Falconer October 2023 Issue

Vol. 49, Issue 2, 24 pages

Wednesday, October 25, 2023

movement in music

PHOTO BY ANNA OPALSKY/FALCONER MASTERY IN MUSIC: Caden Jiang (12), a member of the TPHS Orchestra, plays a violin solo in the music department’s Fall Concert on Oct. 19 in the TPHS Performing Arts Festival. Orchestra is one of the three music classes offered at TPHS this year, a courseload that declined by two classes following a lack of interest during the last course registration period.

TPHS music program begins year strong amid class cuts Caroline Hunt

ASSISTANT EDITOR-IN-CHIEF

The TPHS Music Department started the year strong with their Oct. 19 concert, despite the Choir and Guitar courses being cut in May 2023 due to low enrollment in the 2023-24 course selection process, reducing the number of classes provided through the music department from five to three.

Despite the consistent success of the three music classes still offered at TPHS — Orchestra, Band and Jazz Band — this decrease in the number of music courses offered at TPHS has caused TPHS Music Director Amy Gelb to split her time 60-40 between TPHS and San Dieguito Academy, remaining a fulltime employee of the district. This year, Gelb teaches Orchestra first period, then Jazz Band and Band second and third period, respectively. At SDA, she teaches one period of AP Music Theory, and next semester she will teach one

period of Musical Instrument Digital Interface Composition.

The scheduling shift has led some parents and students to worry about the future of the TPHS Music Department.

“I agree that we should have a well-rounded music program that has something for everyone,” Gelb said.

“But I want to make it very clear that losing the Choir and Guitar classes had zero impact on the strength of the Orchestra, Band and Jazz Band classes.”

This year, there are 24 students in Orchestra, 21 in Jazz Band and 27 in Band.

Caden Jiang (12), a violinist in Orchestra, agreed with Gelb. “[Orchestra, Jazz Band and Band] aren’t classes you just take for one year ... Most of the people I know have been in the music department since freshman [year],” Jiang said.

The Choir and Guitar courses have

historically had difficulty maintaining high enrollment levels; in recent years enrollment numbers have declined, indicating flagging interest.

According to Assistant Principal Robert Shockney, in 2019, Guitar and Choir had enrollments of 38 and 24 students, declining in 2022 to 17 students enrolled in Guitar and 12 in Choir.

“Last year, the state [gave us more class sections] … [essentially, the state is] giving districts money, and sometimes it can be used for staffing.

So last year, that’s part of how I covered Guitar and Choir … using some of those funds,” Principal Rob Coppo said.

In the course selection for 2023-24 school year, as of April 22, 10 students had enrolled in Guitar, and nine in Chorus.

“When the numbers [for Choir and Guitar] were down again, that’s when I shifted those [funds] to other areas,” Coppo said. “And they had a need at

SDA, so it ended up working out that Ms. Gelb could support the music program there and still stay here. Is that ideal? No. But ultimately, all the district has to do is make sure she has a job.”

Some students and parents, however, have expressed concerns about what the decrease in music sections, or classes, at TPHS could mean for the future of the music department.

“You do worry a little bit that if people have a choice of a school with a music presence 100% versus a music presence less than 100%, [that] maybe that will affect the choice,” Music Parent Liaison President Chris Day said. “So I guess my concern is that maybe one of the other schools will end up being the music school and then Torrey Pines will get weaker and weaker over a period of time … not immediately, but I’m looking long term.” continued on A2

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MUSIC CLASSES CUT CONT. continued from A1

Morgan Robitaille (12), a violinist in Orchestra, agreed.

“When [middle schoolers] see that Torrey Pines doesn’t have a huge, wellrounded music department, they’re probably going to shy away and go to a different school,” Robitaille said.

These concerns in mind, Day wrote a petition entitled “TPHS Students Need a Full Time Music Teacher,” on May 23 in response to Gelb’s scheduling change. The petition was addressed to Supt. Anne Staffieri, as well as school board members and Coppo.

“The [hope] of the petition was to give [TPHS] more money to play with or make it so the school district could be more supportive of [music programs],” Day said. “Every high school should have a music teacher.”

2019

38 students enrolled in Guitar 24 students enrolled in Choir

2020

32 students enrolled in Guitar 22 students enrolled in Choir

TPHS does not require a full-time teacher in any subject, whether it be an elective or a core class. Similarly, neither SDA nor La Costa Canyon High School has a full-time music teacher.

Classes like Guitar and Choir — general interest electives — are offered across the district. SDA offers AP Music Theory and MIDI Composition courses, Guitar, Instrumental Music and Wind Ensemble. LCC has sections of Guitar and MIDI Composition in support of their Band class. Canyon Crest Academy, a campus with three full-time music teachers, offers Orchestra, Jazz, Rock, Wind, Symphonic, Chorus/Vocal, Recording Arts and Digital Music in addition to their Music Conservatory, an intensive after-school program.

“I think there’s value in offering classes that would be enriching for students … [and] in reaching students beyond the band classroom,” SDA Music

2021

28 students enrolled in Guitar 17 students enrolled in Choir

2022

october 25, 2023

Director, Jeremy Wuertz, said.

Looking to the future, next year’s TPHS music department offerings are unknown.

According to Coppo, he “would be surprised” if Chorus and Guitar were on the course selection for 2024-25.

“Next year is not up to me,” Gelb said. “It all depends on the number of sections that are allowed at TP … It all comes down to how many students enroll in the classes and the number of sections that the administration decides to run.”

As for now, Gelb is confident in her students.

“Many things have changed in 19 years since we’ve opened multiple new schools in the district since I started at TP. The one thing that has remained constant is that we have many talented and motivated students who continue to amaze me year after year,” Gelb said.

PHOTO BY ANNA OPALSKY/FALCONER MAKING MUSIC: Lindy Crosby (9) performs with the Jazz Band during their Oct. 19 concert.

Jazz Band is one of three music classes offered at TPHS this school year.

Student Interest in Guitar and Choir

17 students enrolled in Guitar 12 students enrolled in Choir

Over the Years

Water leakage in G Building concerns teachers Hope Dennis STAFF PHOTOGRAPHER

Multiple TPHS teachers — whose classrooms are located in the G Building — have concerns about facility disrepair that has gone unaddressed for years, including possibly unclean carpets, water damage and possible mold in classrooms.

The Falconer obtained emails dating back to 2017 from G Building teachers regarding reports of “bad odors” in classrooms and concerns about the state of carpeting and heating, ventilation and air conditioning units, specifically related to the possible presence of mold.

TPHS Principal Rob Coppo confirmed this, saying he has received facility complaints for 15 years.

“With a site like​​Torrey … there are always problems like that,” Coppo said.

“Every time there are fears of mold, there is a series of tests they do for it.”

When a facilities complaint is received by administration, a work order is filed with the district maintenance department, Coppo said. The district then sends a custodial supervisor to assess the issue, which could lead to district-funded repairs.

On Oct. 4, a mold sampling investigation was conducted in two G Building classrooms after complaints were received from teachers. The report, obtained by the Falconer from a teacher who asked to remain anonymous, found that there were “rare” and “rarelow” levels of mold detected in three locations: two samples from the carpet beneath ceiling tile stains and one from a tabletop. While Asst. Principal Tracy Olander, who oversees facilities, declined to comment, the report was forwarded to the two teachers by administration. The report recorded the client as SDUHSD and the location as TPHS in those two classrooms.

According to the report, “it is not

uncommon to find mold/spore levels in surface swab samples ‘rare’ or ‘low’ within the interior of building spaces.”

No recommendations were made in the report following the results.

However, such tests have produced similar results in the past, and according to some teachers, it has not been enough to address concerns.

French teacher Jessica Hunstberger, whose classroom is located on the lower floor of the G Building, received results from one of these tests in 2017 after issues with flooding and water damage.

According to Hunstberger, custodial staff initially advised her to use a trash can to collect what she described as a “waterfall” in the corner of her room.

The mold test, according to emails from 2017, indicated no high levels of mold contamination or prevalent health concerns. After years of coldlike symptoms, Hunstberger described receiving those results as “like leaving the doctor when they tell you there is nothing wrong with you and you still feel bad.”

The mold concerns and reports of health issues — sinus infections and allergy-like symptoms including itching and burning eyes — have continued to amplify this school year, according to five teachers in the G Building. After the Oct. 4 mold test returned negative results, one teacher in the G Building who asked to remain anonymous conducted a third-party mold test independently on a ceiling panel from a G Building classroom on Oct. 11. It came back positive for mold. In the report obtained by the Falconer, mold — Mycelial Fragments, Cladosporium, and Stachybotrys — was deemed “abundant” in the teacher’s classroom. According to the Patriot Environmental Laboratory Services, the third party environmental laboratory that conducted the study,

certified “abundant” markers indicate greater than 10,000 mold spores found in the sample.

Those three “abundant” molds can cause health issues, such as nasal irritation, congestion, lightheadedness and mental fatigue, according to the National Institutes of Health.

According to the teacher that had the test conducted, this is the first such teacher-initiated mold test that has been done in the G Building.

The findings of the test correlate with many of the facilities’ issues and health concerns expressed by teachers this year. Multiple teachers in the G Building told the Falconer that ceilings have been leaking, resulting in the collapse of at least one ceiling tile in Spanish teacher Viviana AlvaradoGomez’s classroom.

“At the time when I was placed there, the water would fall onto the top of my head, and it distracted me to the point where I had to move my seat,” Aaron Nayki, a student in Gomez’s class, said.

Business teacher Shannon Taylor has also experienced water leakage from an exposed pipe connected to her HVAC unit, which damaged her ceiling tiles over students’ desks. In response to her reports to administration, she said maintenance staff told her to “put a bucket under it.” In addition to that leakage, Taylor said she has experienced burning and itching eyes, allergy attacks, congestion and skin rashes while in her classroom, all of which she said she has communicated to administration.

On the second floor of the G Building, math teacher Kaitlin Hildebrand told the Falconer that there have also been water leaks and HVAC issues in her classroom, but that they were fixed two to three years ago.

Issues extend beyond the G Building.

Brianna Milholland, an English teacher

in the E Building, has reported HVAC issues to Logan Helm, TPHS school plant supervisor, over the years.

After a mass leak in the pod connecting four teachers’ classrooms in the E Building, Milholland initiated communication with Olander and Helm on Aug. 30 and continued to follow-up, but resolution of the issue was delayed despite repeated promises of help.

Milholland, said “[no] response is a response.” In waiting for a permanent solution, the teachers were advised to use buckets, making the pod unusable until repairs were eventually completed in October.

A teacher who asked to remain anonymous said “talking to administration feels like talking to a PR team.”

Sara Boozer, a teacher who was affected by the pod leak, was told by Coppo that the delay in fixing the leak was due to the short-staffed district maintenance. However, Coppo said in an interview that “the short staffing affects daily classroom cleanliness, not the timely manner in which water damage and mold complaints are handled.”

According to Taylor, SDUHSD Custodial Supervisor Javier Lopez told her that carpets in every classroom are cleaned every summer and air filters are changed in compliance with state law. Taylor’s damaged ceiling tiles have been replaced, air purifiers have been put in her class and her carpets were cleaned by Stanley Cleaners on Oct. 20.

Since then, Taylor said her allergies and sickness have declined. She is in the midst of confirming at least half a dozen more rooms with reported leaky ceilings to be cleaned by Stanley Cleaners in the winter. Taylor said she is “feeling hopeful of a future where the burden won’t fall on teachers to constantly follow up.”

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Visual arts on display in two student showcases Sneha Lele and Eric Lee

STAFF WRITER AND ASSISTANT FEATURE EDITOR Dance Concert Members of the TPHS dance program — from Dance PE classes to the awardwinning varsity hip hop team — poured onstage for their first performance of the year, the Fall for Dance concert, held in the Performing Arts Center on Sept. 29 and 30.

The dancers, whether they took the stage alone or with a group, spent weeks preparing; the JV and varsity hip hop and contemporary dance teams began rehearsals before school started in August.

“The performance was a chance to perform what we’ve been working on before the competition,” Nicole Koo (11), a dancer on the varsity hip hop team, said.

The showcase began with a dance by students in the Advanced Dance/ Choreography and Production PE class entitled “Beneath the Surface,” performed in front of a video of dancers swimming in a pool. The inspiration behind the water-themed performance came from Sarah Kaye, the Dance Team Director.

“I always liked to swim in Lake Tahoe … I loved the way it felt to be underwater,” Kaye said. “I wanted to kind of display the feeling of fluidity in the piece.”

But Kaye’s own experience with water was not her only inspiration for the piece.

“I had a friend who passed away last

spring [who] was a very fluid dancer,” Kaye said. “At his funeral, they played a song called ‘Fluid,’ so that’s where the water inspiration came from.”

The following performances were a mix of the different dance programs at TPHS. Varsity contemporary dance performed two pieces: “Stilhed, I’m so Sick” and “Quietly Yours.”

Leela Trussel (11), a dancer on the varsity contemporary dance team, was able to communicate through the dance.

“Each piece focused on the movement and skill of the dancers, which allowed the dancers to express themselves,” Trussel said. “I see contemporary dance as a way of expressing myself … it’s kind of a softer form of ballet, danced to more relaxing music.”

The Dance PE classes — both the entry-level PE class and Intermediate Dance — also performed. “[The performance] requires practices once every week and sometimes even lunch practices on the field,” Danica Lin (10), a student in Intermediate Dance, said. “Our coaches also record videos of our practices so we can go home, reflect and fix our mistakes.”

Like the contemporary teams, the JV and varsity hip hop teams performed the pieces they had rehearsed since August. JV hip hop performed “Motorsport” while varsity performed “Beychella.”

“The performance went pretty smoothly,” Koo said. “I loved being on stage, and being able to perform to such a supportive crowd.”

PHOTO BY ANNA OPALSKY/FALCONER

JUST DANCE: The varsity hip hop dance team takes the stage in the TPHS Proscenium theater.

Known to students for their half-time performances, the team rehearsed this dance since August.

PHOTO BY ANNA OPALSKY/FALCONER

SING YOUR HEART OUT: Raisa Tuerxun (11) and Molly Opalsky (12) perform with the Jazz Band during the Oct. 17 Fall Concert. Tuerxun, a vocalist, sang two songs during the performance.

“[In a solo] performance, I’m getting Music Concert TPHS musicians put their skills on credit for what I worked for, and it’s display in the Performing Arts Center nice to see my efforts pay off,” Pan said.

AP Seminar and AP English for the TPHS Music Department’s Fall Literature teacher Lisa Callender Concert on Oct. 17.

The Fall Concert, the first concert of attended the concert. She said the the year, featured performances from orchestra’s rendition of “Amazing Grace” stood out to her for its beauty.

Band, Orchestra and Jazz Band.

Jazz Band finished off the concert The concert began with three pieces by the band. Gene Stone (12), a with seven pieces.

Raisa Tuerxun (11), a vocalist in flautist, said that although there were Jazz Band, sang some “hiccups,” on two selections. the band did well “At first when I overall.

“At first when I looked looked down at “On one of down at the audience I the audience I our last pieces, was nervous, but [‘Galop Festivo’], was nervous ... but then I then I decided to we got off track … decided to forget I was on forget I was on but we got it back stage [and treat together,” Stone stage [and treat it as] just it as] just another said. another rehearsal.” rehearsal,” Stone played Tuerxun said. a solo for the Raisa Tuerxun Tuerxun did first song of VOCALIST IN JAZZ BAND a scat solo for the evening: “Lover Come Back “Amparito Roca.”

“I get more freedom [when soloing],” to Me,” which she prepared for by Stone said. “[In] ensemble you have listening to artists like Ella Fitzgerald to listen a lot … it is more stressful to familiarize herself with scat, a form because you want to sound uniform as of singing using wordless vocals.

“Even though most of us were really a group.”

Next, the Orchestra played five nervous beforehand, the concert went really well,” Tuerxun said. pieces.

Callender complimented the Justin Pan (12), a pianist, said his “eclectic” song assortment and the favorite song was “Emerald Falcon.”

“It was really nice … the way the “perfect” length of the show.

“If you’ve never gone to [a] concert, whole orchestra blends together and you should go to one and see how makes it sound really full,” Pan said.

Pan also soloed for the orchestral talented your peers are,” Callender rendition of the song “Amazing Grace.” said.

E-bike collisions spark safety concerns in schools Ari Rosenthal STAFF WRITER

Following a rise in electric bike collisions, local schools have implemented new e-bike policies on campus and increased safe-biking education this year.

Collisions involving bikes — both electric and traditional — increased by approximately 50% in the communities of Encinitas, Del Mar and Solana Beach from 2018 to 2022, according to data from the San Diego County Sheriff, reported by the Del Mar Times.

These communities are served by multiple schools in SDUHSD, including TPHS. In response to increases in collisions — including the death of a San Dieguito Academy student who

was killed in an e-bike-car collision in June — multiple SDUHSD campuses have implemented new policies, including requiring students to have bike permits.

While middle school students have special rules for bikes, particularly e-bikes, no high school within SDUHSD — including TPHS — specifies any such rules on their websites.

“For practical purposes, as the largest site in the district there’s no way for us to do that,”Coppo said, explaining why TPHS does not have strict regulation on e-bikes.

With the rise in e-bike use, California has implimented statewide regulations on the vehicles. Instituted in 2023, the California vehicle code states that

e-bikes cannot exceed 750 W in power, as well as not exceeding the 28 mph mark on flat ground.

Artur Arakelian (10), who rides his e-bike to school every day, has experienced a few near-collisions.

“There [have] been a few times where a car has been close to hitting me,” Arakelian said.

Like Arakelian, Ariel Kemani (10) frequently rides his bike around his neighborhood.

“I think the current e-bike regulations are good, for the most part,” Kermani said.

However, most e-bikes are “far too slow to merge when necessary” and “deal safely” with high traffic roads, according to Kermani.

In light of the current e-bike dangers across California, one proposed bill, AB 530, looks to double down on the current e-bike laws. According to California Legislative Information, AB 530 would require passing an online written test as well as receiving state-issued photo identification to be able to attain an e-bike permit. The bill also looks to ban all children under 12 from riding e-bikes. Coppo encourages the state to take action.

“The state has got to do something to curb this because we see them as bikes, but we use them as motorcycles, and that’s not sustainable,” Coppo said.

“I don’t know how many injuries or deaths it would take before someone says maybe this isn’t such a great idea.”

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District on top

october 25, 2023

TPHS was named the 2024 2nd Best Public High School in California, just behind Canyon Crest Academy.

state

SDUHSD recently topped the 2024 Niche ratings for Best School District at the county, state & national level.

2

nd

county

1

national

st

th

18

Additional campus supervisors increase ranks to 4 Cass Love

NEWS EDITOR

Two new campus supervisors joined the staff at TPHS on Sept. 25, bringing the total number of supervisors to four.

Matthew Lopez, one of the new supervisors along with Marshall Saunders, said this increase in staff will improve safety at TPHS. “One thing I definitely noticed about schools in this area is that they’re very open, so having more eyes and ears everywhere definitely helps [improve safety],” he said. “We get to cover a lot more ground.”

TPHS Principal Robert Coppo agreed.

“I think it’ll be significantly safer having twice as many people out there keeping an eye on things,” he said. “It’s already been so much more efficient.”

According to Coppo, TPHS had to reduce staff back in 2008 due to the state budget crisis — which meant fewer supervisors. Despite the campus growing by one third since then, the supervisor staff had not been increased.

Now, with more supervisors, their routes around campus have been revised. “[I]n the morning and the afternoon, each one of them will do something a little bit different,” Coppo said.

“That way they all know what to do

“I think it’ll be significantly safer having twice as many people out there keeping an eye on things.”

Rob Coppo

TPHS PRINCIPAL

PHOTO BY ANNA OPALSKY/FALCONER

everywhere on campus.”

Coppo is not the only Falcon aware of the need for supervision on a campus this size.

“Our campus is big, so if [the campus supervisors] have to be going all around the school, it would make more sense to have more of them,” Nike Vargas (11) said.

The campus supervisors oversee a variety of campus routines, including monitoring of the lunch line, directing traffic in the mornings and afternoons and delivering messages for teachers and students from administration, attendance or counseling.

So far, Saunders has mostly worked in the B Building. During breaks between periods, he ensures that

WAVING STUDENTS ON: Marshall Saunders helps to regulate traffic in the mornings and afternoons. He is one of two new campus supervisors and will help keep students safe at TPHS.

students make it to class; during class time, he observes the halls to minimize loitering, he said.

In particular, Coppo said that campus supervisors have been helpful with monitoring bathrooms to ensure they are “a safe place” for students.

This sentiment is especially prevalent in the wake of a recent hate crime in a student restroom [story on A5].

For Emma Williams (12), this is exactly the role of a campus supervisor.

According to Williams, campus supervisors should “watch if students are doing anything bad … and fix their behavior” if necessary. Campus

supervisors fill this job description, according to Saunders. “[One of my duties is] just roaming the campus, making sure everything is good and making sure students are where they’re supposed to be,” he said.

Coppo hopes that students know that there are more campus supervisors looking out for them.

“What I hope more than anything is that [the campus supervisors] will create additional connection with students on campus [by] getting to know kids, being there for them if they need help and helping educate them on things,” Coppo said.

Walking for Wellness “Speaking at the walk was probably one of the hardest things I’ve ever done. But, it just makes people feel like they’re not alone and it shows that you’ll get through it.”

Abigail Schmidt (12) PALS MEMBER

“There are so many people in our community that unfortunately have a tie to mental health struggles, but [these events] are also reminders that you are not alone.”

Alyssa Nguyen(12) PALS PRESIDENT

Students gathered in the quad to participate in the Suicide Prevention Walk on Sept.

30 put on by TPHS PALs. Students walked in a loop around campus past notes with encouraging messages, which were hung in trees around TPHS.

PHOTOS BY ANNA OPALSKY/FALCONER

Q&A

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California to take polluters to court over climate change interview by Reese Carsley, STAFF WRITER

California filed a public nuisance lawsuit against Big Oil — ExxonMobil, Shell, Chevron, ConocoPhillips, BP and the American Petroleum Institute — on Sept. 15 for deceiving the public about fossil fuels’ contribution to climate change for the past 50 years. California is the latest and largest state to file such a lawsuit, joining at least 20 other lawsuits nationwide against Big Oil for similar damages. The Falconer takes a deeper look at the case with Joseph Kaatz, an attorney at the Energy Policy Initiative Center at the USD School of Law. Can you take me through the history of legal action being used in relation to climate change?

“The public nuisance litigation that you’re hearing that California just filed … every state in the union has the ability to file. Now, California is taking public nuisance cases and using the model that was used in the ‘90s against tobacco companies to say, ‘You knew that your products were dangerous, you misled us, and these injuries are costing the public money because of the impacts.’”

Looking forward, what do you think is the ultimate goal of such litigation? What do you think the state is attempting to gain?

“Public nuisance litigation is really a way to force the entities that caused the impacts to pay for it or part of it. That’s what this is really about. When you have local governments, cities, counties and state governments using this type of litigation, they’re trying to claw money out of the companies to pay for the impacts that are happening and will happen [in the future].”

What do you think would be the legal process of connecting the actions of corporations to environmental degradation?

“One way of approaching it is [by addressing] how much greenhouse gas emissions they’re responsible for and whatever percentage they produced, refined and sold. I think there’s enough evidence to say, for example, that a storm wouldn’t have happened but for the change in the climate, or it wouldn’t have been as bad if not for these changes and impacts we’re seeing. I think there’s a lot of evidence to show that these emissions have changed the way the atmosphere works.

The case talks about the “deception” of Big Oil — how would you quantify this deception for evidence?

“There’s pretty clear evidence that [fossil fuel companies] have known for a very long time, and they’ve done nothing to warn the public; they’ve done nothing to change their business and the sale of these products have this impact on the entire world. Exxon put sensors on their tankers in the ‘70s, and they’ve had climate scientists inside of Exxon since the ‘50s. The sensors on their tankers verified that emissions were going up and theorized what the impacts would be and ever since then, they’ve been in a campaign to ensure that their product can be sold.”

Answers have been condensed for length and clarity.

HOW WHY

breaking down the case

Why is California suing Big Oil? compensation for environmental damages & accountability from Big Oil

How do you prove Big Oil’s deception caused environmental harm?

(1) prove Big Oil knew of and hid their contribution to greenhouse gas emissions (2) prove greenhouse gas emissions contribute to environmental harm

WHEN

What is the timeline on this case? only recently filed & timeline is unknown; like cases against Big Tobacco, this kind of litigation can take years

Administration responds to hate crime on campus Anna Opalsky EDITOR-IN-CHIEF

A swastika was painted on the wall of the boys’ B Building bathroom on Oct. 11, less than five days after an attack on Israel was conducted by Hamas, a political presence in the Gaza Strip that self identifies as an Islamist resistance movement and is seen as a terrorist organization by the governments of Israel, the U.S. and several other Western nations.

The swastika was drawn in spray paint some time in the morning between 6:30 a.m. — when the B Building was unlocked — and 10:30 a.m. — approximately when an email alerting staff was sent. Later that day, after the swastika was reported by a student, a message was sent to families categorizing the swastika as a “hate crime” and alerting the community that the San Diego Police Department had been contacted. This marks a change from previous vandalism on campus, as the two swastikas drawn in

the same bathroom in December 2022 were not deemed hate crimes in school communications, according to Coppo.

“The more permanent the tool that is used, the more likely it is to be called a hate crime,” Coppo said. “In the context of what had happened over the weekend, this was not a mistake.”

However, SDPD has not categorized the vandalism as a hate crime and is investigating it as vandalism for its permanence and costly damage, according to SDPD Sergeant Sal Hurtado.

“The swastika itself is a symbol … that has negative impact on people within our society but as far as a criminal investigation goes, it’s not actually documented as a hate crime,” Hurtado said.

SDPD also notified their partners, both the federal government and other local jurisdictions, of the incident in order to possibly link cases if other swastikas are reported in the area, according to Hurtado.

As of now, officials believe the perpetrator is a student, Coppo said.

The investigation is ongoing, and no one has been identified or charged in connection with the vandalism, according to Hurtado.

On social media, at least one photo of the swastika was shared, along with a message condemning the act. Many students also took to their accounts to share their opinions and personal connections to the Israel-Gaza conflict.

The Falconer did not print the individual statements of TPHS students in order to protect their privacy, as some were criticized and threatened for their views on social media.

The day after the swastika was reported, two Jewish student clubs on campus organized an “act of solidarity with Israel,” asking students to wear blue and white and participate in a walk after school.

In a move later criticized by some students, the TPHS ASB reposted the clubs’ messaging.

“I didn’t see any reason not to post it, and I was concerned not posting it would be considered censorship at that point,” Coppo, who was consulted by ASB before the post went public, said.

However, after multiple comments under the post accused ASB, a schoolsponsored student group, of taking a political stance on the conflict, comments were turned off and the post was later removed.

“Because it started to generate some backlash, we made the difficult decision in conjunction with the superintendent to pull the post because at that point, I felt word had gotten out,” Coppo said.

Supt. Anne Staffieri did not respond to Falconer requests for comment.

On Oct. 12, many students wore blue and white to school, and at 3:30 p.m., multiple students walked down Del Mar Heights Road holding Israeli flags.

On Oct. 27, all first period classes will participate in a livestream presentation

by Coppo and students regarding the swastika incident.

The San Diego Association of Governments is advancing its proposal to relocate the train tracks along the Del Mar bluffs to an underground tunnel. Although SANDAG’s plan may disturb its surrounding residential areas, its implementation is vital to ensuring passenger and beach-goer safety and reducing environmental damage.

ART BY KATE JOHNSON

Hinano Kato

STAFF WRITER

The San Diego Association of Governments is advancing the proposal to relocate the LOSSAN Corridor train tracks off the eroding Del Mar bluffs to an underground tunnel. The train tunnel alternative is a crucial change that must be implemented promptly for passenger safety and efficiency.

Estimated to cost between $2.5 and $4 billion and be completed in 2035 at the earliest, SANDAG’s plan will move 1.7 miles of the Del Mar coastal tracks a mile inland and 80 feet underground. SANDAG conducted conceptual studies on possible tunnel routes in 2017 and have been moving the plan forward since then. While construction funding and exact routes have not been finalized, a $300 million state grant was obtained last year to advance the relocation, accelerating SANDAG’s plan at a time when fast action is crucial.

Common concerns among residents when it comes to having a tunnel beneath their homes are noise and vibration, especially from ventilation systems and in areas close to the tunnel entrances and exits.

However, SANDAG tunnel experts say the depth of the tunnels will prevent such noise, obscuring any evidence of the rail from residential areas, according to Fox 5 News.

The cliffs along the Del Mar coastline have a history of landslides and accidents due to bluff collapses.

SANDAG reported perceived concerns

of bluff erosion and rising sea levels due to climate change that pose a threat to Del Mar railroad operations.

The Del Mar bluffs retreated an average of 20 centimeters last winter — which is nearly twice as much as in a typical year — according to the City of Del Mar. The train tracks, currently stationed merely one foot from the cliff edge, substantially threaten public safety; hence, relocating the tracks into an underground tunnel is the optimal solution to ensuring a stable transportation system.

Another focus of the SANDAG project is to improve the efficiency of the railway by double tracking the corridor — adding a second track to provide one for both directions — from Orange County to downtown San Diego. The 351-mile LOSSAN Corridor, connecting major metropolitan areas from San Luis Obispo to San Diego, is the second busiest intercity passenger rail corridor in the nation, carrying eight million passengers and $1 billion worth of goods annually, according to SANDAG. Those railways are essential to San Diego residents, especially in a relatively suburban area like Del Mar where public transportation is limited. A double track system enhances safety and reliability, increases capacity of the railroads by allowing trains to pass each other at speeds up to 110 miles per hour and reduces travel times and vehicle miles traveled, which in addition to improved efficiency lowers greenhouse gas emissions, according to SANDAG. Not only will the project enhance the stability of the tracks, but it will also boost efficiency and lessen environmental damage, making the LOSSAN Corridor more convenient to users.

Though SANDAG is currently in a stage of preliminary studies and public outreach, moving forward with this proposal is critical in prioritizing the safety of the railway and its users.

Gabrielle Gonzales STAFF WRITER

Currently located on eroding bluffs, the Del Mar segment of the LOSSAN Rail Corridor is an integral part of the 351-mile passage from San Luis Obispo to San Diego. This rail corridor — the second busiest in the nation — carries eight million passengers and $1 billion in goods annually, according to the San Diego Association of Governments.

However, even as derailments and complications along the route become more common, in part due to bluff instability, SANDAG’s current “solution” to relocate the tracks inland and underground will cause more harm than good.

The proposed relocation places the tracks 80 feet underground and a mile inland in one of two possible locations: under Camino Del Mar or just north of the Jimmy Durante and Camino Del Mar split, according to Del Mar Mayor Tracy Martinez. Having received a $300 million state-sanctioned grant in 2022, SANDAG aims to have finalized plans by 2026.

While this plan reduces the threat of further erosion of the bluffs, it also poses several issues.

Firstly, the entrance and exit of the suggested tunnel detailed by Martinez are in residential areas, prompting questions of how the train will affect neighborhoods. Unless engineers find a way to minimize possible noise and vibrations, the train will inevitably disturb residential life.

Del Mar residents will be subject

to a changing community and the possibility of diminishing property values. According to the Del Mar Times, a speaker at the Del Mar City Council meeting on July 24 demanded compensation if the value of his home decreased as a result of the relocation.

Although the relocation prevents further complications to the bluffs, the success of the proposed tunnel is dependent on the feasibility of its construction, which is heavily influenced by the soil condition in Del Mar. In an interview with KPBS, Del Mar resident Rev. Paige Blair-Hubert told of overseeing construction of an elevator shaft at St. Peter’s Church in Del Mar, saying she encountered difficulties with the unstable soil and is not convinced the tunnel is the right solution. Digging 80 feet below ground could pose an even greater threat to Del Mar’s foundation than the train tracks. This could be costly for SANDAG and require significantly more money than initially anticipated.

Del Mar and SANDAG officials project the track relocation, estimated to cost $2.5 billion, will require the full implementation of the $300 million grant, leaving future issues related to such a relocation potentially unfunded.

Although SANDAG continues to research and engage in community outreach, less disruptive options exist to solve the problem. The train could travel alongside the Del Mar Fairgrounds, completely avoiding residential areas, and continue north of San Dieguito River and south of the race track, as suggested by Del Mar City Council Member Terry Gaasterland.

With the corrider’s safety and productivity at stake, SANDAG must devise a solution that saves the eroding bluffs without disrupting residential Del Mar. Weighing environmental, economic and safety concerns, a solution that preserves both the nature of our coast and the charm of our communities is key. The proposed tunnel is not that solution.

opinion

tphsfalconer.org

the falconer A7

Students are justified when they pass on the pass

Makaylah Gerling SPORTS EDITOR

In response to stricter bathroom pass policies at TPHS, some teachers have gone too far in preventing students from leaving class, risking their health and creating an uncomfortable classroom environment.

Prior to the 2022-23 school year, TPHS experienced an increase in issues surrounding bathroom usage, including vandalism and prolonged absences from class.

Following that behavior, administrators recommended that teachers enforce stricter policies for

using the bathroom during class, according Principal Rob Coppo.

However, a handful of teachers are using questionable policies that are frankly unethical, such as providing extra credit to students who do not use the restroom during class, assigning absurd and unsanitary hallway passes and blatantly restricting students from exercising their rights to relieve themselves whenever they need.

While most high school students are mature enough not to abuse a bathroom pass, it appears that the default belief among teachers is that all requests to leave class are insincere. As a result, students are often faced with phrases like “not right now” or “you went to the bathroom last class, sit down.” Sometimes, students are even answered with a simple “no,” without an explanation. The health of students is at risk when the well-being of their body is put in the hands of a teacher.

While such dismissals of bathroom requests are concerning, there are a few extreme practices on campus that are truly alarming. According

to TPHS students who asked to remain anonymous, at least six teachers on campus are offering extra credit in exchange for not using the restroom during class.

A larger number of teachers were using this policy, which violates the California Education Code, prior to being approached by administration, according to Coppo.

TPHS administrators confirmed this violation, saying action would be taken to stop this practice.

Teachers who use, or have used, this system in the past claim that they do so for “motivational” purposes, hoping to ensure students are engaged and present in the classroom.

Beyond this, many teachers require students to carry around a random pass when using the restroom. For some classes, teachers don’t state the need to carry a pass in the syllabus, but in other classes, students are publicly embarrassed by the teacher when returning to the classroom without some odd object in hand deemed a “pass.”

Some of the most difficult passes have

consisted of a log, a toilet seat, a spatula and a steel womens bathroom plaque.

Beyond their inconvenience, these passes bring up questions of proper sanitation, as the objects travel to and from the restroom, are often placed on the bathroom floor and many, if not all of them, are not sanitized between uses.

Schools claim that one of their main priorities is the safety of students. How are administrators able to tolerate the actions of some teachers who are putting their students’ health at risk? Students deserve to feel safe at school and should never need to worry about the cleanliness of classroom objects or their ability to relieve themselves on campus.

Instead of asking students to lug a log to the bathroom or offering incentives to forgo relief, teachers should utilize a check-out system and issue singleuse paper hall passes, which will track and control how long and how frequently students are leaving class.

TPHS classrooms should be places of learning, not squirming. Teachers must allow students the right to relieve themselves at their will.

TPHS water fountains desperately need maintenance

MeLina Toppi-DeLeo STAFF WRITER

After walking around the TPHS campus in search of the perfect water fountain, I finally found it: right behind the Falcon Eatery sits a fountain with two spouts and a water bottle refill station. Many students are unaware of the collection of water fountains on campus, and the ones that they know of are placed in areas where the sun beats down on them, causing the water

to come out lukewarm, sometimes even hot. And yet, the Falcon Eatery fountain is in the shade, covered by the overhang of the building.

Of the 12 water fountains that I found on my search for the perfect one, two of them did not work — one located in the gym and one in the learning commons. Six fountains were inconveniently located on the football and surrounding fields, which are far away from most classrooms and areas where students spend a lot of time.

According to the California Department of Education, many students do not use school water fountains due to poorly maintained spigots, hot running water or an insufficient number of fountains available on campus.

Although TPHS has the proper water fountain to student ratio — 1 fountain for every 150 students, placing the total number of fountains at approximately 18 — according to a poll of 108 TPHS

Campus Comments “Recently, it’s been getting a lot better. Beginning of the school year, there were a lot of problems with the water fountain. It was always out of water and there were lines and lines of people waiting ... I drink lots of water because I run around 10 miles a day for cross country, so I need to be hydrated. I do believe we should get another [water station] at least ... because [now it’s] just not enough for the demand.”

Bryce Conover (12)

students conducted by the Falconer, 70% of students reported that they do not use them. Further, roughly the same percent of students said that the stations are not properly maintained and that the water always runs hot.

Proper hydration, which is aided by convenient access to drinking water, is essential for students to maintain optimal cognitive function and overall health.

According to a 2014 study of drinking water access in California schools, “the primary source of free water access in most schools [was] perceived to be inadequate by students, parents and school staff.”

Some may argue that having accessible water fountains on campus is enough because many students bring water bottles to school. However, what happens when those bottles are emptied and the only water fountain accessible runs hot? You have two options: fill your bottle with warm

water or deal with the inevitable thirst.

To resolve this issue and better serve students, more water fountains and bottle refill stations must be added around TPHS in the shade.

ART BY KATE JOHNSON

The Falconer interviewed TPHS students regarding bathroom pass regulations and the lack of adequate water fountains on campus. “[The water fountains] aren’t very reliable ... most of [the stations] only have a slight possibility of working, so I’ve had to find routes to get through every single water fountain just to drink water. I don’t use them much anymore because it got too tedious.”

Omar Kharraz (11)

“Having people sign up in a line to the bathroom makes it difficult to concentrate. It’s frustrating to have to wait for people to come back from wandering about in order to go to the bathroom.”

Zoe Huang (11)

opinion

A8 the falconer

october 25, 2023

PERSONAL PERSPECTIVE MACY SWORTWOOD Staff writer Macy Swortwood shares her story of accepting and embracing the role of parent to her sister in the face of adversity.

Born a sister, raised as a parent.

“Thank you for raising me,” my younger sister, Lila, said to me one night before she went to bed. At first I was made distraught by it, confused by what she meant. Then it hit me. What I believed to be normal, everyday tasks that I was doing for myself and my sister were really the jobs of a parent: jobs we didn’t have anyone to fill at certain times in our lives.

Our older brother got out of the chaos early: sleeping at friends’ houses, gone for whole days and then off to college. I repeated his patterns, but always took my younger sister with me. I made sure she wasn’t home alone, made sure she was fed and was where she needed to be. I never comprehended at the time that those were not normal tasks for a 12-year-old girl.

I taught her how to shave her legs and use a tampon; any questions she had, I answered. I taught her that life isn’t fair; even though we were dealt unlucky cards, we had the ability to turn our hand into a “royal flush” someday because of how strong we were. I taught

her the concept that “Family is who you choose, not your blood,” reminding her that she has a family outside of our broken home. From the five different houses we occupied in the last two years, with our family of five becoming a family of three, I told her that home isn’t a tangible place, but a person. As I continued, she interrupted and said, “Macy, you will always be my home.”

Although I was not the biggest fan of hers when we were younger – we fought as most siblings do – and I saw her as my annoying little sister for some time, I still found myself looking out for her. Around age 10, when our parents weren’t as present anymore, I always tried to protect her from what we couldn’t control in our home life and in the scary world we live in. Now I constantly worry about her, making sure she’s rested, fed and safe.

I didn’t even realize that I had undertaken that role until school became harder. I found myself falling behind, my brain consumed by taking care of my sister and getting us as far away from our burning home as

PHOTO BY HOPE DENNIS/FALCONER

possible.

I wasn’t aware of the toll all of it had taken on my mental health, balancing school, dance, work and filling the role of a parent.

I couldn’t do it all. I didn’t have the mental capacity or energy left in me to do everything I needed to in all aspects of my life. Suddenly, school felt so unimportant to me, so insignificant compared to everything else I was going through and handling on my own.

I began to skip assignments, fail countless tests and not take any other responsibility in the world because my main concern that evening wasn’t studying for my math test the next morning, but whose house my sister and I would ask to stay at that night.

I have never put my blood, sweat and tears into any homework assignment like I have done by caring for my sister.

When I get stressed about how little effort I have been able to put into my academic career, she jokes and says: “You can put me on your Common App. Technically, I categorize as one of your accomplishments.”

I have yearned for the last several years to get out. To go as far away as possible and never look back. The majority of my college list is out of the country, my top school located in Paris.

College has always been the number one thing that has kept me going.

“Only three years left … only two years left … finally, one year left,” I would constantly repeat to myself.

Yet, what always rings in the back of my mind is what I will do with Lila, even though things have improved some at home. What will she do? How will she get places? Will she be okay?

Neither of us enjoys talking about it or even thinking about it for that matter. When the time comes, the time comes, I tell myself.

The last time we discussed the topic she said, “Go as far as you can, get out of here.”

She didn’t say it in the way of many younger siblings who want their older sisters to leave and stop annoying them. She finished that sentence with, “You deserve it, I’ll be okay. After all, you taught me how to be.”

Order Up! $20 minimum wage ready for pick-up

Joy Ma

OPINION EDITOR

In an era characterized by growing income inequality and economic disparity, the issue of minimum wage has emerged frequently in public policy. In California, Gov. Gavin Newsom made significant progress on Sept. 28 when Gov. Gavin Newsom signed into law Assembly Bill 1228, which increased the minimum wage for fast-food workers to $20 per hour, effective April 1, 2024. The decision is crucial because it is not merely an economic policy shift; it is a bold step toward addressing income inequality that impacts millions of Californians.

The new law, written by Assemblymember Chris R. Holden, authorizes the creation of a Fast Food Council to convene monthly

to set standards for minimum wage for fast food restaurants, defined as dining establishments with at least 60 locations nationwide.

The council will develop proposals that factor in employee health, safety standards and training and can increase the minimum wage by 3.5% a year or the increase in the U.S. Consumer Price Index, whichever is less, beginning in 2025.

California has long been at the forefront of progressive policies — major climate action bills, housing proposals, consistent support for labor unions — and this recent wage increase is no exception. Since Jan. 1, the California minimum wage, regardless of profession, has been $15.50 per hour —the highest the nation has ever seen.

The statistics speak volumes: the average hourly wage for fastfood workers in California currently stands at $16.21, according to the California Bureau of Labor Statistics.

This falls significantly short of the basic cost of living in a state known for its high living expenses.

According to the real estate corporation Redfin, the median home price in California is projected to rise 6.2% in 2024 — from $810,000 in 2023 to $860,300.

AB 1228 aims to ensure fast food workers can support their families without falling into poverty.

There are stories of countless workers silently grappling with the harsh realities of minimum wage for far too long. The $20 minimum wage is not just an arbitrary number; it is a lifeline to a better future for these individuals.

Critics argue that such a significant increase in the minimum wage for fast-food workers could lead to higher operational costs for businesses, potentially resulting in job cuts or price hikes for consumers. Further, there are worries that raising the minimum wage to $20 per hour may contribute to inflation, as businesses may burden consumers with their increased labor costs in the form of higher prices. However, it is important to note that inflation is influenced by a myriad of factors (demand-pull and cost-push), not just labor costs.

ART BY OLIVIA WONG

Moreover, any short-term drawbacks of a wage increase should be weighed against the long-term social benefits of lifting workers out of poverty and reducing income inequality.

It is time to confront the undeniable truth that beneath the figures and statistics lie the stories of millions of workers battling not only for a fair wage but also for a chance to provide for their families and escape the clutches of poverty. The $20 minimum wage in California’s fast food industry is a significant step toward achieving this goal. It is a reminder that change is possible and that a brighter, more equitable future is within our reach.

opinion

tphsfalconer.org

STAFF EDITORIAL Swamped with work from their classes and schedules crammed with after-school sports and part-time jobs, many students are forgetful of the slowly lurking SAT test dates: Nov. 4 and Dec. 2.

The intimidating SAT — the roadblock in the path of the perfect college application envisioned by many high schoolers — is looming.

However, the next class of collegeeager seniors will face a new, apparently simplified SAT; shortened from three to two hours and taken completely online, the new test will run on March 9, 2024.

The 2024 SAT re-design has reignited questions about the validity of standardized testing as a determining factor of college readiness and future career success. Truthfully, the SAT isn’t an accurate measurement of a student’s academic capabilities, due to various factors that influence student test scores, including financial constraints that limit test prep opportunities and testing retakes.

Despite this, the SAT is still regarded as a significant part of the college application, as millions file into classrooms each year to take it. In 2023 alone, 1.9 million people signed up for the test, a significant increase compared to 1.7 million in 2022. according to the College Board. The increase seems counterintuitive, as more than 1,800 colleges across the nation are testoptional or test-blind for the 2024 application cycle, including Ivy League institutions like Brown, Columbia, Cornell, Dartmouth and Harvard.

In reality, the value placed on the SAT as a standardized determinant of academic performance and college readiness is a deception that many

the falconer A9

The SAT does not need to be redesigned. It needs to be scrapped. students fall for every year, as test scores are influenced by a variety of factors specific to each test taker.

With unlimited retakes available and numerous opportunities for testing year-round, students with the most resources to spend on the SAT find the most success.

According to the Brookings Institute, students whose family yearly income is over $200,000 outscored, by almost 300 points, students whose family income was less than $20,000 on a 1600-scale.

According to the College Board, as little as six to eight hours of personalized SAT tutoring prep can lead to an average score increase of 90 points. Additionally, only 20 hours can lead to a substantial increase of 115 points. With the aid of tutors, online preparation services and numerous opportunities to improve scores, the SAT doesn’t truly define a student’s college readiness or capabilities for success. Instead, it showcases how much preparation, money and time students can afford to put into preparing for standardized testing.

Test anxiety is another determining factor for SAT results. According to the National Institutes of Health, students who suffer from test anxiety experience frequent distractions in exams and thus experience higher exam failure rates.

Realistically, a redesign isn’t worth the time, and the SAT should just be discontinued. Rather than judging a student’s capabilities and reasoning skill by one standardized test score, colleges should instead consider a student’s critical thinking and problem-solving skills — skills that are extremely important for college

STUDENT VOICES What are your thoughts on the digital re-design of the SAT in Spring 2024?

ART BY CLAIRE HWA and career success, but that are not measured in any capacity by the SAT. According to The National Center for Fair and Open Testing, the SAT is designed to predict only first-year college grades, but cannot provide data on students’ chances of graduation or their pursuit of further education, therefore giving no insight into their chances for success long-term. The study also stated that class rank and high school grades are better predictors of college performance than the SAT. A high GPA is a much stronger indicator of college success

and readiness than most of the standardized tests. Instead of putting such a heavy emphasis on the SAT for college evaluation, students should focus their attention on other important parts of their application, such as their GPA, extracurricular activities, letters of recommendation and their Common App essay.

There is no need to be wasting extensive resources, time and energy on the redesign of an inherently flawed test. Scrapping the SAT will better serve the students of our future generations.

- The Falconer Staff

I have taken the SAT [on paper] before. I think there would be a tradeoff if I were to take [the digital SAT] instead, because I feel like paper SATs would be more reliable.

- Gavin Chen (12)

- Avery Sparks (11)

Editor-in-Chief Anna Opalsky Assistant Editors-in-Chief Adriana Hazlett

We, the Falconer staff, are dedicated to creating a monthly newspaper with the intent of encouraging independent thinking, expanding our knowledge of journalism, and providing the TPHS student body and community with a truthful, unbiased news source, in accordance with our First Amendment rights.

3710 Del Mar Heights Road San Diego, CA 92130 PHONE: (858) 755-0125 x2245 FAX: (858) 523-0794 E-MAIL: falconer.ads@gmail.com WEBSITE: www.tphsfalconer.com

The Falconer is the student newspaper of Torrey Pines High School. Its content, which is the responsibility of the Falconer staff, is not subject to administrative approval. Unsigned editorials represent the opinions of the staff, while opinion columns represent the writer’s perspective. Advertisements do not represent endorsements. The Falconer, an open forum, welcomes signed letters or guest editorials on pertinent issues from the TPHS community, which may be submitted to room 102, via email at falconer.ads@gmail.com or to Mia Smith’s mailbox in the administration building. Letters may be edited for length and clarity.

The digital SAT raises questions about the future of academics. It has the potential to be a dramatic change to school environments, depending on how we adjust to it.

Caroline Hunt Kathryn Reese Managing Editor Rami Kabakibi Copy Editor Liv Weaver News Editor Cass Love Opinion Editor Joy Ma Feature Editors Sophia Gorba Natalia Mochernak Assistant Feature Editor Eric Lee Entertainment Editors Elsa Goodman Ellie Koff Sports Editor Makaylah Gerling

Reese Carsley Nadia Fadlu-Deen Sarina Feng Gabrielle Gonzales Hinano Kato Sneha Lele Ari Rosenthal Macy Swortwood Melina Toppi-DeLeo Photographer Hope Dennis Staff Writers

Adviser

Mia Boardman Smith

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adjusted admissions In the ever-evolving landscape of college admissions, this summer witnessed a series of significant changes that have reshaped the way students embark on their post-high school journeys.

As colleges across the nation respond to the ongoing debate over standardized testing, affirmative action and financial aid eligibility, students share their perspectives on these transformative shifts.

Few educational practices have been questioned more than the SAT and ACT. The adoption of testoptional policies by many institutions, such as Harvard, Duke and Columbia, has been a striking change in college admissions. Now, the SAT is being redesigned, in part to make the test “easier to take,” according to the College Board. In spring 2024, the test will be one hour shorter, consist of shorter reading passages and allow a calculator on all math problems, as opposed to half [story on A9].

Some colleges have extended these policies years into the future — Harvard will be test optional through at least 2026. However, the College Board reported that 83% of students want the option to submit standardized tests in their applications.

“I think [the SAT] is a generally effective way to measure how well I’ll do in college, not because it determines intelligence, but because it measures … [an individual’s] determination and capability to use their resources to improve themselves,” Ava SharghiMoshtaghin (11), who plans to take the SAT, said.

However, Sharghi-Moshtaghin has concerns about potential bias toward students who submit test scores in the application process, even when universities claim impartiality.

“I think that no matter how much we want to think that there is no bias in test-optional schools, it’s human nature to have an underlying partiality [toward students with test scores],” she said.

However, not all students share Sharghi-Moshtaghin’s perspective.

Although Lauren Panebianco (12) has taken the SAT, she found the test outdated and feels that “it does not accurately represent [her] ability to work with different subjects.”

“I believe that these standardized tests fail to provide a comprehensive view of students’ academic potential,” Panebianco said.

Panebianco chose not to submit her SAT to the colleges she is applying to, taking advantage of their test-optional policies.

While the inner workings of college application

reviews remain secretive, it appears that many universities hold true to their test-optional pledge not to discriminate against those without scores.

Affirmative Action gives colleges a different and more holistic view of a person, more than a score or number ... can ever provide.”

Bari Mansour (12) STUDENT

Of freshmen enrolled at Harvard in 2022, 55% submitted an SAT score and 28% submitted an ACT score, according to data from the university.

At USC, 34% of 2022 enrolled freshmen submitted an SAT score and 16% submitted an ACT score.

That data does not cross reference students who submitted both SAT and ACT scores.

However, standardized testing is not the only admission component currently under scrutiny. On June 29, 2023, the

U.S. Supreme Court ruled that race can no longer be considered in college admissions. This ruling struck down Affirmative Action, the practice of considering students’ backgrounds — particularly race — in college decisions, as unconstitutional.

The TPHS student body varies widely in its feelings on the topic.

“Affirmative Action gives colleges a different and more holistic view of a person, more than a score or number on an exam can ever provide,” Bari Mansour (12) said.

Ethan Wong (12) disagreed.

“Although some people with certain merits do tend to come from more privileged communities, [applicants in general] are people; they are more than statistics to add onto a leaderboard, so they should be valued as such,” Wong said.

While the SCOTUS ruling against Affirmative Action and uncertainty about the future of standardized testing have prompted concerns, there are other, positive developments in the admissions process, including an expansion of the Free Application for Federal Student Aid. According to the U.S. Department of Education, FAFSA has undergone “remarkable changes,” such as an increase in the income protection allowance and a shorter eligibility questionnaire, making the application process more efficient.

Panebianco expressed her appreciation for the newly “streamlined process.”

According to Panebianco, the changes could encourage more students to seek the financial assistance they need for college without being burdened by financial obligations.

Evidently, the current college admissions landscape is in a state of flux. As students and institutions adapt to changes in admissions, the debate over fairness, equality and accessibility will continue to evolve.

Now is a dynamic and transformative time for U.S. students as they navigate the path to college in the 20232024 school year.

by Joy Ma

feature

A12 the falconer

october 25, 2023

Skincare Club Best friends to co-founders, Soraya Siry (11) and Kayla Yoo (11) have revolutionized what a club can be at TPHS, bringing an activity not usually associated with a classroom to campus.

The Skincare Club, which meets bi-weekly, works to create an open community centered around the ideals of self-care; the duo believes that self-care is a way to treat and appreciate yourself, acting as a much-needed pause on the constant rush of life.

Siry and Yoo have always had an interest in the vast world of skincare, and they thought starting a club would connect them with fellow skincare fanatics.

Member Faith Bailey (11) explained how she heard about the club and immediately became interested.

“To me, it means that I can learn about different types of skin care, therefore benefiting my own skin and hopefully being able to advise others on skincare,” Bailey said. “I also think that hearing o t h e r s ’ skincare journeys helps to improve my personal

thoughts about skin care and [my knowlege] of what I should and shouldn’t do.”

Siry and Yoo plan to host meetings in Room 17 every other Thursday at lunch, inviting students to interrupt their school days with some essential self care.

When she was first approached for the club, club adviser and physics teacher Brianna Howard was more than willing to provide her classroom as a space for Yoo and Siry to carry out their club.

“I love skincare, so I feel like I’m going to learn stuff from them,” Howard said. “I think it’s really cool to give students the opportunity to talk about the chemicals that are good and bad for their skin, so I’m really excited for them.”

Siry first became interested in skincare during the COVID years, severely struggling with her skin throughout that stressful time. Constant trial and error, a repeating back and forth, had Siry struggling to find the results she wanted in products. However, Yoo said her journey started differently. She never really struggled with her skin until reaching high school.

After having accumulated a vast amount of knowledge, perfectly crafted after years of experimenting and researching, Siry wanted to share her mastery. Yoo also researched and worked to figure out what worked best for her

PHOTO BY ANNA OPALSKY/FALCONER

complexion and skin type. They hope to motivate others through their club, to participate in selfcare, as well as generally take better care of themselves.

“Our overall mission is to bond and build a community with others over our love for skincare while also being informative. We hope to build an open platform where it motivates others to take care of their skin,” Siry said.

Together they are hoping to raise money through a fundraiser for charities that donate to those who struggle with skin issues, among other similar projects.

As club leaders with personal aspirations in the field of dermatology, Siry and Yoo aim to spread empowerment through helping students look and feel their best, as someone’s skin can be the key to their confidence.

by Nadia Fadlu-Deen

Dirtbox Club Growing up in Fallbrook, California, the avocado capital of the world, connecting with nature was always an essential part of TPHS Dirtbox Club President Daphne Do’s (12) life. “[Growing up,] my mom had her grove with avocados and dragon fruit, and I remember helping her maintain it,” Do said. “I spent a lot of my free time in nature.”

Do, like her mother, also maintains her own gardens at home. The TPHS Dirtbox Club is a sort of homage to Do’s roots in Fallbrook.

“I think it’s just really important for me to bring that feeling to the community at TPHS, like bringing a little piece of my hometown here,” Do said.

The Dirtbox Club — which meets every Monday — works toward their goal of creating a garden at TPHS and sharing their passion for plants by organizing nature-based activities, such as crafting flower crowns.

“I love this new club. It has so many new members and such great energy ... It’s been really fun to have them in my classroom,” M a r y A n n Rall, club advisor of the Dirtbox Club, said.

With many of the other club’s officers also having previous experience in gardening, they hope to divulge their knowledge to TPHS students new to the hobby. “[We also want] to teach the value of naturally grown food,” Chloe Sagan (12), treasurer of the TPHS Dirtbox Club, said. “As kids, [my family] would always grow food at home and then use that to cook.”

While their first meeting was less than a month ago, on Oct. 2, the Dirtbox Club has already contacted the district regarding the development of a garden at TPHS; once funding is approved, they will start building the garden.

The Dirtbox Club envisions the garden to be a student-involved project, where participants will be able to learn not only gardening skills but also knowledge about the plants’ health and needs.

“We want to make it a school-wide collaborative project for students to maintain over the years,” Do said.

Another vital purpose of this club is spreading mindfulness towards nature on campus. “[We aim] to foster respect for the school environment because kids here really don’t care … We will be eating lunch together and notice people just littering,” Christine Chinnappan (12), vice president of the Dirtbox Club, said. “So through a club, we can make people more aware

PHOTO BY CAROLINE HUNT/FALCONER

of what they’re doing because sometimes they’re just doing it without even knowing.”

With around 24 members, the club has proven to be a place of comfort on campus.

“It’s been wonderful. It really feels like a tiny community within Torrey Pines,” Dirtbox Club member Kyra Dominguez (12) said. “You feel really welcome here.”

The Dirtbox Club has exciting events planned this school year, including frequenting farmers markets, where they aim not only to promote the club but to share recipes using crops from their garden. In the upcoming Falcon Festival on Nov. 4, the Dirtbox Club will be setting up games, flower crown crafts and a raffle.

With an exciting year ahead for the club, Do and the officers’ gardening journey is set to flourish at TPHS.

by Hinano Kato

feature

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the falconer A13

Creative Writers Association One club at TPHS offers a unique escape from reality. Although an outsider may perceive only the tapping of keys on a keyboard, the members of the Creative Writers Association are able to connect with each other, decompress and let their imaginations run wild, all through creative writing.

The club, which meets Tuesdays at lunch in Room 205, was founded by Kristina Wang (11) in order to create a welcoming environment for passionate writers.

“There are a lot of people who share the same hobby as me, so I wanted to share this opportunity to help others improve their writing skills and to share this passion and this joy of writing,” Wang said.

Creative writing in particular is loved by

PHOTO BY ANNA OPALSKY/FALCONER

Wang due to the freedoms it offers.

“It’s a great way to express your creativity because of course it’s words, so you can write whatever your heart desires … and there’s no boundaries,” Wang said.

Many of her club members share the same viewpoint.

“There’s no restrictions ... anything in your mind can be [what] you write,” Abraham Lazaro (11) said. “It’s a whole other reality you can make and you just have total control.”

Members of the club will vote on prompts to write about during the meeting, and every two weeks the club officers will read the submitted entries and decide which is the most creative or well written. The selected story will then be posted on the club website as a “student spotlight.” This not only highlights student talent but allows students to learn from each other, according to Wang.

Lazaro and Aria Cheatom (12) were the first to earn this opportunity for their last story, which they wrote together.

“We were really surprised since we weren’t really expecting to get the spotlight; maybe to get noticed, but [not to win], so I was very excited,” Cheatom said.

Eager to keep innovating, both writers were excited about their upcoming prompt.

“The prompt was a horror story about the protagonist being able to hear a ghost,” Cheatom said. “I think that’s something new and interesting to write about.”

Wang aims to attract more members in order to spread her love of writing.

“I would definitely encourage everyone that is at least a little bit interested in writing to come because we have incredibly fun activities planned, and it’s a great opportunity to meet people who share the same hobbies,” Wang said.

Wang’s activities and prompts allow members to dissolve into the world of their fantasies and let loose.

“I think [creative writing is] a wonderful outlet for students to release their creativity, but also it’s a great place to decompress,” club adviser and AP Seminar and AP Literature teacher Lisa Callender said. “A lot of therapies use journaling — creative writing can just be like the fictional part of that and it can be a great place for students to experiment.”

Whenever an escape from reality is necessary, a step into Room 205 will not only bring one into a world of tapping keys, but one of freedom and imagination, where dreams really can come true.

by Sophia Gorba

Rhythm Games Club As the TPHS campus falls silent with students heading home for the day, a new kind of sound comes to life in Room 410. Energetic pulsing and crisp tapping fills the air as fingers fly across screens in a frenzied dance.

This is Rhythm Game Club, where members meet every other Wednesday to exchange textbooks for tablets and enter a beat-driven world.

“I have had the thought of creating this club since I was in middle school,” Co-president Esther Luo (10) said.

Often characterized by strong beats and vibrant visuals, rhythm games require players to synchronize their actions with music and visual cues, tapping the screen to a song’s rhythm.

According to Club Secretary Flora Liu (9), rhythm games came from and are most popular in Japan. Some of the club’s frequently played games include Phigros, Muse Dash and Arcaea.

Given the niche appeal of rhythm games, Luo’s goal is to connect with fellow enthusiasts while introducing these games to a wider audience, a sentiment shared by Flora.

“All of us like to play rhythm games,” Flora said. “We would like to find people who have the same

interests as us.”

Flora explained how her involvement in the club influenced her appreciation for music by introducing her to different genres.

“There’s so many types of music in different rhythm games,” Flora said. “When I started playing rhythm games, I became interested in EDM and vocaloid music.”

Club member Jiankun Yu (10), who began playing rhythm games in middle school, attends meetings to partake in the hobby with friends. “[Rhythm games] give me something to do and make me feel relaxed,” Yu said.

Yu believes that the most important thing in improving skills is to “just keep practicing.” He described how rhythm games have improved his reaction speed, perseverance and patience.

Co-president Jasmine Liu (11) — no relation to Flora Liu — explained that new players interested in joining the club can start off “playing easier versions of the game” before working their way up, just as she and other members did.

“Everyone can try,” Jasmine said. “It looks hard because we are playing a harder version, but it’s very interesting and easy to learn.”

Beginners are provided with devices to play on and are introduced to game mechanics by more experienced members.

One of the club’s biggest challenges so far has

PHOTO BY ANNA OPALSKY/FALCONER

been the lack of regular members, which Luo attributed to the specialized nature of rhythm games.

“I think there’s only a few people who like playing rhythm games,” she said. “We tried to put our videos on social media to let more people know about these games.”

Despite how the smaller club population may look to outsiders, the club does not view their group size negatively.

“It’s very common with these groups to start small,” TPHS English teacher Anusith Sounnadath, the club adviser, said. “At the end of the day, [rhythm games] are something that people enjoy, and they enjoy them for a reason.”

At TPHS, Rhythm Game Club serves as a reminder of how bonds form from shared niche passions. It is the shared love for rhythm games, and accompanying friendships made, that define the unique beat of this budding club.

by Sarina Feng

The Falconer takes a look at niche student clubs on campus.

A14 the falconer

feature

1 IN 3000 Flying to a new country with a one-way ticket, unfamiliar with the language that will greet you upon landing, is what some would call their greatest fear.

But not Leo Polidori (12), who, in his sophomore year at TPHS, was accepted into a government scholarship program to go halfway across the world by himself for 10 months and spend his junior year in Germany.

The joint German and U.S. government-funded program, Congress Bundestag Youth Exchange, had protocols for this experience; Polidori could not leave the country at any point during his time abroad, and his parents were not be allowed to visit him. Now in Germany, he had to find something to fill the void left by family and friends back home.

Over the course of the 10 months he was there, Polidori made friends he will keep in touch with for a lifetime and a second family he can visit. This, along with learning a new language, brought him closer to the German community.

“As time went on, I really did start to see [my host family] as family, and it was extremely hard to say goodbye to them at the end,” Polidori said. “They [played] such a big part in helping [me] through the hard times and willingly took me into their family to show me every aspect of German life.”

During his time abroad, Polidori disenrolled from TPHS, and attended a school in Germany.

Germany has three types of secondary schools. “Gymnasium” is the highest and most difficult out of the three,

october 25, 2023

For his entire junior year, Leo Polidori (12) studied in Germany as part of a government scholarship program.

Polidori shared what it was like immersing himself in a different culture.

which is the one Polidori attended.

“German school was very different from American school in the sense that it was more focused on academics rather than school spirit, and they really put an emphasis on learning other languages, like most schools in Europe do,” Polidori said.

German schooling systems also prepare students during the last two years of high school for a major test called the “Abitur,” which Polidori said determines how good a university a student can get into.

This experience broadened my perspective of the world and challenged me in so many different ways that I had to learn how to deal with and overcome.”

Leo Polidori (12) STUDENT

Polidori enjoyed spending time with his host family and experiencing German traditions, such as the Oktoberfest carnival, the Christmas markets and various German holidays.

“My favorite part of being in Germany was their culture — how much they did, what I learned and what I got to be a part of,” he said.

In addition to new customs, Polidori also learned about a different social culture. “[Germans] just mean what they say and don’t filter it, but once you get to know them, they are nice,” Polidori said.

While a far leap from the typical junior experience at TPHS, to Polidori, a year abroad is a part of his family heritage. His sister studied in China during college and his mother in Switzerland.

Polidori, however, feels the most connected to his grandmother, who also studied in Germany early on in her life.

“I would totally recommend this experience to incoming high schoolers,” Polidori said. “I got to meet ... [Representatives] Scott Peters’ and Diane Fiensteins’ interns. I also got to meet people from the German Parliament.”

Adapting to a new environment in a new country for a long period of time can change someone as a person. Polidori believes he has grown drastically from this experience and greatly matured.

“This experience broadened my perspective of the world and challenged me in so many different ways that I had to learn how to deal with and overcome” Polidori said.

Studying abroad for his junior year of high school is no ordinary experience. Leaving behind his life in California, Polidori embarked on the journey alone, but he gained much: an understanding of a different culture, a new language, meaningful friendships and the experience of a lifetime.

by Macy Swortwood

LEO POLIDORI

PHOTO BY ANNA OPALSKY/FALCONER

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the falconer A15

Nico Tube While most teens his age are still asleep, Nico Miguel (12) gets ready for work when the clock strikes 4:30 a.m. Donning his headphones and cracking his knuckles, Miguel clocks in for another day on the job: creating Minecraft content for his adoring fans.

Miguel, a YouTuber known to his followers as NotNico, creates daily videos about his Minecraft adventures along with his YouTube partner, a player known as Cash. From lighthearted skits to building challenges, the two film their gameplay together each morning.

“We record from 5 a.m. to 9 a.m.,” Miguel said. “Because I have a free first period we’re able to do it.”

When the Falconer interviewed him last November, Miguel’s channel boasted 862,000 subscribers. Now, almost a year later, Miguel has over 4 million subscribers spread across

his three main channels: NotNico, Nico and NicoBlox, a channel dedicated to Roblox content. According to Miguel, after having created only videos on his NotNico channel for five years, he created the new accounts last year because he needed a “fresh start.” With the Nico channel, he found a new niche. “[The channel] is more for the younger audiences, and the videos are simpler, but they require more storytelling and less video editing,” Miguel said.

His channels demand a lot of work. While Miguel remains the “main visionary” of the videos, he has 45 employees that help with his Nico channel.

It’s a big responsibility having that many people [watching you]. But also, I’m grateful that I’m able to entertain that many individuals.”

Nico Miguel STUDENT

“The production of my videos mainly consists of video editors, script writers, builders and mod (the process of adding customizations to the game) developers,” Miguel said. “So nowadays, I don’t really do much besides record.”

Reflecting on his early days on YouTube, Miguel said being an individual creator is very different from having a large production team.

“I think nowadays I like [the recording process] a lot more because I have that infrastructure of a team and [I] have people relying on me,” Miguel said. “It keeps you more accountable

and also makes you more successful because we have a bunch of people working toward the same goal.”

But his team has not only impacted the fluidity of his video-making process. According to Miguel, the expansion of his channels spurred his interest in the business world.

“At first, [my channel] was just a passion, and I really enjoyed making and recording videos,” he said. “But then it turned into more of a business because I wanted to pursue something that I would do for the long-run and also [use to get] into the ins and outs of how to run a business.”

Miguel hopes to pursue other business ventures in the future, but for now he plans to continue making Minecraft content. While he prefers not to disclose how much he makes from the monetization of his videos, the channels are helping Miguel “build the life [he] wants.”

“I see this as something that I can work on for the next five years, at least,” Miguel said.

“Obviously YouTube personalities come and go, but I think I could definitely do it for the long-run because I’ve been [creating content] for so long.”

In terms of his ever-growing audience, Miguel remains unfazed.

“The size of my audience is pretty cool.

When you actually think about it, it’s a big responsibility having that many people [watching you],” Miguel said. “But also, I’m grateful that I’m able to entertain that many individuals.”

by Kathryn Reese

PHOTO BY HOPE DENNIS/FALCONER

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the falconer A17

Linger AN ALUMNI ZINE “Linger is an idea to create something that accurately represents the colors and concepts of our minds,” the last page of the first volume of “Linger” reads.

The last page of the second volume adds: “‘Linger’ is an idea to grasp and actualize the summers which make up our fleeting adolescence.”

Photos of crushed strawberries, silver-spraypainted hands and clear skies fill the pages of “Linger,” a photography zine created by TPHS alums Kristian Reese (‘22) and Carson Petree (‘22), along with help from Hank Underwood (‘22). Zines are small-circulation, self-published magazines that stem from “underground culture,” according to Petree.

“It’s common to see a lot of smaller bands that don’t have a lot of recognition make what’s called saddle stitch zines, which are basically printed pieces of paper that are usually some sort of mixed media [and that look] very scrapbook-y,” Petree said. “[They’re] like art books that are stitched together with some sort of string or twine on the spine.”

Reese recalled the moment he first picked up a zine with Petree and Hank on a day trip to Los Angeles.

“We stopped by a surf shop in Newport on the way and saw these two small booklets for sale,” Reese said. “I picked them up and from there we studied them and began figuring out how to make our own.”

Other sources of inspiration for their own zine ranged from Tyler, the Creator’s “GOLF WANG” streetwear brand to surf magazines. Mainly, “Linger” pays “homage to other photographers and films and just the way music makes us feel,” Petree said.

“Ever since we grew more interested in music, film, photography and art in general, we’ve paid more attention to various mediums we thought were cool,” Reese said.

“I think we were initially intrigued by how

achievable it seemed.”

Using their friends as models, Reese and Petree filled the zine with photos taken in the community.

“We kept our cameras on us and just shot what we were doing throughout the summer, what our friends were doing, almost documenting,” Petree said.

Generally, the first volume is “a lot more ‘DIY’ looking,” Reese said. There isn’t “a lot of intention behind most of the photos,” according to Petree, except for the fact that the first zine is split into two parts — the day and the night.

Zines started as this informal medium that was intended to be shared amongst people with the same interests or goals. We thought that our ideas and end goal perfectly fit into those parameters. There aren’t really any rules or requirements with zines, which is cool.”

Kristian Reese (‘22) ALUMNUS

“The second one was a lot more planned out,” Petree said. “We thought of photoshoot ideas and just had a general idea of what we’d want to shoot for. Almost think of it as a scene. A lot of these feel like scenes, and they’re just various photos from them.”

After developing the photos, Petree and Reese edited them primarily using Photoshop, then formatted them “in an order that we think works the best,” Petree said.

With regard to arranging and printing the volumes, the first one again proved to have a more “disorganized process,” according to Reese.

“We originally wanted to have it printed by the end of summer 2022 … That ended up not happening,” Reese said. “Everything was pretty stagnant for a few months until our motivation toward it peaked again.”

Collaborating even at different colleges, Reese and Petree finished their first volume and printed by winter 2022. They were more efficient with the second issue, curating photographs within two months and editing in two weeks.

“As for the second volume, due to whatever experience and knowledge we had gained from the previous one, we knew what to avoid,” Reese said.

From that point on, both the volumes were distributed at the concerts that Reese and Petree organized for Underwood, who also makes music.

“The concerts are free but the magazines are ... recommended to be bought there at the show … so it was an event for the magazines as much as it was for the music,” Petree said.

Beyond the concerts, they have mailed copies to friends, as well as have displayed them at the art bookstore Lang Books in North Park.

“We got to know the owner after a while and approached him about carrying the zine in his shop,” Reese said. “He was nice enough to accept, so now there’s a couple on display there. I don’t think any have sold since being in there, but it’s just cool to know they’re in a more official space.”

According to Petree, their aim in distributing the zine is not to make a profit; instead it’s just to “get it into as many hands as we can.”

“We’ve handed them out to musical artists also,” he said. “Kristian gave one to a rap-rock group out of LA called Paris Texas. Those people were featured in the magazines in the music pages, so it was cool to get it into their hands.”

Though Petree and Reese are currently on opposite sides of the country, with Petree now studying film at New York University and Reese in San Diego, they hope they will be able to shoot a third volume in the coming summer.

“Our friend Hank is working on a small EP right now, and we’re planning to shoot some music videos for him, but I think we’ll do a smaller zine, just documenting the behind-thescenes of the music videos and the making of the album,” Petree said. “I think we’re planning that it will be way more simple, not sent to a company. We’ll just print them at home and stitch them together — kind of more on cue with original zines.”

In all their forms, zines are appealing because they’re easy to approach — they don’t require extensive experience or resources.

“Anyone who’s into photography, I would definitely recommend doing this,” Petree said.

“It teaches you to be more intentional with what you’re shooting, and I think it puts more purpose into photos … than just putting them on social media.”

Zines are an especially ideal medium to promote creative freedom.

“Zines started as this informal medium that was intended to be shared amongst people with the same interests or goals,” Reese said. “We thought that our ideas and end goal perfectly fit into those parameters. There aren’t really any rules or requirements with zines, which is cool.”

Ultimately, the goal of “Linger” is to capture that last moments of adolescence as the trio graduated from TPHS and began to carve out their separate lives.

“It was to document what we were doing before we left, to have fun and take photos of all our friends before they’re gone,” Petree said.

“The second [volume] was [to document what] it’s like to be back after everyone goes to college … It’s not the same when you return.”

While adolescence may be fleeting, photos like the ones in “Linger” can act as small time capsules for the TPHS alums. What’s a photo if not to make the feeling, the mood and the color of a moment linger a little longer?

by Adriana Hazlett

PHOTOS COURTESY OF “LINGER”

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A18 the falconer

october 25, 2023

STAR STUDENTS AUDREY CASSON Lights, camera, action!

Beginning her acting career at the age of six, Audrey Casson (11) has lived in the world of filmmaking for most of her life.

“I remember going up to my mom and telling her how I really wanted to do film and television when I was really young,” Casson said.

From then on, Casson has pursued her acting career and has enjoyed many successes.

“I started to go to LA to do commercial auditions when I was six,” Casson said. “The second audition I ever went on, I got booked.”

Featured in a Super Bowl commercial for Tide and an episode of “American Horror Story,” Casson said many of her favorite memories from her childhood are from being on set.

Recalling a particularly gruesome scene from “American Horror Story,” Casson smiled at the memory of watching a set dummy being pummeled by rocks.

“We should have been scared, but we just thought it was the coolest thing,” Casson said.

However, balancing schoolwork and acting has been a challenge. Casson explained how she often feels “stressed” and “overwhelmed” when trying to make time for both her schoolwork and her career.

“Before [COVID-19], my day-to-day life was very stressful. Being young and having all that

responsibility of meeting directors and producers was very difficult,” Casson said.

However, these challenges proved to be only temporary. Due to COVID-19, the film industry experienced many setbacks. Because of this, Casson is now able to send in “self-tapes,” by which she records her auditions at home. This new system allows her time to focus on her schoolwork and social life.

As she grew older, Casson realized that she

wanted to do more than just act.

“I want to do everything in the industry, I plan on starting my own production company, and I would love to write too,” Casson said. “I just want to be big in every aspect of the industry.”

Casson’s life in the film industry has given her many opportunities to grow both as an actress and an individual.

“I feel like [acting] has taught me how to be really mature because I had to meet people and be really professional starting at only six years old,” Casson said.

After years in the film business, Casson firmly believes that her successes stemmed from her hard work and dedication.

“If you are trying to become an actor, the best advice I can give you is to keep working hard,” Casson said. “Everything that you put in will eventually lead to an amazing payout; it may not come easily, but you just have to keep trying.” by MeLina Toppi-DeLeo

KASSEEM DEAN A music legend on the come up.

Kassem Dean (11) has been perfecting his music for the past six years and is preparing to drop his first songs.

Many members of Dean’s family are involved in the music industry, so Dean has been surrounded by music his entire life, ultimately leading him into his own world of songwriting. As early as age 10, Dean began learning how to engineer melodies in his home studio.

For Dean, the process of developing a song always starts with the beat.

“The beat is very important because the beat could go off how you feel and what you’re trying to go for, so that sets the tone for the whole song,” Dean said.

As soon as he finds the perfect rhythm, Dean begins recording the main vocal track for the song. Dean relies on freestyling and often lets the lyrics come to him naturally. Oftentimes, when he feels inspired, Dean will save lyrics in his voice memos app to use later. The last step in his process is recording the ad-lib track, which consists of the quieter background vocals on the song. This step is Dean’s favorite part of his creative process.

“I like the ad-libs because they’re quieter so

you can kind of mess around and try out new sounds,” Dean said.

But the process of producing a song is not as quick and straightforward as many people may imagine. Dean spends around two hours a day after school working on his music.

After he is finished with his original draft of a song, Dean works to master it by cutting out parts he doesn’t like or fine-tuning areas that still need work. Once he is finished with his own editing, Dean sends the draft over to a friend to master the track. Dean’s friend balances out the track to perfect it and ensure that the sound is optimized. This step is vital as it allows a form of “quality control” before his songs are made public.

For Dean, he draws a lot of his inspiration from artists like Travis Scott.

“I think Travis Scott is pretty brilliant [in] how he manages and handles himself with the fame,” Dean said.

For those who are interested in making their own music, Dean offers this piece of advice: “Be patient. In music, you are going to find yourself stuck, not being able to find the right lyrics, not finding a beat that you think is right for your mood. Be patient. You can come back to it. It’s always better when you take your time.”

by Ellie Koff

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the falconer A19

SEVEY MORTON “The sensation of panic or dread is not easy to describe, and the young subjects comport themselves exceptionally well,” the New York Times said, commenting on the documentary in which Sevey Morton (10) starred.

Released in May 2022, “Anxious Nation” sheds light on mental health and anxiety by highlighting the experiences of several teenagers. The film was co-produced by entrepreneur and author Laura Morton, Sevey’s mother. Morton’s proximity to the film allowed her to closely collaborate, turning the medium of film into a platform for change.

“Anxious Nation” is a film about anxiety in teens and children and the kind of experiences the whole cast and I have been through,” the younger Morton said.

Morton has struggled with mental health her whole life. In 2019, her mother was inspired to speak out on the taboo topic after noticing the lack of awareness around mental health.

“She thought if other people won’t do it, she should,” Morton said.

Since its release, “Anxious Nation” has been invited to over 15 film festivals and was represented by Morton on “The Today Show,” “Nightline,” and KCAL-TV. Morton has continued her advocacy work with Lady Gaga’s mental health non-profit, the Born This Way Foundation, along with her position on the teen mental health board of advisors at UCLA’s The Friends of the Semel Institute.

“With the Born This Way Foundation, I was asked how I cope with my mental health.

I said music … They had me develop a playlist that combines songs that another cast member and I chose,” Morton said.

This playlist, available on Spotify and Apple Music, is one of the ways Morton has jumpstarted a mental health conversation and reached other teens in the process.

Although Morton cherishes her work, she also expresses the difficulty of juggling her school and professional life.

“Because I missed so many days last year, I actually created a very good study habit,” Morton said.

Missing around 45 days of school for an extensive Film Festival NPR run, Morton was forced to adapt and gain independence.

Having grown up in musical theater, Morton is accustomed to the spotlight, but found it difficult to discuss her mental health experiences.

“There’s been times where I’ve not wanted to share stuff, but I know it benefits people in the shadows, so as long as it benefits people, I’m happy,” Morton said.

Morton’s work through “Anxious Nation” to raise awareness about mental health has positively impacted her life.

“I’ve gained so much confidence in myself,” Morton said.

She encourages the younger generation to use their voices and make a difference in the world.

“I think it’s important that we start now so we can make a better future for our kids and for people who can’t speak out,” Morton said.

by Gabrielle Gonzales

ADRIANN CAO Between clicks of the camera shutter, Adriann Cao (12) emerges as a rising talent in the modeling world.

Cao’s journey in the modeling industry took off early last summer, after a friend recommended he join No Ties Management, a modeling agency based in Southern California.

“They’re located in Solana Beach, so I went in there, I took some digitals and here we are,” Cao said.

Towards the end of the summer, Cao signed with the agency and has since worked on a test shoot to build his portfolio, giving him the ability to submit professional photos for possible jobs. “[Test shoots] allow clients to see what you look like in certain clothes,” Cao said.

Cao has also participated in a few classes at a runway modeling school.

“I stopped [taking classes] because there’s only so much you can teach,” Cao said. “I just thought there was some good information for the couple of classes I went to.”

Cao mentioned that watching runway videos has been a valuable learning asset as well, due to his ability to grasp concepts quickly through visual learning.

Apart from using classes and runway videos as ways to improve, Cao attended an acting program last summer through the University of Southern California. “[Acting and modeling] go kind of hand-inhand with the way you use your body or the way

you use facial expressions and looks,” Cao said.

“There’s a lot of physicality.”

Going into modeling, Cao was very aware of the struggles models face, specifically low self esteem and negative body image issues.

“You shouldn’t base your whole value on how

you look,” Cao said. “I understand that that’s a little contradictory considering this is modeling, but don’t beat yourself up over not getting a job there’s other people out there that are looking for you and your type of look.”

The accommodating and welcoming nature of Cao’s agency has helped him to avoid the pressure and negative stereotypes that often accompany modeling. To Cao, dealing with rejection is a skill that is learned “along the way,” and he has learned to not take rejection personally.

“There’s always new opportunities — more opportunities — somewhere else … maybe they’re bigger, maybe they’re better, maybe they’re smaller, it doesn’t matter,” Cao said. “I just like to take everything and make the most of what’s given to me.”

In the future, Cao hopes to continue modeling, but doesn’t consider it to be his full career.

“I think my future career would be something in the arts, like theater or screen acting,” Cao said. “Modeling for me would probably be a side thing … I’m doing it but I don’t want to settle for less than what I think I can pursue.”

As he continues to make strides through the modeling world, Cao remains grounded in his identity, yet open to new experiences. For now, he is on the path to explore, learning and growing with each click of the camera.

by Sarina Feng

PHOTOS BY ANNA OPALSKY/FALCONER

TPHS Pickleball Club hits the court PHOTO BY ANNA OPALSKY/FALCONER

Natalia Mochernak FEATURE EDITOR

Anyone who has frequented a San Diego tennis club in the last year is familiar with a newly-established cycle: the smell of a fresh coat of paint, weeks upon weeks of court renovations, all rounded out by the incessant “thwack” of pickleballs ricocheting off paddles.

Pickleball has arrived in the hearts of young and old, athletes and not, and it is here to stay.

In the past three years since the COVID-19 pandemic, tennis court after tennis court has been redrawn and reconstructed to form pickleball courts. According to the Association of Pickleball Players Tour’s Pickleball Participation Report, there are currently 36.5 million pickleball players in the U.S., and the number continues to rise. Of these millions, TPHS boasts 150 avid pickleballers of our own — members of the new TPHS Pickleball Club.

The idea for TPPB sprouted from the minds of four TPHS seniors and devout pickleball fans of many years. Their enamoration with the sport — or “art form,” as they call it — was born when they first began playing with older family members and friends.

“My dad played with a bunch of older guys and then one day he invited me to come along,” TPPB Public Affairs Officer Preston Wilson (12) said. “I was really bad at it, but I started playing a lot with them and I got better.”

The founders’ respective pickleball journeys converged on the idea of bringing the game to TPHS. “Pickleball is a rapidly growing

community, with more and more young people playing, so we thought, why not bring it to Torrey Pines?” TPPB Copresident Matt Schreiber (12) said.

But they never imagined it would gain such immense traction, almost instantaneously becoming one of the most frequented clubs on campus. Its popularity could be attributed to one of pickleball’s greatest appeals — its accessibility to people of all ages and

We just want to share our passion and love for this sport.”

Daniel Taich (12)

TPPB Co-president

overall simplicity.

“There’s less movement in pickleball than tennis, so it’s more focused on technique and less about athleticism,” TPPB Co-president Daniel Taich (12) said. “You have a better shot at being better than you would if you were playing tennis.”

Because athleticism is not the totality of pickleball, there is room for greater socialization and enjoyment — something the TPPB leaders are big proponents of.

“I love the friendly banter in the middle of a pickleball game, and the best is playing with friends for hours out there,” TPPB Secretary Grayson Wyandt (12) said.

TPPB emphasizes a culture of connectivity and an uplifting atmosphere over skill.

PHOTO BY ANNA OPALSKY/FALCONER PLAYING TO WIN: The TPPB Co-presidents Matt Schreiber (12) (left) and Daniel Taich (12) (right) partner-up for the tournament’s championship title. On Oct. 15, TPPB held their inaugural tournament at the Fairbanks Ranch Association with at least 10% of their members in attendance.

PHOTO BY ANNA OPALSKY/FALCONER EYE ON THE PRIZE: TPPB Public Affairs Officer Preston Wilson (12) focuses on his serve. Members gathered around the court at 7 p.m. on a Sunday, playing into the night.

“I think the pickleball community is very, very strong and tight knit. It feels like home,” Taich said.

Bringing that kind of positive energy to campus is a major aspiration of the TPPB, as they view pickleball as an ever-present outlet for escaping the stress of daily life.

“On the pickleball court I can really just clear my thoughts and focus on the game,” Schreiber said.

TPPB held its first pickleball tournament on Oct. 15 at the Fairbanks Ranch Association tennis courts. Though TPPB has to overcome obstacles like finding places to play, due to the current TPHS tennis court construction (story on A22), as well as accommodating the sheer volume of interested members, they are eager to see what the future holds.

“We just want to share our passion and love for this sport,” Taich said.

TPHS varsity football (5-3) lost a close game to Carlsbad High School 17-10 on Oct. 14. The Lancers quarterback, Julian Sayin, is the No.1 QB recruit in the nation and is commited to the University of Alabama in the fall. Sayin’s sisters were both TPHS Falcons and yearbook Editors-in-Chief.

PHOTO BY ANNA OPALSKY/FALCONER

tphsfalconer.org

sports

the falconer A21

DAY IN THE LIFE For the TPHS boys water polo team, game- relax by lying down and focusing on their game day rituals start before they even set foot on the strategy.

When it’s time to play, the team works pool deck.

“I have two pieces of toast and then a few together to set up the goals and prepare for bowls of cereal,” Captain Jack Mason (11), who their warm-ups.

“We hop in and start warming up by passing begins his ritual upon waking, said.

For James Halpern (10), who has been and shooting,” Santiago Gonzalez (12) said. playing water polo for nine years, it’s a bowl of “Usually by that time we’re ready to go.”

On the TPHS water polo team, many of Frosted Mini-Wheats.

While the team may begin its days the varsity players belong to either the Del individually, the bus ride is where joint rituals Mar Water Polo Club or the La Jolla Water Polo Club. Many of these commence; sitting in rows, members have been the team listens to their playing for several years “hype songs.”

“I learned … how important on their competitive club “I listen to it is to work together as a water polo teams, often Spectre by team.” with the same boys they Alan Walker play with at TPHS. to get ready,” “A lot of the guys I play Halpern said.

Santiago Gonzalez school with, I have played Once they STUDENT club with in the past, so arrive at the I’ve been around them for pool, the real years,” Mason said. work begins.

Halpern agreed.

Depending on when they “I got really close with a lot of these people play, team members either spend over the past nine years,” Halpern, a member of their time the Del Mar Water Polo Club, said.

Not only has the team enjoyed each other’s company in the water, but they have also bonded with one another and applied lessons of the sport to life outside of the pool.

“Water polo has made me more motivated both in and out of the water to work hard and get work done,” Mason said.

A day in the life of a water polo player is filled with lots of focus and fun; but overall, the friendships made and the lessons learned are truly what each player takes away at the end of every game.

With the amount of time the team spends warming together in the water, and the rituals they up their practice as a team, they have created a Falcon m u s c l e s family that aids their performance in and out by walking of the water.

The real magic, however, comes after a big around the pool deck or victory for the team, when the players celebrate stretching.

If with a team dinner at Oggi’s or McDonald’s — they are playing “40-piece and some fries,” Mason said — the later in the day, final ritual in a day in the life of the boys water many will take polo team.

by Ellie Koff the free time to

BOYS WATERPOLO PHOTO COURTESY OF MICHEAL SYKES

A22 the falconer

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october 25, 2023

Athletic facilities on campus undergo construction Liv Weaver

COPY EDITOR

Several changes, totaling $27 million currently, are being made to TPHS athletic facilities, including renovations to the tennis courts, football stadium and softball field, as well as the construction of a pool on campus, according to Principal Rob Coppo.

First on the renovation and improvement agenda are the main softball field and nearly all tennis courts, which have been under construction since the beginning of the 2023-24 school year. Both should be finished by spring, when the girls’ softball and boys’ tennis seasons will get underway, according to Coppo.

Due in part to a Title IX claim against the district that the TPHS softball fields were inferior to the basball fields, the softball field is expected to have a new Astroturf outfield as well as a permanent perimeter fence.

Varsity softball outfielder Ava Fagin (12) is especially looking forward to the reconstruction. She has advocated for the improvement of the softball field since her first year at TPHS. “This has been the Class of ‘24’s journey,” Fagin said. “To just know that

[the field] is going to be smooth and nice and clean is really exciting.”

The TPHS tennis courts have been known to have significant cracks in the foundations, according to Coppo.

The plan calls for replacing the asphalt courts with post-tension concrete courts, which offer more resistance to movement and cracking.

Girls’ tennis team co-captain Ava Elleraas (12) views this development with much hope for future tennis players at TPHS. “A lot of other sports get lots of hype and support, but tennis has never been one that has gotten that,” Elleraas said.

“Once we get more of a secure area to ourselves, it will attract more people.”

Once these two construction projects are complete, the creation of a 39-meter swimming pool is set to begin behind Building J and in front of the baseball field, Coppo said.

Locker rooms specifically for water polo players and swim and dive athletes are set to be attached within the main gym with a path from the main locker room entrances to their separate rooms.

The cost of the pool complex project is estimated at around $16 million, the Coast News reported in June 2023.

“I love the idea of being able to have [swim] meets on campus and support our teams. It would be a huge acknowledgement for our swimming programs … [and] it’d be nice to finally have a home for them,” Coppo said.

During the 2022-23 school year, the boys and girls water polo teams had to reserve times at Mt. Carmel High School for practices and meets. Swim team had to commute to the Boys and Girls Club in Solana Beach. The four students on the dive team had to go to Cathedral Catholic High School to practice at that pool during the end of their practice from 3 p.m. to 4 p.m., according to varsity diver Mary Taich (12), who spoke with the Falconer last March.

After decades of speculation about the addition of a pool to the TPHS campus, rumors of a pool on the roof of the gym notwithstanding, aquatic sport athletes will no longer have to commute to practices, nor will they always have to travel to other schools for meets.

Varsity swimmer Yifan Fang (11) took stance similar to Elleraas’, saying that with the construction of a new pool, more students will feel inclined to join aquatic teams on campus.

“Last year, we had pretty terrible timing in terms of when we could go practice at the community pool … which kind of drew kids away from the swim team,” Fang said. “Getting a pool on campus will definitely get rid of that hesitation to join the swim team and [will] get more members in the water.”

Lastly, the football stadium is projected to feature new facilities in the coming years. Parent liaisons from the football team are figuring out ways to fund a brand-new screened scoreboard for the stadium by next football season and Coppo confirmed that TPHS administration is looking into making the stadium more accessible. Proposed changes include switching the home and visitor sections of the stadium — the home section currently being further from the entrance — and increasing accessible seating.

“The opportunity to build some hype for our teams and create an even bigger atmosphere at our games is something that the kids deserve,” Coppo said.

With new facilities set to open to students within the next few years and stadium upgrades scheduled to be finalized in the coming years, TPHS athletics enters a new era.

TPHS sports managers find a special place on teams Sophia Gorba

FEATURE EDITOR

At a school as focused on athletics as TPHS, the high school experience is characterized by the frenzy of touchdowns, halftime performances, shoving bodies in the student section, popping sounds of tennis balls on the court and clouds of dust trailing players between bases.

Amidst this chaos, it is easy to overlook some of the most vital figures, ever present on the sidelines with clipboards in hand.

Chloe Pirino (12), one of the football team’s three student managers, often can be found standing on the sidelines of a football game behind a camera or holding a playbook. Pirino is responsible for writing down plays on paper, as well as recording clips of the games.

“The game day support is probably where [team managers] provide a lot of value … we couldn’t do what we do without them,” Offensive Line Coach Jake Ashby, who also teaches Intro to Business and Advanced Business Management, said. “They allow our athletes to stay on the field, because when we haven’t had team managers in the past, we had to have our own guys film games.”

The football team is not the only team that benefits from having student managers; the girls tennis team and the baseball team, among others, also enjoy this perk.

Girls tennis manager Rainey Keegan (11) has responsibilities similar to Pirino’s during matches and practices.

“I have to keep track of each match,” Keegan said. “There’s six [matches] going on at a time, so I’m constantly floating around making sure everyone is good, that we didn’t lose a tennis ball [and that we have] the scores. I’m always cheering as well, because that’s a big part of the team.”

However, the duties of team managers extend past the games themselves. While she controls the music, walk-up songs and scoreboard during the game, baseball team manager Margaret Cruz (12) also helps out with tryouts, uniforms and updating the website.

Many of the responsibilities of the team managers affect not only the dayto-day life of student athletes, but also their future prospects.

Keegan is responsible for keeping track of matches and the names of players, both of which are entered into UTR, a umiversal tennis rating used not only in high school, but also professionally. A player’s rating can be bumped up or down depending on how she did in each match.

“It can be stressful to make sure you’re not mixing up the numbers or writing down the wrong names,” Keegan said.

Additionally, being a team manager is a large time commitment.

“It’s a job where you really have to show up and dedicate a lot of your

time,” Pirino said. “I’ve gotten a lot of hours in and it’s definitely not been easy.”

However, for Pirino, the hard work needed to be a team manager is worth every bit of the effort.

“I’ve always had an interest in filming,” Pirino said. “I also love the game of football and, obviously not being able to play, it’s a great way to live through it a little bit and participate … It’s a good job to challenge me and teach me responsibility.”

The role of team manager can open doors to new opportunities in sports, even for non-athletes. “[I decided to apply for team manager] since I knew I wasn’t really going to be playing a sport in high school and I feel like I have a bunch of leadership qualities,” Cruz said.

Keegan also appreciates the opportunity that being team manager offers her. She is currently unable to play tennis due to injuries, but she played on the TPHS girls tennis team both her freshman and sophomore years.

PHOTO BY HOPE DENNIS/FALCONER SWINGING INTO CIF: Rainey Keegan (11) observes a match during a girls tennis practice. Keegan played for the varsity team as a freshmen and sophomore and now serves as its manager.

PHOTO BY HOPE DENNIS/FALCONER EXCITED FOR THE SEASON: It’s all smiles for Cruz, as baseball season is quickly approaching. Last season, the varsity team ended with a ring, clinching the Division II Southern California championship.

“We did a lot of cuts on varsity this year but I was lucky enough that [my coach] offered for me to be a team manager so I could still be on the team with the girls that I played with for the last few years,” Keegan said.

Not only are team managers vital for the technical function of their sports, but as a part of the team too.

“My favorite part of the job is how it feels like you’re part of the team ... it’s like one big family,” Pirino said.

Cruz also values the more personal aspects of being team manager.

“Being able to be with the team for four years has been really special,” Cruz said. “[It’s] been fun to see the younger underclassmen grow to varsity and then the varsity graduate.”

Even as the players and teams shift with the passing years, the chaos that comes with the TPHS athletic spirit continues, bringing with it its superheroes on the sidelines. Ever present once you know where to look, team managers, clipboards in hand, fill nearly every role but player or coach, and are just as indispensible as either.

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october 25, 2023

athletes flexibility to compete at a high level.

For Dumrauf, who competes as an equestrian and is committed to Texas Christian University, the Independent Study Physical Education program was especially helpful, as it enabled her to fulfill her PE requirement with horseback riding — something that “wouldn’t be feasible at any other high school,” she said. With this program, she was able to set aside more time to practice and compete in order to work toward achieving her goals.

All of the coaches care about your wellbeing aside from the sport, but they also care about making you a better player.”

Sydney Stewart (11) STUDENT

On top of class offerings that are geared toward the busy lives of student-athletes, the rich history of the countless CIF and state championships’ in TPHS’ athletic program attracts athletes throughout the San Diego community.

Li, a member of the TPHS varsity boys golf team and Yale commit, transferred to TPHS his freshman year from Bishops High School in order to play on a high-level high school golf team. Last year, the boys varsity golf team had five out of six on the starting team committed to Division One colleges, according to head varsity golf coach Chris Drake, who also teaches AP United States History and AP Sociology at TPHS. The recruitment process can be taxing on an athlete and sometimes starts as early as their sophomore year. Turning to adults on campus, athletes find support in their coaches and teachers.

BLUE JAYS

JOHN HOPKINS

HORNED FROGS

Every TPHS student remembers the day of their freshman orientation, the feeling they had as they roamed their new high school campus.

Maybe they remember loving the large-scale terrariums squeezed between the history classrooms, or being excited by the glitter that takes permanent residence on the floor outside the ASB room. But an image that is glued in the mind of every athlete is the moment they opened the doors to the gymnasium and their eyes met the banners of CIF and state championships lining the ceiling.

TPHS holds a long history of success in its athletics program. In the San Diego community, many students itch to have the opportunity to play for TPHS. Among the student body, TPHS is seen as having a high percentage of athletes that are committed to a four-year college or university, compared to other high schools in the area, according to TPHS Athletic Director and head track and field coach Charlenne Falcis-Stevens.

TPHS has 25 to 40 student-athletes committed to college teams each year. Currently, there are 30 committed athletes on campus, with that number expected to grow as the year progresses.

Some of those students who have been successful with the recruiting process are Sydney Stewart (11), Colin Li (12) and Maggie Dumrauf (12).

Starting at young ages and devoting countless hours to sharpen their skills, the studentathletes are excited to take on their next four years as college athletes. “[TPHS] is a big public high school that has very good sports and a good team atmosphere, which makes the sports more appealing,” said Stewart, a member of the girls varsity lacrosse team since her freshman year, and University of Southern California commit.

Setting the foundation for their careers, the TPHS culture is one that allows

STANFORD

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AZTECS

SAN DIEGO STATE

UCSanDiego TRITONS

FALCONS FLY THE NEST

Li recalled that Drake was able to assist him in the recruiting process by connecting him with college coaches and offering advice. Many other TPHS coaches do the same.

“Mr. Drake gave [local colleges] a good word about me and he also sent an email to USC and Notre Dame," Li said. "I think he definitely helped put my name out there."

Dumrauf experienced support similar to Li's from one of her teachers.

“While I navigated the recruiting process independently, I was fortunate to have several mentors who provided unwavering support. Mr. Ashby, my Intro to Business teacher last year, was one of them, offering invaluable guidance throughout the journey,” Dumrauf said. “His advice to prioritize choosing a school where I could envision myself living, rather than solely focusing on the riding team, resonated deeply with me.”

Similar to Dumrauf's experience, Stewart said that her coaches at TPHS are also there for each athlete’s mental and physical health off the field.

“All of the coaches care about your wellbeing aside from the sport, but they also care about making you a better player,” Stewart said.

The history of achievements among TPHS athletics makes student-athletes want to feel the pride of playing for their high school. The connection between the student body, teachers and coaches is second to none, and is a motivator to many to improve their game and continue to build on the TPHS legacy.

“My TPHS lacrosse teammates are also a huge factor in me wanting to play in college. The connections I have made with them and the family that we have formed made me want to have that again in college,” Stewart said.

by Makaylah Gerling

PENN STATE

A23 the falconer

A24 the falconer

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THE TPHS BATHROOM PASSES ARE GETTING OUT OF HAND ... HERE ARE THE LATEST TO DROP.

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