ZCHS Harbinger April 2024

Note from the Editor

Adjusting back to school after spring break can be difficult, but also relieving knowing that we’re at the tail end of the school year. Although this feeling is probably exciting to most, it can be bittersweet as well.

How far we’ve come throughout this school year is something not to be diminished. Whether you’re a freshman who has almost completed your first year of high school, or a senior who is anxiously awaiting graduation, the growth that we’ve accomplished as a student body is tremendous.

High school is not for the weak, so looking back on accomplishments we’ve made is important and rewarding. Whether it be that you became a member of an interesting club, made a sports team that you never thought you would, or simply just met somebody new, these milestones are things that will stick as memories for the rest of your life.

As a senior, looking back on my high school experience is something that brings great emotion. These last four years have been challenging, but nonetheless an experience I’ll hold dearly to my heart. Like most seniors, I’m extremely excited to graduate and move on to college. But although this anxious excitement can be overwhelming, I still look back on the people I was able to meet, the teachers I was able to confide in, and the environment that shaped me into who I am today with thankful remembrance.

AEditorial

number of the bills passed in the 2024 Indiana legislative session and signed by Governor Holcomb make changes to our state’s education system.

Some will not affect high school students, such as SEA 1 and SEA 6, which focus on reading proficiency at the elementary and middle school levels. Others, like SEA 185, which requires schools to implement policies governing student use of wireless communication devices, will impact students of all ages. And a few will impact students beyond high school, such as SEA 202, which increases government oversight of tenure at public universities.

State legislatures have the authority to shape policy regarding public education, but our state government must do so in a way that truly benefits students. Not all of the bills passed in this year’s legislative session reflect student interests and concerns.

One of the biggest concerns shared by parents, students, and schools is student safety. A study by the Pew Research Center published in Sept. 2023 found that almost 70% of K-12 parents in the U.S. are at least somewhat worried about a shooting happening at their child’s school. As of March 6, there have already been 16 school shootings in the U.S. this year. Although legislation regarding school safety does not seem to be a priority for many of our state lawmakers, it needs to become one.

This year’s legislative session is over, but next year presents a new opportunity to implement policies that better reflect student interests. We urge our fellow students to make their voices heard by reaching out to their legislators, and we hope our lawmakers will listen to and act on our input. Social

So as this school year comes to a close, and excitement gears up for the summer, remember the school that gave you the memories that you never thought you’d experience, and treat it with care.

Cover: Senior Gavin Poole strikes a golf ball at the Zionsville Golf Course on March 25. Photo by Grace Adlong

The Take on the Bill

Several bills affecting schools pass in the 2024 Indiana legislative session

By Brody Brown, News Editor

March 14 called for the end of Indiana’s 2024 legislative session, with wins and losses for both parties in the House and Senate. The bills then await Governor Holcomb’s signature.

State legislation, which plays a big role in the legal system of America, can be easily forgotten.

“I would argue that your state representatives have a much greater impact than what the presidential folks have,” Senator J.D. Ford, who represents part of Zionsville, said. “I wish more people were paying attention to what was going on because they would actually be surprised about some of the bills [and] the topics that we’re addressing.”

A bill that turned the heads of students within the community last month was Senate Bill 185, requiring public and charter schools to implement policies limiting student cell phone use during school hours.

“I feel [phones] can be helpful in the case of an emergency,” senior Anna Emerick said. “I do see how phones can distract people and [distract] away from the topic of learning, though.”

Government teacher Robert Brennan paid attention to the legislative session as it was happening.

“Banning cell phone use in school is going to have a direct impact on all the students, good, bad or otherwise,” Brennan said.

But the popular notion that the Senate Bill 185 was put into effect because of test scores is a myth. The real reason for this bill’s creation, which reached a nearly unanimous consensus in both the House and the Senate, had far more to do with students’ mental health.

Becky Cash, the state representative for Zionsville and Whitestown, voted in favor of the bill and has been a strong advocate for children’s protection and parental rights.

“The bill was coming from a place of genuine concern for the mental health of young people,” Cash said.

In a 2020 report from Facebook spotlighted by the Wall Street Journal, 32% of teenage girls felt worse about their bodies because of Instagram when experiencing a

negative body image. These findings were collected from focus groups and online surveys.

The “cellphone ban” bill held little controversy outside of high-school circles though, because among legislators other bills seemed to be more important, like Senate Bill 389. It rolled back protections on wetlands in Indiana and was the first bill Governor Holcomb signed from 2024’s session.

“I sometimes question what the priorities of the legislature are,” Ford said. “What are we really trying to do? Are we trying to make life better? Expansion of pre-K and making sure people have food on their table, those are topics that people are talking about at their kitchen tables.”

Education was a recurring topic in many of the bills proposed, with Senate Bill 1 being the highest priority of many in the legislature. Senate Bill 1 holds back third graders and provides academic assistance to those who won’t be able to read at the level of the state’s standardized test.

“There is enormous research that shows if a child is not reading by the end of third grade, their chances of graduating are significantly reduced, which is hard for me as a mom to process,” Cash said.

Representative Cash wrote House Bill 1073, which sought to eliminate the use of seclusion rooms in schools, place cameras in special education teaching rooms and produce a biannual report on the education of children with disabilities. The bill was fought for by Cash and others like Senator Brian Buchanan but ultimately died.

“There were some really big issues in Brownsburg, there

were multiple teachers with charges against them which is where this bill came from,” Cash said.

Senate Bill 50, which has yet to be signed by governor Holcomb, would permit school administrators to employ religious chaplains as school counselors in public schools and charter schools.

“I just don’t know how this would be implemented,” Cash said. “I think people are trying to get creative with fixing our worker shortages.”

When bills get media attention, they often are one of the more divisive bills, such as last year’s House Bill 1447, which banned literature classified as “harmful” to minors.

“Those social cultural issues serve one purpose: to get everyone all riled up,” Ford said.

When it comes time to vote though, most members of the legislature, Democrat and Republican, vote in bipartisan support.

“A lot of the bills that get bipartisan support we feel like are generally trying to help people,” Ford said. “I talk to lobbyists on issues, both pro and con.”

In a country where every four years the presidential race can feel like the be-all and end-all of government, state legislation has remained in the shadow of its national big brother when those state officials are the ones with the power to impact residents of Indiana.

“I hope people get registered to vote,” Ford said. “If we collectively think our votes don’t matter, then they don’t.”

Graphic by Jonah Hunter

Preparing for Prom

A sneak peek into Zionsville’s “Under the City Lights” and “Z-Blast from the Past” events

By Lauren Carr, Guest Reporter

The “Z-Blast from the Past” after prom planned by parent volunteers will provide games, food, and prizes for students on April 20, following the “Under the City Lights” prom.

The prom will take place at the Dallara IndyCar Factory in Speedway from 8 p.m. to 11 p.m. The after prom will be hosted at Zionsville Community High School from 11:30 p.m. to 3 a.m.

Co-chair Kristen Kelley and co-decorator Lori Foster, among other parent volunteers on the after prom committee, will transform the school’s interior, covering its walls with decorations representing the decades from the 1920s to 2024.

“I’m super excited about the theme this year,” Kelley said. “It’s been nostalgic going through my childhood things looking for things to help decorate.”

“People pull out their prom photos 30 years later, so I want it to be a good one.”

-Maya Olivares, junior

The group of parents took on brainstorming and pitching ideas a year in advance. They had planned the theme for this year by taking inspiration from previous events in the community and utilizing

inspiration from the Fall Festival ‘70s theme.

Likewise, the prom committee got inspiration for their “Under the City Lights” theme through brainstorming ideas that had similarity to previous prom themes associated with twinkly lights, lanterns or stars. They took the majority of their inspiration from New York City, representing the colored theme of silver, black, dark blue and gold, according to junior prom committee member Maya Olivares.

In addition, after prom features activities for guests such as karaoke, silent disco, ‘80s trivia, bounce-houses, bingo, and food such as Chick-fil-A, pizza, and offerings from a coffee shop. Also, they are awarding gift cards and free scholarships to students at the end of the event.

“We had to make sure it wasn’t too girly or feminine because we had to make sure that everyone could enjoy it,” Olivares said. “We just had to guess what everybody else wanted and hope it worked out for the best.”

Although there were concerns about the Speedway location’s image in daylight, the venue looks attractive at night with the building’s glass architecture and twinkly lights, according to Olivares. Additionally, the venue will offer students photo opportunities with a car display, car-related activities, food, and a DJ.

Similar to prom’s activities, at after prom there will be setups for students to partake in activities associated with the theme.

“There will be photo ops if you wanted to get in a car from the ‘60s or maybe a Jeep from the ‘40s,” Foster said. “The casino is going to be 1920s.”

For both events, student IDs are necessary. Though the after prom is free for juniors and seniors who are students at Zionsville Community High School, guest underclassmen and attendees from other schools must pay $10. Once transitioned to after prom, Kelley said the recommended attire is T-shirt and shorts, with one’s favorite decade on it.

The prom committee and the after prom committee expect that this night will ensure a fun for attendees.

“People pull out their prom photos 30 years later, so I want it to be a good one,” Olivares said. “That’s the whole reason you have prom is to enjoy your social gathering; that’s your school friends, but not at school.”

Cheri Reck makes welcome signs for the after prom during preparations with other parent volunteers on March 12. Photo by Josie Brackett

Run as ONE

Unified Track & Field creates a safe space for students with intellectual disabilities to compete in athletics and bond with peers

Malik Sayles runs up and down the stadium steps in preparation for Unified Track practice on March 25. Photo by Adanna Mbanu

By Ellie Vanderbur, Student Life Editor

People group together and walk to the track bubbling with excitement. No one is a stranger and it feels like they’ve known each other all their lives, despite it only being a few months. Their laughter resonates and can be heard from inside passing cars, drawing curious glances, causing people to wonder about the noticeable connection they share.

Unified Track & Field is an adapted version of traditional track that focuses on allowing high school students with intellectual disabilities to participate in athletics alongside their fellow students without disabilities. It creates a supportive team atmosphere that is so important for people with disabilities.

“It’s bigger than track,” head coach Spencer Cassin said. “It’s trying to help support students with intellectual disabilities and also allowing them to have a great friend base.”

The sport has two categories of participants: partner athletes and athletes. Athletes are those with intellectual disabilities who take part in events and compete alongside the partner athletes, those without disabilities. Both groups participate together in their choice of two events out of the four offered: long jump, shot put, 400 meter, and 100 meter. There are also 4 by 1 relay teams that are an even mix between athletes and partner athletes that are decided a few days before a meet.

In addition to Cassin, three other coaches

help him out by each focusing on one of the different main events. They can then pay more attention to the participants, the majority of which are track beginners.

“[After practice] the coaches come back, and we collaborate and figure out what we need to work on and if there’s things that we need to improve on,” Cassin said. “We also help support if there’s any behavioral concerns.”

In his seven years since taking over the program at ZCHS, Cassin has tried to change some of the ways that the sport is structured and coached.

“I think the biggest change that we continue to make is trying to get our current partner athletes to become leaders and get their voice,” Cassin said.

Senior and partner athlete Adi Coleman is participating in her third season of Unified this year, competing in the 100 meter and shot put.

“Unified Track is a great way to be a part of a huge movement,” Coleman said. “You get to know so many new people and learn how to be a good teammate and a good friend.”

Athlete Malik Sayles is a sophomore in his second year of Unified, competing in the 400 meter and the long jump.

“My favorite part is hanging out with the partner athletes and [when they’re] helping us,” Sayles said. “[They] help us run and

make sure we don’t run out of breath.”

The partner athletes set social and emotional examples as well as demonstrate the expectations for the events.

“The connections are so important because it allows for peer modeling, for the partner athletes to model correct behavior for the athletes,” Cassin said.

The partner athletes’ support creates important motivation and a welcoming community for both groups.

“Even though I have been playing sports all my life, I have never felt this much sportsmanship in any sport I have ever played.”

- Adi Coleman, senior

“Even though I have been playing sports all my life, I have never felt this much sportsmanship in any sport I have ever played,” Coleman said. “Everyone is there to have fun and support each other.”

The power of the bonds between all participants is clear at practices, on the way to meets, and at the meets.

“My second favorite part is traveling to other schools on the buses and chatting,” Sayles said.

Once they get to the meets, there is so much support within the team and with those from other schools.

“The little light they get when they cross the finish line, hands above their head and cheering, that keeps me coming back every year,” Cassin said.

The connection remains strong outside of the sport when the partners see each other in the hallway or at other events, Sayles said.

“I have become friends with so many of these students, which makes our team feel like a family,” Coleman said.

The sport connects students with intellectual disabilities to an uplifting community and an opportunity for athletic growth. It allows the athletes to get out of their shell and introduces them to new situations and people.

“It’s good for me and my friends to have the spotlight on us running,” Sayles said.

Heidi Schroeder, Paige Myers, and Megan Hettmansburger practice for Unified Track on March 25 at the stadium.

Photo by Adanna Mbanu

After winning the 2013 state championship as a junior at ZCHS, Adam Wood became an assistant coach and is now the head coach of the boy’s golf team this year, bringing his passion to a new generation.

Wood, who worked as an assistant coach under former head coach Steve Simmons, is excited to take on the new challenge of head coach. After having role models like his parents and former coaches, Wood said he hopes to create a positive experience for the players and to help them become better players and people on and off the green.

Senior Gavin Poole, who has played on the team all four years of high school, said he is excited to play and practice again with his friends and compete in the tournaments during the week.

Poole was introduced to golf by his dad when he was four years old and said that he is his biggest inspiration.

“He has a lot of passion for when I play well or even if I play poorly.” Poole said.

Even with his dad being his biggest inspiration, Poole’s coaches significantly influence his plays.

“They have told us how to act on the golf course, which also teaches us how to act in life,” Poole said.

Poole explained that you can get, “good breaks from bad shots” or, “bad breaks from good shots” and that’s just how life is sometimes.

“Sports can be an emotional environment

Guys Green

on the

Boys golf team starts season with a new head coach

By Grace Adlong, Staff

and golf is no different,” Wood said. “But being honest and objective, free from that emotion can be the key.”

Each practice the players create a plan for themselves that the coach then approves to make sure every player is putting attention into the skills they need to be great.

“They can change depending on how well or how bad a certain part of our game is,” Poole said.

Wood’s goal this year is to make practices as individualized as possible to make sure each player is focusing on the skills they need to become better.

“Each person could be different, many of them could be the same, but the emphasis is on each player doing what they must to improve,” Wood said.

Sophomore golfer Luke Peevler said, “some people don’t need to practice chipping when they’re the best chipper on the team.”

One of the skills that the boys have to master is their mental game. As opposed to most other sports, in golf, the players get more time between plays.

“What you do with all that thinking time in golf can either help you or hurt you, and being able to stay focused and control your thoughts for positive thinking and determination is paramount,” Wood said.

A golfer’s mental game is one of the most important things they need to be able to manage while playing because it can affect each shot.

“You can’t just go up and swing the club; you have to be mentally prepared for any shot around the course,” Peevler said.

Just like most sports, golf requires physical conditioning and making sure that everyone has the strength they need to play well. However, golf differs because of the speed and mobility that also become a part of making sure the players are fit enough to play.

“You are required to create flex in muscles for rotational speed and be able to have significant ranges of motion that perhaps other sports would not require,” Wood said.

“What you do with all that thinking time in golf can either help you or hurt you, and being able to stay focused and control your thoughts for positive thinking and determination is paramount.”

- Adam Wood

While making a roster Wood said he looks at how they interact with each other and part of the fun of creating a roster is getting to know each of the players and seeing how much talent they have.

“No two people are the same in that respect and it’s been fun to start to get to know everybody at this point,” Wood said.

Sophomore Luke Peevler practices at the Zionsville Golf Course on March 25.

Photo by Grace Adlong

Role-Model UN Leader

By Anna Helmer, Staff

What is Model UN and what goes on during your meetings?

CS: For Model UN each person, or each delegate, is assigned either a country or a person and you take on the persona of the country or the person and debate issues and try to develop a solution to problems. For example, you can be China and the issue could be what to do with Taiwan, and even if you don’t personally agree with it, you would still be roleplaying as China and saying that we should annex Taiwan. You really have to go with the historical views, not your personal views.

Who have you built relationships with during your time in this club?

How did you learn about Model UN?

CS: When I was a freshman, it was during COVID and we had the online club fair and they had a list of all of the clubs with links. I just wanted to do something other than track, because I ran track at the time. I clicked through every single club and Model UN interested me, specifically because Mr. Magoni was the sponsor and I had him as a teacher my freshman year.

CS: My first three years, we were still getting out of COVID so I got pretty close with a lot of the seniors who graduated last year that were in Model UN. This year I got a lot of my friends to join Model UN and then I became closer friends with all of them during all of the competitions we’ve gone to.

Cooper Siegler, senior, is the president and a four-year member of Model UN

How did you become the president of Model UN?

CS: Since I started Model UN my freshman year, I had a lot of experience, and especially coming out of COVID not everybody had as much experience as me. I have an act for leadership and it’s what I like to do, and it’s what I’m good at, so it just kind of happened to be the right person at the right time. I became president and made a good core group of people to help me run the club.

mising with other people because in Model UN, two sides are never going to agree on any issue in its entirety, so you have to make a compromise so you can make a decision.

What impact has Model UN had on your life?

CS: It’s definitely helped me become more confident in public speaking. Now I’m not really scared to go up in front of even 100 people and give a speech; it’s something that I enjoy now, the adrenaline of it. It’s also helped me become a lot better at compro-

Have you learned any skills in Model UN that will be beneficial in the future?

CS: Definitely public speaking, like I said, because a lot of engineers are just seen as the people who are behind computers, making drawings and doing math, but a big part of engineering, especially civil, which isn’t talked about that much is the public speaking aspect, and having to give presentations about your projects and actually convince people. In Model UN, a big part of it is presenting an idea and trying to convince people to be on board with your idea. The same thing can be said in engineering, where you have this idea that you think is great and you have to convince people, whether it’s the town or investors, that your idea is great.

Senior Cooper Siegler and his Model UN teammates traveled to Chicago for a conference on Feb. 11. Photos submitted by Pearla Marji

Student Becomes the Teacher

Seniors in Cadet program learn how to teach in elementary, middle school classrooms

By Morgan Hollis, Staff

As the morning sun rises, senior McKenna Meyer isn’t heading to the high school like most students. She’s actually on her way to Trailside Elementary, where she’s not just a student—she’s a teacher-in-training through the Cadet program.

Cadet is a two-period long course that students can take in their senior year to learn valuable skills by helping out in elementary or middle school classrooms.

Meyer assists Katie Clark’s second-grade class at Trailside Elementary.

“I’ve learned how to interact with children on a wide scale,” Meyer said.

“How they should act and how I should teach them how to act correctly,”

Meyer said she loves the 23 “wonderful” students in the class.

“Seeing them every day is just the best morning ever,” Meyer said.

Cadet program director

Ann Bender has been helping Cadet students to learn how to better their teaching skills since she took over the program in 2006.

To join the Cadet class, ju-

niors must go through an application process that includes an essay, recommendations, and an interview with Bender.

“I do a pretty rigorous background check,” Bender said.

Selected students spend the first three weeks of Cadet learning curriculum in Bender’s classroom before being sent out to a middle or elementary school class of their choice.

As well as teaching in the classroom, students taking cadet must write a journal about what they did every week and do extra work for Bender. They also have a day in the week they aren’t mentoring, which is Thursday this year.

Most days, during the two-period duration of Cadet, students do hands-on work in elementary and middle school classrooms, gaining valuable experience by helping the kids in their classrooms learn curriculum and new skills.

For example, Meyer will help her elementary student’s during their book club time.

“That’s normally the time that I’m with them the most interacting one-on-one, just because they need the most help with figuring out what they’re doing,” Meyer said.

Meyer’s responsibilities extend beyond assisting the teacher. She has opportunities to become the teacher and to teach a lesson alone.

“When there’s a sub and they don’t know what the unit is or they don’t know how to teach the original lesson I’ll go in and actually teach the original lesson to either my students or other classes in second grade,” Meyer said.

While students in Cadet can gain

Senior McKenna Meyer helps organize the classroom books while Trailside Elementary teacher Katie Clark leads a lesson on March 19. Photo by Matthew Orbaugh

“When there is a sub and they don’t know what the unit is or they don’t know how to teach the original lesson, I’ll go in and actually teach the original lesson.”

- McKenna Meyer, senior

experience in the classroom, the class can also help them to decide what they want to do as a career in the future.

“I would say between 40% and 50% of the cadets do go on into education and pursue education,”

Bender said.

“The others tend to go

into careers that work with children, then some find out ‘I don’t really want to work with the kids like I thought I did.’”

For example, Meyer originally thought she wanted to be a teacher, then discovered while taking Cadet that it’s not for her.

“I know now that teaching is not exactly what I want to do, but in my future career, kids will definitely be in it,” Meyer said.

Bender said working with Cadet students is personally fulfilling because she feels “like I’m giving back to my profession.”

“[I enjoy] seeing the trajectory of my cadets throughout the year, seeing them grow and blossom and how from the day one in August to the end of the year in May, how they start to look at things differently,” Bender said “They can look at things through the lens of a student but then they look at things through the lens of a teacher. They can toggle back and forth.”

While Cadet may seem like a low-effort class, students taking Cadet need effort and commitment while taking it. Meyer said that cadets need to consistently be there for the class they teach and put their students’ education before themselves.

“You can’t schedule appointments in the morning and you can’t go on vacation for a long time,” said Meyer.

While the opportunity to be a cadet next school year has closed, Bender encourages students interested in becoming a cadet their senior year to start preparing.

“Come ask me questions, show interest, get experience working with children, volunteering in different opportunities,” Bender said. “That’s something I definitely look for, are students who have had experience working with kids.”

Senior Emma Phipps leads a small group lesson during station time on March 19. Photo by Matthew Orbaugh

Parking Problems

Confusion about parking spaces leads to warnings and many questions

By Lilly Steele, Sports Editor

Students have noticed an increase in parking warnings being given out recently. Some days warnings are seemingly on every other car and many students have gotten multiple warnings. With the start of pleasant weather, school officers have intensified their patrols, resulting in a surge of parking warnings.

Recently many students have noticed parking warnings on cars in the parking lots by the school, which has led to questions about parking zones and how warnings work.

“They want to get it [parking] under control, they just don’t know how to do it in a better way. So they’re just now starting to give out a lot of warnings.” Sophomore Morgan Palanacki said.

Assistant principal Matt Walter oversees construction and deals with creating parking zones and enforcing them. However, he said most of the parking has stayed the same as it was before the construction.

“It’s still the old paint.” Walter said about the parking lot lines. However, this paint has worn with time and left many of the lines faded.

“You couldn’t tell where the faculty party parking started and where students stopped. So, everyone would still be parking in [the] faculty area without knowing because there’s not paint.” Palanacki said.

“People still park wherever.”

Students have struggled with determining what spots are faculty and what spots are for students.

“If the paint is yellow, it’s faculty.”

Walter said, “Then white is just open for

any student.”

While students and faculty have parking areas, faculty aren’t required to park in the designated spots like students.

“Technically, a faculty person could park wherever they want, although they typically don’t want to co-mingle with the students. But the students pretty much have free reign of all those blank spots with white lines.” Walter said.

Students also don’t have designated grade parking, and any student can park in any white-lined spot. However, there are some new guest parking spots near the office, by the main entrance. New lines were painted and labels were added such as ‘Staff’ and ‘Guest’.

Walter said he noticed students would get frustrated when pulling in and picking the closest spot but getting a note. Thats because these open spaces were meant for the many guests that cycle through the school.

Only the town of Zionsville can write a ticket, and only for certain things.

“The only time you would get an actual ticket would be if you parked in a handicapped spot or if you

there. Then the town could actually give you a ticket.” Walter said.

The notes students have been getting are warnings that can result in disciplinary action, but not a ticket.

Walter said the warnings given out by the officers are more like notes from the office.

“It’s like a behavioral thing” Walter said.

Sergent Adrian Martin works to help patrol the parking lot and give out tickets.

Palanacki said she believes that the thought behind these warnings is positive, but there has been a negative effect as students don’t care when receiving warnings. “I feel like we could probably care more.” She said.

For the system to work, the school must track who’s gotten parking warnings.

Walter said the school works to track who has gotten warnings by utilizing the numbers on students’ parking passes. They record this information on a spreadsheet. If a student has a tag, then the officer will run the plate and use PowerSchool to figure out who the student is. If a car doesn’t have a tag the officers

Graphic by Jonah Hunter

The officers also rely on word of mouth for their information.

“Being able to rely on that information in real time and address it when it was a problem instead of getting late information was essential and taking care of that.” Martin said.

Martin described their process by saying they use a master list of students and an Exel spreadsheet to mark violations. “If you have somebody who’s just blatantly abusing that situation where they’ve been told once or twice and then typically after like the third violation, we’ll consult with the administrative staff and see if the assistant principals can get some headway and maybe incorporate some sort of detention or some sort of reprimand in some capacity.” He said.

However, the officers don’t want to give you warnings, they try to just highlight the immediate issues.

The issues that warnings are given out for aren’t just about parking in the wrong spaces. “A lot of times it’s not just for traffic enforcement, students are leaving their headlights on, a lot of times cars are running or doors

just flat out open. So obviously the flip side of that of that coin is equally as important.” Martin said.

With more warnings, the question of where the money goes has been raised. Students pay to park in the parking lot and now are wondering where this money goes.

Palanacki said she hopes it goes to repairing the parking lot. “If we’re paying to park in our school parking lot, use the money we’re paying to do work in there so that it’s not trash.” She said.

Students parking in spots that aren’t for them can hurt staff.

“Obviously your teachers are all here pretty much before the students. But some of the support staff, cafeteria staff, custodians, some of them may start at like 9:00 AM or later in the day” Walter said, “If those [spots] get all filled up, then the faculty comes and their spots are full.”

These warnings are also meant to keep students from having to worry about parking and be able to focus on the flow of traffic and the movement in the parking lot, Martin said.

Students have noticed an increase in tickets being given out recently.

“We really started noticing back here by the office, the guest area was getting full of students. So we had to start reinforcing that. Then they just started canvassing the whole lot and just making sure everybody was staying where they’re supposed to” Walter said.

Part of the process for giving warnings is deciding when to go out.

“So [we] try not to be predictable; Try not to park in the same spot, stand in the same spot, roam in the same spots. Because then if we develop behaviors, then obviously people can anticipate that and adjust accordingly. So it’s different every time.” Martin said.

With all these efforts to cut down on students parking in the wrong spaces, it still happens.

Palanacki suggested administration solve this problem by cutting down on warnings and focusing on repainting the faculty spaces.

“It might make it a little bit better, but nothing’s going to ever stop the people parking where they’re not supposed to.” Palanacki said.

Map of ZCHS parking

InWell In House

ZCHS partners with InWell Therapy to give busy students access to the help they need

By Summer Barker, Staff

One in five teens between ages 12 and 18 suffer from at least one diagnosed mental health disorder in America, according to the Adolescent Wellness Academy. The question is, what resources does the high school provide to students who need help, and how can a student get access to the help that they need?

Zionsville Community Schools is a partner with Integrative Wellness, also known as InWell. InWell is a collection of therapeutic mental health services to support and treat people struggling with things such as addiction, family issues, and mental health disorders.

The program compares itself to the hummingbird that floats free of time, carrying hopes for love, joy, and celebration. They strive to create a positive and hopeful world through client-centered practices and a diverse group of therapists.

Lynnette Clark, the managing director of InWell, has been working in the behavioral health field for 23 years and has run this private practice with her partner since 2013.

“I've worked with all ages and all populations and enjoy helping out the community by working with the individuals and families that need mental health and substance use support,” Clark said.

InWell’s school-based therapy program is offered in several elementary, middle, and high schools in Zionsville and surrounding areas such as Lebanon and Western Boone. This program offers an alternative way to get the help that students need without having to travel to a therapeutic center if that isn't an option, like if they have work or sports practice right after school or don’t have access to transportation.

“The ability to hold sessions during the school day eliminates a lot of barriers for people because there's only so many hours

in a day. Sometimes school-based can be a helpful option for students,” Clark said.

Students can be referred to the schoolbased therapy sessions by contacting their designated counselor or social worker Molly Pennell and sharing their interest in mental health resources. Appointments can be scheduled through a counselor, QR codes hung around the school, or the ZCHS portal page.

There are a few meeting places throughout the school where a student and their InWell therapist can meet during an appropriate time that doesn’t interfere with important class time.

“Once a person is enrolled in their services, InWell’s providers will work with the family and the individual to schedule them

during a study hall, for example,” Pennell said.

InWell’s school-based program has become popular among students working with InWell.

If InWell is not the right option, students can also find resources by talking to counselors or attending meetings and clubs for mental health awareness. Bring Change To Mind, for example, is a group hosted by Pennell that aims to end the stigma and discrimination surrounding mental illness. Anyone is welcome and they meet every other Wednesday after school in room E131.

The best way to get help when struggling is to reach out. Speak to a trusted friend or adult or ask a counselor for next steps.

A room used for In-Well Therapy services at Zionsville Medical Center on March 29. Photos by Summer Barker

The Final Countdown

The last months of the school year feature a few traditions before seniors say goodbye

By Emmy Lucas, Feature Editor

Through the months of April and May, you’ll probably find seniors hiding and running around town armed with water guns. March 8 started the high school’s tradition of the senior assassins game.

Senior Assassins Graduation Rehearsal

The general rules of the game are simple: each week partners are assigned another pair of partners to eliminate in that week.

“Eliminating them is shooting them with a water gun, or a water balloon or something like that,” senior assassins co-organizer River Burton said.

If neither you nor your partner eliminate your targets that week, or if you both get eliminated, you’re both out of the game. Burton and fellow co-organizer Ellie Snyder ensure that the general rules of the game are straightforward and keep the game fun and fair. For example, you cannot be eliminated while on school grounds during school hours or while working.

“Ellie and I collaborated on the rules but they’re mostly the same as last year’s,” Burton said.

Burton said that he and Snyder have done everything they can to make sure the game is fair and inclusive, including updating the Instagram account frequently about rules and eliminations.

“We made a public Instagram account just to get it out there that we were doing senior assassins, and registration was open for any Zionsville student that’s a senior, so the inclusivity is innately there,” Burton said.

Many seniors look forward to senior assassins all year and underclassmen often look forward to when they can participate.

“It’s like finally sitting in the back of the bus when you get to fourth grade,” Burton said. “You always anticipate senior assassins throughout high school and when you finally get to do it all of the waiting feels worth it. Except for the people that lose

Ato ZCHS

s seniors begin to get excited for graduation, there’s one more step they have to take right before they can get there: the graduation rehearsal. Graduation rehearsal is crucial to both the graduates and the staff, as it ensures everyone is comfortable and prepared for the ceremony.

“There are specific things that we have to accomplish so that all seniors are comfortable with what they're going to be doing,” Lindsay Alessandrini, one of the graduation rehearsal organizers, said. “We take into consideration any special needs that students may have. We’re just making sure that everyone can get up on the stage and know what is going on.”

“It's an in house field trip, that’s what we call it,” Alessandrini said.

While there are things that need to get done, it’s important to the staff that the seniors are able to enjoy this last day together.

“Mr. East is really committed to making sure the class has a great time on that day,” Alessandrini said. “There is some serious business to take care of, but I think he enjoys making an event that everyone will have fun at.”

The seniors will start the day off by meeting in the PAC and watching their senior class video, as well as listening to some of their classmates give speeches. It’s a day full of reminiscing and all being together one last time.

After a free lunch, the seniors practice graduation and then receive their yearbooks.

“It's the last full school day that all the seniors will be together in the same place. I think that’s just nice for them,” Alessandrini said. “One last day of unity and fun.”

Senior Sunrise

One of the most popular student-run senior events is the Senior Sunrise, which occurs the morning before the graduation rehearsal. The sunrise is planned and then promoted by senior class president Charlotte Hanson and senior class officers Faith Leedy and Claire Hallock.

During the senior sunrise, the seniors wake up early and head to Mulberry Hill with breakfast, blankets, and coffee to watch the sunrise and spend time together. With the seniors all having different finals schedules, this is one of the last days the senior class will spend all together, making it an extra special day.

“It's just a good time to hang out with your friends and spend these last moments together before you graduate and go off to college,” Leedy said. “It’s a really good memory to have with your friends.”

Leedy said that they will make a post regarding the senior sunrise as it comes closer, so that everyone can mark their calendars and have their Yeti cups and blankets ready.

Graphics by Jonah Hunter

Graphic by Kate Bowen

n the Clouds

The accessibility of vapes and wax pens for teens has consequences

By Marissa Villarrubia, Opinion Editor and Lucy Bean, Staff

Three in ten teens said they could get e-cigarettes and two in ten said they could get marijuana, both within a day, according to a national 2019 survey of adolescent attitudes toward addictive substances done by the Center for Addiction.

Teen vaping rates have risen in the past several years, according to Psychiatry. org. Generation Z has seen a plethora of electronic devices to consume nicotine and cannabis that other generations didn’t see in their youth. Teens now also have easier access to these than ever before, despite not being of legal age to purchase them. Although vapes don’t feel new, there still isn’t enough information to say what the long term health effects of using them might be for teens in the future according to the Johns Hopkins study, “What Does Vaping Do to Your Lungs?”

Michael Gick, owner of CBD Advantage in Zionsville and former principal of Rossville Middle/High School, explains what could be ingested with the smoke from vapes.

“The gas station and cheaper vapes are loaded with heavy metals, vitamin E acetate, things along those lines that are horrible,” Gick said.

Vitamin E acetate is a chemical commonly found in vapes that has been linked to

complications with the lungs when ingested. According to the National Institute of Environmental Health Sciences, “these devices can expose users to toxic metals such as arsenic, chromium, nickel, and lead.”

Wax pens are electronic devices to consume cannabis concentrate while vapes are for the consumption of nicotine. The wide popularity of using a vape or wax pen over the more traditional ways is partly ease of use.

Some teens have started to experience side effects from vaping marijuana in the physical aspects of their lives.

“I’ve noticed that it affects my athleticism and my lung capacity; it’s harder to breathe,” an anonymous junior said.

Getting wax pens and vapes from non-regulated sources like drug dealers and gas stations can increase the risk of getting a contaminated or “laced” product in the resin, which is the cannabis oil found in carts.

“You can’t really inspect a cart,” Gick said. “They can just slip it into the resin, and it burns when you smoke it.”

The effects don’t stop some teens from picking up the habit of vaping, though, since it has become easier to conceal compared to other ways of smoking.

“It’s a lot easier to just grab it,” anonymous said. “Instead of going through all the trouble of hiding it.”

The flavoring in e-cigarettes and wax pens helps conceal the smell and taste of the drug being consumed.

“Obviously it doesn’t smell so it’s easier to smoke discreetly,” anonymous said. “People won’t really know if you’re high or not.”

There are also flavors offered with the devices that aren’t offered with cigarettes and cannabis.

“If it was all just menthol and mint flavors, I probably wouldn’t do it as much,” anonymous said.

The sweet flavors are not the only thing drawing teens in. High school can be a

difficult time, so when teens are struggling they might look for a way to reduce anxiety and improve their mood.

“I’d say an appeal to me is that I don’t have to really worry about anything. It’s way easier to sleep, too; I can just shut my mind off,” anonymous said.

This student is aware of the negative effects when vaping cannabis and the addiction that comes with it.

“I would say it’s definitely a rabbit hole, especially if you have an addictive personality or not a lot of self-control,” anonymous said.

Despite the difficulty that comes with quitting, it’s not impossible to do with the support and help of friends.

“We were all [vaping],” another anonymous student said when talking about quitting with their friends. “We all made sure that we held each other accountable and didn’t do it anymore.”

Assistant Principal Jared Williams said there are resources with the school that can help a student quit.

“If [students] want to talk to me, or if they want to talk to their counselor or our social worker to get connected with resources to help them stop, our doors are always open,” Williams said.

The administration is also looking into a way to educate students on the consequences of vaping nicotine after they’ve been caught. As opposed to the current repercussions that include a suspension and conversation with a guardian.

“We’re looking to add an education component,” Williams said. “Maybe that would make the consequences less severe.”

The class is meant to educate students on the impact vaping has on the body in addition to the current repercussions.

“It’s an online class, an education component so the student knows more about what they are putting into their body,” Williams said.

Photo by Marissa Villarrubia, Graphics by Kate Bowen

Tracing the Met Gala’s

FashionEvolution

Fashion Revolution

By Srinithya Basireddy, Staff Manager

Cameras shutter as their white flash goes off and sounds of avid conversations fill the warm spring air of New York City. The bright red carpet leads into an enormous hall where guests dress in the fanciest formals and chit-chat, the low glow of chandeliers shining on the artworks displayed around the room.

The Met Gala, the most iconic fashion event of the year, falls on May 6 this year. Months of anticipation lead up to the event, with people waiting to see the elaborate pieces that the designers, influencers, and celebrities present on the red carpet.

This night where fashion meets art dates back to 1948 as a charity fundraiser for the Metropolitan Museum of Art in NYC. Though it was originally a small event with a few of New York’s richest, it took a cultural shift in 1973 to create the current renowned event.

While the older Met Galas featured elegant and classic looks, modern fashion has introduced a new era of bold and striking outfits.

“Celebrity attire was not as over the top as some of our fashion shows are now,” art teacher Grace Fletcher said. “They’re a lot more creative nowadays.”

Compared to the sleek and sophisticated dresses worn by Marilyn Monroe, Audrey Hepburn, and Princess Diana, modern trends showcase extravagant outfits aiming to represent social changes and individuality.

Memorable outfits worn by A-list celebrities, like Zendaya’s 2019 Cinderella dress, Rihanna’s 2023 white flower dress, and Doja Cat’s 2023 all-red bodysuit, became symbols of societal innovation and iconic fashion.

Fashion trends change constantly and though we see many famous people advocate for certain clothes and brands, they often don’t trickle down to your regular high schoolers.

“People usually go for what’s comfy rather than fashionable,” sophomore Molly Tague said.

Culturally, society is more into comfort

right now because it is one thing people can easily control and helps them relax, accord ing to Fletcher.

In the highly mobile and stress-filled lives that many people lead, dressing like a celebrity isn’t worth the time or money.

“It’s fun to watch famous people get dressed up because regular people don’t on a daily basis,” Fletcher said.

This year, the Met Gala theme is “Sleeping Beauties: Reawakening Fashion” with the dress code being “The Garden of Time.” According to Vogue, celebrities are expected to wear floral or botanical looks. The museum will showcase timeless dresses, spanning over 400 years of fashion history.

Consequently, many historical trends are predicted to show up again, but this time giving them modern looks with aspects of touch, movement, and sound.

Compared to older themes, such as the emphasis on traditional dress at the 1995 Gala, newer events like the 2019 Gala celebrate experimentation. Additionally, fashion choices in 1995 were more restrained and conventional, contrasting with the boldness of more modern styles. Red carpet aesthetics have also shifted from a refined glamor to more theatrical according to Vogue magazine.

cluding Instagram, Facebook, and Twitter.

Similar to the vibe of the Met Gala, Fletcher’s sculpture class puts on a mini fashion show every year where they have to create wearable art and artist statements.

“Students have to create a piece of art that can be worn and we put on the show in a runway style,” Fletcher said. “They select the theme of their project and the music they walk out to.”

Vogue’s official red carpet live stream of the Met Gala begins at 6 pm EST and is accessible on all of their digital platforms, in-

As the fashion industry continues to evolve, the Met Gala remains a popular platform for creativity. It has become a place where inclusivity and representation are extremely important, with guests often making political and social statements through their fashion choices. This leads to more diversity being represented on the red carpet, celebrating various cultures, identities, and perspectives.

“I think that fashion is a way for people to express themselves and can be used to teach or influence those around you,” Fletcher said. “It’s fun and constantly changing.”

Graphic by Madeline Wilson

Not So Common Space

By Samantha Kulwicki, Staff

There is rarely a week that goes by where more than ten people use the West Commons during the school day, let alone a teacher utilizing the space.

The construction for the West Commons started in late 2021 during the 21-22 school year, and was finally completed the summer before the 23-24 school year. After the construction was finished, there were 35 new classrooms, added common spaces, and a new lunchroom.

The West Commons is a large open area in the central wing of the school. It contains couches, high top tables, conference rooms, TVs, and whiteboards. All these furnishings were added to help bring students together and create a better learning and studying environment. But now the commons are only available to students before and after school and the occasional time a teacher signs out the area.

No one knows when the space is being used or not; some teachers don’t know of the opportunity to sign out the space. The West Commons is a large space that can accommodate more than one class most of the time. Why should students only be able to benefit from the area if their teacher signs out the space?

“There must be a reservation system so that multiple groups don’t show up at the same time to use the same space,” Assistant Principal Jared Williams said.

The West Commons contains four conference rooms that would be very beneficial to students who are working on group projects and need a larger, yet private space to work. This could be a problem for example in the Social Studies hallway; when there are large history projects, many groups are working on the same project and the hall-

Should the West Commons be used differently?

ways become loud and crowded, making it hard to work without disturbing other classes. Even if students were not allowed in the main space of the commons and were only allowed in the private conference rooms, it would provide a quiet space for groups to work without disturbing other classes.

Study halls would also highly benefit from the common space being open to students. The main study hall contains students from sophomore through seniors and with that many kids in the class, it gets very loud and there is not space to work on larger projects. By taking out just a couple of groups of students, it creates a quieter space and creates more room for students to spread out and have the ability to focus.

Although I do understand that the school staff are trying to keep the space from getting too crowded and loud, they are losing the benefit of the space by making it harder to use. By at least allowing the usage of either a partial amount of the space and or the conference rooms, the space could be

used to the full potential that it was originally designed for.

There still needs to be a system put in place, however, so the commons do not get too crowded. Overall, the space still has great potential, but we need to find a way to better utilize it by either allowing students to use part of the space or opening the whole space up during the day. Although we shouldn’t just throw out the sign up system, that shouldn’t be the only way to use the space. Maybe if there is no class signed up for the space, students could be free to use it. Or maybe open up a sign up for the conference rooms so students can sign up on their own to use the space.

All in all, right now the West Commons is not being used effectively. By creating a few changes, students will be provided with a new environment that is available to them and maybe will even encourage students to develop better and more efficient study habits.

Photo by Marissa Villarrubia

Beyond the Classics

By Marissa Villarrubia, Opinion Editor

Thinking back on all the books that I have read for high school, I can count on one hand how many were written by a person of color, a member of engaged.

Changing what we are able to read for school is not easy since every individual teacher can’t decide that they alone want to

new perspectives with readers show them that their point of view, while important, isn’t the one everyone has.

I don’t want to dismiss any of the classic

What’s next?

What’s next?

18 Apr. Girls Tennis Against Westfield

When: 5:30 p.m.

Where: 875 Sports Complex

25 Apr. Girls Lacrosse JV & V games against Carmel

When: 6 p.m.

Where: ZCHS

Check the schedule below to find dates, times, and locations for upcoming ZCHS events. Dates, times, and locations are subject to change.

19 Apr. Boys Volleyball Varsity game against Bishop Chatard

26 Apr. Track & Field Zionsville Invite

When: 5:30 p.m.

Where: ZCHS

24 Apr. Varsity Softball against Carmel

When: 5:30 p.m.

Where: Varsity Softball Diamond

1 May Boys Lacrosse JV & V games against Noblesville

When: 5:30 p.m.

Where: ZCHS

Right: Senior Audrey Schmal and other members of the Astronomy Club run a stand at Mulberry Field during the solar eclipse on April 8. Photo by Madeline Wilson

Bottom Left: Sophomores Olivia Sailer (left) and Hailey Young (right) prepare to serve in a doubles match at the Zionsville tennis courts on March 26. Photo by Anna Helmer

Bottom Right: Junior Mason Archer sets for senior Braden Dubash during the varsity boys volleyball game against Franklin Central on March 21. Photo by Lucy Bean