pollution of the environment through the abuse of fossil fuels and misuse of landfills.

The high school goes through water bottles at an astonishing rate. Cafeteria worker Jamila Sisco estimates that she goes through an average of 240 bottles per day, or seven cases full. In theory, if every one of these bot-

installed on three of four floors.

Bringing a reusable water bottle to school every day is made far more convenient by being able to easily refill it on every floor.

By simply remembering to put an empty reusable bottle in your bag, you can save yourself from dehydration and save the environment from unnecessary plastic waste.

Plastic water bottles do much more harm than good; although they are a somewhat convenient source of water, the school provides other, more environmentally-friendly avenues through which students can stay hydrated. Plastic water bottles are a plastic resource that we, as a community, can afford to, and should, live without.

Photo by Becky Miller

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Olivia Bogiages

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For Olivia Bogiages ’19, getting involved in music has fulfilled her in a way that no other activities have. Bogiages participates in three different ensembles: the River’s Conservatory, the WHS jazz band, and WHS wind ensemble. In each, she plays the tenor saxophone.

“Compared to playing sports, being in an ensemble is a different kind of individual responsibility. I think I spend more time practicing and that I’m more invested in what we are doing in any of those three ensembles than I ever was in sports,” Bogiages said.

Playing the saxophone has been a part of Bogiages’s life since she was nine, but it is not her only experience with music.

At fourteen, Bogiages also picked up the hobby of playing the cello. While she is not able to dedicate as much time to it anymore, she credits the cello as having as significant of an impact on her future plans as the saxophone.

“I would like to stay involved at least through college, possibly more. I plan on joining the wind ensemble at whatever college I go to,” Bogiages said.

Yung Pack Photo courtesy of Jayden Lumley

Even though he started rapping just two years ago, Jayden Lumley ’19, who goes by the name Yung Pack, has become a hit at the high school. Lumley, who releases music with Tahj Cogell-Brown, who goes by the name Yung Sabo, has already released a mixtape and two EP’s. His most listened to song, K1 Speed, off of his collaborative mixtape with Cogell-Brown, “The Wave”, already has over 3,000 plays on SoundCloud.

Lumley’s biggest influence in music is his dad. “My dad has always been a big music fan,” said Lumley. “He put me onto artists like Eminem, Fat Joe, and 50 Cent, and without that, I wouldn’t have ever started rapping.”

Lumley doesn’t have plans to stop rapping anytime soon. “I want to keep making music for people who are just trying to have good vibes and can relate to our songs. The thing that keeps me going is the positive feedback we get from people, with people telling and and showing us how much they love the music Sabo and I make.”

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The Musical T

Chances are you p activity outside of is a club, sport, co project, religious g variety of activitie prominent within many overlook musicians who ha their own initiat walls of WHS. The throughout the s across all grades. H of some of Wellesl music

A$tod

Photo courtesy of Alex Stoddard

For Alex Stoddard ’19, better known as A$tod on SoundCloud and YouTube, being a producer isn’t a job: it’s a mindset. He mixes and edits tracks using samples from other songs as inspiration, with his signature beats combining the old school soul genre with today’s trap sound.

The peak hours of Stoddard’s creativity go into the middle of the night, usually toying away at different sounds and samples from midnight until 4 AM. That endless trial, error, and discovery gives Stoddard an appreciation for the process.

“A lot of times, I’ll have an idea that was kind of trash, and all of a sudden I’ll find something that I really like, and work on it for hours,” he said.

After he started mixing and engineering beats as a sophomore in Garageband, his passion lead to him producing PhilGEN’s first album as a junior.

In addition, Stoddard has producd for Yung Pack, Yung Sabo, Captain Dave, Mighty Mark, and Nicholas James.

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participate in some school. Perhaps it ommunity service group, or any other es. While music is n school programs, k the aspiring ave embarked on tives outside the ese musicians exist school, spanning Here are the stories ley’s many student cians.

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TJ Brock

Talent of WHS

CENTERFOLD

Photo courtesy of TJ Brock

While some students turn to forms of visual art for expression, TJ Brock ’19 has found an outlet with the guitar. Encouraged by his friends and his uncle, he found his passion for playing the guitar six years ago. “Being able to express myself in a different way is my favorite part about playing guitar,” Brock said.

Brock not only plays the guitar as a means to express himself, but also to entertain others. He currently plays guitar with a few of his friends in a band, though they have not yet given themselves a name. Brock doesn’t know exactly what the future will bring in terms of his guitar playing career, but he certainly has hopes. “I have nothing planned yet, but I am hoping to do something with guitar for my senior project,” said Brock.

Captain Dave

Photo courtesy of Davion Spann

Last year around this time, Davion Spann ’19 took his first steps into music when he quit his job at a Dunkin Donuts in TD Garden. “It made me realize that I can’t see myself at a desk job,” Spann said.

Since then, Spann has been posting tracks on his SoundCloud under the name “Captain Dave”, where he’s gained a considerable following around the high school. “The best part of making new tracks is getting to see everyone listen to them when I’m done,” said Spann. “It’s always sick seeing people bump my new tracks.”

Phil Simpson ’19, or PhilGEN, has been rapping for almost two years now and enjoys how it has had a positive effect on him as a person. “I rap is because it allows for me to write about what is on my mind,” said Simpson.

PhilGEN

Simpson believes that rap isn’t all that different from regular school activities. “I enjoy doing both because in both cases I learn something new,” said Simpson. “But if I were to make a decision on which I would rather stay up late doing, it is definitely making music.”

Simpson isn’t sure he wants to continue rapping in his future. As long as he is able to make something out of his creativity, he is happy. “I want to be able to maximize my creativity in all areas of art before I start to pursue one particular kind of it.

I’m open to whatever happens in the future,” Simpson said.

Anna Tellalian

Spann wants to continue to make music for as long as he can. “I keep rapping because it’s fun, and there’s nothing I want more than to blow up. I try my hardest with each new song so that people keep listening and so I can really make it,” Spann said.

Photo courtesy of Anna Tellalian

Photo courtesy of Phil Simpson

Born into a family “obsessed with music”, Anna Tellalian ’20 was destined to become a musical prodigy. Playing the guitar, the ukulele, and the drums, Tellalian excels when it comes to music. Tellalian also performs in her father’s band sometimes. “My favorite part is when we have jam sessions in my basement. My father got me into music,” said Tellalian.

As an asset to the choir, the school musical, and her a capella group “Ladies First”, Tellalian could not imagine her life without music. “[Music] is an escape for me. I love when everyone is connected through music, such as concerts where everyone is connected and not worried about anything else,” said Tellalian.

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Wellesley detox facility should be built

OPINIONS

Joshua Nangle ’21 Assistant News Editor

According to police logs from the Wellesley Police Department, narcan—a medication typically used in cases of opioid overdoses that stops the dangerous effects of the drug— has been administered multiple times in the past two years to those who potentially overdosed on drugs. The reports continue as the Coleman Institute for opioid and alcohol treatment center is set to open in Wellesley at 30 Washington Street later this year.

The Coleman Institute’s planned opening in Wellesley should be supported by town residents because the facility’s proven track record of success with their patients will make Wellesley safer. The Coleman Institute’s positive results with its patients will help people get off opioids and lower the number of opioid overdoses in Wellesley.

This will effectively lower the number of incidents in which narcan is used.

In addition to the information in the police logs, the Boston Globe reports that four people died of an opioid overdose in Wellesley from 2013 to 2017.

The police log from February 12-18 of 2018 reported that police officers in Wellesley were told of a potential overdose, and once they arrived, narcan

was given to a man on the scene.

On September 17 of this year, narcan was administered to an unconscious man pulled over on the side of the road. Now, with the Coleman Institute in town, there will be another resource for addicts and patients to help them recover and get healthy.

The Coleman Institute is very safe and trustworthy because, according to Dr. Peter Coleman, the institute does not use methadone.

Methadone is a substitute drug used by some in addiction treatment. Instead, the institute uses naltrexone, a drug that blocks opiate receptors in the nervous system. This safety measure taken by the Coleman Institute proves that they are a credible institution for addicts to detox because while addicts are being treated, they will gradually get off opioids without relying on a substitute.

The Coleman Institute will help people detox in a manner that is completely safe for the residents. The Wellesley Police Department contacted ten other police departments in towns that have a Coleman Institute location. Those communities had no reported issues involving the police with any of the Coleman Institute locations. Since there have been no problems with detox centers interfering with daily life for residents in other places, it will not in Wellesley either.

The Coleman Institute’s addiction treatment does not bring drugs nor increase drug related incidents, such as overdoses.

Their only role is to responsibly

help their patients detox without imposing any safety concerns to the outside community.

Those who oppose the facility being built point out that the detox facility is set to open at 30 Washington Street. That means the facility will be in proximity to Warren Park, Schofield Elementary School, and St. John’s School. Schofield Elementary School and St. John’s School are filled with hundreds of students during the day. Warren Park is a town attraction for families to enjoy themselves. Some parents and other Wellesley residents claim that it is a poor idea to open the center because they believe it will bring drugs into Wellesley, and they are especially concerned about the possible dangers of having a detox facility in such close proximity to children.

This should not be the case.

These residents are ignoring the fact that narcan is often being used on people who overdosed on drugs, so the danger already exists. No additional danger is created by the establishment of this facility.

It is clear that the Coleman Institute has a tight grasp on treating addicts. They report to have had multiple successes with their patients and are thus more beneficial to Wellesley and the larger community’s opioid epidemic than harmful. The Coleman Institute will provide a caring and supportive place for people in need of help, and I believe that the town should support the building of the facility in order to make Wellesley safer.

advisors plan meaningful and enjoyable activities throughout the year.

If the Advisory Committee and Challenge Success team ultimately hope to alleviate stress among students at the high school during advisory, their execution of this plan, through establishing more structure, may make the situation worse, or have no effect at all.

During the first few days of school, the Challenge Success team challenged us to question our own metrics of success.

While our perception of stress may be dangerous, students would most likely benefit more from literal changes in workload, rather than discussions about our stress.

Unfortunately, learning about ways to reduce stress and get more sleep does not automatically rejuvenate tired students.

I have nothing against gingerbread house competitions, advisory pop challenges, or half-day trivia games, as students passionately participate in these activities, but TED talks and educational videos have no influence–uninterested students only want to relax.

Two activites that the Advisory Committee and Chal-

lenge Success have implimented this year are the Open Session talks and a time-tracking activity.

While Advisory’s Open Session on half days gave students a place to discuss their thoughts and feelings and get other student feedback, the activity didn’t necessarily facilitate a stronger sense of community as it took up the last hour of school on half days when students were looking forward to leaving school.

In terms of time tracking, numerous students claim that although the time-tracking experience increased their awareness of their priorities, many students want to create bonds with advisory members naturally and not participate in over-involved activities.

I strongly believe that when students completely engage with these activities, they become more aware of their actions and can in turn strive to satisfy their idea of success. Unfortunately, attempting to start meaningful conversations in advisory sometimes feels like a burden to students, when having eight free minutes of their day might actually be part of the cure to their stress.

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Statistics: local and state opioid overdoses Opioid related overdose deaths in Wellesley:

2012: 0 2013: 0 2014: 0 2015: 2 2016: 1

Opioid related overdose deaths in Boston:

2012: 70 2013: 87 2014: 108 2015: 150 2016: 196

Opioid related overdose deaths in all of Massachusetts:

2017:

January: 163 February: 158 March: 165 April: 150 May: 133 June: 130 July: 155 August: 172 September: 187 October: 160 November: 161 December: 175

2018:

January: 190 February: 151 March: 149 April: 124 May: 38 June: 5

Increased structure in advisory may hurt ultimate goal of alleviating stress

Haley Wexelblatt ’20 Co-Business Editor

At the beginning of the 20182019 school year, Principal Dr. Jamie Chisum announced a new rule prohibiting phone-use during advisory. Many schoolwide organizations, such as the Advisory Committee and Challenge Success team, also incorporated activities and social and emotional learning opportunities, bringing more structure to advisory.

While many students understand and respect that this eight minute advisory period allows them to create bonds with one another and a trusted adult, most students just need an eightminute break in their busy days.

This year, to avoid taking away class time from teachers while still encouraging strong emotional support in school, Challenge Success began to incorporate activities in advisories, in addition to those planned by the Advisory Committee, who dedicate their time to help

Photo by Becky Miller

Starting in the fall, the high school’s Advisory Committee implemented the Open Session program in order to facilitate an open discussion among students in advisories.

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SPORTS EDITORS | Matt Rushford and Ryan Silverstein

A season after: girls lacrosse reflects on state championship For more SPORTS, visit www.whsbradford.org

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For more Wellesley High School sports coverage, scores, and athlete profiles, visit our website at whsbradford.org

Girls swimming beats Needham to complete undefeated season Ryan Silverstein ’20 and Becky Miller ’20 Co-Sports Editor and Opinions Editor

Ryan Silverstein ’20 Co-Sports Editor

As summer begins to feel more distant, the high school girls’ lacrosse team remembers their state championship win like it was yesterday.

On June 23, the Raiders beat the Walpole Rebels 7-5 to win the Division 1 state title, completing their 2018 season with an impressive 23-3 record. The Raiders worked hard to get there, eliminating Barnstable, Needham, Old Rochester, Notre Dame, and Chelmsford to make it to the championship game at Boston University.

While many attributed the win to the overwhelming skill on the team, which had multiple division one commits, captain Caitlin Chicoski ’18, who now

proud of being able to win it for Chicoski.

“It was super cool because it was literally [Chicoski’s] lifelong dream: winning the state championship,” Noonan said.

Despite having won four months ago, the win is still surreal for Noonan.

“In lacrosse, we were such an underdog. We didn’t do that well during regular season and then we came in tournament and had these incredible upsets,” said Noonan. “I still don’t understand how we won.”

Next season, the Raiders will miss graduated captains Chicoski, Grace Ahonen ’18, and Phoebe Lawrence ’18, as well as Olivia Vernon ’18, Mae

Photo courtesy of Steve Keep

The girls’ lacrosse team holds their MIAA State Championship Trophy after fans stormed the field following their win. Chickoski, 2, holds the trophy (center).

plays lacrosse at Stanford University, credited the unique team spirit as the secret to their success.

“Our team slogan was ‘Ohana’ which means family, and we really embraced this and took it to heart,” Chicoski said. “We acted like a family and loved each other so much, and just wanted to win and do well for each other.

Head coach Michelle Cook also believes that the team mentality brought them all the way to the state championship.

“This team in particular had a bond that showed on and off the field. They were able to connect on the field that led us to be successful. I don’t believe you can win high pressure games like that if you don’t have a connection or trust in your teammates,” Cook said.

The Raiders’ family mentality was particularly meaningful for Bridget Noonan ’20, who was a sophomore at the time of the win.

Though the win was significant to her personally, she was most

Sheehan ’18, and Gale Bennett ’18. However, Cook believes that their hard work to win the championship will inspire next year’s girls to do the same.

“We need to realize that Wellesley girls lacrosse will not be underestimated and that we need to use that to our advantage,” Cook said. “We now have a state title and a standard to uphold. I don’t think that should be looked at as added pressure, I think it should be empowering and every player should feel a sense of pride when they put on their jersey.”

Captain Brooke Baker ’19 also remains confident in her teammates’ skill. She believes they have the skill to win again as long as they bring the right mindset.

“We know that with the talent we have on the team, and with everybody developing, we’re still going to be really good. But it’s a whole new year,” Baker said. “We are ready to bring in a mindset of ‘let’s go do this again.’

Why not?”

Photo courtesy of Ellie Kinney

Photo courtesy of Maeve Mungovan

The team celebrates their hard fought win over Needham.

The girls’ swim and dive team just finished their second-straight undefeated regular season with a win against the previously undefeated Needham Rockets.

This season was filled with spirit, poolside cheering, and special bonds among team members.

Throughout their perfect season, the swim team was not only focused on winning every meet.

Their undefeated record was a byproduct of teamwork and skill fostered by a family-like environment. Each swimmer and diver was motivated by an energized and dedicated team to perform well in the pool, and this overall team spirit and grit resulted in great success.

Diving captain Emma Petrovich ’19 exhibited these qualities consistently throughout her final season. With a personal best dive of 318 points –– a score that exceeded her last season’s scores by over sixty points –– Petrovich went undefeated in the regular season, and her competitive strength inspired her teammates and made her an outstanding role model for the rest of the team. “[Emma] crushed it earlier in the season. She’s scoring sixty points higher this season than she did last season, so that’s just been a huge boost into her senior year.

She’s been an amazing source of

leadership,” said assistant coach Mrs. Stephanie Giancioppo.

Swim captains Maeve Mungovan ’19 and Jane Wayman ’19 were sick for a large portion of the season, creating an opportunity for juniors to take on leadership roles. The team joined together in the absence of their captains and rotated which juniors would go to captains meetings and assume responsibilities on the deck, showing a true testament to the team’s camaraderie.

Mungovan appreciated the juniors filling the captains’ shoes when they could not make it to meets or practices.

“The juniors would plan team spirit before our meets, and they were being the leaders on the team, so they basically took over our role. I think that was a really big part of us coming together in the end,” said Mungovan.

One of the many juniors who stepped up was Nellie Thompson ’20. Giancioppo recognized how Thompson –– who swam a lifetime best 25.24 second fifty free and a season best 55.09 second 100 free –– helped guide the team to success.

“She’s just fierce. I wouldn’t want to swim against her,” said Giancioppo. “She’s just always in the zone and always cheering, and she’s so involved in other

people’s swims. She’s not just consumed in her own. But, she just lays down the hammer every single time she gets on the block, and everybody just gets excited watching her race.”

These personal bests and team wins are results of the hard work the team puts in every day in practice.

“They are a team that’s ready to show up and put the work in every single day because they now set themselves to this standard [of going undefeated] and they just want the win and to race so badly that they’re doing a lot of work on the day to day to make sure that happens,” Giancioppo said.

In the postseason, the Raiders will compete in sectionals, which over half the team qualified for, and states. Thompson is confident that with the team spirit and skill, they have a good chance at winning states, which would be first for the girls’ swim team.

Though happy with the results of the past two seasons, Thompson does not want to stop here.

“I want more, I want to go faster,” Thompson said. “I think it’s important not to settle with best times. You have to make new goals.”

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SPORTS

White keeps Raiders running towards Needham

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Matt Rushford ’19 Co-Sports Editor

Shiloh White ’21 stands a step behind the quarterback.

As he waits for the ball to be snapped headstrong, he looks at the defense. He bends his knees a little bit. As the ball is hiked and placed into his arms, he cuts to the left and speeds past the defense 72 yards for a touchdown.

White’s touchdowns have been a powerful force for the Raiders this year. With eleven touchdowns in six games, White has become a strong knockout punch for a Raiders team that struggled offensively last year.

“This year’s team is much different than last year’s,” said White. “The team is a lot smaller than last year and may not have as much talent as we did last year, losing a lot of seniors who played big roles. But the team this year is very special because we have all bought in to Coach Davis’s mantra and all have the same goal, which is to beat the team in front of us.”

White’s featured role on the team is more impressive because he’s only a sophomore. White begun his time with the varsity team last year as a freshman, as

the team searched for a replacement for Grant Chryssicas ’17.

Being just a sophomore, White has to work together with the team’s upperclassmen in order to get the win each week.

A lot of the players on the field with him are also the ones that have helped him get to where he is now.

“I’m playing for my seniors,” said White.

Trevor Foreman ’19, one of the senior leaders on the team, has been working with White along the way as a player.

“Foreman has helped me a lot, starting in the weight room,” said White. “He pushed me to work hard, and he has given me the confidence to do great things on the field.”

“Shiloh has came a long way as a teammate and player,” said Foreman. “It’s been cool to see him develop, and I expect he’ll continue to make an impact for the Raiders, as he’s only a sophomore and performing at a tremendous level.”

The team agrees that if they want to have a chance to beat Needham this year, they’re going

to need to work as a team to limit mistakes.

“I think that it is very crucial for our team to be practicing as hard as we can,” said captain Hugh Callahan ’19. “Our team has the mentality that we have to beat teams in the playoffs by how we prepare ourselves in the week, rather than just showing up for game day focused. Football is a very team oriented sport and if our whole team buys into this then we will have a successful season.”

After Wellesley’s disconcerting loss to Barnstable in the first round of the playoffs, this mentality has become crucial to finish out the rest of the season with momentum.

“Even though we had a tough loss in the playoffs, we have to still put 100 percent into playing the games on the schedule. They are still important, and we need to come up and perform.”

“We need to continue to stick together and play for one another,” said White. “If we keep working hard and stay focused, we can go far.”

Photo is courtesy of Alex Novins

Photo courtesy of Maeve Mungovan

Photo courtesy of Shiloh White

Shiloh White (pictured) has been a dynamic force for the Raiders, leading the team in rushing yards and touchdowns.

Boys golf completes another successful season Matt Rushford ’19 Co-Sports Editor

Max Webb ’19 takes a deep breath, lifts his golf club back, rotates his torso, and lets it rip.

Webb, one of two Bay State allstars for the boys’ golf team has been a powerful force for the Raiders this year.

With only one loss their entire season, it is no wonder the players felt confident heading into the playoffs. Sure enough, they ended up placing fifth in the state.

“We have felt like since the beginning of the year we’ve had one the best teams in a while,” said Webb before the playoffs.

“We definitely feel like we have a great chance to win with our

top six guys. We’ve certainly been determined since the beginning to go as deep as we can into the playoffs.”

“I felt like we knew we had a lot of potential,” said Drew Cohen ’20. “After going undefeated through five matches, I knew it would be a special season.”

Webb, who originally wasn’t slated to play in the tournament, played clutch for the Raiders, spotting in for Mark Harrington ’19, who was out due to an illness.

“I think it just shows how deeply connected our team is this year,” said Rosenbloom. “I thought we had a great opportu-

nity to win with all our success all year, but we had to continue to play with a chip on our shoulder like we had been all season to keep winning.”

Webb and Cohen both had a lot of praise for Rosenbloom, who has been a leader for the team so far.

“Michael Rosenbloom has definitely been a key performer this year,” said Webb. “He’s our number one golfer and he’s performed like it. But all three scores count, and if one of us had a bad day you got no chance to win.”

“Rosenbloom is always solid,” said Cohen. “He is the most

consistent player on our team.”

This season’s success took work from all angles. It wasn’t a job easily accomplished by just one player, but rather a game of strategy that got intense at times and required faith in all members.

“We have to be smart with our shot selections. Particularly at Presidents Golf Course, we had to [be smart with selections] because of the narrow fairways and short yardages. We truly believed in each other,” Cohen said.

As the end to their playoff run last year lingered in their minds, the players agreed that their

bond heading into the playoffs this years was much stronger and set them up for a similarly successful season.

“I think our team this year is really close together,” said Rosenbloom. “After last year’s disappointing end to our season, we are all pushing each other to play better so we can have a shot at the state championship.”

“Our captains have really motivated us after every win,” said Webb. “They always strive for us to play better the next match, and that motivation has helped us get to where we are.”

ARTS THE

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LXXV

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2018

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ARTS EDITOR | Zoe Gieger

For more ARTS, visit www.whsbradford.org

Art Intensives: A creative hub for serious high school artists Soo Kyeong Kim ’19 News Editor

What if students were told photography, metals, ceramics, drawing and painting could be learned in a close knit community? What if students learned that their hobby could be calculated into their GPA? What if students learned that ceramics could take up as much time and effort as their calculus homework?

The high school’s intensive art classes offer a select group of students the opportunity to continue their learning in their field of passion, whether it be drawing and painting, photography, metals, or ceramics.

All art intensive classes are open to Juniors and Seniors and based on a fairly competitive application process. These classes push students past their limits within each artistic medium.

According to the course syllabus, the drawing and painting intensive specifically “is designed to help students assemble not only a classic visual arts portfolio, but through the completion of other requirements, demonstrate arts-related proficiencies in writing, critical thinking, and presentation of one’s work. Class work will focus on mastering a variety of mediums as well as new materials and processes in the completion of assignments.”

Similarly, intensive photography focuses on more sophisticated photographic exposure options and experiments with the darkroom techniques. It incorporates different kinds of photography, such as digital photography and students are encouraged to

create a photographic presentation in the style of a documentary or a personal narrative.

Metals intensive focuses on understanding the three dimensional design and “mastery of the manual skills of metals, creative problem solving, and developing the ability for critical analysis,” summarized the course overview.

Students focus on a specific project meaningful to them, and they have freedom to utilize a variety of techniques.

Lastly, ceramics intensive creates a creative working space for students to work with clay as the primary medium, along with other materials such as balsa wood, cardboard, paper, found materials, fabric etc to structure creative pieces designed by individuals. Students create pieces with wheel throwing and sculpting techniques.

“I joined ceramics intensive because after taking beginner and advanced, I knew I wanted to do ceramics for the rest of high school and more, and I wanted to challenge myself with my art.

Intensive was the perfect option for me to pursue both of these things,” said Sofia Fauza ’19. “It gives us the freedom to work on our own personal pieces as well as giving us assignments that challenge us so as to make us better at what we do.”

Alongside these art intensive classes creating a creative challenging atmosphere for students to learn, grow and release their inner creativity, intensives also creates a close knit commu-

nity between fellow students and teachers.

“Art intensive is special because each individual brings something unique to the table and it is a setting devoted to art where the students feel really connected to their medium,” said Serelle Carr ’19. “The students are at a level where they can effectively express their ideas into the physical medium and so while the pieces look impressive, there are many ideas and processes that occur behind the scenes.”

In order to encourage connections throughout all art intensive classes, they have been schedule to take place at the same time this year, allowing students to expand out of their comfort zones and become further inspired.

“I think art intensives are very special, especially this year (2018/19), because it brings together people who share art as a passion” said Fauza. “Intensives foster an environment where nobody is afraid to take risks; everybody is so supportive of one-another and we are all working towards the same goal so we help each other out.”

“We are like a family and everyone is so supportive and helpful. There is a really collaborative atmosphere. Everyone is able to be creative because it is a group that really wants to be there and everyone is passionate about ceramics,” said Carr. “Everybody has their own signature style so it is interesting to watch people grow as artists and be inspired by each other.”

Serelle Carr, a ceramics intensive student, loves her art intensive because of the diversity of artists in the class and because of the level of devotion the students feel for art.

Sullivan’s first student theater production at an overnight camp in 1997 sparked her interest in education.

“That was the defining moment for me. I wasn’t sure if I should get my Masters Degree in Dance Therapy or Theater Education. When I saw the value of theater for kids, I was sure that I wanted to teach,” Sullivan said.

Although she enjoyed teaching at the middle school, Sullivan appreciates the dedication that she finds in the students at the high school.

“I have enjoyed how well the actors take direction. They are eager to learn and make this show the best that it can be. Many of the students are very invested in the program, and they want to work ... At the middle school, the students were so fun to work with, however many were just doing the show for fun and did not take the production as seriously,”

Sullivan said.

Having this experience at the middle school allowed Sullivan to engage with different ages in theater productions, which she uses to her advantage as she approaches teaching at the high school.

“I think Ms. Sullivan brings her attitude towards middle schoolers into the high school, which I really like because it’s really fun to work with her. I think she’s making [her] transition from the middle school to the high school really elegantly and knowing when to bring out her middle school fun side,” said Sydney Braunstein ’20, who plays Lady of the Lake in “Spamalot”.

Since working at the high school, Sullivan has faced challenges with the long hours as well as the higher intensity.

“I feel as if the stakes are higher, and I have to really work

on honing my directing skills to ensure that I am challenging each actor to their fullest,” Sullivan said.

While directing “Spamalot”, Sullivan emphasizes the ensemble and allows all students to play an active role in crafting the show.

“She’s been really good about having a lot of ensemble inclusiveness because in the past, working with other directors, the ensemble kind of feels left out, whereas in this case, with Ms. Sullivan, she’s working a lot with the ensemble, which makes it a lot more of a communal environment,” Braunstein said.

“She lets us give suggestions for different ideas when blocking which is really cool because we get to be more involved in the process,” said Tess Goldenthal ’20, who plays the Minstrel Leader in “Spamalot”.

In addition to “Spamalot”,

Sullivan replaces Wrobleski as drama director

Photo by Serelle Carr

Photo by Serelle Carr

Photo by Serelle Carr

Photo by Serelle Carr

Kate Waisel ’20 Web Editor-in-Chief

Time and time again, the high school’s drama department has cultivated a reputation of putting on some of the best performances in the state. For sixteen years, Mr. Stephen Wrobleski led these productions. Wrobleski, however, left the high school at the end of the 2017-2018 school year. Now, someone new has stepped up to take his place.

Ms. Kara Sullivan, previously a drama teacher at the middle school, is now the drama director at the high school and directed “Spamalot”, the high school’s fall musical.

Sullivan began teaching in 1999, but started working on student theater productions in 1997. Since then, she has directed at least two plays or musicals per year, run recreational programs across the state, and was the Theater Director at the Performing Arts Center in Framingham from 2008 to 2014.

Sullivan mentors the Acting IV class with their one-acts this December. In March, she will direct a festival piece for the Massachusetts Educational Theatre Guild, along with the spring play in May. Looking towards the future, Sullivan does not want to make any major changes to the theater program at the high school, but she hopes to maybe have students compete in March again and to have acting classes work more closely with theater tech classes.

“In the sixteen years that Wrobleski has been here, the theater program at WHS has skyrocketed. It was always good, but it has only gotten better. I need to remind myself that there is room for me to grow in this program as well. We are different people, Wrobleski and I, however, providing a positive and educational program for kids is the number one goal and that is my main focus,” Sullivan said.

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Acatober Emcee Intros: Which were the best?

2018

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Kate Waisel ’20 Web Editor-in-Chief

INTRO 4:

Photo courtesy of Sydney Braunstein

The four emcees introduced each a cappella group with comedic introductions, helping to transition between the many displays of the students’ vocal talent.

Annually in mid-October, the Performing Arts department puts on Acatober, a show that many fans look forward to, not only for the impressive singing but also for the comedic intros by which emcees transition between a cappella groups. This year’s intros were performed by the four emcees: Charlie Berger ’20, Kevin Mahoney ’19, Liliana Sydorenko ’19, and Lydia Tusler ’19.

INTRO 1:

After the emcees introduced themselves, they launched their first bit with slam poetry: “a true form of a cappella”, as Mahoney said. Tusler provided a beat, while Mahoney and Sydorenko performed the slam poetry: Mahoney: “Comin’ at you faster than a hand grenade.”

Sydorenko: “Sweeter than lemonade.”

Mahoney: “Cuter than a mermaid.”

Mahoney and Sydorenko: “Here comes Renegade.”

A solid way to begin the a cappella groups’ portion of the show, the rhythm of the slam poetry engaged the audience and was short enough to capture the audience’s attention. This intro also used simply rhyming to clearly indicate which a cappella group came next.

INTRO 2:

On the first night of Acatober, October 19, Berger pretended to trip over a chord and Sydorenko replied in confusion to why he tripped because all the “Chordz” were backstage, using the nickname that a cappella students use to refer to members of Inchordination.

Many people outside of the a cappella community are not aware of this nickname, and thus, the audience did not react much to this intro.

Responding to the first-night audience’s lack of enthusiasm for this joke, the emcees changed this bit for the second night of Acatober, October 20.

Berger and Sydorenko entered the stage while attempting to tango, but their legs became tangled and they struggled until Tusler sarcastically said, “You guys look really coordinated” and then announced Inchordination.

Although the emcees tried a new bit for the second night, it was still not as funny or engaging as some others. However, I admire how the emcees noticed that their initial bit did not get a good reaction, and they took the effort to create a new bit that the audience would enjoy more.

INTRO 3:

Sydorenko and Tusler walked onstage and called for a round of applause for the two a cappella groups that had already performed, which was then interrupted by Mahoney and Berger running down the aisles of the auditorium and jumping on stage, fighting over who was first, to which Sydorenko and Tusler replied, “Ladies First,” and thus introduced the next group.

I admire the dedication of this bit because when Mahoney and Berger jumped on the stage, they didn’t hold back; they committed and jumped onto the stage hard.

The dramatic aspect of this bit brought it to life and kept the audience engaged, while also making it clear which group came next.

Berger and Mahoney got the crowd to chant “ey, ey” repeatedly. Mahoney then played the beginning of “Yeah” by Usher, and he and Berger each did a short dance while the crowd chanted.

Mahoney then announced that A Cappella Anonymous was up next.

The emcees did a good job of engaging the audience at this point in the show when it can sometimes begin to feel sort of long. However, the connection to A Cappella Anonymous was not clear to everyone.

The emcees intended for the crowd to chant a sound similar to “A-A” to represent ‘AA’, the nickname for A Cappella Anonymous. Although I and some other audience members did not understand this, the dancing and audience engagement made up for it by livening up the crowd.

INTRO 5:

For the last intro, Berger, Sydorenko, and Tusler stood onstage while Mahoney yelled from the back of the auditorium, near the sound booth, that his mic wasn’t working. The three other emcees responded with confused guesses as to what he could have said and the conversation went: Mahoney: “Hey guys, the mics don’t work. The sound’s off.”

Sydorenko: “What?”

Mahoney: “So, your mics work, but my sound is off.”

Berger, Sydorenko, Tusler: “What?”

Mahoney: “My sound is off.”

Tusler: “Pats kickoff?”

Mahoney: “No, that’s not till tomorrow. My sound is off.”

Sydorenko: “Beef stroganoff?”

Mahoney: “No, my sound is off.”

Berger: “You want to get married?”

Mahoney: “Sound off.”

Berger, Sydorenko, Tusler: “Oh, sound off. Sound Off a cappella.”

This intro spanned the whole auditorium, physically engaging more of the audience. The comedic guesses by Tusler, Sydorenko, and Berger made it even more amusing. Berger’s guess, although not the most logical, received the loudest reaction from the audience of the three guesses and was funnier because of its lack of relevance. However, I noticed that some members of the audience were a little confused and appeared to think that Mahoney’s mic was actually off, likely because the group Sound Off a cappella was a guest group so it was not obvious to what group the bit pertained.

FINAL RANKING:

1) Intro 3: Ladies First 2) Intro 1: Renegade 3) Intro 5: Sound Off 4) Intro 4: A Cappella Anonymous 5) Intro 2: Inchordination

Photos courtesy of Sydney Braunstein