The Booster Redux February 2019

FEATURE Faculty, community members PAGE 7 perform in Footloose NEWS PAGE 8

Underclassmen take on varsity positions, overcome challenges

@phsboosterredux

IN-DEPTH PAGE 4 & 5

Students reveal their tattoos, stories behind them

@phsstudentpub @pittpublication @phsboosterredux www.boosterredux.com

The

Booster Redux Pittsburg High School

Pittsburg, KS 66762

1978 E. 4th Street

February 2019

Vol. 101 Issue 3

On the move Library relocates due to construction WORDS BY Sarah Alcantar

PHOTO ILLUSTRATION BY Aubrey Bolinger

Powering on and off

Teachers share class technology policies

T

WORDS BY Emma Lawson

he familiar ping of a cell phone rings out in the middle of class. Depending on the teacher of that class, it could lead to different consequences.

According to the PHS student handbook, students are allowed to use their phones before and after school, as well as during passing periods and lunch. Teachers are responsible for coming up with restrictions outside of those time periods in their own classrooms. There is an exception to this rule, however; if a student has an important family matter and needs to be reached easily, they can notify the office and may use their phones despite the teachers’ rules.

Teachers at PHS have different perspectives on technology use in their classrooms.

Out of the 28 teachers that responded to a recent survey conducted this month by The Booster Redux, 16 teachers indicated they do allow cellphones in their classrooms, while 12 indicated they do not.

“I WANT TO MINIMIZE THE AMOUNT OF DISTRACTION FOR THE STUDENTS…” “I don’t think that personal devices have been particularly useful for our students,” said a response to the school-wide teacher survey. “It opens up the students to outside influences that are often detrimental to the learning process.”

Some teachers, like Patrick Moss, have restrictive electronic policies.

“It’s a distraction,” said Moss, who teaches social science. “I have 50 minutes to teach, entertain and inspire... I can’t afford competition.”

Not only can it be distracting, but it can also be thought of as rude and disrespectful.

When it comes to making the decision on whether or not they are going to allow electronic usage in their class, teachers often look back to what they believe is their teaching philosophy or what they hope to accomplish.

Gary Wolgamott, a social science teacher, also has a stringent electronic policy.

“I want to minimize the amount of distraction for the students so they can stay focused and they can achieve what we set out to achieve that day,” Wolgamott said.

There are repercussions for those who disobey Wolgamott’s electronic policy.

“I collect the phone for the rest of the school day for the first offense,” Wolgamott said. “If it happens again, I collect their phone for the full day, but this time it becomes an office referral.”

“I THINK STUDENTS NEED TO LEARN WHEN USING TECHNOLOGY IS APPROPRIATE AND WHEN IT’S NOT APPROPRIATE…”

“Technology has to be blended with other Phones have become a prevalent part of instruction,” said another response from the students’ lives. While some teachers view them teacher survey. “It is only one tool in the teacher’s as distracting, some students, like junior Megan arsenal.”

Loudermilk, view them as helpful.

While many teachers view cellphones and “[Phones] can be a useful tool,” Loudermilk said. computers as unnecessary distractions, some “I personally take pictures of my textbook, so I teachers, such as science teacher Jeff Morey, who don’t have to drag it around and when I have extra see them as important tools that have become a time in class I try to do homework.” part of everyone’s lives.

Using his cellphone during class is a habit for “I think students need to learn when using senior Timothy Spence — one that impacts him technology is negatively. appropriate “I do use my and when phone a lot,” it is not Spence said. appropriate,” “It’s a habit Morey said. and I feel like “I think they it distracts me 28 teachers responded to a survey need to learn from what is asking about their classroom policies to do that by going on in monitoring class.” themselves.”

For other There are students, teachers who phones can Do you allow phones/ personal laptops in your believe that be used as class? technology a means of is a part of concentration. everyone’s It’s common for daily lives. students to use Do you consider yourself strict with technology Technology their phones in use in the class? has slowly class to listen started to play to music while a major part they work. in classrooms.

Sophomore Teachers Sarah Stebbins Do you believe technology is beneficial in the have realized does just that. classroom? that what “Personally, they have I work better set out to do when I’m might require listening the use of to music,” technology.

Stebbins said.

“I believe “It keeps me that teachers focused and on and students task. I don’t feel should the need to talk share the to those around responsibility me when I’m of learning in the classroom,” English teacher listening to music so I get my work done faster.”

Emily Rountree said. “I also hold myself to high Not everyone agrees, though, that it is a mustexpectations, and always try to create relevant have in the classroom. Some students agree with lessons and units that will be conducive to good the teachers who believe it can be disruptive to discussion and learning.” learning when used improperly.

“I think it should be allowed when the teacher “PHONES CAN BE A USEFUL TOOL…” gives you permission, but you don’t need to be Out of the 96 students who responded to The on it the whole time or listening to music all hour,” Booster Redux’s survey, 83 indicated phones sophomore Sam Maceli said. “The time when it should be used in the classroom, while 13 becomes disruptive is when you get the privilege indicated they should not. taken away.”

Technology Policies NO

YES

59%

41%

52%

48%

97%

3%

In April, 1,400 books will be moved from the library to an on-sight storage facility. The library will be condensed into a smaller selection throughout the months of April and May. The high school construction process has been broken down into three phases, with the library being in the third.

“I’m excited about the finished product,” librarian Samantha Warren said.

“Everything has to be done methodically and we still have to figure out what we’re putting the books in and where they’re going.”

MINIATURE LIBRARY The original location for the miniature library was room 224. Because the room has to be used for other classes, the condensed library’s location is still being decided.

“We have to have a place for Mrs. Warren to be able to function out of. The best we can do right now is a conference room,” principal Phil Bressler said. “It’s not big, but she’ll be able to check out computers to kids who may need them and books she thinks will be needed.”

Warren is preparing for the challenge.

“If I’m able to, I’m going to line the walls with shelves and have the best little library that I can,” Warren said. “I’m going to try my best to have something [for kids to read].”

NEW LIBRARY In August the library will be restored to its original size, along with new additions.

The new library will face slightly east compared to the old one, sitting in the spot where room 301 is. The library will feature new interior and collaboration rooms, where students will have space to utilize for various projects. Another feature will be the subtraction of the computers, which will be replaced by Chromebooks.

“Most of the classrooms have computers in them, so the expectation is that they’ll do their work in there,” Warren said. “I’ll have a cart available for students, but the laptops will be like the ones the teachers have in their classrooms.”

According to Bressler, the idea for the new library is more space for students to work by themselves and with each other. The new library will feature four collaboration rooms and two work rooms.

“I’m worried about not having access to computers anymore, but I think the conference rooms will be a good thing for students,” sophomore Rose Scott said.

“I think the collaboration rooms will be a good thing for the students involved in debate and forensics. It’ll be nice to have the extra space for practice.”

The bigger conference rooms will be classroom size, and will be able to hold 8 to 12 people. The collaboration rooms will be open for club meetings as well as team projects.

“We’re making a shift in 1979, when the building was being opened, you needed the library to get the information which was all housed in books,” Bressler said.

“Now the information is available at your fingertips, so the role of the library has shifted into being more of a collaboration space and a media maker space.”

2

NEWS

February, 2019 www.boosterredux.com

Subbing in the teachers

Teachers, students reflect on long-term subbing experiences

Shown above from left to right, Mrs. Burns, Mr. Seal, Mrs. Garzone, and Mr. Hill all substituting for their respective classes. Mrs. Burns has been substituting long-term for Mrs. Smith on maternity leave. “I have enjoyed it way more than I thought. The reason why I sub is because I enjoy taking the stress off somebody that can’t be there that day ,” Burns says. “It makes me feel good that I can take care of them.“ PHOTOS BY Aubrey Bolinger

WORDS BY Joseph Lee With sick days, personal days and a multitude of school activities, the high school has a need for substitute teachers on a daily basis.

“We have some people who are here routinely and do a really good job,” principal Phil Bressler said. “But I would say we have a need for subs.”

Teachers are absent for a variety of reasons, from basketball games to staff development days, in which entire departments are gone.

According to MaryAnn Cochran, who manages substitutes in the building, reports the school needs about 10 substitutes every day. Approximately three of those positions go unfilled.

“We’re frantically trying to get substitutes to cover other classes or teachers to cover other teachers,” Cochran said.

“Towards the end of last semester, we were having two or three not being filled.”

In situations where a position is not filled, administrators will ask teachers and counselors to sub for other teachers during their plan periods.

Freshman Jacob Mathew has seen this happen often.

“I remember one time in Mrs. Pallarés’s class, we didn’t have a sub, so Mrs. Stegman came and watched the class,” Mathew said. “One other time, [in] Mrs. Turnbull’s class, we were just sitting there without a sub, so Ms. Giffin had to teach her class and sub for our class. She had to keep coming back and forth.

I think we should have people who are able to step in when we see an unexpected leave or anything like that.”

To be hired as a substitute in the district, one must hold a Kansas teaching license or a substitute teaching license which requires 60 credit hours from an accredited university.

To sub longterm, one must hold a standard teaching license, which is different from a substitute teaching license.

A standard license can be obtained by holding a degree and completing a teacher preparation program.

Last semester, there was a higher need for long-term substitutes. Three teachers were on maternity leave throughout different times during the semester, subbing for a foreign language class, co-curricular and elective class and a life skills class. The teachers and administration share the responsibility to find substitutes to cover maternity leave.

Foreign Language Classes Before school began in August, the administrators had a dilemma. They had to choose between a non-Spanish speaking substitute, a satellite class or an online class to fill in for Angela Pallarés. They were struggling to find a solution for the Spanish classes due to the lack of a substitute with Spanish-speaking experience.

Spanish teacher Angela Pallarés was on maternity leave at the start of the school year. In her place, the district appointed Betty Noonoo to teach Spanish I, Spanish III and AP Spanish IV.

what did we say for construction?

News briefs HOSA The Kansas Health Occupations Students of America (HOSA) Spring Leadership Conference will be held Pittsburg State University on Feb. 20-21. Individually or as a team,students will compete in a number of events incorporating skills such as dental terminology to CPR and first aid skills.

“She was a former student of mine, so I knew she was seniors and a lot of experienced kids,” Laflen said. “Those good at Spanish and she went to university to study Spanish,” kids stepped up. I just left [Garzone] a note and they just Pallarés said. knew what to do. If you’ve been in debate for four years, or Noonoo graduated with a degree in Spanish from Williams more than a year, you have an idea of what to do to teach College in Williamstown, Massachusetts, three hours away the novices.” As a four-year debater, senior Austin Edwards from Boston. stepped up to the plate to help younger debaters during “Somehow, [administration] heard that I have a degree in Laflen’s absence.

Spanish,” Noonoo said. “One person led another person to “I took it as a responsibility of mine to try and help out the me and I got an email saying, “Would you like to come and younger kids that were there,” Edwards said. “[Having Laflen interview?’ So I did that.” gone] was just kind of just weird because Laflen has been this Before the start of school, Pallarés and Noonoo met several ever-present force ever since I joined the debate team. I think times to discuss lesson plans and the learning trajectory of the it went about as well as it could’ve gone.” classes, including the AP course.

“I know that Betty knows her stuff. It’s never going to be the Life Skill Class same with an eight-year veteran of Another instance of maternity a teacher versus someone who’s leave occurred in the Family and never taught before,” Pallarés said.

Consumer Science (FACS) classes. “[The class is] just not the same Krystal Henderson took maternity chemistry because I’ve had [some leave at the end of September with students] for three years.”

Lisa Burns filling her position.

Senior Brent McDowell is in the “We were having trouble finding AP Spanish IV class. somebody [to fill the position],” “We still got through the Henderson said. “Luckily, I had Angela Pallares packets we needed to get [Burns’s] daughter in class and through,” McDowell said. “We still she heard me mentioned that we understood what needed to get done and we still learned hadn’t found somebody yet.” what we were supposed to be learning.”

After Henderson proposed this solution, the administration Senior Madison Nagel, who was also enrolled in the AP agreed Burns would be a good fit for the classes.

Spanish IV. “[Burns] has an education degree and has done a lot of “Given all of the circumstances, I think it went as well as it long-term subbing for the elementaries,” Henderson said. could’ve, especially since we were fortunate enough to have a “She contacted me and then I went on from there.” sub who had at least studied Spanish in depth,” Nagel said. “I Though senior Tatum Devena thinks the atmosphere of the think that [students in the class] took that for granted.” class was different, she still feels the class accomplished what Even though this was Noonoo’s first subbing experience, Henderson set out for them to do. she appreciated it.

“It felt kind of weird because it’s hard to go on with a sub “I was initially pretty skeptical. I’m fairly young and I was because you get really confused easily. I felt like it was super just here not that long ago, but I’m really glad that I did it,” successful,” Devena said. “We didn’t accomplish everything Noonoo said. “It was a good experience overall.” by the end of the semester, because we were rushing to get things through, but it ended up running a lot more smooth A co-curricular and an elective class than I expected.”

As the late bell rings, Laura Garzone sits quietly to the side Prior to subbing for Henderson, Burns has subbed for four of the classroom, observing speech, debate and forensics other teachers on maternity leave in the elementary schools teacher Julie Laflen teaching classes in preparation for her and is currently subbing for student publications adviser long-term subbing job.

Emily Smith.

Laflen took maternity leave in the middle of November.

“I had decided, this school year, that I would do junior “She watched me introduce a new lesson so that she could high and high school,” Burns said. “[Subbing for Henderson] see how I did it. With speech class, I introduce a new unit and was not my first maternity sub, but it was my first at the high show [the students] how to do it,” Laflen said. “Then, they school. [Subbing for Smith] is really about my fifth. All the work independently. They make the corrections. They give the other ones were elementary,” Burns said. speeches. It pretty much goes the same way every time.”

As a high-school substitute, Burns wasn’t sure what to One day, in December, Laflen unexpectedly went into expect. labor — preventing her from teaching two additional weeks of “I have enjoyed it way more than I thought. The reason why debate.

I sub is because I enjoy taking the stress off somebody that “I didn’t know I was going on maternity leave when I can’t be there that day,” Burns said. “It makes me feel good went on maternity leave. The good thing is that I had 13 that I can take care of them.”

“It’s never going to be the same with an eight year veteran of a teacher versus someone who’s never taught before.”

WORDS BY Mattie Vacca

Dog Sees God 45 students attended the Kansas State Thespian Festival in Wichita on Jan. 3-5. “Dog Sees God,” a one-act play directed by Mckenna Shaw, received a first place award, which qualifies them to compete at the International Thespian Festival in June in Lincoln, Nebraska. It is the first one-act play from PHS to ever go to internationals.

Scholars Bowl The scholars bowl team traveled to Topeka to compete at a Kansas Regional Tournament on Jan. 31.

While in Topeka, the team faced about 20 different teams and placed fourth in their pool. The team went 4-3, but didn’t move onto the next round because they didn’t place in the top 3.

Logan Jones Jones is the first student from PHS to ever win this award and is now qualified for state. According to Jones, the award came with hard work both in and outside of school. “I was spending right after school and most of study hall working on [my project]” Jones said.

OPINION Booster Redux Staff & Policy Editor-in-Chief Nicole Konopelko Managing Editors Ximena Ibarra Matthew Moore Online Editors Mckenna Hodges Natalie Talent Photo Editors Aubrey Bolinger Print Editor Joseph Lee Social Media Editor Maddy Robison Visual Content Editors Amanda Bourbina Elle Burgess Staff Sarah Alcanter Cassidy Bayliss Braden Benson Ashlan Brooks Hannah Gray Emma Lawson Joy Lee Jorge Leyva Kaley Mussa Vincent Norman Abigail Painter Katie Painter Keith Perkins Alyssa (Lane) Phifer Ian Sullivan Mattie Vacca Adviser Emily Smith

The PHS Student Publications Department and newspaper class produce The Booster Redux. Please call us with comments at 620-235-3200.

The Booster Redux's purpose is to inform, educate, enlighten and entertain readers fairly and accurately in an open forum. Opinions expressed in editorials or opinion columns do not necessarily reflect views of all members on the Booster staff. Digital photos have not been altered to manipulate reality. Photo illustrations are labeled to reflect any technical alternations.

Anonymity may be given in the following cases: the information is unable to be presented another way, the information warrants anonymity, the source's privacy and/ or reputation requires protection and the source must be protected from damages.

A student or faculty member death during the coverage period will be covered with a short obituary. The Booster Redux is a member of Journalism Education Association, National Scholastic Press Association, Kansas Scholastic Press and International Quill and Scroll. The Booster Redux encourages letters from students, teachers and community members under 300 words and signed with a valid signature only.

The Booster Redux reserves the right to edit contributions if they are libelous, obscene and for length. Any grammatical errors at the fault of the writer will be printed.

Corrections of errors printed at the fault of the Booster staff will appear in the appropriate section of the next issue.

The Booster Redux Pittsburg High School Student Publications 1978 E. 4th St. Pittsburg, KS 66762

February 2019 www.boosterredux.com

3

Success based on letters Hodges argues against America’s grading system

I

WORDS BY Mckenna Hodges

went into my sophomore year with a 4.0 and after my first semester, I ended with a couple of Bs. Before the end of the semester, I was completely convinced that having a bad grade would end my life.

However, after I had gotten a couple of Bs, my GPA went down, but my world didn’t end like I thought it would. I was convinced that a number would surely determine my entire life, but I’m still doing fine.

My personal struggles have shown that grades cannot measure everything you learn. The Princeton Review surveyed 1,460 high school students, and found that “90 percent of students say that getting good grades is important, less than 10 percent say that succeeding in school is important because of the value of learning.” 90 percent of students feel that the value of the subjects that they’re learning about is next to nothing. It’s all about that A. Grade obsession can be unhealthy and extremely stressful.

Students are pressured by their peers, teachers and parents to do well in school. Trying to balance personal issues as well as stressing over grades can be overwhelming. Along with constantly stressing over grades, this system conditions students to develop a learning style in which we never really learn. We are trained in a way to absorb information quickly and score well on exams. After we score well, the information is lost and we never really learned. And this is what grades really assess — temporary information we learn in school and quickly forget.

There’s no way that a grade can determine your customer service skills or your work ethic. We all have different strengths, but only a certain range of them are covered by a grade. A GPA percent covers only a small part of what we learn over the year.

This grading system has been used for generations, and it’s going to be hard to get rid of it completely. However, a solution for teachers is to teach students in a more creative way than worksheets and videos. To give students individual feedback and try to understand why they did the things they did so you can fully measure what they learn, before slapping a grade on it.

But the solution, that you can implement into your life, is to not beat yourself up over one bad grade. Academic success isn’t a good measure of how successful you’ll be later in life.

Realize that you are more than a percent or a score and that it’s not an accurate representation of your skills. One B will not ruin your life.

Finishing strong: Bayliss reflects on completing senior year WORDS BY Cassidy Bayliss

deep down, I know that I really haven’t cared much — for most of my high school Senioritis. This illness has crippled my career. motivation to even write a simple article I look back and I now see why I really like this. When I was a freshman, I woke don’t want to stay in high school. I didn’t up eager to go to school, see my friends get as involved as much as I should have. and even be in some of my classes. As a I went to a handful of basketball games, senior, I now understand the feeling that and the only reason I went to every football all the previous graduating classes had game is because it gave me something been feeling before me — a severe lack of to do on a Friday night. Although I was motivation. involved in several clubs and activities, Although senioritis cannot be diagnosed I was never fully invested in anything I by a doctor, the did. As many would people around me call it, I half-assed and the “effort” that everything. Senioritis I have been putting has proven that even in have proven that the things I love to do, I, along with several like journalism, make of my classmates, me unmotivated to are suffering from an do so. outbreak of senioritis.

So underclassmen, My school day my advice to you is to begins third hour, so make the most of your I don’t wake up until high school career. about 9:45 am.

Invest yourself I don’t feel like in anything and participating in everything you do. anything because I And only commit don’t find a reason to what you can Cassidy Bayliss to. I keep thinking physically and about how I will be mentally handle. If you graduating in just a matter of months, and overload the amount of commitments you then, high school will be a blur, just as have, then it’s more difficult to fully apply middle school was. yourself to that commitment.

Some days, I wish my school years had By getting involved, there is a sense of went by slower, but then I realize that I can’t community and it makes you feel like you stand any more years of primary school. I have a purpose. I never found mine. And wonder if everyone is feeling the same way although I can’t change my high school that I feel, or if there are some people who career, I can only hope that the person want to make the last few months of their reading this takes my advice and does high school career the best they can be. something to change their’s and stop I still would like to think that I am making senioritis once and for all. the most of my last months of school, but

“I still would like to think that I am making the most of my last months of school, but deep down, I know that I really haven’t cared much — for most of my high school career.”

Staff Editorial: Booster staff praises substitutes’ efforts Our dominant story on the second page of this issue, which covers the substitutes in our building, hits close to home.

When our adviser, Emily Smith, revealed she was pregnant at the beginning of the school year, we were ecstatic. We started throwing out potential baby names and asking questions about the sex of the baby, the due date and her family’s plans.

Our excitement peaked when she had her baby girl in the middle of January, and sent our editors the most adorable baby pictures that our staff gushed over in class the next day.

But along with our excitement came fear. Though the production of our newspaper is studentdriven, Smith is our teacher and go-to mentor. She guides us on our

stories or designs and immensely helps us push our vision for our newspaper.

Despite our fears and anxieties, however, we decided that we would work even harder to make our adviser proud — just as hard as she works for us. Our editors led class, while our staffers worked even harder to produce the best content possible. Our substitute, Lisa Burns, kept us on track and entered grades in for some of our work. We contacted Smith over the phone, and updated her as much as we could on our progress.

The issue that you’re holding in your hands was produced without Smith consistently in the building.

Yes, it was hard — but we did it.

We’re sharing our story because we want you to learn from it. As described in our news story on

page two, teachers are going to leave the building for various reasons out of our control, such as illnesses, extracurriculars or — as in our case — maternity leave. Every day, there will be 10 teachers in the building, taking over our teacher’s daily environments.

The system is inherently flawed, and our substitutes will never be able to do the same things that our teachers do for us, but most of them will try their best with what they have. As students, we should treat our substitutes with just as much respect as we do our real teachers.

This year, more than ever, we’ve seen the efforts of our substitutes.

This issue, our substitute, Mrs. Burns, consistently communicated with us, triple checked that we were on task and even graded some of

our assignments. Betty Noonoo, who subbed long term for Angela Pallarés last semester, taught and prepared and lessons for, in our opinion, one of the hardest classes in our school — AP Spanish IV. Plus, it was her first time teaching a class, let alone an AP class.

These teachers couldn’t offer the same qualities as our own teachers, but they tried their utmost hardest to accomplish what our own teachers set forth.

In the real world, we’re going to have to work under the instruction of all kinds of different people. And high school is a great time for us to prepare for that experience.

If we can produce an eight-page issue with a substitute, then as a student body, we can all treat our substitutes with the respect that we give our real teachers.

4

IN DE

February 2019 www.boosterredux.com

ART BY Jorge Leyva & Lane Phifer

The meaning behind the ink INTERVIEWS BY Abby Painter & Kaley Mussa PHOTOS BY Aubrey Bolinger

Jessica Franklin

Dylan Jordan

Kyra Ketcham

School Resource Officer

Senior

Senior

What’s your tattoo of? Where is it at?

The one on my right arm is a cross with some lettering in it from a Miranda Lambert song.

It’s from my grandparents. They passed away.

I was really close with them — they pretty much helped raise me. The song is from an overused song, so the quote’s from there.

I am a huge Lord of the Rings nerd, so [my second tattoo is] from the movie. I know it’s a bible verse, but it’s in the movie too. It says, “this too shall pass,” in Elvish.

What’s your tattoo of?

I have one that says 620 and then one that’s a symbol, like an Indian.

What’s your tattoo of?

It is a flower where the stem says “beautiful” and there’s a butterfly.

What’s the meaning behind your tattoo?

The symbol on my arm is the Indian that my grandpa was and he always called me “hotrod,” so it means fast. That makes me remember him. My 620 is where I come from and I want to remember, because I’m moving in a couple of months.

What’s the meaning behind it?

I tried to incorporate all of the powerful women that have impacted my life into my tattoo.

What’s the meaning behind your tattoo?

This one I just got because there’s some times in this job where you get kind of frustrated, so it just kind of reminds me, “Okay, it’ll pass.”

How long did you think about getting a tattoo before hand?

The 620, I thought about for probably a year and a half. And then the symbol, probably just a couple months. It was right after my grandpa died.

How long did you think about getting a tattoo before hand?

I’ve thought about it for about two or three years. I got married a couple of years ago, so it was prior to that. The only reason I waited until after I got married was because I didn’t want it to show up in pictures.”

Did anyone or anything influence you to get it?

No. It was one of those where I wanted one for a while and I was finally like, “Okay, I’m ready.”

How long did you think about getting a tattoo before hand?

About a year. I wanted one last year for my birthday, but my mom told me to think on it and make sure it’s something that I really wanted. For my eighteenth birthday, I thought it was a good time to do that.

Did anyone or anything influence you to get it?

I feel like my Grandpa influenced it.

Did anyone or anything influence you to get it?

My mom, my sister, both my grandmas and my great aunt are all incorporated into the tattoo.

Have you ever regretted getting a tattoo?

No, not at all.

Have you ever regretted getting it?

No, sometimes I actually forget I have it.

How do other people react to your tattoo or think of it?

I feel like everybody likes them. The younger we are, everybody’s more accepting.

How do other people react to your tattoo or think of it?

I got a lot of positive comments on it. I posted a picture on Facebook explaining it and the meaning behind it, and a lot of people thought it was really cool.

Placement pain levels Info compiled from WildTattooArt.com

Least discomfort

Evolution of tattoos over the century Info compiled from Customtattoodesign.ca

Most discomfort

Some discomfort The majority of tattoos in the 1910s were to tell personal stories and to signify jobs and religious symbols (such as anchors for sailors).

1910

Tattoos started masculinity in t were not very co were spotted you were consid

Although society still wasn’t fond of body art, getting your social security number tattooed on your body instead of memorizing it was seen as a necessity.

1920 Cosmetic tattoos were popular among women during the 20s, but they were kept secret because tattoos were still most popular among criminals, carnival folks, sailors, etc.

1930

1940 In the 1940’s tattoo artists started to put colors into their designs. Military tattoos started to become a thing and with World War two going on patriotic tattoos started to become more popular.

19

EPTH

Sophomore Raign Estes exhibits her self imposed tattoos. She gave herself her first tattoo the summer before sophomore year at age 15 in her own home. “I love [my tattoos], but every time I tattoo myself, I kind of get in front of the mirror and check it out and say I need more,” Estes said. “I learned to appreciate that those tattoos are more than just an image and they’re an experience for me. I’ll always remember the feeling of tattooing them on myself, the process of tattooing them and the time that I did it. I could probably look at each of these tattoos and go back to a day that I did them.” PHOTOS BY Ross Laidler

Creating irreversible masterpieces

Estes uses artistic expression to overcome mental illnesses them and it’s kind of, for a lack of a better word, a magical experience.”

From song lyrics to the chemical formula for depression, each of Estes’s tattoos has some type of meaning behind it. The roman numerals on her wanna stay in love with my sorrow, oh, but, God I wanna let it go. wrist are the numerical translation of the word, “music.” The markings on her For some people, these words are nothing more than Evanescence knuckles are symbols of all of the bands she listened to during her depression. song lyrics. But for sophomore Temper Raign Jetamio Estes — who was The word, “paradise,” tattooed on the side of her left arm, is another diagnosed with clinical depression in middle school — they’re much more.

“I completely understood those lyrics,” Estes said. “I was in eighth grade when Evanescence song lyric, representing the utopia that Estes yearns to find after she dies.

I was just completely out of it: not myself. It felt like I wanted to stay that way “I love [my tattoos], but every time I tattoo myself, I kind of get in front of forever because it was the real me, or who I was supposed to be. After listening the mirror and check it out and say I need more,” Estes said. “I learned to to that song, I was like, ‘This is true, but I’m not me when I’m like that. It’s not appreciate that those tattoos are more than just an image and they’re an actually [who] I am.’” experience for me. I’ll always remember the feeling of Estes never wanted to forget those words that she tattooing them on myself, the process of tattooing them instantaneously connected to for as long as she lived. and the time that I did it. I could probably look at each of To ensure their permanence, she tattooed them these tattoos and go back to a day that I did them.” onto her forearm, using a tattoo gun and ink from a Tattooing, however, doesn’t come without pain for Estes. professional kit her mom purchased for her from a When she tried tattooing a moon onto her finger, she tattoo artist online. accidentally botched her skin. She also gives herself “stick The lyrics make up only one of the 22 tattoos Estes and poke” or DIY tattoos, which according to Merriamhas given herself.

Webster, are “a nonelectronic method of tattooing that is “I like to think that every time I tattoo myself, I put performed by using a needle dipped in ink to place the ink thousands of moments and experiences into that one dot at a time into the outer layer of the skin.”

Temper Raign Estes tattoo. Little sections of my life that I want to keep with Estes considers the pain to be a part of the learning me, but I probably will and probably have forgotten, process. are still in that ink,” Estes said. “I want to remember my “I’d rather mess up my own skin than somebody else’s depression because I grew from it and I grew because of it.” whenever I get into tattooing,” Estes said. “It’s better to learn it now than mess From an early age, Estes drew and doodled on a daily basis. Her interest in up somebody else’s.” tattoo artistry, however, first sparked after she was mesmerized by the scorpio Estes feels fortunate that she hasn’t been discouraged by any of her peers or tattooed on her father’s shoulder and her mom’s name tattooed on his neck. family members to pursue her passion for tattoo artistry. Her ultimate plan is to After her mom bought her the kit, Estes started practicing on fake skin, and cover her entire body with tattoos, graduate from a college that offers tattooing eventually moved to her own arms, fingers and knees. “[With tattoos], you can give someone an experience or memory permanently courses, apprentice at a tattoo shop and open her own tattoo parlor.

“I’ve done quite a few pieces that I’m really proud of and I think I’ve come on their skin, and they can keep it with them forever,” Estes said. “The fact really far,” Estes said. “I’m still working on technical application, but I think that’s that it’s almost completely irreversible makes it more exciting because you’re about it. I’ve always wanted to do [tattooing] — always been interested in it. I putting masterpieces, or simple things that mean so much to one person onto never thought that I would be half-covered at 15-years-old.”

I

WORDS BY Nicole Konopelko

“Little sections of my life that I want to keep with me, but I probably will and probably have forgotten, are still in that ink,”

to become about the 1950’s. Tattoos ommon and if you sporting a tattoo dered an “outcast”.

950

February 2019 www.boosterredux.com

Tattoos started becoming mainstream in the 1970’s. Tattoos started becoming more common among people as a way to express themselves.

Designs became more intricate and things such as full arm sleeves became a thing.

1960 In New York there was an outbreak of hepatitis and tattoo parlors were thought to be blamed, because of this a lot of people during this decade decided not to get tattoos. Tattoos became less mainstream and mainly seen in the media.

1970

This is when people really started to experiment with where you could get a tattoo. Getting a small tattoo on your finger became a fad in this decade. The newest trend in the tattoo culture is armpit tattoos.

Upper arm tattoos were big during this decade with fads such as sun tattoos, Chinese letters and tribal designs.

1980 In the 1980’s tattoos became more about rebellion and they became more colorful.

Rock and Roll stars started getting tattoos and their fans followed in their footsteps.

Tattoos finally became fairly common among non-celebrities.

1990

2000 This decade is when lower back tattoos became very popular among millenials. A lot of the designs were the same but the location of the tattoos is what changed the most during this decade.

2010

5

6

February 2019 www.boosterredux.com

FEATURE

Cutting it close Teachers travel from outside communities WORDS BY Ashlan Brooks For many teachers, an average morning during the school week consists of waking up, getting ready for the day and making a short commute to school. However, for some PHS teachers, such as librarian Samantha Warren, this is not the case.

“I leave my house between 7 and 7:15am,” Warren said. “When I leave, most people are getting up.”

Every day, she drives 50 minutes from her home at the southend of Joplin to the School.

“In the morning, I listen to podcasts,” Warren said. “I listen to some news [podcasts] and I listen to some true crime podcasts. Then, on the way home, I listen to an audio book.”

However, for science teacher Jeff Johnson, it takes around 30 minutes to drive to school. He drives from Fort Scott and says he uses the time during his drive to reflect on his day.

“Usually, I have Pandora going and it’s kind of my time to think about the day to come,” Johnson said. “Or, on the way home it’s kind of like where I unwind.”

For these teachers, activities before and after school can be challenging to manage or attend.

“I have to schedule life outside of the school schedule, so for doctors appointments and things, I either just have to take the day off because by the time I go to the doctors appointment and drive here I might as well have just not [gone at all],” Warren said. “But it makes it to where a lot of my appointments are more around break just because all of my stuff is in Joplin and that’s where I live.”

The distance is challenging for Jonson as well. Since he coaches basketball and football for the school, he often spends late nights at the school before his long drive.

“Sometimes it’s stressful especially when you have a late game and then you get home at midnight, and you have to turn around and be here at 7:30 a.m. the next morning,” Johnson said.

English teacher Juli Holland says her 30-45 minute drive is a relaxing way of coping with the stresses of her daily life.

“It gives me time by myself to decompress from the day’s activity,” Holland said, “I feel like the quiet time going to and coming from work are really beneficial to me.”

For these teachers at PHS, a long commute is just a part of the job that they use as a time to reflect on their day.

“I love my job so I haven’t looked for another job,” Warren said. “I don’t want to work anywhere else so I just do the drive.”

Teachers per town Girard: 4 Cherokee: 3 Columbus: 3 Fort Scott: 3 Arma: 2 Carl Junction: 2 Joplin: 2 Arcadia: 1 Frontenac: 1 Riverton: 1 St. Paul: 1

Fort Scott

Arcadia

St. Paul

Girard

Arma Frontenac Pittsburg Cherokee

Columbus

Carl Junction Joplin

Riverton

Distance to Pittsburg in miles Frontenac: 4 mi.

Arma: 10 mi.

Cherokee: 12 mi.

Girard: 14 mi.

Arcadia: 21 mi.

Carl Junction: 22 mi.

Riverton: 23.5 mi.

Columbus: 24.5 mi.

Fort Scott: 30 mi.

St. Paul: 32.5 mi.

Joplin: 46 mi.

GRAPHIC BY Amanda Bourbina

Student reflects on life lived on the road For many students, the first day at a new school presents fears and anxieties. But for sophomore Kayden Costello, transferring was nothing new.

His father, Chuck Costello, has been an active duty member since he graduated from high school. From Texas to Virginia, Kayden has moved nearly 10 times.

Last year, his family lived on a military base in Germany. Living in Germany allowed the Costello family to travel all across Europe.

While the Costello family lived in Europe, tourism became a tradition for each of the family member’s birthdays.

For Kayden’s birthday celebration, the family visited London.

“My favorite place was London,” Kayden said. “[The downtown] seemed really old and it was just really cool.

I’ve always wanted to travel to London.

It’s been my dream since forever.”

Aside from sightseeing, Germany also provided a small community of service members and their families within the small school on the military base.

Villa family owns, operates store on Fourth Street WORDS BY Natalie Talent

Adapting to a new home WORDS BY Ximena Ibarra

A taste of Mexico

The Costello’s touristic life across sustain strong friendships, despite the Europe ended this year, when Chuck distance that separates him and his accepted a position as the Junior friends.

Reserve Officers’ Training Corps “It’s really hard to keep friends,” (JROTC) teacher at Pittsburg State Kayden said. “The [friends] I met in University.

Germany, I keep in contact every single As someone whose father is in the day because I have their numbers. military, They’re so great.

Kayden has They completely learned the accept me. They love hardships that me for who I am.” come along He hopes to visit with serving them this summer in the country.

Texas, where one of “I know his friends now lives. other people It is because of who go Chuck’s service in Kayden Costello through the military that worse than Kayden hopes to I do when someday join as well. it comes “I want to join to military the military to help families,” Kayden said. “We don’t everybody and to make the country have it bad, but we don’t have it better,” Kayden said. good either. [Veterans] come back Above all, Chuck is Kayden’s with a prosthetic leg or some of them inspiration. have gone completely deaf because “He’s the bravest person I’ve ever there [are] so many explosions in the known. He’s strong and loyal. He would battlefield it’s crazy. I can’t imagine never do anything to hurt us,” Kayden being there.” said. “He fights for what’s right. It’s just Kayden feels he has learned to he’s awesome.”

“They completely accept me.

They love me for who I am.”

Mangonada is a Mexican fruit drink, and is typically made with chamoy sauce, mangos, lime juice and chili powder.

It may not sound familiar, but it is sold right here in Pittsburg at Villa’s Rodeo, located on 908 East Fourth Street.

The owners, Chindo and Efigenia Villa, opened the store 16 years ago.

One of their daughters, Maggie Serrano, is the counseling secretary at the high school, while another, Johanna Villa, is a senior at the high school.

At the store they sell Hispanic, Salvadorian and Guatemalan produce. These types of produce weren’t sold at common chain grocery stores.

“The favorite item is my mom’s tamales. You can buy them by the dozen or half dozen. They are my favorite, but I am biased,” Serrano said. “Clearly, I am not the only one to think they are great — they are very popular among non-Hispanics, which is so neat to me.”

The Villas are fond of telling the story of how their store started and grew.

When Efigenia and Chindo first opened the store, they worked full-time at a factory.

They opened the store after the girls got out of school and had them work alongside their oldest sister or babysit their other siblings. The Villa family consists of five daughters and no boys.

When it first opened, the shop was much smaller than it is now and sold mainly Western clothing, such as expensive boots and jewelry in addition to food. The demand for their merchandise was high because there were no stores nearby that sold the same things.

In the early stages of the store, their most popular selling item was a calling card. Fourteen years ago these were essential to making long-distance phone calls.

“It’s funny to think of how calling cards were one of the hottest items we sold”, Serrano said.

When the Villa family discovered there wouldn’t be a need for calling cards anymore, Efigenia, their mother quickly found a solution – authentic Hispanic produce.

Serrano worked at the store whenever they needed her, up until present day when she got busier with her job and family.

Johanna also helped periodically, whenever they needed an extra hand.

Now, Johanna has her own job at Via Christi Village and doesn’t have as much time to devote to the store.

“The day we opened at the first location was memorable,” Serrano said.

The sisters were proud of their parents for achieving one of their biggest goals in life, especially when their mom finally quit her job to manage the store full time.

Throughout the years, the Villa sisters spent a lot of their time spent at the store.

“In the back, when we were painting, our little sister, [who’s] eight now, was probably four or three,” Johanna said. “She has her little handprint still on there and stuff. I have a lot of memories at the store.”

“Working at the store left many memories and experiences,” Serrano said. “[Some of the experiences included] the excitement of opening day, to the disheartening event of a robbery and every other day in between including daily operation stress, customers that became friends and endless snacks.”

FEATURE

February 2019 www.boosterredux.com

7

A newfound respect

Faculty, community members perform in Footloose

N

WORDS BY Cassidy Bayliss

ine years, a wedding and two kids later, speech, forensics and debate teacher Julie Laflen returned to the stage, along with 16 other adults from the school and community, to perform in “Footloose,” a musical about the divide between adults and kids in the imaginary town of Bomont.

“I’m not someone who is usually on stage, so that is always nerve-racking,” Laflen said. “I think it’s a lot of fun to be around the kids, and see what a production looks like from start to finish.”

In the spring of last year, theater director Greg Shaw announced he was bringing the musical back to the stage after nine years, and would be casting adult cast members from the school and community. “[With Footloose], I think our community gets to see how close our students and teachers can become,” Shaw said. “I really wanted to do it again.”

Secretary Susan Russian, a 1989 Susan Russian Pittsburg High School graduate, appears as an ensemble role in the show. This is her first time being in a theater production.

Russian says she is amazed with the dedication the students put into every rehearsal and every

performance.

“It’s inspiring to me: watching the students that I’ve known for years — many since elementary school,” Russian said. “Their growth is inspiring.”

Paraprofessional Jerome Strode is an experienced actor, but is returning to the stage after 15 years.

“It took a while to remember how much time and time management performing took,” Strode said. “The actual physical rehearsals. It’s been really good working with other adults and the students.”

Shaw says he believes having students and teachers work together is a good opportunity.

“The adults who participated had a whole new appreciation for not only the time commitment, but also the process — how it’s layered and how it goes from rehearsals to a finished product,” Shaw said. “[In addition to, how] organized and diligent [a performer] has to be to progress, I think they gain a mutual respect” After participating in the show, social science teacher Patrick Moss now has more appreciation for students involved in extracurriculars.

“I look up to how much [the kids] work and how hard they work,” Moss said. “I have a new appreciation for the students and their balance with

“It’s inspiring to me, watching the students that I’ve known for years, many since elementary school.”

ART BY Lane Phifer

school, drama and other activities.”

English teacher Emily Rountree participated in theater throughout her high school years, but says the rehearsals are more challenging.

“It has been such an eye-opener for me. I had no idea how much work goes into it, and how professionally Shaw runs his program,” Rountree said. “It’s just mind blowing how he directs his kids and how direct he is with his instructions.”

Footloose ran Feb. 14-17, with two performances on Feb 16, and a matinee on Feb. 17.

Changing course Debate team attends new state tournament which is similar to KSHSAA state.

According to Laflen, the competition at KSHSAA State had a slight advantage The debate team participated in the because teams going to tournaments in Kansas Debate Classic (KDC) tournament bigger cities are going against much better in Wichita. competition, and gaining more experience.

Junior Heaven Hardesty and senior “The last four years we haven’t done Austin Edwards competed together and exceptionally well at KSHSAA State,” Laflen made it to quarter-finals. said. “It’s not that we did bad, but it was “We win, we win. If we lose, we lose. I’m because the schools that went to State had a better person afterwards. I’m a better a different style of debating.” speaker. I’m better at working with other According to Laflen, going to KDC was people,” said Hardesty. “I know that I advantageous to the younger students did my best and awarded third in the as long as I did program because the my best, it really tournament has a novice doesn’t matter.” division.

The partnership Freshmen Jacob of juniors Jordan Mathew and Owen Miller Akins and Scout placed 13 out of 88 Peery made into teams, in the freshman the top 16. novice division.

Heaven Hardesty In the In the novice open tournament, there division freshman Katie was a requirement Rodriguez was third best that a debater had to win at least four of speaker. six.

“I was glad to do KDC this year because “There were three rounds on the first they also have a novice state tournament,” day and we lost two, but on the second Laflen said. day we came out and brought our A-game Laflen said PHS will stick to KDC during and actually ended up winning all three of upcoming years. those rounds,” Akins said.

“This year we had a lot of fantastic Traditionally, the debate team traveled leadership,” Laflen said. “I was gone the to Kansas State High School Activities last part of the season and the experienced Association State Tournament, but this year, kids really stepped up, but I think that head debate coach Julie Laflen took the speaks volumes to the type of character team to compete at the KDC tournament, they have.”

WORDS BY Braden Benson

“We win, we win. If we lose, we lose. I’m a better person afterwards. I’m a better speaker.”

This is the first year the PHS theater department has taken a one-act play to the Kansas State Thespian Festival and qualified for the International Thespain Festival. Pictured above from left to right: Maddy Shawn, Hannah Casper, Franchesca Brownhanney, Griffin Cooper, Aidan Harries, Dominic Stefanoni, Jazmin Havens, McKenna Shaw, Julian Archuleta.

CONTRIBUTED PHOTO BY Andra Stefanoni

One-act play qualifies for international festival WORDS BY Vincent Norman

For the first time, the theater department performed a one-act play to the Kansas State Thespian Conference. Directed by junior McKenna Shaw, the cast of eight students earned perfect scores, qualifying them for the International Thespian Festival (ITF).

“Performing there is amazing,” senior cast member Julian Archuleta said. “It means you’re at the top, so I think it really fits.”

The one-act, “Dog Meets God,” deals with more mature topics than normally put on stage. The play is based on teenage renditions of the Peanuts characters.

Theater director Greg Shaw informed the cast during the conference that they had qualified.

“To come out with a win and the news that we will travel to internationals was not only a shock, but an amazing feat,” McKenna said.

The rules of the thespian conference dictate that a school can’t bring a main stage show to the conference two years in a row. Because they qualified with “Urinetown” last year, the cast couldn’t bring a musical.

In place, McKenna pitched the idea of bringing a one-act.

“We’ve worked a lot of years building up our program and now I think we are a program that can certainly hold our own with anyone in the country,” Greg said.

The cast of “Dog Meets God” started preparing in May of last year.

Most of the students had never done a one-act before. An one-act is a short play that is normally between 15 to 60 minutes long.

“It’s much shorter, the props are minimal, the customers are minimal and the lines are more raw,” senior Dominic Stefanoni said. “It’s not all happy like all the musicals I’ve been in — it’s different.”

Archuleta appreciated the challenge of bringing mature topics to life.

“What I enjoyed about it most is that it’s edgy and it’s challenging because the topic is something that people don’t typically talk about in school,” Archuleta said.

The cast is currently preparing to perform at internationals.

“We will freshen things up in our minds and work towards making it as perfect as possible,” McKenna said.

“We’ve started rehearsing again, and putting things back together just as they were before we went to festival.”

The cast will travel to Lincoln, Nebraska to perform at the ITF, which will take place from June 24-29.

All-State Musicians Women’s Treble Choir Jasmyn Antoni, S.r Sapphire Blakemore, Jr. Amanda Bourbina, Sr. Addyson Campbell. Jr. Hannah Casper, Sr. Kylee Eidson, Jr. Mona Estes, Jr. Mia Giordano, Gracie Puckett, Jr. McKenna Shaw, Jr. Gracie Terry, Sr.

Mixed Choir Katelyn Abarca, Soph.

Emma Annan-Noonoo, Soph.

Julian Archuleta, Sr. Aidan Harries, Sr. Kyra Ketcham, Sr. Ethan McConnell, Soph.

Band

Abigail Carter, Sr. Marissa Vail, Jr. Lauren Valenzuela, Sr.

GRAPHIC BY Amanda Bourbina

8

SPORTS

February, 2019 www.boosterredux.com

Stepping up to the mat

Sophomore Dalton Sutton pins down freshman Dexter Carlton at the Purple and White Wrestling Scrimmage. Sutton competed on the White Team, while Carlton competed on the Purple Team. The tournament,. which kicked off the Dragon wrestlers’ season. and determined who would be taking the team’s varsity and junior varsity spots. Carlton and Sutton are two of the 16 underclassmen on the varsity team, coached by LC Davis. PHOTO BY Ximena Ibarra

Underclassmen take on varsity positions, overcome challenges

T

Jones is the only female wrestler on the team.

Because other SEK schools do not have a female his year, freshmen and sophomore wrestlers division at tournaments, Jones has competed in boys’ have had to step up. Of the 21 wrestlers tournaments. She has been wrestling against boys for competing this year, 16 of them are three years, and has found that it’s different. underclassmen.

“If I win, there is more of a reaction with people and “We’re asking a lot out of our underclassmen to go the boys aren’t exactly happy with a girl beating them,” compete in varsity against guys that are seniors and Jones said. juniors and have been wrestling their whole lives,” Jones competed in a girls’ tournament at Basehorhead wrestling coach LC Davis said. “Not only are our Linwood. She was excited to compete with other guys young as far as being freshmen and sophomores, female wrestlers. but we’re also young in wrestling… so we have a lot to “It was really cool seeing a bunch of [girls] and catch up with as far as skill and knowing that they have had experience goes.” the majority of the same Although the majority of the experiences that you have had,” team consists of upperclassmen, Jones said. “It was really cool the wrestlers do look to older seeing a room full of female students on the team for wrestlers that live in the same leadership. state as you.”

One such leader is senior team Jones placed third at the captain Reece Watson, who has tournament. wrestled for all four years. Watson Davis is excited about the LC Davis is a co-captain with junior Jesse future of the wrestling program.

Stover. Watson and Stover are With such a young team, he looked up to as team leaders not feels that the future holds a only by other wrestlers, but also by Davis. great amount of potential.

“They lead by example, first of all, and they also help “I think next year, we’ll be better,” Davis said. “Two out with the younger guys, the underclassmen,” Davis years from now, we’ll be really good. Those freshmen said. “[They] show them the ropes and help them with and sophomores that we have now will all be juniors technique and whatever they may need.” and seniors two years from now. We have a real good Although practices are busy for Watson, he tries to middle school group coming in of seventh and eighth help out the underclassmen whenever he can. graders. I helped coach the middle school team this “During practice, it’s usually high intensity, so I’m not year. We had, I think, 50 kids on the team, and 35 able to stop practicing and go help then, but whenever of those are seventh graders, so once we get those I get the chance, I’ll pop over and answer a question,” seventh graders and eighth graders into the program, Watson said. “I try to help them out when I can.” and our current freshmen and sophomores are older Sophomore Rebeccah Jones has faced a unique in the next couple years, Pittsburg wrestling will be a challenge this year. dominant force I believe.”

WORDS BY Keith Perkins & Matthew Moore

“They lead by example, first of all, and they also help out with the younger guys, the un derclassmen.”

Ahead of the game: WORDS BY Ian Sullivan

Javon Grant is the lone sophomore returning for the varsity basketball team.

Grant, who has played basketball since he was 4-years-old, credits his style to players like former NBA star Allen Iverson.

Grant is currently the only sophomore starter on the varsity team and he also played a considerable amount of time as a freshman.

Being the youngest player on the varsity team has forced Grant to develop quicker physically and mentally over this last year.

“Since I’m a starting point guard, I [have] got to mature,” Grant said.

Grant attributes part of his success to senior Jerek Butcher, who has been one of his biggest mentors.

“I’m usually the one giving Javon advice because I’m the older one,” Butcher said.

“I’m like his big bro.”

In a way,

PHOTO BY Hannah Abaraca

Grant is following Butcher’s footsteps, as Butcher started varsity as a sophomore, too. “[Javon has] stepped up big, especially last year against Saint Thomas Aquinas when we needed him the most,” Butcher said. “He has accepted the role on what he needs to do and he pretty much took it and ran with it.”

Coach Kiley Roelfs has coached for the Dragons for 20 years, and this is now his second year coaching Grant at the varsity level.

Roelfs had noticed how Grant has set himself apart from his teammates as early as his freshman year.

“Javon is very quick,” Roelfs said.

“I think that’s what kind of gave him a chance to really separate himself from other players.

He just has an unbelievable level of quickness that really allows him to get through defenses, get the ball up the floor and just gives us an added dimension offensively.”

Q&A Rebeccah Jones, Sophomore PHOTO BY Aubrey Bolinger

What made you want to start wrestling?

“I did it when I was little, but when I got older, I really wanted to do it again. My brother was my main inspiration.”

What is your signature move/ moves?

“I really like doing the low single. It’s easy to set up.”

Do you have any pre match rituals or anything unique to you?

“A few minutes before I wrestle, I always pray.”

Do you have to accomodate for wrestling against boys? If so how?

“Wrestling against boys is just like every match. I try to watch them wrestle before I go against them so I know how they move and everything. It’s more mental than anything.”

Reece Watson, Senior PHOTO BY Aubrey Bolinger

What kind of responsibilities come with being team captain?

“Keeping the team focused and on task for what we have to do and making sure they don’t do something trivial and cost us a team point.”

How do you try to lead the team during practice?

“I try to keep them on task by keeping the tempo up at practice, so no one starts dragging ass because hard work is what pays off in the end.”

How did the upperclassmen affect you when you were younger?

“They made a big difference in my attitude towards the sport and dedication. It was very competitive and made me a stronger wrestler to earn my spot.”

Grant, Petty reflect on feats, prepare to conclude season

In the past year, Roelfs has noticed how much Grant has improved.

“He worked really hard this offseason on his jumpshot and it has really paid dividends,” Roelfs said.” He’s shooting the ball a lot better than he did at this point last year. You don’t shoot the ball better unless you spend hours and hours and hours in the gym and Javon did do that this past offseason.”

According to Roelfs, one of Grant’s strengths on the court is his ability to control his emotions.

“Passionate,” Roelfs said. “Javon is a very passionate basketball player. He is a very emotional basketball player.”

Last year, the Dragons placed third in the state tournament hosted at the Topeka Expo Center after defeating Mill Valley 58-56 on Saturday, March 10 and ended their season 24-4. Roelfs looked back to last year and his favorite memory of watching Grant play.

“I would just go back to when we won the substate championship last year and all our guys, Javon was one of them. Jumping up and down and running all over the court with all that excitement,” Roelfs said, “and we’re working really hard everyday to try to add more of those type of memories as we move along.”

This season, the Dragons are currently ranked eighth in 5A boys.

The Dragons are currently 12-3 and are working their way to return to the state tournament.

WORDS BY Lane Phifer

From the age of four, sophomore Madden Petty has spent a majority of her life playing basketball.

Over the years, she has received multiple awards, including an all-state honorable mention.

This year, she has more to add to her list.

In December of 2018, the Sports in Kansas organization placed Madden top five in the state.

“To know that I’m only a sophomore and that I got that kind of scoring is pretty exciting,” Petty said. “I feel like I have more to work on, so my goal for my senior year is to make it to number one.”

Petty’s love for basketball began when she started playing at the YMCA. After competing with Frontenac until her sixth grade year, Petty moved to Pittsburg in hopes of finding something new. When high school came around, she joined the girls varsity basketball team, and she has been coached by Kris Crotts since.

“My favorite quality about Madden is her competitive nature,” Crotts said. “She doesn’t like to lose. She’s a fighter. I really appreciate that about her character. She knows that she’s expected to win our team a score, so there’s an added level of responsibility.

I think that she has really adapted to that and I’ve been really happy coaching her this year.”

For the remainder of the season, Petty’s goal is to focus on improving her teamwork and leadership skills.

“I’m hoping that this season gets better and that PHOTO BY Beth Blessent we finish with a good record,” Petty said. “In the future, I want to make an impact on my teammates. I want them to share the same love that I have for basketball, I want to improve on my skill, and I want to make it to where the girls can enjoy the game again.”