Olivia Rees 2013 Portfolio by Renee Burke

OLIVIA REES PORTFOLIO 2013

OLIVIA REES

1745 Reppard Rd. Orlando, FL 32803 olivia.m.rees@gmail.com (407) 897-2044

April 22, 2013 Renee Burke Adviser William R. Boone High School 2000 S. Mills Ave. Orlando, FL 32806 Dear Mrs. Burke, It has come to my attention that the Legend yearbook is accepting applications and in need of a section editor that is able to design layouts, assist other staffers, create a section and make the book an overall successful publication. Please find enclosed my resume for review as I feel I am able to demonstrate these qualities, making me the right person for the job. Previously being a section editor on the 2013 Legend yearbook staff has taught me many skills: how to design layouts, work with the staffers in my section, write stories and use InDesign and Photoshop, all while successfully managing and meeting deadlines of my own. I was able to use these skills throughout the year and incorporate them into all of my work. This experience has proven to be useful on staff, and would be an essential asset for an editing position. As a previous staffer and editor, I am fully aware of the dedication involved in making the book and understand the work an editor must dedicate. I strongly feel that with my past experience, I am able to contribute that amount of effort. I enjoyed helping others as well as creating new designs and ideas that can be used in the book. Being a section editor would allow me to use these skills to improve the cohesiveness of the section and help make next yearâ&#x20AC;&#x2122;s Legend successful. After reviewing my background and the skills I have to offer, I would love the opportunity to meet with you in person. I feel you would be able to get a better idea of how I can be a good addition to next yearâ&#x20AC;&#x2122;s editing staff. I would appreciate meeting with you at your convenience. Thank you for your consideration and I hope to hear from you soon. Respectfully yours, Olivia Rees Enclosed: resume

OLIVIA REES

1745 Reppard Rd. Orlando, FL 32803 olivia.m.rees@gmail.com (407) 897-2044

OBJECTIVE To gain experience and knowledge in the field of journalism by becoming an editor on the 2013-2014 Legend yearbook staff. EDUCATION Completed 3 years at Boone High School Graduation date: May 2014 G.P.A. 4.28 weighted EXPERIENCE Legend Yearbook Academics Editor, Boone High School (August 2012 - present) Experience with In Design, Photoshop, designing layouts, helping staffers, uploading pages, taking photographs, writing stories and captions, and conducting interviews. Legend Yearbook Staff Member, Boone High School (August 2011- present) Experience taking photographs, writing stories and captions, and conducting interviews. Totem Copy Editor (2010-2011) Helped to design overall theme of magazine and edited pages. RELEVANT HIGH SCHOOL STUDIES Journalism 1, Journalism 2, Journalism 7 Honors, English 1 honors, English 2 honors, Advanced Placement Language and Composition, Art 2D HONORS, AWARDS, AND MEMBERSHIPS - FSPA Spring Digital Contest - All-Florida (2013) -National Honor Society (2012-present) -Second Place in Section Editors Camp Orlando (2012) -Quill and Scroll Journalism Honor Roll (2012-present) -Boone High School Law Magnet (2010-2014) -Varsity Track and Field (2010-present) REFERENCES Merrideth Buchanan - AP Language and Composition Teacher (ext. 6014350) Dwayne Floyd - Precalculus Teacher (ext. 6014238)

ESSAYS

self-analytical Freshman year and journalism was just another elective to fill my schedule. I never once thought that I would become so involved in an activity that is such a big part of my life today. Being on yearbook has allowed me to learn something new everyday; whether it was a new skill on In design or lesson about life in general, I can’t help but owe it to the class for catching my attention two years ago. Regardless of the fact that this was my second year on staff, there is so much I have learned over the past year. As an editor, I was able to experience and be a part of the behind the scenes production of the book, and learned that there is actually so much more to perfecting a page and section than one would think. As far as deadlines, I quickly learned how

to manage my time in class so that I could help people in my section in addition to finishing my own spread. It was important for me to remind myself that teamwork is key, and when you’re sharing a page with someone else it is essential to communicate with your partner. Overall, I think that journalism was a valuable course to take because of everything I have taken from it. Without a doubt I can apply these skills not only in school, but also outside of the classroom and in my everyday life. (Knowing all the different grammar rules was definitely useful for the countless AP Language essays I had to write this year). Even if I don’t chose to pursue journalism in college, all of the knowledge I’ve learned will help me no matter where I go in life.

reflection 1 I consider my most significant piece this year the deadline seven tennis spread. Overall, I was really pleased with the outcome of this page. For this deadline, I worked with Courtney. I like to think that we made a pretty good team; we were always on the same page, went to interview and take pictures together, and stayed after school to make sure everything was turned in on time. You can see from the first draft that our story was not bad, but needed some work. One of the problems we ran into was difficulty getting the coach’s interview back; however, once we did, the story went fairly smoothly. I think that one of the main reasons this page turned out so well was because Courtney and I took the time to understand the sport

and talk to the players. We went to multiple tennis matches to get the pictures we needed and to interview people when they were off. Throughout the whole deadline we stayed on task and successfully turned in everything on time. We didn’t necessarily split the page up, but instead worked on the pictures, captions and body copy together. Unlike previous deadlines I’ve shared, I found that this eliminated any confusion that can sometimes occur when partners do not communicate. What I liked best about the finished product is I feel that Courtney and I captured the success of both the boy’s and girl’s team this season. I am proud of the story, pictures and the fact that we were the first ones to make deadline.

reflection 1 first

7 LYNDSEY BOOS, SENIOR

The boys placed second at districts. Samuel Lampman advanced to states.

districts.

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photo/Kaley Gilbert

The girls placed fourth at

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“I live by the motto ‘YOLO’ because I want to make the most of my memories,” junior AUSTIN MCFARLIN said.

Scan this code with your smart phone to access more pictures from the tennis season.

COVERED

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we got you

SERVE IT UP. With the ball in the air, senior Lyndsey Boos prepares to serve to her Freedom opponent. “I love tennis because it is a quiet sport and I can focus easier, rather than when people are yelling and screaming,” Boos said. Boos won this match, 8-0.

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4-2

SEASON RECORD:

ASHLYN GAGE, FRESHMAN

3-4

SEASON RECORD:

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SEASON RECORD:

design by DELANEY ARKEILPANE

REES

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After Lampman’s return to the team, the boys focused on advancing through the district tournament. Both teams competed in the district tournament at Winter Park on April 4. The boys team finished as the district runner-up to Winter Park, and the girls team finished in fourth place. “The tennis season just about went how I expected for both the boys and girls teams; however, more experience for some players in matches could make next season better,” head coach Lisa Speer said. “The biggest difficulty is getting past the emotional issues and just playing tennis.” The boys team faced Winter Park again in the regional meet on April 11, and finished the season as regional runner-ups losing to Winter Park, 1-4. Lampman continued to states for singles, and he and senior Remy Artavia advanced in doubles. / / /content by COURTNEY PATZ and OLIVIA

RACKET myself that you win a game by playing each point at a time.” Despite her efforts, Cotton lost her singles match, 8-2. Overall, the girls’ team lost, 0-7, and the boys lost, 2-5. Regardless of the final scores, the players reacted to the struggle positively and were there to support each other. “The team works together by encouraging each other, win or lose. We keep our heads held high through thick and thin,” Cotton said. In addition to losing to Winter Park, the team faced another struggle. Earlier in the season, the boys temporarily lost their number one ranked player, senior Samuel Lampman, for three matches because of a conflict with another coach. “With Lampman being one of our main leaders, it was hard without him,” Stokes said. “[But without Lampman,] we have a good record, which gives us a good seed for districts.”

both teams challenge rival

Clutching her racket tightly, she focused all of her attention on her opponent when she served. As she cleared her mind, sophomore Meghan Cotton tossed the ball high into the air and began the most difficult match of the season: Winter Park. With a 9-3 boys record and a 7-4 girls record, the teams prepared for their final pre-district match against number one seed Winter Park on March 19. “Winter Park [was the hardest school to play] because they are the best team. There was a lot of conflict and yelling and screaming; it was really exciting,” senior Tyler Stokes said. The boys and girls teams prepared mentally and physically throughout the season to face their rival. “My biggest struggle was maintaining my mental game because I let my opponent get [inside] my head,” Cotton said. “I pushed myself by reminding

4-3

SEASON RECORD:

THOMAS MCDONALD, SOPHOMORE

NATHAN FONTAINE, FRESHMAN

MARY BURKETT, SOPHOMORE

TEAMS MAKE A

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much better at the net and love how the points move faster,” Artavia said. Artavia finished second in singles for metros. RACK UP POINTS. On March 11, senior Samuel Lampman returns the ball to his Olympia opponent. “[I like playing] individuals because all responsibility is on me and I get to make my own choices,” Lampman said. Lampman won district singles and doubles with partner Remy Artavia. SMASH SHOT. In the match against Colonial on Feb. 13, freshman Julia Bonnewitz returns the ball to her opponent. “[The hardest part of tennis] is your own mind because it is 80 percent mental and it is easy to get in your own head,” Bonnewitz said. Bonnewitz won this singles match, 8-2.

BE RIGHT BACK. Junior Davis Coleman backhands the ball over the net. “The hardest part of tennis is the mental aspect because you’re playing yourself and if you mess up it’s all your fault,” Coleman said. Coleman was runner-up in districts for line three. HIT IT HIGH. With his racket in hand, senior Remy Artavia serves the ball. “I prefer [playing] doubles [because] I have always been

reflection 1 final

reflection 2 The piece that I feel still could use work is my deadline three DHH/ ELL/TMH spread. Not because I hate the page, but I think that I could have done better on the design and coverage. I wish I had made the design more interesting to hilight the students and draw the reader into such an interesting topic. This deadline was very hard to cover because of the communication barrier the students experienced. I think that I could have gotten better quotes to capture how the students actually felt about all the activities they did in class. Students in these programs participate in so many off campus activities, and I wish they were pictured on the page to give more variety. In all, I was happy with the story, but still would make some minor changes if I had the opportunity.

reflection 2 first

048 academics

Students went on trips to Bakery Plus to practice ordering food and learn how to pay for it with their own money.

To enforce life skills, the programs traveled to Publix and learned how to shop for food, push the carts and pay at the cash register.

The TMH program took a field trip to the Orlando Science Center on Nov. 25, to explore the exhibits and learn in an interactive way.

oh the places you’ll go...

DEAL

photo/Olivia Rees photo/Olivia Rees

“I make the most of [my moments] by talking about them with friends and remembering how fun and good it was,” junior JESSICA

TIGHT. To practice the chores he does at home, senior Felix Torres makes a bed. “It makes [the bed] comfortable to sleep in,” Torres said. Learning how to make a bed was part of the curriculum. WISH, WASH. Senior Reann Ragsdale does the laundry. “[Doing the laundry] makes me feel grown up,” Ragsdale said. Ragsdale’s favorite part was taking the clean clothes out when they were done.

SLEEP

here’s the

teacher, freshman Kevin Sanchez talks about Thanksgiving dinner. “I enjoyed cooking with the teachers and my friends,” Sanchez said. Sanchez had an interpreter that went with him to all of his classes.

TIME TO SIGN. As he signs with his

sophomore Abraham Alas assembles a tower of blocks. “I like to build with my friends; they help me,” Alas said. Alas wanted to pursue a career that involved building.

BUILDING BLOCKS. To pass the time,

photo/Olivia Rees

photo/Taylor Keefer

Mentally handicapped students could stay in high school until the age of 22.

SCHAEFER said.

photo/Taylor Keefer

dhh/ell/thm049

freshman Lizbellys Matos adds a half cup of milk to make mashed potatoes. “My favorite part of Thanksgiving is [seeing] all of my family,” Matos said. Students learned about and cooked different types of food associated with Thanksgiving.

GOT MILK? For Thanksgiving dinner,

design by OLIVIA REES

FA-LA-LA. To add Christmas spirit to the room, senior Ivan Rosario puts an ornament on the tree. “My favorite part of the Christmas decorations are the lights; they are beautiful,” Rosario said. The DHH and TMH class decorated the classroom for the holidays.

A loud click echoed through the room as senior Guscenie Boston turned the knob once more, opening a can of corn for Thanksgiving dinner. It was a seemingly simple task, to Boston this was a step toward understanding how to successfully complete real-world activities. “[My favorite part of school is] cooking. It’s fun and I get to learn new things,” Boston said. The Trainably Mentally Handicapped program focused on teaching students how to thrive in a plethora of everyday situations. The instructors created activities to teach them specific skills they could use at home, like making beds, cooking food and doing laundry. The teachers’ main goal was to help the students become as independent as possible. “[My favorite part of helping them is] seeing them accomplish things they’ve worked hard on and hearing back from the parents and knowing it’s made a difference,” TMH teacher Denise Scott said. Closely related, the Deaf and Hard of Hearing program and the English Language Learners program taught deaf and foreign students to communicate with others around school and at home. “[In ELL, learning] vocabulary helps me fit in with crowds at lunch,” sophomore Marisol Medina said. The lessons of all the programs transcended the classroom and helped students bond through activities outside of their regular school environment. “I like having my friends [in the program]. We go to football games and out to eat,” Boston said. The TMH, DHH and ELL programs pushed beyond boundaries and taught students with additional difficulties to excel in their everyday lives. / / / content by OLIVIA REES and TAYLOR KEEFER

programs helped students thrive outside of school

makes PRACTICE per fect

reflection 2 final photo/Olivia Rees

reflection 3

One of the main reasons I am proud of this picture is because it was published in the yearbook on the student life divider. I feel that from the whole year, this was my best picture taken. It shows emotion, has good depth of field and fills the frame. I think that it really captures the excitement of the Powder Puff game. It also won a FSPA All-Florida Feature Photo. powder puff 10-15_ rees159.jpg

reflection 3

I picked this picture because it was published on the homecoming nights page. I think that it has a good center of visual interest, it fills the frame and displays depth of field; the girl is clear and in focus while her background is blurred out. powder puff 10-15_rees142.jpg

reflection 3

I picked this picture because it was published as the dominant on the technology page. This was the only dominant I have in the book. It shows the element of rule of thirds and his arm creates a leading line. Personally, I like the shadow that is created on the Smart Board. 061001_smartboard.jpg

reflection 4 This year I feel like I was an asset to the staff by always helping when it was needed. As an editor and second year staffer, I already knew how the staff was run and what to expect from each deadline. Although I took on new responsibilities, I was still able to manage my time and stay on task. I always offered to help the new staffers when they needed it, and tried to check in with those in my section. If someone in my section needed something done, I would find the time to help them do it. I think that because of this, I led by example, and hope that others

were able to see my dedication to the book and the staff. I stayed after school before pages needed to be shipped and when they came back in proofs. While every other editor had two class periods to do their work I had one; however, I still made sure to get everything turned in on time. In the big picture this may not seem very significant, but little things like consistently meeting deadline and making myself available to others really did help the publication run smoothly and eliminated any unnecessary stress.

reflection 5 One problem I faced this year was when my partner for deadline 4 was sick the whole week of majors. As a result, the page fell on me, on top of the four other spreads that were in my section and needed to be fixed and shipped. This is always an awkward situation when you are friends with your partner, yet they leave something unfinished for you to complete. I was so preoccupied with the pages in my section that I had to take the zero for majors and let Kayla and Burke take over the page. I can’t lie and say that I wasn’t annoyed at this situation, because to me that’s not something you should leave for someone else to finish by themselves. Even though I was upset at the time, I learned that things don’t always turn

out the way you expect them to. No matter what, problems come up and you just have to deal with them in an appropriate way. I was a little disappointed that I had to take the zero, but it taught me that sometimes you just have to suck it up and move on. If something like this were to happen again, I would probably deal with it the same way. I don’t feel like I had a lot of options in this situation, and had to just like things play out. One thing I would do though is not be afraid to tell my friend that I don’t think it was nice of them to leave the work to me. Overall, I feel like I handled this the best I could. It was probably better for Burke and Kayla to finish then have me rush to get things done, because it leaves more chances for mistakes.

reflection 6 In my midterm, I wrote that my three goals for the rest of the year were to meet all deadlines, check in with staffers and have more creative designs. I can actually say that I feel like I have accomplished all of these goals. Even though I only had one deadline after the midterm, it was met on time. Deadline seven I worked hard to get everything turned in on time, and as a result Courtney and I were the first to meet deadline. My second goal was to check in more with staffers. My section ended deadline 5, however; I do think I made an effort to ask how people in my section were

doing. It was also helpful that I didnâ&#x20AC;&#x2122;t have any deadlines of my own, because I was available to help with interviews or body copy whenever someone needed it. I was more focused on the pages that deadline because I didnâ&#x20AC;&#x2122;t have another spread I had to complete on my own. My last goal was to have more creative designs. Out of the few designs I did after the midterm, I think they were more creative because I had experience designing the first half of the year. For these reasons, I feel that I was able to address the problems I struggled with early on in the year and work to meet the goals I set for myself.

reflection 6

reflection 7 Y18. Feature photo This is picture is on page 006-007. I picked this picture because it was published on the Student Life divider. I think it has good depth of field, it fills the frame and captures the emotion of the powder puff game. It also won an FSPA Feature Photo All-Forida award, which is why I am submitting it again.

ONE

Y32. Academic spread

, SIX STORIES

In Kay Godfrey’s math classes, six students shared the same seat but not the same experience. / / / content by BRYNNE DAWKINS

COLORING outside the

don’t worry

Picking up her Kindle, junior Alyssa Rivera found herself instantaneously lost in the world of her drawings. “I’d describe [my creativity] as being open-minded and seeing things [through] different points of view,” Rivera said. Her creativity allowed Rivera to excel in her school assignments. “I always try to make my projects stand out by putting as much creativity in them [as I can],” Rivera said. “Especially when it’s displaying a project, I try my best to make it capture someone else’s attention.” School also provided a forum for Rivera to expand her artistic talents beyond drawing. “I’ve been taking ceramics, and I love it. You can create your own things the way you want it to look,” Rivera said. Through ceramics, Rivera expanded on her previous artistic abilities, as well as gained a greater appreciation for the creative opportunities art provided. “Knowing that there are endless possibilities of what I could draw helps me keep an open mind,” Rivera said. Drawing was her creative outlet and helped Rivera view life in a new light. “I see things differently when I draw,” Rivera said. “[Drawing] makes me feel in control of my own creations, like I can create anything I want.”

Without a care in the world, junior Antony Morata blocked out the noise of students worried about the upcoming test and decided instead to not think about the stress. Morata took a different approach to life by adapting a worry-free personality. “I feel more confident if I don’t worry, and I will enjoy a situation much more,” Morata said. However, Morata didn’t always exude cheerfulness and relaxation. “Before, I was much more aggressive, which I probably harbored due to being self conscious, without me actually being aware of it,” Morata said. Morata decided to change his attitude after losing a friend because of the way he acted in middle school. “My friend was sick of my aggression and decided to move on. I was torn apart,” Morata said. After altering his persona to be more cheerful and relaxed, Morata was able to make amends with his friend. “I did a major change with the help of my friend, as well [as] gained my [care-free] attitude towards some things,” Morata said. “[My personality is unique because] I’m easy going, so I’m able to make friends. I have good social skills due to my personality.”

There were 13 SMART Boards on campus.

THING

Lending a helping HAND

With a bounce in her step and a smile on her face, she glanced around, ready and willing to help anyone in need. “I think it’s the right thing to do. It brightens [someone’s] day, and you never know if someone is having a bad day,” freshman Rebecca Nance said. To accommodate Nance’s brother’s Asperger’s Syndrome, their mother taught her to always lend a helping hand. “I’m helpful because my mom raised me to be that way, and my brother has a condition where he needs people to be nice to him or he will get angry,” Nance said. Asperger’s Syndrome was a form of autism that decreased a person’s ability to interact properly in social situations, to communicate and to use his imagination. “I started being nice to him, and it carried over to other people,” Nance said. Following in her mom’s footsteps, Nance also performed community service through being a member of Key Club. Additionally, Nance was a member of Baking Braves, Serendipity Club and color guard. “[My mom] taught me to live by [the adage] ‘Live big, laugh often and love much.’ I apply [this motto] to my life,” Nance said. “Helping others makes me feel good, like [I’m] helping the world be a better place. I think there is a ripple effect when people help others.”

mind

ANIME

times

CHARM

With a nervous grin on his face, he walked through the doors into what would be his third high school in three years. “[The hardest part] was leaving my friends behind and starting off new from scratch,” senior Pablo Moragon said. Moragon left Franklin High School in Franklin, Texas, to attend Edgewater High School after the summer of 2011. “When I first moved over here to Orlando, it was a little frustrating when I was at Edgewater, but now that I’m at Boone, I love it,” Moragon said. The transfer to Edgewater occurred after Moragon’s parents divorced. He moved to Orlando to live with his dad; a year later, they moved again, and he transferred again. Despite his transitions between different states and schools, Moragon looked forward to another change in his future. In 2013, he planned to attend school in Sweden through Rotary, a student exchange program, where he would take part in another year of schooling, even though he already completed all of his required credits. Moragon’s interest in attending school in Europe originated from his mother, who was also a part of Rotary, the student exchange program that coordinated his trip. “[I’m excited to be a part of Rotary] because it’s going to be a life-changing experience. I’m going to see the world through a different perspective,” Moragon said. “I’ll learn new customs; it’ll be really different than what I’m used to.”

As she walked to her next class, her breathing increased and her body began to shake. She became increasingly more nervous about her upcoming test. “People always see me as funny and cheery, and that’s true. I feel like that’s who I am, but sometimes it’s not. You can be a really happy person and still have problems,” sophomore Amanda Hughes said. Hughes often struggled with constant anxiety and panic attacks. “[When you’re having a panic attack,] you basically feel like you cannot breathe. The worst part is you don’t know why, and you have to wait it out,” Hughes said. Through experience and counseling, Hughes found a unique way to keep her anxiety and panic attacks under control. “The biggest solution is just really not to think about it. A lot of people don’t believe that,” Hughes said. Joining the drama program also helped Hughes handle her anxiety. “In drama, it’s not possible to not put yourself out there. Being in drama has conditioned me to stay out of my head,” Hughes said. Despite the daily difficulties of living with anxiety, Hughes knew overcoming her issues ultimately benefited her. “I think [my anxiety has] definitely made me a stronger person. It’s the biggest challenge I’ve faced so far. I [now] know that I’m strong enough to deal with things myself,” Hughes said.

“I make the most of my moments by enjoying them and surrounding myself with positive [people],” junior AJAH DELOACH said.

relationships

Arriving at the Anime Club meeting after school, he instantly felt at home. The extracurricular created a judgement-free environment in which sophomore Kristopher Roosa felt safe among his fellow like-minded club members. “I feel comfortable in there,” Roosa said. “It’s one of the few times I socialize with people.” Through Anime Club, Roosa gained confidence, which prompted him to develop a strong opinion against others having low self-confidence and self-esteem. “It’s not right [when people insult themselves]; they shouldn’t think down on themselves because it could lead to many bad things,” Roosa said. To help keep up his confidence, Roosa lived by a quote from the Japanese Anime television show Gurren Lagann. The quote read, “Don’t forget. Believe in yourself. Not in the you who believes in me. Not in the me who believes in you. Believe in the you who believes in yourself.” “This motto means a lot to me, and I’m reminded of it every once in awhile from a close friend or my brother. Every time I hear it, I get goose bumps, and I picture the exact scene from the show it was on,” Roosa said. “Whenever I remember it, I feel as if I can pierce the heavens.”

design by OLIVIA REES

photo/Olivia Rees photo/Olivia Rees

046 academics

about a

GET SMART. Volunteering to work a problem in Algebra I, freshman Austin Mercer writes on a SMART Board. “[Technology] helps me learn better because it’s more efficient and makes problems easier to understand,” Mercer said. Mercer believed he learned better with visuals aids like the SMART Board, instead of just hearing the lessons.

This spread is page 046-047 in the Academics section. I picked this spread because it is one of my favorite designs I did this year. Although it was hard to fit so much copy on the pages, I think it turned out well and stands out among the other pages in the section.

every chair047

Y4. Academic writing

CLICK, CLICK. To review for a test, freshman Malik Thompson uses an Active Expression to submit an answer. “I feel good because it gives me confidence that I am prepared for a test,” Thompson said. SMILE. Using a tablet, English teacher Amy London-Tauriello lectures in class. “[My favorite part about using technology] is student interest. With Prezis and tablet use, my students pay more attention to the lecture than they ever did without it,” London-Tauriello said.

NOOK AT ME NOW. In Christine McCall’s

photo/Brittany Hope

FYI

photo/Gabriella Fakhoury

reading class, junior Yazmin Caraballo reads I Wish You Were Dead on a Nook. “I like [using Nooks in class] because it gives you experience in high school that [can help you] in the future,” Caraballo said. Students chose different books to read on the Nooks.

How much does technology cost? Nook: $139

photo/Ashley Mckee

SMART Board: $1099 iPad: $399 overhead projector: $549 ELMO: $610

students get TECH SMART Boards and Nooks enhanced classroom lessons After the bell rang and the students settled into their seats, the teacher students to stay involved and participate in class; however, there turned on the SMART Board, ready to start the lesson. was also a negative side. This technology was often unreliable and When math teacher Stephanie Schields asked who wanted to work difficult for both teachers and students to operate. a problem, freshman Pamela Cana shot her hand in the air, eager for a “[The technology] doesn’t always work. Sometimes there are chance to complete the problem in front of her peers. glitches and it can frustrate the students. [It also] takes a while to set “Almost the whole class uses the SMART Board,” Cana said. “Whenever up, but it’s worth it,” Heath said. the teacher asks, everyone raises their hand because they want to write on In addition to causing technical difficulties, having technology it. No one wants to use the whiteboard [anymore].” in the classroom could be distracting for students when they were SMART Boards were just one of the multiple forms of technology trying to concentrate on their lessons. on campus. While mostly math classes used SMART Boards, Nooks, “Sometimes it’s hard to figure something out on the computer that tablets, ELMOS, projectors, computers and active expressions were I don’t already know how to do,” junior Tyler Smith said. used to enhance the lessons in a variety of subjects. Overall, students like Smith felt positively about the new resources In reading classes, students used Nooks two to three times per week being used in the classroom. Technology made it easier for teachers to instead of bringing a bound book. Using Nooks allowed students to instruct and explain lessons to students. highlight words they didn’t know and also made it easier for them to “The ELMO is good for taking notes because the teacher can show access different chapters and pages. you new things, like how to set up a paper. It helps you get to another Because students took the Florida Comprehensive Assessment level of success,” Smith said. Test on the computer, the school purchased Nooks to help students On Oct. 12, the school won $100,000 grant from the State Farm read on a screen, as they were not accustomed to doing so. Celebrate My Drive event, which would be used to improve technology. “[Technology] helps students become more engaged. Even the This money went toward iPads for teachers, computers, projectors without kids who sleep in class stay awake. It makes [learning] fun,” reading carts, student response systems and updated labs. teacher Danielle Heath said. “We can always improve [technology]. It will keep the kids wanting to These new forms of technology were a different way for learn,” Heath said. / / / content by OLIVIA REES

060 academics

“You can never get those moments back. [I think] an instant goes by too quickly,” senior ERIKA QUILINDO said.

EVERYBODY’S TALKNG ABOUT

Nook Reading classes used a set of Nooks to read novels, define vocabulary and highlight words for their lesson.

Smart Board Both teachers and students used SMART Boards in math classes to solve problems.

Ladybug

tablet

Active Expressions

English teachers used Teachers used tablets to write Classes used the Active Ladybugs to show students notes for students on their Expression responders to how to set up research papers. boards while walking around review before a test. their classrooms.

design by OLIVIA REES

technology061

This is page 060-061 in the Academics section. I want to submit this writing because it is one of the best stories I have written all year. I think it had good quotes and I did a good job of covering the new technology that is being used in the classrooms.

reflection 8 Looking back, I have grown so much since last year, and feel this is evident in all of my work. I learned new things everyday that helped me improve my work and make it the best it could be. Shifting from a staffer to an editor, I was able to design a whole section this year. After creating a section, I feel that I have a good eye for design and am comfortable with my abilities. I was able to break rules in order to make my designs more creative and interesting. This can be seen I am my portfolio this year. Last year I used brushes because it was the easy thing to do. This

year I kept my portfolio clean and simple and tied together the elements better than I did last year. My portfolio this year is not extremely complex, but I think that the overall look of it is more consistent than last years. Not only has my design improved, but I also feel the my writing has grown stronger. I wrote multiple stories this year without getting resubbed like I often would in the past. I always learn from my mistakes so I can be sure not to make them again. In the end I am proud of my growth and think it is accurately displayed in my portfolio this year.

DESIGNS

academics

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subhead goes here just like this

HEADLINE here

really cool

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academics

10. Meet new people

9. Read a book

8. Learn to surf

7. Get a tan

6. Go to the beach

5. Meet new people

4. Read a book

3. Learn to surf

2. Get a tan

1. Go to the beach

summer 2013

photo/Olivia Rees

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TOP 10

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three facts you probably never knew

did you know? photo/Olivia Rees photo/Olivia Rees

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BLAKE LIVELY, 12

HEADLINE here

subhead goes here just like this right here just like this

really cool

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060 academics

“You can never get those moments back. [I think] an instant goes by too quickly,” senior ERIKA QUILINDO said.

After the bell rang and the students settled into their seats, the teacher students to stay involved and participate in class; however, there turned on the SMART Board, ready to start the lesson. was also a negative side. This technology was often unreliable and When math teacher Stephanie Schields asked who wanted to work difficult for both teachers and students to operate. a problem, freshman Pamela Cana shot her hand in the air, eager for a “[The technology] doesn’t always work. Sometimes there are chance to complete the problem in front of her peers. glitches and it can frustrate the students. [It also] takes a while to set “Almost the whole class uses the SMART Board,” Cana said. “Whenever up, but it’s worth it,” Heath said. the teacher asks, everyone raises their hand because they want to write on In addition to causing technical difficulties, having technology it. No one wants to use the whiteboard [anymore].” in the classroom could be distracting for students when they were SMART Boards were just one of the multiple forms of technology trying to concentrate on their lessons. on campus. While mostly math classes used SMART Boards, Nooks, “Sometimes it’s hard to figure something out on the computer that tablets, ELMOS, projectors, computers and active expressions were I don’t already know how to do,” junior Tyler Smith said. used to enhance the lessons in a variety of subjects. Overall, students like Smith felt positively about the new resources In reading classes, students used Nooks two to three times per week being used in the classroom. Technology made it easier for teachers to instead of bringing a bound book. Using Nooks allowed students to instruct and explain lessons to students. highlight words they didn’t know and also made it easier for them to “The ELMO is good for taking notes because the teacher can show access different chapters and pages. you new things, like how to set up a paper. It helps you get to another Because students took the Florida Comprehensive Assessment level of success,” Smith said. Test on the computer, the school purchased Nooks to help students On Oct. 12, the school won $100,000 grant from the State Farm read on a screen, as they were not accustomed to doing so. Celebrate My Drive event, which would be used to improve technology. “[Technology] helps students become more engaged. Even the This money went toward iPads for teachers, computers, projectors without kids who sleep in class stay awake. It makes [learning] fun,” reading carts, student response systems and updated labs. teacher Danielle Heath said. “We can always improve [technology]. It will keep the kids wanting to These new forms of technology were a different way for learn,” Heath said. / / / content by OLIVIA REES

SMART Boards and Nooks enhanced classroom lessons

students get TECH

ELMO: $610

overhead projector: $549

iPad: $399

SMART Board: $1099

Nook: $139

FYI

How much does technology cost?

NOOK AT ME NOW. In Christine McCall’s reading class, junior Yazmin Caraballo reads I Wish You Were Dead on a Nook. “I like [using Nooks in class] because it gives you experience in high school that [can help you] in the future,” Caraballo said. Students chose different books to read on the Nooks.

photo/Brittany Hope

WHATS MINE: story 2

Smart Board Both teachers and students used SMART Boards in math classes to solve problems.

Nook Reading classes used a set of Nooks to read novels, define vocabulary and highlight words for their lesson.

Ladybug

photo/Olivia Rees photo/Olivia Rees

tablet

Active Expressions

design by OLIVIA REES

technology061

EVERYBODY’S TALKNG ABOUT

There were 13 SMART Boards on campus.

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038 student life

KEITON BEST, JUNIOR

“[SOCIAL MEDIA] IS VERY BENEFICIAL BECAUSE IT HELPS ME KEEP IN TOUCH WITH FRIENDS. CELL PHONES MAKE IT EASIER TO USE SOCIAL MEDIA FROM DIFFERENT PLACES.”

homework because it’s distracting.” Students felt the most distracting social media sites included Facebook, Twitter, Tumblr, Instagram and Snapchat. While Siaca favored Facebook, freshman Renea Bennett preferred to use Instagram. “[I like Instagram the most because] you can express yourself through pictures,” Bennett said. Bennet also saw the downfalls of social media and how it could be used for bullying. According to playbeseen.com, 56 percent of teens were the target of online harassment. “Social media gives an easier way to access people, which makes it easier to bully people. You can post pictures or write on someone’s wall; on the Internet, everything is harsher,” Bennett said. Another major problem with social media was its use by drivers behind the wheel, causing major accidents and even deaths. According to 24-7 Press Release, 21 percent of fatal car crashes involving teenagers were the result of cell phone use while driving; this number is expected to grow as much as 4 percent yearly. “A minor thing [like social media use] can cause a major accident,” Bennett said. Ultimately, social media had a significant impact on the lives of students, as they saw its positive and negative effects on themselves and their peers and the instantaneous gratification that it allowed. / / / content by TAYLOR KEEFER and OLIVIA REES

“Being on the fabulous newspaper is my most memorable moment at Boone High School,” junior OLIVIA QUATTRONE said.

As the teacher began lecturing, the student felt a violent buzz in her pocket. The urge to look at the notification was too compelling, and despite the risk of interrupting the class, she made the decision to pull out her phone and check the updates. Like other students, sophomore Erin Colvin felt a need to check social media on an hourly basis. Smart phones made it possible for students to stay connected virtually everywhere they went throughout the day. “Cell phones have made it easier to talk to people through social media when you’re not at home,” Colvin said. While Colvin chose to access social media during the school day, she also saw how distracting it could be to education. According to playbeseen. com, 73 percent of teens are members of at least one social networking site. Like Colvin, junior Carmelo Siaca saw both the positive and negative effects of social media on students around him. “Social media is beneficial because it helps me stay up-todate,” Siaca said. “[On the flip side, it] keeps me from doing

social media exemplified negative effects on students

DISTRACTIONDAMAGE

OH, SNAP. To remember homecoming, a friend takes a picture of freshman Lauren Rucker with Rucker’s phone. “Everything about homecoming spread through social media,” Rucker said. After the event, she posted the picture on Instagram. ACCESS DENIED. On campus, senior Andy Mohan is unable to access Facebook. “Social media helps me stay in touch with friends, especially the friends I have in different states,” Mohan said. When he was on campus, Mohan used his phone to access Facebook since he couldn’t use the computer. SOPHOMORE

34%

34% 31%

19%

*460 students polled on Jan. 11

students voted on which form of social media they liked most

A WAY TO SEARCH FOR TWEETS WITH A COMMON TOPIC # H A S H TA G

What is your favorite type of social media?

A WAY TO SHOW APPRECIATION FOR SOMEONE ELSE’S TWEET

COPYING SOMEONE ELSE’S TWEET AND POSTING IT AGAIN

PEOPLE WHO USE TWITTER

FAVORITING

RETWEET

TWEEPLE

June 2009 After Michael Jackson’s death, Twitter crashes, with over 100,000 tweets being sent each minute.

A POST ON TWITTER, UP TO 140 CHARACTERS

twitter IN A F L A S H

SOPHOMORE

I talk to [my friends] more on social media than I do in person. MACKENZIE CASTOR,

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#ThoughtsInTheHallway there’s nothing on my phone, but I’m gonna stare at it anyway so I don’t have to say hi to you

@laurenhuts:

#ThoughtsInTheHallway geeeet out theee waaaay pretty boy comin thru

@ogGamez:

#ThoughtsInTheHallway why is BHS so ratchet #100bldg

@tpatterson407:

#ThoughtsInTheHallway do you think you look good?

@WMateer:

#ThoughtsInTheHallway getting closer.. do I say hi? no... yes. closer..... no. swerve

@montanam_:

#ThoughtsInTheHallway look at her feet they’re so pretty I just want to kiss them

@mikeyhill228:

#ThoughtsInTheHallway can I throw a party at your house?

@irishdean23:

tweet tweet

November 2012 Florida passes a school-sanctioned law against electronic harassment.

September 2012 Facebook purchases Instagram for $1 billion in cash and stock.

Scan this code with your smart phone to access Boone Publication’s Twitter account.

we got you

October 2012 The Social Network, a movie about Facebook creator Mark Zuckerberg, hits theatres.

July 2010 Lady Gaga becomes the first living person to hit 10 million friends on Facebook.

SENIOR

I can talk to my friends in Hawaii, New York and Kissimee. [Social media] is better than a phone. BRYANT ALAVA,

April 2008 Facebook becomes the most popular social networking site.

March 2006 Blogs become outdated, and Twitter set the character limit at 140.

February 2004 Mark Zuckerberg launches Facebook.

August 2003 MySpace commences.

March 2002 Friendster launches as one of the first well-known social networking sites.

the timeline of social media

FRESHMAN

[It] hasn’t really changed [the way I communicate]. [I still] call or text, but I do follow my friends on Facebook to see what they’re doing. YETZYBETH RIVERA,

worthwhile

JUNIOR

It hasn’t changed because I’d rather talk in person than through a computer or a text message. ROBERT SMITH,

Sometimes my friends’ phones are off, and I can contact them through Facebook. JORDAN MASTIN,

CHANGED THE WAY YOU COMMUNICATE?

SOCIAL MEDIA HOW HAS

writing

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captions LYNDSEY BOOS, SENIOR

The boys placed second at districts. Samuel Lampman advanced to states.

districts.

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photo/Kaley Gilbert

The girls placed fourth at

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“I live by the motto ‘YOLO’ because I want to make the most of my memories,” junior AUSTIN MCFARLIN said.

Scan this code with your smart phone to access more pictures from the tennis season.

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SEASON RECORD:

ASHLYN GAGE, FRESHMAN

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both teams challenge rival

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SEASON RECORD:

THOMAS MCDONALD, SOPHOMORE

NATHAN FONTAINE, FRESHMAN

MARY BURKETT, SOPHOMORE

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044 academics

IT’S ELECTRIC. For a Chemistry Honors lab, sophomore Marcus Batson observes elements in water to see if they conduct electricity. “[Labs] teach us hands-on chemistry; [they are] good for visual learners like me [because] I have to look at [something] to see how it works,” Batson said. Batson found that labs helped the factual information he learned in class make sense.

photo/Morgan Rowland

“[My favorite moment was] the Edgewater basketball game. We were about to lose, but at the last minute, we won by [a] point ,” junior

Rivas-Diaz prepares his lab by measuring the water in a graduated cylinder. “[Labs] are effective] if the person is more visual and learns better with hands-on activities. In a sense, it doesn’t really help me, but it’s still enjoyable from time to time,” Rivas-Diaz said. Rivas-Diaz’s favorite lab was the color spectrum experiment.

DRIP DROP. On Feb. 7, junior Bryan

United States History Honors class, junior Christopher Walen gives an impression of 1920s golfer Bobby Jones. “If a presentation has good information, it [is] effective. My presentation was humorous, so people listened. [My person] was from Georgia, so I did an accent,” Walen said. Walen’s assignment was to impersonate a famous figure from the 1920s.

TALK WITH YOUR HANDS. In his

Scan this code with your smart phone to see students do a calorimetry lab.

we got you

With a thermometer, senior Shaffaq Noor takes the temperature of the air in her Advance Placement Environmental Science class. “At first, [labs] can be confusing, [but] when we get into it we can see what we’re doing,” Noor said. Noor liked how labs were hands-on activities, for this labs she used a thermal energy detector.

photo/Kristen Dugan

design photo/Kristen Dugan

WHATS MINE: story RAUL MUTI said

photo/Kristen Dugan

photo/Emily Nusbickel

design by OLIVIA REES

After two weeks of taking notes in her physical science class, freshman Asia Ingram finally understood the concept of air pressure as she observed the red balloon slowly expand and finally pop in her lab. “[Labs] explain [lessons] more because you can put [information] together. I liked when we did the lab with balloons [to see] the effect of air pressure in physical science,” Ingram said. Labs helped students understand concepts they did not fully grasp through note taking and lectures, while presentations allowed students to express creativity. Junior Ronald Heinkel II was enthusiastic about presenting his knowledge to his classes because he enjoyed public speaking and thought presentations were a good way to learn new material. “[Before giving a presentation] I feel pumped and stoked; I’m in the zone,” Heinkel said. “Presentations are more effective than reading out of a textbook because [during a presentation] you are listening to a personal lecture from a peer.” Presentations offered a variety of student perspectives while labs helped students comprehend lessons and concepts that note taking could not offer. Biology teacher Kimberley Porterfield tried to conduct a lab with her students at least once every other week. She felt labs allowed students to talk through problems and find solutions, as well as spark interest on the topics discussed in class. “I think students get more out of labs when they reinforce [a topic]. But sometimes something new peeks their interest,” Porterfield said. Students became inspired about new subjects when their peers presented the material. Presentations also

labs/presentations045

required planning and preparation, which helped students learn more about the topic they planned on sharing with their class. “I make an outline of my thoughts and then narrow my ideas to what I’m going to say,” Heinkel said. Although presentations fostered creative discussion in the classroom, students had anxiety before speaking before their classmates. “I feel nervous and scared [before a presentation] because a lot of people are watching [me],” Ingram said. “[Before a presentation I] breathe and imagine no one is in the room. [I] pretend [I’m] talking to empty seats.” Both labs and presentations benefited students who preferred to learn in interactive atmospheres. “[Labs are effective] because you can read about a subject and not completely understand it, but when you do a lab you are being hands-on, so you can understand the different processes better,” senior Kaitlyn Dike said. Labs and presentations also created a social environment in the classroom, an aspect that students enjoyed and felt helped them learn. During labs, students had to coordinate with one another for procedures that required multiple people. Presentations helped students interact with each other through conversations and debates about key topics. “Labs are more fun to do with other people and doing a lab with a group is helpful when I don’t understand something,” Dike said. Labs and presentations provided unique alternatives to classroom lectures by offering students opportunities to learn in a hands-on, social environment. They helped students better understand complex subjects. / / / content by KRISTEN DUGAN

PRESENTATIONS

BRAINIAC. Focusing in his Anatomy Honors class, senior Angel Morales dissects a lamb brain. “When I felt the brain, it was slimy and different. It made me anxious to learn more about the [brain],” Morales said. Morales learned about the parts of the brain through the dissection. HOT STUFF. Junior Angelica Luff uses tongs to avoid touching the hot test tube when measuring the temperatures of different metals during a lab. “I feel like labs are a good visual. They can help influence you with your career because you actually get to see [science] instead of reading about it,” Luff said. Luff ‘s favorite lab was making slime because she was able to see the power of different chemicals. I SCREAM FOR ICE CREAM. On Valentine’s Day, freshman Alexandra Sublette shakes a bag of ice cream in Physical Science Honors. “[The hardest part about labs is] the conclusion and analysis at the end because you have to figure out why everything happened,” Sublette said. This lab showed how particles freeze and how phases change.

alternative learning benefited students

photo/Kristen Dugan

CLASSES CONDUCTexperiments, photo/Kristen Dugan

CAN YOU HANDLE THE HEAT?

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046 academics

THING

Lending a helping HAND

“I make the most of my moments by enjoying them and surrounding myself with positive [people],” junior AJAH DELOACH said.

about a

don’t worry

/ / / content by BRYNNE DAWKINS

, SIX STORIES

In Kay Godfrey’s math classes, six students shared the same seat but not the same experience.

COLORING outside the

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ANIME

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050 academics

“My favorite memory at Boone [was] the first day of freshman year, being totally clueless,” sophomore LAUREN BARR said.

Every morning at five o’clock, principal MARGARET MCMILLEN woke up and started her day alongside her dog, which she was training for the Canine Companions for Independence program. “The ultimate goal is to give her to someone who needs help,” Dr. McMillen said. “It should be a seamless transition [to] where she goes next.” McMillen started training her dog in July and would continue for 16 months. McMillen had to teach the dog 29 commands and train her to handle a variety of situations. “She’s a very sweet, smart dog. She learns quickly, [but] she has a stubborn streak. There has been a change in her puppy antics since July,” McMillen said. Each day, McMillen brought the dog to school, where she played with the main office clerks and trained inside McMillen’s office and outside the main office. “[The hardest part of training her], for me, is remembering that we’re training her to be a companion; in the same sense, she is still a baby. She roughhouses around,” front office clerk Karen Migetz said. According to CCI regulations, companion dogs must master 40 different commands with at least 300 correct responses for each command to be considered fully trained. McMillen and the dog took obedience classes, attended check ups and practiced commands to help prepare her. “It’s been rewarding to watch her successfully learn commands,” McMillen said. “It’s been a very rewarding challenge.” When a dog returned to the CCI center, the organization tested her and built upon the commands she already learned during what was called the first semester. In the second semester, the dog finished learning basic commands and CCI paired her with a recipient in a process called “Team Training.” “I will be sad to say goodbye to her. I tell myself that she is not my dog and I am training her to be a wonderful companion someday,” McMillen said. / / / story by KAITLYN DIKE

CREATING A COMPANION

At the football game against Wekiva on Sept. 28, Joe Raymond talks with junior Kevin Snavely. “Students are curious,” Raymond said. “It’s like they’re empty vessels, depending on what we put in them—that’s what they become.” It was Raymond’s first year here as an assistant principal.

CURIOSITY.

photo/Brittany Hope

WHATS MINE: story TOTALLY TABLET. Using his iPad, dean Douglas Miller assists senior Bryan Alvarez during Braves R Back. “I try to be fair, but consistent, no matter who is in my office. It’s a relationship built on mutual trust and respect,” Miller said. Miller was the junior class dean.

LEARNING

12%

588 students polled on Oct. 2

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Students straightened up in their seats when the door opened, Rigney, along with other teachers, believed that having anxiously watching as the visitor entered the classroom. Even though an administrator in the class caused his students to become they had prepared, the nervous energy bounced around the room as more anxious and quiet—resulting in the administrators not the realization sunk in—it was time for the evaluation. receiving an accurate look into the classroom. To fulfill requirements for Race to the Top Funds, Orange “Any good administrator knows good teaching. Checking County Public Schools implemented a new system. This program off boxes for ‘scales’ and ‘celebrating success’ doesn’t make for a required teachers be evaluated in class, on a scale of zero to four, better evaluation,” Rigney said. by administrators on the effectiveness of their teaching strategies. Like Rigney, over 80 percent of students believed evaluating a According to the system, only 2 percent of teachers evaluated teachers’ performance wasn’t useful to the school. would achieve the highest score on the scale. However, assistant principal Carlota Iglesias strove to ensure Additionally, teachers created scales based on their curricula teachers received the recognition they deserved. for students to use to evaluate themselves. In a poll of 538 students, “The quality of teachers at Boone made me realize that we are over 70 percent said they over evaluate themselves on the learning already [above 2 percent]; I was not shy on giving [them] the credit goal scale of zero to four. they deserve,” Iglesias said. “We have a lot of good teachers here.” “I don’t like the learning goal—it’s useless,” junior Tiffany Iglesias believed the system would be successful by showing Torres said. “The numbers don’t really get to you. No one ever teachers how they could improve their teaching strategies. Her takes it seriously because we don’t want the teacher to go over main priority was to help the teachers and to promote a stronger it again.” communication between administrators and teachers. Not only did administrators evaluate teachers on their “This teacher evaluation should be a resource for looking at strategies but also on how well they kept students engaged. teachers’ strategies and the effects on a student’s learning; it shouldn’t “In some ways [when I’m being observed], I feel like a be to catch a teacher doing something bad,” Iglesias said. “I want parrot because [there are] certain scripts that we have to use,” them to see me as a resource, a support. Not a threat.” / / / content English teacher James Rigney said. by BRYNNE DAWKINS

county requirements received negative feedback

give evaluation system a

wastes time

doesn’t matter

19%

is a little helpful

65%

GOAL is very helpful

THE 4 3 2 1

Teachers, students

Elizabeth Smith helps hang shirts in the Trading Post. “I like working at Boone because it has a strong tradition; the faculty and staff become a family,” Smith said. Smith thought the easy access to school spirit benefited students.

ALL SMILES. Administrative dean

school, dean Korey Washington directs students to their correct buses. “I like working with students because I see the potential, and I enjoy pointing students in the right direction,” Washington said.

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ONE DIRECTION. On the first day of

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orchestra and chorus classes played and participated in a variety of concerts throughout the year. Preparing these compositions required effort and cooperation. “[In order to pursue music], you have to be very dedicated in what you like in music and you have to be focused for it. [My favorite part is playing at] football games because we get to play in front of everyone,” junior Emmanuel Sotomayor said. In some cases, music classes influenced students’ long-term goals more than advanced placement and honors courses. For example, Bosworth hoped to major in music education in college to relay to others the sense of purpose music gave her. “I’ve learned how to work with others and about listening and getting immersed in music and it’s made me want to keep that in my life in one way or another,” Bosworth said. Yet, even if students did not ultimately decide to pursue careers in music, the comforting atmosphere of the music courses provided them with lasting benefits. Students not only gained experience in and a love for music but also learned crucial lessons about each other and working cooperatively that they could apply to their future lives. / / / content by AMELIA CHEATHAM and EMILY NUSBICKEL

“[I make the most of my moments by] having fun, not having a bad attitude, and being positive,” freshman THAYLIANA IRIZARRY

As the students, beleaguered by the weight of both textbooks and grades, entered the music suite, twinkling melodies enveloped them, transporting them to a stress-free atmosphere, which provided relief in the middle of their hectic school days. Junior Caroline Bosworth, who took two advanced placement courses as well as multiple honors courses, considered her chorus and orchestra classes a welcome break from being confined to a desk, copying notes. “I’m in a more peaceful mood, but also I’m very focused. You have to get in the mood of every single piece you’re playing,” Bosworth said. Similarly, freshman Myranda Welch enjoyed her keyboarding course because of the peaceful environment it provided before her time consuming and busy after-school schedule. “It’s made me happier and not so stressed out with all my activities I have after school, and it’s just an escape from everything else. It’s quite calm at the end of the day and not so hectic,” Welch said. While music classes served as a valuable escape for students during the school day, those enrolled still completed various assignments and prepared complex compositions for performances. The keyboarding students practiced daily assignments, while the band,

music classes relaxed and benefited students

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STUDENTS HIT RIGHT NOTES

From 2:30 p.m. to 6:15 p.m., Glazer went home and practiced cello and then voice. “Every time you come across a mistake, you have to think, ‘Why am I making this mistake?’ and ‘How can I fix it?’ Everybody gets bored at first, but it’s like a math equation that takes up the whole page. You check it, and it’s right, and you’re like, ‘yes!’,” Glazer said.

From 2 p.m. to 5 p.m. on Sundays, Glazer practiced and performed concerts with Florida Symphony Youth Orchestra, for which he earned community service.

On Wednesdays from 2 p.m. to 3 p.m., Glazer attended private cello lessons. “[An instructor] is vital [and] will be able to teach you proper techniques and help [prevent] bad habits.”

Glazer took Men’s Choir during third period and stayed during his lunch to practice with Concert Choir. He also played in Advanced Orchestra sixth period.

to freshman JEAN-MARIE GLAZER

said.

The orchestra program established a student-led leadership system.

FUN FACTS In the third year the school offered orchestra as a class, there were 23 students enrolled in the beginning and advanced courses.

Orchestra elected officers, who guided new players and rehearsals. A concert master also led the students musically.

composition, freshman Brianna Harris listens to make sure it’s correct. “I saw people playing piano at my church, and I wanted to learn how to play,” Harris said. GO FOR THE GOLD. Watching the conductor, junior Elizabeth Schildwachter plays the trumpet. “[My favorite part of music is] being able to express myself through music with my friends,” Schildwachter said.

KEYS TO SUCCESS. As she plays a

MAKES

PERFECT.

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IN THE SPOTLIGHT. At the fall orchestra concert on Oct. 30, junior Wesley Roman plays the cello. “[When I perform, I feel] this certain kind of excitement. It just brings out this other side of me. It fills me with joy,” Roman said. Roman hoped to pursue cello, guitar and voice in the future.

SENIOR

LUIS SERRANO,

“[The music classroom] is very energetic because people are willing to learn and the teachers are good teachers.”

There were 29 document cameras campus.

Sophomore Jazline Pabon-Mino plays her flute during band. “It feels like everyone is a big, happy family, and everyone gets along. The band director doesn’t only teach us music but also the essential parts of life,” Pabon-Mino said. Pabon-Mino was in symphonic band.

PRACTICE

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MOMENTS matter

Wyatt Paul rehearses harmony with the other singers. “I like the collaboration. We each bring something to the table to make it sound really good,” Paul said. There were 17 students enrolled in men’s chorus. MUSIC MAN. As a part of Beginning Orchestra, freshman Kevin Cerbo practices the violin. “[My favorite part is] playing music because ever since I first learned how to play music, I really enjoyed it,” Cerbo said. Cerbo also played the french horn and piano.

SING IT. In Men’s Choir, freshman

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Boone 79%

596 students polled on Oct. 10

Did you take HOPE online or at Boone?

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Online 21%

WHAT’S your PICK?

NOTHIN’ BUT NET. In the gym, freshman Antonio Shirley blocks his opponent from the ball. “[I like] when you have that adrenaline and don’t think [you] just do; [the mind set] that you get from playing sports,” Shirley said. Students went to the gym twice a week to play basketball. BUMP, SET, SPIKE. As she passes the ball to her classmate, junior Gabriela Hernandez uses her forearm to bump the ball. “[I like] the control you feel when you have the ball,” Hernandez said. HOPE students went to the gym two times a week.

PUMP IT UP. In the weight room, freshman Jackson Woods lifts weights. “I like staying in shape. I don’t want to get to the point where I can’t do physical activities,” Woods said. Wood’s favorite part of the physical activity in HOPE was that it released his built up energy.

“[I make the most of my moments by] participating in school activities,” junior ERIC PLACIDO said.

FRESHMAN

ALLEJANDRA RUSSELL,

“I [like HOPE because] I forget about other classes and don’t stress.”

As he stepped toward the basket, freshman Melvin Santiago took one last dribble before planting his feet. With a flick of his wrist, he shot the basketball into the air, making the basket and adding two points to his team’s overall score. Health Opportunities through Physical Education instructors strove to provide students with a healthy foundation in all areas of their lives. HOPE focused on the importance of life style choices, including diet and physical exercise. “[It’s] essential for any HOPE teacher that students become healthier in some ways of their life, whether it’s social, mental or physical,” teacher Derrick Fontaine said. In class, students learned positive decision making skills. These included different and creative ways to stay fit, eat healthier and refrain from using drugs and alcohol. They were able to apply fitness training principles to their everyday lives to enhance their health-related and skill-related strength, such as endurance and hand-eye coordination. “It makes me think twice about my everyday decisions,” freshman Natalie Raphael said. “[In the class we learn] about how our actions now can affect the rest of our life.” A study by The National Institute of Child Health and Human Development found that 17 percent of children and adolescents ages 2-19 suffered from obesity, which was the equivalent of about 12.5 million individuals. In the United States alone, 15.8 percent of teens suffered from teen obesity. “[HOPE] keeps me busy and makes me want to exercise and play more sports,” Santiago said. “Everybody needs to be fit and healthy.” HOPE teachers aspired to influence their students to become more educated about their health and learn how to maintain that lifestyle. Having knowledge about health education was essential to growing up because it will help develop one’s life in the future. “I lead by example. [I] show them healthy eating; instead of grabbing candy, I’ll eat a granola bar during class,” Fontaine said. “I find ways to connect it to their lives and give them the option to be creative.” / / / content by SAMANTHA O’BORN

teenagers learned how to maintain active lives outside of school

LIFE LESSONS

PUSH IT. On the leg press, freshman Hunter Gentile does three sets of 10 repetitions. “[My favorite machine is] the leg press because it’s challenging, and I do more weight every time,” Gentile said. Exercising in class encouraged Gentile to stay active outside of school. STEP IT UP. To raise his endurance level, freshman Nicolas Gonzalez works out on the elliptical machine. “I like to get to the weight room. It’s not the everyday normal stuff that I do in other classes,” Gonzalez said. Students went to the weight room once a week to work out.

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Health Opportunity through Physical Educaiton was a required class to graduate. Students learned motor learning and the psychology of human movement. The students learned how to develop and enhance healthy behaviors. The course offered CPR training, disease prevention and teen pregnancy prevention.

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HOPE DRIVE TO THE BASKET. Basketball in hand, freshman Arthur Harp prepares to shoot. “Playing basketball [gets me excited for HOPE] because I get to know new friends through teamwork,” Harp said. Students played shortened games of basketball. ONLINE TIME. Freshman Caroline Dike takes HOPE online. “It’s easier to do [HOPE] on my own time, especially with the workout logs I have to do,” Dike said. Dike took HOPE online to fulfill the online credit needed to graduate.

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FRESH

captions What do you like about each rotation?

“I liked learning the new software because it is more advanced, and I think it will help me in the future if I have a project where I have to use Final Cut Pro.”

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“[Sports] was my favorite because I really liked being an anchor, and I like being in the studio because the atmosphere is more relaxed.“

“I liked sound because it is an important job, and I feel like I was contributing to a good show.“

“[Teleprompter] was my first job in the studio, so I liked that it was my first job as someone on BBC. It is a stress-free job.”

“[My favorite memory is] marching band season because I had fun going to the games and playing,” freshman RHOLANDE JOSEPH

“I really liked going around on campus asking students different questions for on-the-spot videos because students have really funny answers.”

KRISTEN DUGAN, junior

the staff had enough working equipment to create the daily broadcast. “[Dr. McMillen helped improve the show by] providing us with more and newer equipment,” Brillante said. “She frequently advises us on script work, appearance and demeanor.” This new level of professionalism, accompanied by new segments, added to the show; new introductions and on-the-spot interviews filmed around campus to catch viewer’s attention incorporated audience participation. “[Students] are starting to be a part [of the show]. We are trying to include them more, both visually and vocally,” Brillante said. After their efforts, the show’s staff felt more respected and appreciated by the students who were watching. The staff also began to hear less negative feedback, which made making the show easier. “I think [students] are starting to pay attention. The intros and show catch people’s attention, and it’s becoming more useful,” Altensee said. The staff members also felt that teachers appreciated the show more now that it was professional. “I think they are happier with what they are seeing and using it as an actual source of information,” Morman said. As BBC continued to grow, Brillante hoped her students would take away lessons from the experience of filming everyday. “[I hope my staff gains] a strong work ethic, and a sense of pride and that this was a part of their senior year,” Brillante said. / / / content by KAITLYN DIKE

ALL GEARED UP

The pressure was on. As the blare of the lights hit the stage and the camera turned toward the desk, the engineers counted down to the start of the show. The two anchors smiled into the lens and began delivering the news that would air in third period. After administration and faculty raised concerns over its value as a news source, the Boone Broadcasting Company faced the challenge of becoming a more professional show. Robin Brillante took charge of the program to help it become more credible and give it a new direction and professionalism. “I think [students] see we are growing. They are enjoying it more and seeing it as a source of information,” Brillante said. With a staff of 12 new crew members and six returners, the show set out to create a new identity and gain the respect of its audience. “We wanted to set higher standards. We were slipping and wanted to get [the show] back up,” sophomore Nicholas Altensee said. “We wanted to represent Boone High School better.” To accomplish its goal, the BBC staff decided to take new measures to ensure a successful show everyday. Each Wednesday, the students gathered and discussed issues and concerns they heard from friends and other students about the show. “When we come in, we get right to work and we work well together. There’s no friction [between us], so it boosts the overall feel of the show,” senior Ella Morman said. Brillante also consulted principal Margaret McMillen about the direction of the show. She ensured

crew members set out to update the show

said.

SMILE. Senior Merrie Harding reads off the Teleprompter while filming. “I love being an anchor for BBC; you get to have fun with it, and you’re in charge,” Harding said. Harding liked the pressure of performing and thought the stressful environment made the show more exciting.

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ZOOM IN. In the studio, senior Taj Johnson watches the filming of the show through the camera. “[I think the student body] likes BBC; it’s good entertainment and gives good information,” Johnson said. LAUGH OUT LOUD. After filming, senior Matthew Besedick laughs and helps to edit the show. “[My job is important because] if I don’t do [it] then the show won’t get out,” Besedick said. PROOF READ. Before filming, sophomore Andrew Dawson sits at a computer and reviews the script the anchors will read. “[My job on the] Teleprompter was important because without it, or me, the people on desk wouldn’t know what to do,” Dawson said.

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FILM FUN. Standing behind the camera, senior Allyson Driggers watches the screen. “[I like] working with the team and making sure everything runs smoothly; it is rewarding to be on a good production,” Driggers said. Students edited the show in second period and aired it in third period. CONCENTRATE. In the lab, senior Rachel Burkett edits introductions for the show. “[Introductions are] important to keep people entertained and to have a good start to the show, so people will keep watching,” Burkett said. Burkett’s favorite part of BBC was making the introductions.

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Pounding slabs of clay on the table, students in the ceramics classes carefully molded them into mugs and vases, using their imaginations and creativity to produce a variety of unique designs. Visual art was just one of the ways students released stress and expressed themselves. It was also a way to forget about the stresses of academic classes and create something totally unique. Ceramics I classes made pinch pots, coil pots, slab mugs and graffito. They learned how to do inlay and work on potters’ wheels. Teacher Buffy Dowdell demonstrated how to complete the various projects, but she also allowed her students to expand her instructions to express their creativity. “You can be creative [on the projects in Art 2D]; there aren’t any set guidelines,” senior Levelle Lewis said. “[I can express myself] through the colors I use.” The students had 49 minutes every day to create anything that fell within the parameters of the assignments. The students took advantage of the opportunities Dowdell gave them to express themselves and customized the projects to their personalities. “[I express myself through] the colors I use. If I’m happy, I use bright colors. If I’m sad, I use dark and dull colors. I feel I can use my words through pictures,” sophomore Lauren Wiles said. Students incorporated the way they were feeling when creating a piece of artwork, regardless of which art class they were enrolled in. Art 2D was a basic, entry-level class. The curriculum involved drawing and painting with all types of media, including chalk, India ink and watercolor. In the second semester, students worked on longer assignments, including creating logos and researching the histories of specific pieces of art. “[My favorite piece I created in Art 2D was] an eye because I spent a lot of time on it and added a lot of detail to it,” Lewis said. In Art 2D, teacher Cathy Rohe taught her Art 2D students about how art came from the heart and enjoyed seeing them learn to express themselves and appreciate the results. “[I love] when students are really happy about their outcome when they can’t wait to take it home and hang it up on their wall or on their fridge,” Rohe said. / / / content by SAMANTHA O’BORN

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Zachery Schmidt draws a reflection of himself. “I feel very concentrated; I zone out the others,” Schmidt said. Schmidt liked to convey his memories through his drawings.

SKETCHY. In Art 2D, freshman

her work, senior Randal Waite molds a slab of clay into a cylinder shape. “[My favorite part about making pottery is] the creativity of it; you can make it into whatever you want,” Waite said.

SMOOTH IT. Concentrating on

“I make the most of my moments by joking around and not taking life too seriously,” junior KYLE WALSH said.

Students learned the foundations of art. The Art 2D classes used 40 reams of paper. The ceramics classes went through three tons of clay.

The ceramics and pottery classes used a dozen gallons of paint.

nstant info

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visual arts provided an outlet for creativity

IMAGINATION runs

senior Katelyn Cole forms the clay. “I like to make things girly, colorful and bright and things that relate to me,” Cole said. Cole’s special technique she used in pottery was making coil pots.

FIRM FORM. To create a vase,

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ROUND IT OUT. To make a vase, junior Christian Rivera forms the clay into a cylinder. “[The message I get across is] independence. I want my artwork to be different than everyone else’s,” Rivera said. DOLL FACE. Sophomore Devin Walsh creates a doll. “I feel like I can let my imagination run free when I create different designs,” Walsh said. CATCH A MOMENT. On a photography assignment, senior Christian Rydstrand squats to take a picture of a flower. “I like being able to contribute to the artistic world,” Rydstrand said.

JUNIOR

EKKOE WILSON,

“I took photography because when I grow up, I want to pursue something in photography. It’s something I like to do as a past time.”

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teachers used specific learning styles to cater to students’ needs

In marine biology, students conducted hands-on observations of creatures, allowing kinesthetic and bodily learners to touch and feel the subjects. As students physically interacted with the organisms during the labs, they were able to better understand how the specific species functioned. Teachers of different subjects also assigned students to groups for activities and projects, which allowed the interpersonal learners to best convey their thoughts, as they worked well in social environments in which they could easily interact with others. “I like that everyone contributes [in group projects],” junior Alandra Kelly said. “I think it makes the work less overwhelming.” When teachers incorporated different learning techniques in their lessons, it allowed a wider variety of students to better comprehend the information and enriched the students’ overall experiences in the classroom. / / / content by KRISTEN DUGAN and MORGAN MUHART

“[My most memorable moment at Boone was] the first time I cheered at a football game,” sophomore MEKAYLA HUDAK said.

learners learned best when they studied in quiet environments by themselves with no distractions or interruptions. Junior Gregory Bird was an auditory learner; he learned best when he heard information or listened to music. “Listening to music calms me while I’m studying. When I remember a song, it helps me remember what I was studying at that moment,” Bird said. Spanish teacher Connie Heiselman taught her students through implementing a variety of methods that appealed to the various types of learners in her classes. Heiselman helped her visual students through writing phrases on the board and relating them to memory hooks. For example, to help students remember the rules of reflexive verbs, Heiselman used the phrase “set it, and forget it” from the Ronco Rotisserie commercial. “I need to reach everyone; not everyone learns the same way,” Heiselman said.

I have a vivid imagination.

I tend to read things out loud when I want to remember them.

yes I often speak with my hands.

I prefer to be taught through lectures.

I can explain things well to others and tend to be a natural listener.

JUNIOR

Charts and diagrams help me learn better.

essays I like to sit at the front of the class.

I am good at spelling but forget names.

I can’t sit still for long and have to take breaks while studying.

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SOPHOMORE

“[I am a] linguistic [and kinesthetic learner]. It doesn’t help me when I just hear it. I have to read the book, write the outline and ask for explanations to learn the information.” HANNAH PAYMAYESH,

In Advanced Placement World History, sophomore Hannah Paymayesh plays Jeopardy in honor of her teacher, Christina Baybay-Bykov, appearing on the show. If you are a kinesthetic learner, you should study in short blocks of time and use flash cards to memorize facts. You also tend to suffer from short attention spans, and you like to study with others.

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FRESHMAN

ANDREW CHANTHAVONG,

“I am a moderate [auditory/musical learner]. When I get stuck on a song, I practice with one hand at a time and then switch on the keyboard.”

“[I am a] visual and hands-on [learner]. I have to do something myself in order to remember it.”

CHRISTOPHER FOX

In keyboarding class, freshman Andrew Chanthavong uses the different musical notes coming from his headphones to perfect his assignment. If you are an auditory learner, you should use word association to memorize facts and recall key parts. You also tend to read slowly and speak slowly when explaining ideas.

yes

no no

MOSTLY PINKS: KINESTHETIC LEARNER

I enjoy music and drama productions.

MOSTLY BLUES: AUDITORY LEARNER

ye s

What kind of tests do you like best?

To understand the process for a complex math problem, junior Christopher Fox reads examples in his Pre-Calculus textbook. If you are a visual learner, you should outline information before a test, make lists and color code your notes. You also tend to be a fast talker and to think in pictures.

MOSTLY GREENS: VISUAL LEARNER

I like a quiet room when I study.

yes

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stimulates success

multiple choice no

I like hands-on activities (such as science labs).

START

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oral no yes

yes yes

What KIND of learner are you?

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design yes

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As she quickly scribbled down a detailed diagram of the three estate system, freshman Rylee Witherington tried to catch every detail the teacher said so she could use her drawing as a study tool for the upcoming test. Students used individual learning styles to help them to study productively both inside and outside of the classroom. “I know I can draw pictures to help me remember [material],” Witherington said. There were three main types of learning styles: visual, auditory and kinesthetic. In addition to the primary three, there were seven secondary learning types, including bodily, linguistic and intrapersonal. Visual, or spatial learners, like Witherington, learned best from making flash cards and studying color-coded charts. Bodily learners learned best when they could incorporate movement into the lessons. Linguistic learners had to say, hear and see words and information to understand complex ideas. Intrapersonal

PUPPETEER. In Priscilla Carrera’s Spanish 2 class, sophomore Kylie Walls presents a project using new vocabulary. “The puppet activity was interactive and creative. I liked putting a unique quality to my puppet,” Walls said. The students practiced their Spanish by describing their puppets’ characteristics.

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center clerk Carolyn Bell re-shelves returned books. “I prefer to put the books away myself. I have a certain way I like it done,” Bell said. Bell was the Support Person of the Year.

CHECK IT OUT. In the textbook center, media

lunch, custodian Nathaniel Small prepares to take them to the dumpster. “[Taking out the trash] is a rough process because you are constantly picking up and throwing [trash] out,” Small said. This was Small’s 18th year working on campus.

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food services staff member Luz Melendez provides change quickly to move the line along. “We get desperate [when the lines get long] because we don’t want students not to eat lunch,” Melendez said.

CASHING OUT. With hungry students waiting,

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“[My most memorable moment was] finding out that we won the Edgewater game and that it was Ziglar’s last game,” junior TRAVIS

Flying through campus on her golf cart, Nakia Clark, one of the security officers, arrived at the bus loop to confront an unidentified intruder. Clark was responsible for conducting security checks, responding to emergencies and complaints and securing the campus. Clark’s experiences with students inspired her to delve further into law enforcement. “I love being a security officer, but I feel there is more I can offer in the world of criminal justice,” Clark said. With a degree in criminal justice and a minor in psychology, she began training at the Police Academy. During her time at the Police Academy, Clark completed activities to expand her knowledge of law enforcement. She graduated from the Police Academy on Nov. 8, after which she began the process of looking for a job as a police officer.

w i t h NAKIA CLARK

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MCBRYDE said.

support staff069

CENTER SPECIALIST

“The support staff ] is hardworking and dedicated. People don’t realize how much they do.” FRANCES GIESSUEBEL, MEDIA

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a metal bookshelf after removing it from the media center. “[It’s hard] trying to maintain the school daily [because] there’s a lot to do,” Hernandez said. CLERK WORK. Entering in information, front office clerk Victoria Westbrook types on the computer. “I like working on the computer and learning how to do new things on it,” Westbrook said. SLICE ‘N’ DICE. In preparation for lunch, food services staff member Shana Scott slices pizza. “I enjoy knowing that kids like my food and are getting something to eat,” Scott said.

FIXED IT. Jaime Hernandez, custodian, unscrews

With phones ringing, walkie-talkies blaring, of the food ready for the upcoming school parents questioning and students skipping, it day, but was able to remain calm by staying was essential that staff members accomplished a organized and using her time efficiently to multitude of jobs simultaneously. complete her responsibilities. Thanks to the support staff completing a “It’s time management. Some days variety of tasks, the school was able to function you feel more rushed than others. I try to without any significant problems. relax because being rushed doesn’t help the Each support staff member had specific situation,” Isaac said. duties that helped the school run smoothly. The work didn’t stop once classes started. Karen Ambrose, media center clerk, had a Janitors picked up messes left behind by plethora of tasks to complete before students students and security guards patrolled the arrived at school each morning. campus to ensure the students’ safety. Ambrose and her colleagues reported to As a security team member, Richard Perez campus at 6:30 a.m. to turn on computers, made sure traffic was flowing during dropmake sure all the printers worked properly off and pick-up. He also locked gates and and organize bookshelves before the media patrolled the buildings and parking lots in center opened for the students at 7 a.m. search of intruders, mischievous students or “I’ve always had a strong work ethic, and anything else out of the ordinary. I love seeing a job get completed,” Ambrose Through these jobs, Perez was constantly in said. “Seeing the kids benefit from our help contact with a variety of students and tried to is great.” develop special bonds with them. Ambrose was not the only member of the “I try to mentor the troubled kids [that I support staff to arrive early every morning. meet] and give them the guidance they might Hollie Isaac, the cafeteria manager, arrived not have,” Perez said. “I always try to have a at 5:30 a.m. so she could open the cafeteria, positive attitude. The way you express yourself start making food and take orders as can make or break a person. We want to show students arrived around 7 a.m. that we care.” / / / content by MARY CATHERINE Isaac was often under stress to get all DUSING

an active support staff helped the school run smoothly

LITTLE things

It’s the

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TRASH TALK. As he gathers trash bags after

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Q & A with SINEAD MULVANEY, FRESHMEN

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“My most memorable moment of this year was going to my first football game. It was the last home game of the year but my first.

CLAWIN’ FOR CLEAN. On Nov. 11 at Conway Gardens Road, junior Elizabeth Barahona and freshman Joya Kelly help pick up trash. “[After volunteering, I feel] tired because it’s hard work, but I also feel good because of the changes I’m making to the world,” Kelly said. The Key Club ran the street clean up. TICKETS HERE. At the annual Blankner School Fall Festival, junior Felix Lam works the bounce house. “[I like volunteering] because you get to help people and receive their thanks,” Lam said. The festival took place on Nov. 9. BAG O’ REUSABLE RESOURCES. After gathering cans and other recyclables from around campus, senior Renzo Ramos carries them to the recycling dumpster. “[I volunteered because] I needed some hours and I felt it’d be a good way to help the school get cleaner,” Ramos said. Every Thursday, the Environmental Club collected recyclables.

It makes me realize how with just one person, you can help a whole community.

HOW DOES COMMUNITY SERVICE CHANGE YOUR OUTLOOK ON LIFE?

I’ve seen people save dogs’ lives before [at the Lake Underhill Animal Hospital where I volunteer]. I want to be a vet, and it impacted me on how I can make a difference.

WHAT WAS YOUR MOST MEMORABLE COMMUNITY SERVICE EXPERIENCE?

sophomore Megan Campbell organizes food on the shelves at the Community Food and Outreach Center. “[My favorite part about volunteering is] getting to meet and help the people who shop there,” Campbell said.

STACK ‘EM UP. Sporting gloves,

BRRR. For the Warmer Winter clothing drive, senior Angelica Ardines folds a sleeping bag. “I like working with people and seeing their gratitude. It makes me feel good that I did something for someone else,” Ardines said.

volunteering showed positive influence on students’ academics

It’s sad, but a good memory,” junior SHAMARA HILL said.

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collects recyclables from classrooms. “[I like volunteering because] I know that

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Food and Outreach Center, junior Angelina Cruz replaces products on a shelf. “I felt it was a rewarding experience for me that I got the opportunity to help someone, and I was gracious that my group [and I] were thanked by a veteran who served our country,” Cruz said.

I’m doing good,” Al-Khalil said. TIME TO RESTOCK. At the Community

REACH OUT. Sophomore Jad Al-Khalil

She smiled in satisfaction as she entered the building and her excitement towards the same goal,” sophomore Jacquelyn Yarnell said. grew as freshman Laurann King prepared herself to connect and create A desire to receive Bright Futures and a love of helping others relationships with the underprivileged children waiting for her. motivated Yarnell to volunteer at Conway Middle School, tutoring kids. According to a study by the Education Resources Information Center, “At first, tutoring was just an opportunity to get hours, but as cheesy as after community service, students showed more positive personalities and it sounds, I’ve grown really attached to the kids. I come back every week increased regard for the well-being of others. because I love seeing them and being around them,” Yarnell said. “[Community service] makes you realize [you shouldn’t be] selfish and Numerous studies have proven that community service not only leaves a not [to] take things for granted,” King said. positive impact on a student’s personal life but also on his or her academics. King volunteered at Mission Fuge, a summer program that allowed her to “Community service gives you the opportunity to be responsible, spend a week ministering to and befriending homeless children. especially so for me,” Yarnell said. “Parents rely on me to help their kids “Personally, community service [at M-Fuge] has shown me how the kids with their education and to take care of them as well.” are really open to small things that we take for granted,” King said. Similarly to Yarnell, junior Anthony Santana volunteered at St. James Even though community service was only a part of the curriculum in Cathedral to help teach kindergarten students Sunday school. 32 percent of public schools in the United States, community service was “I enjoy teaching little kids,” Santana said. “I’m motivated because I want a requirement for academic opportunities like Bright Futures and other to and I enjoy it.” scholarships, which motivated students to complete a set number of hours. Through their various volunteer opportunities, students learned the In Florida, to be eligible for Bright Futures, students had to complete at importance of helping others less fortunate than them. least 75 hours to apply for lowest scholarship level. “Once you start doing community service, it becomes a habit,” Santana “I think it’s nice when people do it out of the good of their heart, but it said. “I personally have become so driven because I’ve done it for so long, and doesn’t really matter why they’re doing it—just that they do it. It all goes [now] I don’t know how to stop helping.” / / / content by BRYNNE DAWKINS

MAKING A DIFFERENCE

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Volunteering in America ranked Florida 49th for the number of residents who volunteered.

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Students went on trips to Bakery Plus to practice ordering food and learn how to pay for it with their own money.

To enforce life skills, the programs traveled to Publix and learned how to shop for food, push the carts and pay at the cash register.

The TMH program took a field trip to the Orlando Science Center on Nov. 25, to explore the exhibits and learn in an interactive way.

oh the places you’ll go...

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“I make the most of [my moments] by talking about them with friends and remembering how fun and good it was,” junior JESSICA

SLEEP TIGHT. To practice the chores he does at home, senior Felix Torres makes a bed. “It makes [the bed] comfortable to sleep in,” Torres said. Learning how to make a bed was part of the curriculum. WISH, WASH. Senior Reann Ragsdale does the laundry. “[Doing the laundry] makes me feel grown up,” Ragsdale said. Ragsdale’s favorite part was taking the clean clothes out when they were done.

here’s the

TIME TO SIGN. As he signs with his

sophomore Abraham Alas assembles a tower of blocks. “I like to build with my friends; they help me,” Alas said. Alas wanted to pursue a career that involved building.

BUILDING BLOCKS. To pass the time,

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WHATS MINE: story photo/Taylor Keefe

Mentally handicapped students could stay in high school until the age of 22.

SCHAEFER said.

programs helped students thrive outside of school

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GOT MILK? For Thanksgiving dinner,

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makes PRACTICE per fect

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