Scouting Scouting
EDITORIAL
4 The Sun Shines on Weekends too
5
OPINION Four Years For This
6 Protected or Patronized? OPINION
OPINION
7 Denying Diversity
FEATURES
10 Fur-ever Friends
Fostering and volunteering bring happiness through connection with animals.
16 Gears in Motion
Juniors launch robotics club, the Mechanical Husk1es, and compete in local tournaments.
24 Adapting Education
IEPs and 504 plans are used to help make school more geared toward student needs.
Scouting Spirit
Before girls could join Scouts, junior Riley Saugstad expressed her interest in participating in this activity. Saugstad was a part of Girl Scouts in elementary school, but she became a member of the flagship Boy Scout program, Scouts BSA, the day girls were allowed to join. Saugstad said it was more suitable for her. “Girl Scouts is an amazing program for many girls, but for me, the more outdoorsy Boy Scouts was a better fit,” Saugstad said.
Students share fun facts about their cars.
THE SUN SHINES ON WEEKENDS TOO
Attendance Clerk Carol Hess takes more than 300 phone calls every day from parents excusing their children from class. She said she’s heard every excuse in the book— from doctor’s notes to a pet iguana’s autopsy, students always seem to find a reason to miss school. In reality, these students get called out to skip a test, take a nap and even tan if it’s an especially sunny day.
Regardless of your favorite pastimes or preferences, it’s important to recognize education is a privilege and a blessing. One in every ten people are illiterate, and hundreds of millions of children around the world do not attend school, according to Our World Data and the United Nations Education, Science and Cultural Organization.
The Blue Valley School District is the top district in Kansas and well within the top one percent of school districts nationwide, according to Niche. The district also ranks first in teachers in Kansas. Overall, Blue Valley Northwest offers an enriching education with opportunities for a diverse student body, yet students frequently take it for granted.
Even if traditional classes like literature and history are not your cup of tea, the content and skills you learn from them will greatly benefit you in the future. There is a reason that Kansas law mandates children attend school and learn certain subjects. We develop morals and become aware of warning
signs by studying past atrocities in social studies classes. We improve communication and writing skills through English classes. We improve critical thinking and problemsolving skills in math and science classes, which prepare us for future challenges and conflicts.
Education empowers us to learn, think and achieve anything we desire. While we won’t necessarily use everything we learn daily, we are incredibly fortunate to have time and resources allocated to subjects that build other practical skills.
In the Blue Valley School District, students have access to more than just the core curriculum, like the fire science program, woodworking, jewelry, child development, sports marketing and many more. Other districts don’t have these opportunities, and so many people around the world would give anything to have the educational options we do.
In an ideal world, we all treat our schoolwork like a privilege, not a chore. It is unrealistic to expect students to grin through their grueling math homework, but next time you are about to text your parents to call you out of class, remember the invaluable opportunity we have to attend school every day. Join clubs, learn about different career paths and find leadership opportunities to develop as a human. Stay in school all day, because the sun will still be shining after the final bell.
IFOUR YEARS
FOR THIS
Written by Blen Belachew, Designed by Inaya Zaman
was driving to school for my fourth-hour chemistry class on a hazy, bitterly cold Friday morning. As I pulled into the first row of the parking lot—usually reserved for seniors—I was taken aback to find no spots available. While I usually arrive at 10 a.m. on Fridays, I’ve noticed when leaving school, many cars belong to underclassmen and juniors, despite senior parking privileges. This was my senior year, and I still had to park in the main lot’s third row.
Seniority is the unwritten set of privileges you earn as you get older or gain experience. It’s a rite of passage seniors look forward to in their last year of high school. My classmates and I have waited for our turn for the infamously dubbed “senior lot,” shortened schedules, sitting front-row at games, senior nights and prom. We finally have the spotlight as the graduating class to create a legacy for ourselves and enjoy our final year.
seniority. This statistic highlights how seniority is often dismissed at Northwest.
I vividly remember being terrified to even think about parking near the senior lot as an underclassman. I embraced the daily walk to and from the DAC and always dreamt of the day it would be my turn. However, I couldn’t use my senior rights to my advantage on a particularly chilly Friday. Why are these privileges being stripped from me by underclassmen who just got their learner’s permit?
Seniority is an unspoken rule, but one to be honored by every grade level.
I get it. I was once an underclassman, thinking to myself how ridiculous seniority was. I had just started high school and didn’t want to surrender my newly discovered freedom to the upperclassmen. While it may sound stupid and difficult to follow, my peers and I still complied with seniority because we knew it was right to let the seniors celebrate their desperately awaited privileges.
and consideration for seniority is frustrating. With this being said, having these privileges comes with power, which shouldn’t be misused to threaten underclassmen or curse them out for not chanting cheers loudly at games. This takes the fun out of celebrating seniority and discourages underclassmen from following it.
We have waited our turn for four years; now, please let us have it. Senior privileges are meant to recognize our experience and hard work in high school, making our last year worthwhile. Impatient underclassmen shouldn’t dismantle these privileges.
Underclassmen, these perks may seem excessive and unnecessary, but every student will get a turn to be at the top, so please show respect on the way up. Your time will come, but for now, respect the traditions that make senior year memorable.
Seniors, our time in high school is coming to an end. Let’s step up, claim what we’ve so deservingly earned and finish the year the way we always wanted. Make every last moment count to make our final months at Northwest as rewarding and enjoyable as possible.
Unfortunately, I still see underclassmen parking in the senior lot or sitting beside seniors in the front row at sporting games. According to an Instagram poll conducted by The Express, 76 percent of 120 people surveyed said there is a lack of consideration for
Showing upperclassmen respect and compliance to seniority better sets up high school dynamics for future generations to observe and look up to. Seniority is an unspoken rule, but one to be honored by every grade level.
Seeing the lack of mutual respect
PROTECTED OR PATRONIZED
Written by Rishitha Bonthu, Designed by Inaya Zaman
The ban of TikTok (and its subsequent reversal) remains a controversial issue, even as we near the end of the 75-day extension granted to the app by President Donald Trump.
The ban was justified by the Trump administration on grounds of national security concerns, citing data collection and ties to the Chinese Communist Party, however, the real intentions behind the decision were questionable.
Like many other social media platforms, TikTok gathers data from its users and the possibility of this information being weaponized cannot be dismissed outright. Still, the timing and handling of the ban raises red flags because similar security concerns could be raised about many other social media platforms, yet TikTok was the only target. Considering the owners of other social media platforms and their connections, the ban reads as propaganda to intensify anti-Chinese sentiments and a way to curry favor and gain more political support.
on society. Social media platforms such as TikTok are designed to be addictive and keep people scrolling for hours on end. According to The Brown and White, about 80% of users reported that the app felt addictive to them.
This is such a prevalent problem that a term was created for this phenomenon, “doomscrolling.”
Many users have expressed joy over the loss of the app, stating that it allowed them to enjoy other activities and increased their productivity.
Many users have expressed joy over the loss of the app, stating that it allowed them to enjoy other activities and increased their productivity.
The debate over the ban could have been an opportunity to address the consequences of social media addiction, but instead, it was used as a political strategy.
while aboard Air Force One, Trump said his team was working with “four different groups” interested in buying TikTok, saying, “A lot of people want it, and it’s up to me”. This portrays the app as a political bargaining chip and a way for Trump to control the younger demographic, which is compounded by the fact that The White House now controls the press pool (the journalists with access to the president and White House) instead of the White House Correspondents’ Association (WHCA). It is just another way to ensure favorable coverage.
By threatening to ban TikTok unless it was sold to a U.S. company, Trump paints himself as the protector of national security, while gaining control of a platform with a large and impressionable young audience.
However, the app not only raises concerns of national security and political agendas but also the broader issue of social media addiction and its overall impact
Trump often chose to portray the issue as a black-and-white choice, with American ownership of the app being safe and Chinese ownership as dangerous, reinforcing the idea that Chinese companies are inherently untrustworthy. The focus on the anti-China rhetoric in the process of making the decision reduced the issue to propaganda rather than a serious attempt to regulate harmful technology, a way for Trump to paint himself as a savior and gain control of the media.
In a statement to journalists
Rather than using apps like TikTok as pawns, we should focus on creating better policies that address data privacy and the consequences of addictive media. We should push for increased transparency from both foreign and domestic companies about how user data is collected and used and hold leaders accountable for addressing the roots of an issue instead of exploiting them for power.
DENYING DIVERSITY
Written by Sri Trikona, Designed by Inaya Zaman
As a first-generation Indian-American, I was always conscious of fitting in with my peers. I made sure to never talk about the classical dance I participated in, religious holidays or the dot my mom would wear on her forehead. I’ll admit, as an elementary schooler, I was embarrassed. I loved my culture, but sharing it with everyone else felt forbidden, and worst of all, made me different. As a shy kid, this was my worst nightmare.
During my freshman year, one of my friends asked me to perform a Bollywood dance for the yearly Diversity Assembly with her and other students in front of the whole school. My initial reaction was to tell her no, but when she told me that many of her other friends were participating, I felt more comfortable about it. In fact, I felt like I had finally found a community.
The first year I participated in the assembly, it was held in the auditorium and required a sign-up. I immediately thought that was odd. Why were we limiting the amount of students who could attend? It felt like the school was only holding the assembly to act like they cared, but they didn’t have the genuine intention of spreading diversity.
Last year, the assembly was held in the gym. This was a step in the right direction because it allowed more students to attend, but what about the teachers? Every time I performed, my teachers were eager to know how it went. They said they
wished they were there, but were held back by lingering students who did not sign up to attend the assembly.
By advertising this assembly as optional, the administration is sending a message that diversity is optional. In a diverse school, it makes it seem like our cultures are insignificant. How is it fair at all for us to be pushed to attend spirit week assemblies and sports kickoff assemblies but not one diversity assembly? Are we so scared that we can’t dedicate a measly 30 minutes to watching our peers express their culture? In a time when it is most needed, we are downplaying diversity.
this was never advertised to the student body except for when it came to the Diversity Assembly.
Are we so scared that we can’t dedicate a measly 30 minutes to watching our peers express their culture?
That being said, I am not against pep assemblies. I love school spirit. But if these pep assemblies have advisory time set aside and teachers are told to walk their classes to the gym and sit with their students, but for the Diversity Assembly, teachers are to remain with their students who don’t want to attend, we are showing a clear differentiation between these assemblies.
After talking to Activities Director Kelsey Bakalar, I found out all assemblies are optional. However,
The Diversity Assembly is April 29. We have time to fix this problem. Administration, here is my solution: make the assembly an opt-out situation like all the others, without a required sign-up. If someone truly has no care in seeing others share their culture, that’s on them, but they would have to communicate with administrators to sit out. While I understand the need to provide accommodations for students with sensory issues and discomfort in large crowds, there should be no reason this assembly should be easier to get out of than the rest. By implementing this initiative, assembly attendance rates will increase, and advisory teachers will be able to attend.
It is my hope for us, as a school community, to progress. I hope to see every student present, either as a performer or audience member. Support your friends, cheer at the top of your lungs and enjoy your time there. We are advertised as “One Northwest,” so let’s start acting like it.
INSIDE THE
BVNW
ride
A peek into what makes cars at Northwest unique
Written by Bridget Hamlin, Designed by Iqra Nadeem
What is something random in your car?
HOTHANDS
HANDS
HOTHANDS
Hot hands - Junior Ava Wesely Torres Olaf stuffed animal -Sophomore Connor Hamlin
A bag of books
-Senior Brooke Zimmer 3 toolkits
- Senior Michaela Gold
What songs do you listen to while driving to school?
“Just a Friend” - Senior Gordon Alcock
“Love” - Sophomore Lillie Duran
“Night Crawler” - Junior Abby Wirth
“Busy Woman” - Sophomore Quint Murphy
Do you have a name for your car?
Megatron - Junior Irene Kim
The McMobile - Senior Mc Nagar
Tina Tallulah Tiguan - Senior Kennedy Shank
Tiffany - P.E. Teacher Michelle Pothoven
FUR
FRIENDS EVER
Caring for animals through fostering and volunteering leads to fulfillment
Written by Hailey Heckman and Sara Scheibel, Photographed by Allison Leese, Designed by Lily McCann
Despite only having the 13-week-old black and brown terrier mix for a week or two, freshman
Avery Fletcher said she got attached to Quincy, her first foster puppy, and was sad to see him go.
“I just wanted another so I would forget about him,” Avery said. “He
was such a good puppy.”
Her mother, Amanda Fletcher, said one of the hardest parts about fostering puppies is letting them go.
“Every goodbye is hard,” Amanda said. “Some are harder than others, but it’s all worth it for me.”
Avery and her family have been fostering puppies for about two and a half years. Once her mom got into
Freshman Avery Fletcher plays with her foster puppies, Indie and Dude, on Feb. 20. “The [foster puppies] we have right now are so crazy,” Avery said. “It can get annoying, but it is worth it.”
fostering, she said she had no choice but to join in and has loved it ever since she saw the first puppy they brought home.
Amanda said she decided to start fostering puppies because she has always had a soft spot for dogs.
“I’ve just always loved dogs. I get some anxiety with people sometimes, and [dogs make] me feel comfortable,” she said. “I’ve always dreamed of being surrounded by them.”
At first, Avery didn’t want to foster puppies because she thought it would be too hard to let them go, but then she said she changed her mind.
“One day my mom came home with a puppy, and I was just like, ‘Oh he’s so cute,’ and I’ve liked [fostering] ever since,” Avery said.
Amanda said she was introduced to fostering by a friend, and after her family dog passed away, she and her husband decided to try it. They had their first four puppies, ended up “foster failing” and keeping one and then took a break before deciding to foster again.
Now, when she’s ready to foster a new puppy, Amanda contacts the rescue organization K-911 and tells them her family is ready.
“I bring them home and just love on them and feed them,” Amanda said.
Lindsey Lee, a member of the K-911 rescue organization, said there
is a procedure to be followed when setting up families with their foster dogs, and they have to assess the medical and behavioral situation before moving a rescue in.
“Some of our fosters have dogs or cats or kids, [so we] would need to test and make sure that they would do okay in that setting prior to moving them,” Lee said.
With two different intake locations for rescues, Lee said there are currently 17 dogs in the organization on their way to finding foster homes. With the help of the Amazon warehouse in Kansas City and the donations of food and money from many people in the community, she said they are able to provide food for the dogs and make sure they get the medical care they need.
Much of the rescuing process cost is also covered by the adoption fee, and Lee said she doesn’t like to increase it for extra costs.
“I don’t like to get close to the breeder costs, because I don’t want to be associated with that. I want it to be affordable for people to add animals to their families,” Lee said.
Avery’s family has fostered
many puppies since joining the program, and while she loves the dogs, she said they also come with many jobs that must be done. Avery said she steps in when her parents are busy or when the puppies are sick and need extra care, which she said improves her responsibility but can be stressful with energetic, playful puppies.
attention and making sure they all got interacted with so they weren’t bored or lonely.”
Despite any challenges her family has faced with fostering, Amanda said the overall process is enriching.
“It’s just really rewarding to watch them grow and see them get healthy,” Amanda said. “I’ve had really sick puppies, and [just] one or two nights of giving them love and water and food in a safe place is really rewarding.”
Similarly, Avery said that fostering has been beneficial to her in many ways. Avery said one of her favorite parts of fostering is seeing a variety of dogs, something she didn’t experience growing up with only the same type.
“I just love to see all of the dog breeds, it’s so fun,” she said.
Even though it’s sad to see them go, Avery said seeing the puppies find permanent homes is one of the most rewarding parts of being a foster family.
“It’s so nice to see them go to a real family,” Avery said. “I just think it’s really cool because I’ve seen them go where they’ll actually live for the rest of their life.”
Wilson said the best part of volunteering was seeing the animals get the help they needed.
Every goodbye is hard. Some are harder than others, but it’s all worth it for me.
-AMANDA FLETCHER
Junior Samantha Wilson volunteered at Wayside Waifs animal shelter, where she mainly worked with cats for about a year. She said she feels working with animals has helped make her more responsible.
“You have to make sure you do stuff in a very specific way,” Wilson said. “I would go and open up their kennels and play with them. It was mostly about giving them
“It’s just a good feeling knowing you are being the person that’s interacting with them and helping them feel safe and happy with their time at the shelter,” Wilson said.
Amanda described fostering as almost addicting and said the cycle of taking in fosters and helping them find homes gives her a strong sense of fulfillment.
“Some people are scared to foster because it seems like such a commitment, which it is,” Amanda said. “But, you can also just foster once, and it might not be for you, but you saved a dog’s life.”
Sitting in the Fletcher family dog room, mother Amanda Fletcher holds foster puppy, Indie. “I love being around different types of dogs and being able to make them feel safe,” Amanda said.
Test tricks, study spots, and advice for making it through the rest of of the year
Written and Designed by Reagan Wald
“Test Day” will take place at BVNW on April 8 and juniors will receive a free ACT.
Advice from College Board:
- Read the entire question and all of the answer choices before answering a question.
- Don’t rely on answer choice probability or patterns.
- Get enough sleep the night before the test, eat a good breakfast, and try your best.
Advice from MyACT:
- Take a practice test.
- Work questions out of order. Spending too much time on an a difficult question means you may rush through the easiest problems.
- Be sure to answer every question since there is no penalty for guessing.
A Breakdown of the ACT
Number of Questions by Subject:
and
Coffee: 9/10
Atmosphere: 10/10
Productivity: 8/10
Atmosphere: 10/10
Productivity: 10/10
*Bonus points for a fire place, coffee shop and really comfy chairs
Treats: 8/10
Atmosphere: 9.5/10
Productivity: 7/10
McLain’s Bakery
Pilgrim Coffee Co.
GET PRANKED!
Fun and simple pranks to try this April Fool’s Day
Written by Adria Heineur, Designed by Blen Belachew
Salt in Coffee
Description
Watch your family members put what they think to be sugar into their daily coffee. Their once-sweet morning drink is sure to wake them up with the shock of sodium.
Process
1. Wake up before your family does.
2. Go to the kitchen and get out a bowl, a spoon, salt and a sugar container used for coffee.
3. Dump all of the sugar into the bowl.
4. Hide the bowl somewhere no one will find.
5. Pour salt into the empty sugar container.
6. Put the sugar container that now carries salt into its usual place.
7. Put away all other materials used .
8. Watch as your family turns their coffee into a salty drink.
Materials
Rating
Minty Oreos
Offer your friends a delicious treat of Oreos! Once they bite into their tasty snack, they’ll be filled with immediate regret as they realize the Oreo filling is toothpaste.
Description Process
1. Take an Oreo, carefully twisting the bottom and top to split it in half.
2. Scrape off the Oreo filling.
3. Put a little bit of the toothpaste on the cookie and spread it to look like filling.
4. Put the other cookie piece on top to have the filling in the middle.
5. Lastly, serve it to friends or family and watch them fall for your prank.
Brown E’s
Description
This is the perfect prank for anyone on a time crunch. Get your friends’ hopes up by offering them some brownies. When they discover what brown E’s you’re referring to, they’ll be full of disappointment.
Process
1. Set out brown markers and a piece of paper.
2. Write E’s on the paper, color them with brown marker and cut them out.
3. Ask your friends if they want brownies.
4. Give them a brown E paper.
5. See their faces of disappointment when they realize your play on words.
Materials
Rating Rating
GEARS IN
M TI N
The first Northwest robotics club makes its debut in competition
Written by Danielle Croom and Sri Trikona, Photographed by Jordyn Johnson, Designed by Hailey Heckman
Walking into Blue Valley High, juniors Srijan Singh and Gabriel Jiang watched as a small robot maneuvered across the competition field, precisely picking up hexagonal blocks and placing them on a backdrop. Singh said this moment stuck with him.
“I was amazed by how much it could do with it being such a small robot,” Singh said. “It opened the doors for me to expand my creativity and have something to escape from academics.”
Technology, or FIRST, is a youth-serving nonprofit dedicated to STEM education.
experience to email companies will allow me to connect with even more people,” Singh said.
I [thought] it was time that all five schools collaborate and grow their knowledge on robotics, and Northwest was that missing piece.
-SRIJAN SINGH
At the time, Blue Valley Northwest was the only school in the district without a FIRST Tech Challenge team. Now, the Mechanical Husk1es are changing that.
“I [thought] it was time that all five schools collaborate and grow their knowledge on robotics, and Northwest was that missing piece,” Singh said.
For Inspiration and Recognition of Science and
Singh began his robotics journey through a FIRST Robotics Competition team during his freshman year at the Blue Valley Center for Advanced Professional Studies. He said this inspired him to bring robotics directly to Northwest. Starting a team from scratch meant Singh spent much of his summer laying the groundwork. He said he developed a routine, dedicating about two hours daily to securing funding—cold-emailing around 45 STEM companies, applying for grants and reaching out to sponsors like KC STEM Alliance and Garmin. Singh said this summer will be easier as he has built those relationships.
“Just having the
Jiang, co-founder and copresident of the Mechanical Husk1es, played a key role in finding a sponsor at Northwest. He reached out to biology teacher Cameron Hora, believing Hora may have fewer club commitments as a newer teacher. After meeting
The stickers on the Mechanical Husk1es robot represent the team’s sponsors. Sponsor funding goes toward equipment and upgrades, as the team works with a single robot throughout the year.
with Singh and activities director Kelsey Bakalar, Hora agreed to take on the role.
“A big reason I took on the club is because of how [Singh] presented it and made it seem manageable, exciting and fun,” Hora said.
The team began meeting in September, spending the early weeks brainstorming and designing their robot. Singh said they have 2-3 meetings per week, each lasting around two hours.
Despite the time commitment, Jiang said the work feels rewarding when he sees the robot in action.
“We put [in] a ton of time—we probably spent three days’ worth of time on just CAD (computer-aided design) itself,” Jiang said. “It’s a lot of fun to [see] your robot compete.”
Their competitions are part of the FIRST Tech Challenge, where each year, teams design a robot to complete tasks based on a new theme. This year’s theme, Into the Deep, simulates ocean pollution.
“The game provides inspiration for people to build robots that save the sea,” Singh said. “You pick up blocks from the ‘ocean’ and either make [the robot] a specimen (a block with a clip) that you clip on the [robot] or put [the blocks] in a bucket.”
Each team competes in six
Junior Srijan Singh confirms the efficiency of the Mechanical Husk1es robot before the first round at the Super Qualifier, Feb. 15.
matches before moving on to league tournaments, followed by playoffs, where teams draft alliances in a doubleelimination bracket.
“[It’s] like a whole thing—it’s 7 a.m. to 7 p.m.,” Singh said.
Hora described the competition environment as highenergy, with teams making
last-minute adjustments and troubleshooting between matches at their pit tables.
“Something I really like about FIRST robotics is that you often end up on an alliance with a team you played against,” Hora said. “This results in a super positive and friendly environment.”
Matches last two and a half minutes. The first 30 seconds are autonomous, with preprogrammed movements, while team members control the rest manually. Between
matches, teams return to their pits to troubleshoot.
Despite the competitive nature, teams collaborate, sharing parts and strategies. Senior Darren Hall, a Mechanical Husk1es member, said he enjoys learning from other teams.
“We teach each other the things we did to our bots, how we tackle problems [and] how we solve them,” Hall said. “FIRST describes it as ‘coopertition’ (a combination of cooperation and competition), where you are competing against others in a fair, meaningful way [while] trying to win, but also [having] fun.”
I come to school just so I can do robotics, just so I’m here for those meetings and enjoying myself.
professional skills and deepen his STEM knowledge. Hall, who plans to major in mechanical engineering, said hands-on manufacturing with CNCs (computer numerical controls) and 3D printing has been invaluable. Looking ahead, Singh said they are considering outreach at feeder middle schools in hopes of expanding the Mechanical Husk1es.
-SRIJAN SINGH
Beyond competitions, Singh said robotics has helped him develop
The team competed at state on March 8 but did not advance to the
international competition in April.
“The reality is that as a rookie team, we encountered inconsistency errors that come from inexperience,” Singh said. “We had a really good robot, but it was too unreliable.”
“I come to school just so I can do robotics, just so I’m here for those meetings and enjoying myself,” Singh said. “I think everyone else feels the same way.” Instagram @bvnw_robotics
Despite this hurdle, Singh said the team will continue to push themselves next season. Singh said robotics is a team that means a lot to him.
Junior Gabriel Jiang organizes the electrical wiring components of the robot during a Mechanical Husk1es meeting, Feb. 27.
Scouting Scouting Spirit Spirit
To earn the title, an individual must complete 13 merit badges and an Eagle Scout service project.
“That (project) was definitely a huge undertaking, but I [knew] it was [going] to be a great learning experience,” Saugstad said.
Along with Scouts, Saugstad is involved in theatre. At the time of completing her Eagle Scout, Saugstad attended Oxford Middle School and said the school’s theatre department needed to create platforms for their shows. Knowing this, Saugstad said she decided to make a difference at her school for her project.
a long process. Although Saugstad has already received this title, some students are still working toward the same goal.
Freshman Boy Scout Jackson Moore is currently working toward becoming an Eagle Scout. He said he joined Scouts at a young age, mostly because his friends were involved.
It’s incredibly rewarding to use the skills that I’ve been taught in this program to empower the next generation.
-RILEY SAUGSTAD
“I built them some custom platforms that are super easy to take down [and] super easy to store,” Saugstad said.
Becoming an Eagle Scout can be
Moore said becoming an Eagle Scout has been an important goal to him because it is an achievement that stands out. Being recognized with this honor shows others great leadership qualities, and Moore said he has ranked up relatively fast. He is currently a Life Scout, just below the Eagle Scout rank.
For Murdock, the merit badges earned through Scouts have taught him a range of valuable skills such as first aid, cooking, automotive maintenance and physical fitness.
With the variety of skills he learned, Murdock said some of his badges were easier to complete than others. For example, he said he needed three weekends of classes to finish the CPR badge, and the cooking badge required 100 hours of work. Murdock said the automotive maintenance badge was one of his favorites due to his preexisting knowledge and interest in cars.
“There’s lots of experiences you can have with the merit badges, and [they’ve] given me a clear path on what I want to do,” Murdock said.
By earning these badges, Murdock said he developed an interest in mechanical engineering, which has helped him plan for what courses to take. Along with these learned skills, Murdock said attending monthly campouts introduced a new element of fun to Scouts.
Other skills Sharon said her son learned included personal finance and family life.
While merit badges are an important element of Scouts, Murdock said they don’t define everything about Scouts.
“I feel like there [is] a whole
Seniors Yash Saraff and Andy Murdock, from bottom left, pose for their crew photo in front of the Tooth of Time mountain in Cimarron, NM. “We take [the crew photo] at
the beginning of the trek,” Murdock said. “It’s also used for search and rescue if anyone goes missing.”
stigma around merit badges and Scouts. It’s just a thing to do,” Murdock said. “Whatever you can do to make other people’s lives better, like being helpful in some way, that’s really what I’ve taken away (from Scouts).”
Moore also said the reason he continued Scouts was due to the outdoor experiences. As he went on the campouts, he said they did many activities ranging from rock climbing to shooting sports. During the winter, his troop did an all-night lock-in at a rock climbing location.
Similarly, Saugstad said her favorite part of Scouts is the campouts. She camped in belowfreezing weather as well as temperatures above 100 degrees. She has also worked on staff at the campouts, which she described as just as rewarding as attending. Saugstad said she has met the best friends of her life from being involved in the campouts.
Moore said Scouts has affected his future through the life lessons and values it has taught him.
“It’s taught me good life lessons, leadership and how to be a good person,” Moore said.
As a parent, Sharon said she encourages anyone interested in Scouts to try it. She said pieces of leadership and long-term growth can be learned from sports or music, but Boy Scouts provides different lessons than those other activities.
“There’s something very unique about the scouting
relationships and program that is a lot broader and deeper at the same time,” Sharon said.
She said Scouts does not just apply to the people in the program, but it involves the entire family, too. Sharon said having her own children so closely involved in the program has shaped her as a parent, and she believes the program teaches the value of giving back.
As his Scouting journey comes to a close, Murdock said one of the biggest lessons he has taken away is to live in the moment and appreciate the time you have left. For these last few adventures, he said he consciously made an effort to enjoy what he is doing, and now it comes much more naturally to him.
“You’ll be more disappointed with the things you didn’t do than what you did. If you just go with the flow, you’ll be happy by the end of it,” Murdock said.
Junior Riley Saugstad displays her sash, which holds the 30 merit badges she has earned. “There are 139 different merit badges and each badge has a unique symbol on it that represents the subject that scout has shown mastery in,” Saugstad said, “The badges rimmed in silver are the Eagle-required merit badges, which are the toughest and most rigorous to earn.”
EDUCATION ADAPTING
IEP and 504 plans help students navigate education based on personal needs
Written by Emily Olm-Shipman and Inaya Zaman, Photographed by Paige Mailliard, Designed by Ellie Votypka
As sophomore Karsyn Henry’s reading test scores plummeted in early elementary school, her father, Andrew Henry, said he took her to a doctor to seek a solution. Karsyn was diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in second grade, and within four weeks of taking low-level medication, her father said her reading level increased by four grade levels.
Karsyn currently has a 504 plan for her ADHD which allows her to have accommodations like using the Testing Center. Karsyn said this allowed her to overcome test anxiety, helping her grades.
“My test scores improved so much just by switching the place I go,” Karsyn said. “ It really improved my education and [showed] what I know.”
There are two forms of accommodations in the Blue Valley School district: a 504 plan like Karsyn’s and an Individualized Education Plan, or IEP. According to school psychologist Claudine Boldridge, 13% of Northwest students have an IEP for either giftedness or a learning disability. We were unable to get statistics on students with 504 plans.
Both 504 plans and IEPs fall under two different laws enacted
to improve childhood education, according to the U.S. Department of Education. The 1973 Rehabilitation Act covers 504 plans, requiring school districts to make programs accessible and usable to all students with disabilities. Section 504 of the act states “No qualified individual with a disability shall solely by reason of her or his disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity.”
legal educational document stating a student requires specialized instruction to help them with general education.
“Students with IEPs qualify for those because the services that they require exceed what can be provided by general education staff,” Boldridge said.
My test scores improved so much just by switching the place I go.
-KARSYN HENRY
At BVNW, Boldridge said students with 504 plans require educators to provide accommodations to students in general education classrooms.
Later, the 1975 Individuals with Disabilities Education Act was enacted by Congress to ensure special education and other services be provided to eligible children, according to the U.S. Department of Education. This led to the creation of IEPs. Boldridge said when implemented, an IEP is a
Boldridge said a student is determined to need an IEP after being evaluated to determine the presence of a disability. After this process is completed, she said special education staff members make their own evaluations, and a team consisting of the student, their parents, teachers and the evaluator determines if the student qualifies for special education due to a disability.
Senior Brooke Troppito has had an IEP since kindergarten through the gifted program but said she didn’t use it much until high school.
“My IEP has changed a lot throughout the years based on what I need at the time,” Brooke said. “It didn't really mean a whole lot for me until I got into high school because
[in] elementary and middle school, there weren't really a lot of struggles school-wise.”
After entering high school, Brooke said she began using her IEP more for mental health support, especially with anxiety and panic attacks.
During her junior year, Brooke also tried using a 504 plan to take tests in the Testing Center to help her focus in an environment with fewer distractions.
“I'm not great at tests, so we tried out me being in the Testing Center, which just allowed me to have less people in the room, less noise and movement,” Brooke said.
According to Brooke, she no longer uses the 504 plan as it wasn’t as effective for her. Even though she no longer has the accommodation, she still finds teachers to be understanding of individual needs.
“I feel like most teachers at our school are very accommodating, even if you weren't to have an IEP or a 504,” Brooke said.
In contrast, Karsyn said sometimes students’ needs can go overlooked. Karsyn said many times, before teachers were made aware of her 504, they could be insensitive.
“I used to ask kind of dumb questions because, honestly, I didn't understand them,” Henry said. “I feel like [teachers] overlook kids when sometimes they really just need the extra help or attention.”
Both Brooke and Henry said they felt copious amounts of stress when it came to test-taking. However, Henry said she felt more calm and her grades improved after she started using the Testing Center her freshman year.
Her father said he was initially hesitant to pursue a 504 plan and medication for his daughter due to the stigma surrounding ADHD when he was growing up.
“Karsyn has a very fun, outgoing and electric personality, [so] the thought of turning that into a zombie would not be good,” Andrew said.
Karsyn’s father said educators similar to his age were skeptical if a 504 was necessary, and this gave their family trouble with implementing the accommodations. He said they had to be persistent, but something that kept him going was to help Karsyn’s education.
“Come in with a plan and show,
‘This is what we're doing for my kid at home and it works. Can we implement something that's roughly the same at school?’” Andrew said.
Brooke’s mother, Michelle Troppito, also said she was initially anxious about Brooke entering into the gifted program because she would have to miss one core class to attend the gifted class. Michelle eventually said she saw the program help her daughter.
“She got to experience lots of things I think a lot of kids wouldn't otherwise experience through [gifted] class,” Michelle said. “I think in the end, it was a good thing for her.”
Junior Ava Grosdidier, who has had an IEP since fifth grade through the gifted program, said it has helped her advance academically.
Grosididier said her IEP changes each year depending on her needs, and something she has enjoyed about more personalized education is her opportunity to research future careers with the help of her teacher.
“I think it's been beneficial to have teachers and peers to talk through what we are planning,” Grosdidier said. “I can also talk to
Senior Brooke Troppito gets help from gifted teacher Sally Noltemeyer in room 706, Feb. 27. “The gifted room helps
me simply by being a safe place.” Troppito said.
my teacher who really knows me, has worked through my IEP with me, knows who I am as a person, and what my strengths are that can help me, and guide me into better career planning.”
At BVNW, the gifted education coordinator Sally Noltemeyer works with students in the program by helping them with their various IEP goals such as postsecondary education and study strategies.
year or they are required to have quarterly meetings with Noltemeyer to discuss their progress. Noltemeyer said this is done in order to fulfill a legal requirement stating that reports on students with IEPs must be published every nine weeks.
I think it’s been beneficial to have teachers and peers to talk through what we are planning.
-AVA GROSDIDIER
“Gifted IEPs don't require as much intervention from me as the other end of special education,” said Noltemeyer. “What I do is facilitate when there's an additional challenge needed.”
Students in the gifted program are either enrolled in the gifted education class during the school
“It's just kind of like coaching, really getting them into the mindset of ‘I can do this,’” Noltemeyer said.“It just really helps to have that really frequent conversation about, how are you doing, what are you actually doing, and how is that helping you?”
Michelle said she appreciates how the IEP and gifted program have supported her daughter.
“[Brooke’s] been really blessed with some great gifted teachers,” Michelle said. “She just always has those people to talk to [and] it's been a really good, comforting atmosphere for her.”
In addition to support from her teachers, Brooke said it has been encouraging to see others use accommodations in the classroom.
“My freshman year, I knew a senior who was pretty open about having a 504 for her ADHD, and that made me feel better about the fact that I needed a little bit of extra assistance,” Brooke said. “Seeing other people use it and be okay with it has made it easier on me.”
Sophomore Karsyn Henry takes a test in the Blue Valley Northwest testing center on March 7. “The testing room just gives me a place with limited distractions, a place where
I
feel like I can take the time I need to do my very best.” Henry said.
G ING F R GOLD
Directions: Help the Leprechaun find the pot of gold
Designed by Sri Trikona
ABOUT THE EXPRESS
CONTACT INFORMATION
Mailing address: 13260 Switzer Rd, Overland Park, KS 66213
Phone: 913-239-3544
Email: BVNWnewspaper@bluevalleyk12.org
RESPONDING TO THE PUBLICATION
Letters to the editor may be submitted electronically on our website at BVNWnews.com. Letters may be published either on BVNWnews.com or in our print edition. Letters may be edited.
ABOUT US
The Express is the official high school news publication of Blue Valley Northwest High School, an open forum distributed to all students seven times a year. This is the March Issue of Volume 32. The Express is printed by Valley Print Logistics, 160 S Sheridan Ave, Valley Center, KS 67147.
DISCLAIMER
This is a student publication and may contain controversial matter. Blue Valley Unified School District No. 229 and its board members, officers and employees disclaim any responsibility for the content of this student publication; it is not an expression of School District Policy. Students and editors are solely responsible for the content of this student publication.
EQUITY POLICY STATEMENT
BVNW Publications is committed to amplifying the voices of our student body and community, no matter the color of skin, religious belief, financial status, gender or sexuality. We are an independent platform that by practice, and by law, is not a mouthpiece of the school district. We promise to cover all stories with fact and integrity. We stand in solidarity with all people who are fighting for equality. We promise to educate ourselves and represent our entire community to our audience to the best of our ability. For our students, teachers, readers, viewers and families who are struggling for equality, we deplore the injustices you face. We strive to be a unifying platform that celebrates diversity and shares your stories, and we will continue to work toward increasing minority voices internally, as well as externally. We may not always get it right, but we will try, and we will listen and be open to suggestions on how to better tell your stories.
THE EXPRESS STAFF
Editors in Chief
Sydney Barnett
Reagan Wald
Managing Editor
Sri Trikona
Assistant Managing Editor
Danielle Croom
A&E Editor
Rishi Bonthu
News Editor
Inaya Zaman
Online Editor
Madison Kraft
Social Media Editor
Bridget Hamlin
Blue Valley School District #229
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Sports Editor
Miles Thomas
Chief Photographer
Rachel King
Chief Writer
Blen Belachew
Staff
Natalie Churchill
Julia Curotto
Claire Elley
Nafsiya Hafiz
Ruby Halverson
Hailey Heckman
Adria Heinauer
Jordyn Johnson
Allison Leese
Paige Mailliard
Lily McCann
Iqra Nadeem
Emily Olm-Shipman
Sara Scheibel
Ellie Votypka
Assistant
Adviser
Amanda Ford
Adviser
Jim McCrossen
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