February 2017 Issue by Fenton InPrint

InPrint Fent n

NO MEANS NO.

Stop Sexual Harassment 3200 W. Shiawassee Ave., Fenton, MI 48430

Volume 36 Issue 5

February 8, 2017

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Fenton High School 3200 W. Shiawassee Ave., Fenton, MI 48430 Phone: (810) 591-2968 Email: inprintadvertising@gmail.com Website: www.fentoninprint.com Publication Policy The InPrint is a student newspaper published every four weeks by the Advanced Journalism class at Fenton High School. We are an open forum. If the paper prints incorrect information, any necessary corrections will be made in the next issue. Editorials Editorials are staff editorials on which the entire class votes to decide on the stance taken. Opinions expressed in editorials are not those of the administration. Columns represent the opinion of the individual writer and do not reflect those of the administration. Polls represent a random sampling of 10 percent of the students attending the school. Letters to the Editor The staff encourages students, staff and administrators to submit guest columns or letters to the editor. Letters and guest columns may be emailed to inprintadvertising@ gmail.com or deposited in the boxes in the main office or the media center. All the letters must be signed and include a phone number to verify information. Letters are subject to editing for space. Anonymous letters and those that are photocopied or addressed to a third person will not be considered. Photography Pictures considered offensive will not be run without written consent from the persons pictured and, if necessary, his/her legal guardian. All photography not labeled with a photo illustration has not been digitally altered to change. Advertising The InPrint reserves the right to edit any advertisement that is considered to be in poor taste for high school publication, or one that suggests a violation of federal, state or local laws. Through a voting process, the editorial board makes the final decision whether an advertisement should be published. Staff Print Editor in Chief: Website Editor in Chief:

Riley Wilson Tess DeGayner

News Editor: Academics Editor: Entertainment Editor: Features Editors: Opinion Editor: Sports Editors:

Ellie Bennett Emma Coffey McKenzie Lookebill Shelby Kienast, Devon Mann Carly Riggs Cameron Mathews, Michael Pearce, Brendan Triola

Multimedia Editor: Web Editor:

Jacob Angelovski Jillian Ferry

Artist:

Milo Keranen, Ellie Vasbinder,

Ad Designer: Business Manager: Business Marketing:

Haley Sordyl Vivian Huynh Gabe Weigle

Writers:

Delaney Bryson, Amber Kelly, Lauren Koscielniak, Lilly McKee, Audrey Strickhouser, Ellie Vasbinder, Gracie Warda, Madison Wheeler, Lukas Zywicki

Photographers:

Hailey Bates, Katelyn Britton, Matt Celotto, Kimmy Daley, Kaitlin Gruber, Lauren Gruber, Sena Haas, McKenna Harrington, Haley Jackson, Dow Kaenpracha, Erica Kolanowski, Maya Mead, Ryan Parks, Wilson Personett, Emma Senyko, Abby Sizemore, Melissa Tousley, Katelyn Wallace, Jaden Williams, Reagan Wilson

Adviser:

Pamela Bunka

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COVER ILLISTRATION BY RILEY WILSON

February 8, 2017

WayBound Inc. travels to Chicago to showcase products NEWS EDITOR ELLIE BENNETT

For the past three years, business teacher Bruce Burwitz has taught Virtual Enterprises International. The class is an online virtual business and as part of the VEI world, they attend trade shows. They attended the Great Lakes show on Feb. 1, 2 and 3. “VEI is a virtual enterprise, the class runs our website, we sell high end fashion,” Burwitz said. “We have a accounting department, marketing sales, Human Resources and the students receive fake paychecks. There are other businesses throughout the world that sell housing and transportation.” VEI is a class that has an online based store where they sell virtual items, they sell pictures of the clothes to other VEI classes around the world who have an account. “When we sell online, we send a picture of the item, even though we have the actual artifact,” Burwitz

InPrint

Courtesy PHOTO BRUCE BURWITZ

THE VIRTUAL ENTERPRISES International staff takes a picture at a trade show in Tennessee. The class traveled to display their product and learn from other VEI businesses from across the country.

said. “But those are for the trade shows displays. How people pay us is through virtual money; there is a central bank for VEI.” While the store is online, VEI learns how to communicate by selling their objects at trade shows. “When we are at the trade shows, we set up a booth and sell items,” Burwitz said. “While there you see people doing different jobs;

some are working at the booths and others are walking around to the different booths and buying. I encourage the people in the class to at least attend one trade show, but some students can’t come because of scheduling issues.”

the third occuring in 2022. “In 2014, we were so far behind with technology, we had fallen into a pothole,” Powers said. “For example, our computers were still on Windows XP operating system while the rest of the world was moving onto Windows 8. Before moving on, we had to first fill the hole that we had fallen into.” As phase two of the bond initiative approaches in 2018, the administration is looking to use the new technology to change how students learn on a daily basis. “We look to use the bond as not only a way of updating the machines we use, but the way we use them,” Superintendent Adam Hartley said. “I am a fan of the SAMR model. It has four steps. The first two steps are substitution and augmentation, they deal with enhancement, while the final two steps, modification and redefinition, deal with transforming the way we use our technology in the classroom. At this point, I think we have enhanced our technology enough and now we’re looking to transform and redefine how students use the technology as a learning tool.”

With the 2018 phase of the bond, $4.9 million worth of funding becomes available for the district to use for upgrades. While the district is still in the planning stages of the second phase, there is a general idea of what new aspects would be brought to Fenton as a result of the bond upgrades. “Additionally, we would try to introduce new audio-visual technology,” said Powers. “New projectors, sound systems and even furniture. Students would use these new rooms to be able to turn and move, work collaboratively.” With the technological world constantly changing, Fenton schools looks to invest its recent funding into technology that will be relevant for not only today, but in many years from now, as well. “There is so much planning put into this,” Powers said. “I spend months at a time researching possible upgrades. The choice over which technology we choose to implement is an investment into our future, so we have to make sure we provide the school with quality technology that will last for an extended period of time.”

New Year, New Tech

District plans technology implementation process Since 2014, Fenton Area Public Schools has undergone a technological transformation, using money from a public bond to install updated models of computers and software to be used throughout the district. “Before 2014, students and faculty had been using completely out of date technologies,” district technology director Kevin Powers said. “The last bond that dealt with technology funding occurred in 2005. That left a gap of nine years between the two bonds in which the district experienced no upgrades, which in the technology world is equivalent to about 30 years of progress.” The bond allocated $11.3 million for upgrades within the district over eight years. The district planned to use the funding for continual upgrades in three phases; the first occurring in 2014, the second occurring in 2018 and

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News Briefs

Tricks of the Trade

FEATURES EDITOR Devon Mann

@FHSPUBLICATIONS

BRIEFS

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Making Grade Change

Science department modifies its scoring system NEWS EDITOR ELLIE BENNETT

As students sit in science class staring at a test in front of them, they try to recollect everything they studied for hours the night before. Remembering tests count toward 75 percent of the grade for the course, they know an A on the test is needed to maintain the grade they currently have for the marking period. “During the summer, some of the teachers attended professional development on ‘15 Fixes for Broken Grades,’” science department chair Lisa Stewart said. “We all had to look at what we could do for grades to be fixed and make sure everybody is getting the grade they should receive and everyone was more on an equal playing field. One of the major fixes was to have the grade reflect what students know when they leave the class, not what they were able to do homework wise, get from a textbook and share with friends.” The science department changed the way of grading students by adjusting the percentage of formative and summative assessments. “The grade should reflect what you actually know,” Stewart said. “The 75 percent of your grade that is summative is based on your knowledge of the material and that might be a test or lab practical. Twenty-five percent of the grade is formative; these are the assessments you can collaborate on and use the Internet.” With 75 percent of a student’s grade based on tests, students now have to focus more on studying for tests and working harder on the labs. “I have had students who have not done well because they aren’t test takers and those are the people I feel bad for,” science teacher Lynnette Behr said. “They are stuck with this grade that is largely weighted on something that is not their strength. The hope is with that formative grade of 75 percent that still gives them the benefit of doing their work.” Some students have seen their grades drop because of the heavy weight of test on the final grade. “My grades definitely have been different since last year,” sophomore Gracie Niec said. “My test grades are lower because I don’t try to retake tests; I’m afraid that I could get a worse grade.” Students are given the opportunity to retake tests if they are unhappy with their original score, which is something they could not do prior to this year. “With this grading scale, students have one chance to retake a test,” Stewart said. “So if they do poorly on a test, they have another chance. The point is if students didn’t know the information the first time, they can go back and look over the

PHOTO KIMMY DALEY

PHOTO KATELYN WALLACE

PHOTO KIMMY DALEY

information they didn’t know the first time and then restudy those facts so they can come back and retake the test. But with this system, the rule is that you have to take the second grade no matter what.” In fear of getting a worse grade and having to keep it, some students will not retake a test with the new policy in place. “I’m really not a fan of the change,” Niec said. “I think it’s worse because of how uneven the balance is between the summative and formative assessments. The change has stopped me from retaking a test multiple times because I was worried I’d get a worse grade than I already had. It used to be that if you retook a test, you would either get the retake grade, the higher grade or your grade would be the mean of the two grades. But now your grade is always the retake grade, so if you completely bombed the retake for some reason, you’d be stuck with that grade instead of the higher grade.” Following midterms, science teachers will get together and compare scores from this year from previous ones. “We will be looking at the semester average grades from this year and a compare them to last year and the years before that,” Stewart said. “So if we see that the average has improved then we know it has worked.”

75%

Summative Test and lab write ups

25% Formative Homework and in class assignments

PHOTO KATELYN WALLACE

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PHOTO KIMMY DALEY

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February 8, 2017

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BREANNA SCHWARTZ

IMPORTANCE OF ART KE

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CONFIDENCE, INGENUITY AND ACCOUNTABILITY AMONG VIRTUES GAINED BY TAKING FINE ART COURSES

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FEATURES EDITOR DEVON MANN

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1. CONFIDENCE

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“Getting up in front of a large group of people is scary, obviously. Students who are involved in performing arts come to class everyday and they practice their craft. It’s the practice that they do every day that helps them gain confidence, so that when they go onstage they won’t crash and burn. They have the confidence and ability to go out there and nail their performance, regardless of whether people are staring at them from a crowd or not. We work hard in the performance arts to showcase our work, and the more they do it, the better they get. What the arts provide is a sense of confidence in yourself and your ability to create fantastic work.” - Choir Director Brad Wright

2. CONSTRUCTIVE CRITICISM

“Constructive criticism and the ability to turn that criticism into correction is one of the huge tenants of arts, especially making failure your friend. We find that the sooner you fail, the quicker you can find your areas of weakness and grow from their failures. That is the kind of mindset students need to be successful. They have to understand that success grows out of failure. However, in other disciplines, people fear failure. Some people never fail at anything in their teenage years. They’re successful all throughout high school, and then they go to college and the entire world comes flying toward them at once. They freak out and they have absolutely no idea how to deal with failing for the first time. However, students who have been in an art class, a performing arts class especially, know how to take their failures and learn and grow from them. Arts courses gives students the ability to generate success from previous failures.” - Music Director Andy Perkins

3. INGENUITY 4. ACCOUNTABILITY

ZOE

“Arts allow students to create something from nothing. To make something that is totally their own. For example, in drawing or painting, students start off with a blank canvas or a blank piece of paper and through the use of sketching and coloring, they create something wonderful and unique. Art, unlike most other courses offered in school, allows students to experiment with their creativity and ingenuity. Although there are classic techniques used in art, it is the ability of students to use these techniques to create something new and exciting that drives the creative process and the ability to make art that has never been seen before.” - Art Instructor Kristin McDowell

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- Publications Adviser Pam Bunka

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“Students who produce work in print, photo or video are by nature held more accountable for the finished product. This work is seen by large numbers of readers and viewers that extend beyond the school community. In addition to these high expectations, members of publication staffs have a self-imposed pressure to create quality on work in a timely manner. They know they must work with everyone else on thepublication staffs to collectively meet a goal. What they do or do not do has a domino effect on the other links in the chain. Results of a 2016 survey conducted by the National Association of Colleges and Employers found that nearly 80 percent of the responding employers said they looked for candidates who have the ability to work in a team. Students in publication courses definitely meet this benchmark.”

106 176 314 257 184

BY THE NUMBERS STUDENTS ARE ENROLLED IN A PUBLICATIONS ARTS COURSE

STUDENTS ARE ENROLLED IN A VISUAL ARTS COURSE

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STUDENTS ARE ENROLLED IN A VIDEO ARTS COURSE

STUDENTS ARE ENROLLED IN A MUSICAL ARTS COURSE

STUDENTS ARE ENROLLED IN A DRAMATIC ARTS COURSE

BRIANNA COX ARTWORK COURTESY ART CLASSES

Features

November 22, 2016

InPrint

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InPrint

Februrary 8, 2017

STUDENTS ARE ENROLLED IN A DRAMATIC ARTS COURSE

Features

The Learning CURVE Textbooks prove to be necessary in the classroom print EDITOR IN CHIEF Riley WILSON

OPINION EDITOR Carly Riggs

The sweet texture of paper between fingers and the accomplishment of completing a chapter is a tradition that should never go out of style. Many embrace change, especially in the classroom. However, while other aspects of the classroom can be improved through the implementation of new forms of technology, one thing that can never be replaced is textbooks. There are many reasons why textbooks are still king of the classroom. For starters, research completed by Educause Review show students who use textbooks over tablets to study have greater recall and comprehension and do better on classroom and standardized tests. This is because the brain’s recall senses are more adapted to handwritten notes and highlighting, as well as seeing where things are located on a page. None of these things could be done effectively on a tablet. Technology is also expensive and leaves low income communities with an unfair disadvantage based on wealth distribution. In addition to having to buy the actual tablets, one study conducted by The Education Business Blog revealed one selected textbook sample cost five times less than Apple’s iPad textbooks. This

further demonstrates that it is the smartest option for classrooms to forsake the use of new technology. By doing so, this will not only benefit the students in terms of their learning abilities, but will also save money. Everyone knows the saying all work and no play. While this is generally true for a classroom setting whose goal is to provide students the highest education available, tablets introduce a large version of the play concept. According to an article from the Globe and Mail, more than one third of students who use tablets in the classroom are not doing classwork with them. This seems to introduce a sense of irony, as the very thing that is supposed to help advance education turns out to be hurting it, showing that tablets are obvious distractions. Sticking to tradition is okay, especially when numerous facts reveal that tradition is better than innovation. With textbooks more comprehensible, financially sound, and less of a distraction, it is easy to see why they are very much still king of the classroom. The debate between technology and textbooks is closed, and textbooks have won.

Technology has few limits, and for a school setting, the abilities that technology posses must not be overlooked. Textbooks are becoming more out-dated and old fashioned every year; it is time for these antiquated learning devices to be replaced with new technology, like tablets. Out with the old and in with the new. As technology becomes more available to the public, more aspects of the classroom can be upgraded. One aspect of a classroom in need of an upgrade is textbooks; these can be easily replaced with tablets. Tablets benefit students in many ways. According to the U.S. Department of Education and studies by the National Training and Simulation Association, tablets help students learn more material faster. Technology-based instruction can reduce the time students take to reach a learning objective by 3080 percent. Tablets can hold hundreds of textbooks on one device, along with homework, quizzes, and other files, eliminating the need for physical storage of books and classroom materials. The average tablet contains anywhere from 8 to 64 gigabytes (GB) of storage space. On the Amazon Kindle Fire, for instance, 1,000 books take up

one GB of space. A Consumer Reports study found that the weight of a high schooler’s backpack can reach an average of 18 pounds, how much of this weight could be reduced by the elimination of heavy textbooks? A main goal of many schools is to prepare students for the world outside of a classroom. With tablets, students are able to be better prepare for a world immersed in technology. Students who learn technology skills early in life will be better prepared to pursue relevant careers later in life. The fastest growing and highest paying jobs in the United States are technology intensive. Employment in “computer and information systems” is expected to grow by 18 percent between 2010-20, according to the U.S. Bureau of Labor Statistics showing the importance of starting young. In order for both schools and students to improve, some changes need to be accepted. The receptiveness, inspiration and level of learning for students of every age can all be positively affected with the implementation of tablets. Tablets have earned their place in the classroom.

TEXTBOOK FAST FACTS

TECHNOLOGY FAST FACTS

Textbooks are almost 49 percent less likely to be stolen than a tablet or e-reader.

On average, 24 books are read per year, on a tablet compared with only 15 in print.

There are more than 20,000 educational apps available for the iPad alone.

Source: Pew Internet and American Life Project

Source: Ted Mendelson, The Independent

Source: Industrialcrimes.net

Students are able to recall information 16 times faster when the information is read on a hard copy. Source: Ted Mendelson, The Independent

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STATISTICS

Tablets must be implemented in schools to ensure development

Opinion

February 8, 2017

Check out fentoninprint.com for more comparisons between textbooks and tablets.

InPrint

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What’s On Your Mind? Should colleges look at students’ social media during the acceptance process?

Public Posts

Photos Carly Riggs

Luke Curran | freshman

“If there are two students who have the same credentials and the only difference between the two is that one of them shows online that they have no real drive to achieve then I think it would be necessary for a college to see that.”

Colleges have the right to view what is posted on public social media sites

Haley Skank | senior

“I would be fine with colleges looking at what I post because I know I can be mature with what I put out there. If you can’t post mature things, that’s your own fault.”

Erica Korzenowski | sophomore “I think that it would be necessary for colleges to look at that. People can fake a lot of things on applications and colleges should be able to see the other side of a students if they want.”

Jaden Moore | sophomore

Twitter, Snapchat, Instagram and Facebook are all big names in the social networking world. With the impact of technology today and the level of competitiveness for universities, college admissions officers are looking at more than just student applications for acceptance, they are looking at student social media as well. Just as employers now regularly peruse both candidates’ and existing employees’ social media activity, it is a safe bet that colleges do the same. One survey of college admissions conducted by Kaplan Test Prep found that 35 percent of admissions officers have visited more than one of an applicant’s social media page to learn more about them. First Amendment rights do not stop at the school doors, nor do they stop once a student logs onto a social media account. Congress shall make no laws abridging the freedom of speech. Students are free to say or post whatever they wish to online, but they need to be held accountable for it. A public online account should come with the knowledge that any person can see what is being said. Making a social media account private is one way to resolve this issue; colleges are unable to look at a profile that is private. Making it private is a good idea anyway; on most social media, a private account means your name won’t come up in search results and it limits your digital footprint. Because colleges receive so many qualified applications, they’re typically looking at social media to see if it tips the scales in anyone’s favor,

“I don’t think social media should be a factor in acceptance at all. Everyone acts different with their friends or on social media than they do in school. If you have good grades and the will to learn, that’s all that matters.”

not to dig up dirt. One study from the University of Arizona showed that 39 percent of administrators viewed students’ “profiles” online specifically to “aid in the admission of a student.” Admission chances should still overwhelmingly be decided by the traditional factors of high school GPA, standardized test scores, letters of recommendation, personal essays and extracurricular activities. However, taking a peek at a student’s social media that is open to the public is neither unconstitutional nor immoral. If the idea of admissions officers looking at your social media is unappealing or concerning, then maybe steps should be taken to “clean STAFF ED The staff selects a topic for each issue and votes to determine up” your online the direction the editorial will take. The presence. Colleges majority rules and the editorial is written can, and will look from that angle. into student social media. Everything AT ISSUE Should colleges be able posted online view social media accounts when making publicly is open final determinations about students’ acceptance? for anyone to view, and it all stays online permanentOUR VIEW Yes. Colleges be able view social media accounts when making ly. Maybe next final determinations about students’ time students will acceptance. think twice before turning to social Agree: 13 media and posting questionable acts. Abstain: 5 Disagree: 6 www.fentoninprint.com

Milo Keranen | senior

“What people post on social media is public; it is not an invasion of privacy if you willingly put something online on a public site. Colleges should be allowed to see who you are on paper as well as online.”

Austin Waligor | junior

“I think that colleges should be allowed to see that. A lot of students post stupid things online, so I could understand why schools would want to check it out as a precaution.”

Dalanie Morgan | junior

“If you post on a site like Twitter, I don’t see why a college would have any interest in looking at it anyway. Nothing said on any popular social media sites should have any weight on college acceptance.”

InPrint

February 8, 2017

Opinion

SEXU HARASS

With increasing cases recorded close to home, re PRINT EDITOR IN CHIEF RILEY WILSON

Sexual harassment is any physical, verbal and/or visual conduct, sexual in nature, that crea “ violent act or assault involving a spouse, child, domestic partner or someone in which the susp

70 assault complaints in 2016, many of which were domestic violence cases. Domestic violenc

All data from the U.S. Department of Justice, the U.S. Department of State & equalrights.org

Signs of Sexual Harassment

Unwanted Physical Conduct

Gender Based Insults

Obscene Gestures

“This for That”

Unwanted Sexual Advancements

B y th e N u m b e r s 1.8 Million

35.2%

5.2%

Adolescents that are the victim of sexual assault

Of victims are between the ages of 12-17

Of college students will have raped

90%

18%

1 in 6

Of children know their abuser

Of women have been raped

Boys are sexually abused before 18 years old

1 in 10

1 in 5

30%

Adolescents are the victim of sexual harassment

High school students are abused by a partner

Of assault cases are reported to the police

30%

1 in 10

Of rapes occur while the victim is at work

Report having PTSD from sexual assault

Women will be raped by an intimate partner

Sexual Harassment Awareness

February 8. 2017

InPrint

www.fentoninprint.com

UAL SMENT ART OLIVIA DORENZO

ecognize the various signs of sexual harassment InPrint nline

ates an intimidating, offensive or hostile environment. Domestic violence is a pect has an ongoing dating relationship or child in common. We investigated ce is something, unfortunately, we deal with on a regular basis. - Fenton Police Chief Rick Aro

”

Verbal Harassment

Request for Sexual Favors

Unwanted Touching or Grabbing

Unwanted Sexual Visuals

Sharing Sexual Photos

ART

Check out fentoninprint.com to view staff Artist Milo Keranen’s drawing of the cover.

Unwanted Online Sexual Messages

Obsessive Behavior

C o m b a ti n g S e x u a l H a r a s s m e n t Know the Laws Federal Law Title IX prohibits “sex discrimination in educational institutes, programs, and activities that receive federal aid assistance.” This law makes various discriminations illegal, including “sexual harassment, gender-based bullying, and sexual violence.” Title IX also forces schools to take “immediate action” in the case of a sexual violence report, and take steps to ensure the elimination of a hostile environment and that a similar incident would not occur again. According to the Fenton High School Handbook, if a student participates in criminal sexual conduct the student will face expulsion as persistent with the Michigan School Code.

Report the Abuse

Understand the Signs Many men and women are in abusive relationships without even knowing it. The signs above are just examples of what sexually abusive relationships look like.

Don’t Feel Ashamed Research shows that victims of sexual assault feel ashamed for being sexually abused. Police officers urge the use of therapy and counseling, and want the victims to remember that their attacker is at fault. www.fentoninprint.com

InPrint

According to the U.S. Department of Justice, 70 percent of sexual abuse and 12 percent of rape cases do not get reported. While it may be difficult for many to admit that they were a victim of sexual abuse, it is illegal and many police officers encourage victims to report their abusers. In order to keep communities safe, many states have a registered sex offenders list. Any citizen can look at the list for free to see if any registered sex offenders live in their neighborhood or city. The Department of Justice also reports that sexual abuse has decreased 62 percent in recent years, and many people think it is due to more people reporting their assaults. February 8, 2017

Sexual Harassment Awareness

Showcasing Accomplishment FEF inducts Fenton alumni into the Athletic Hall of Fame SPORTS EDITOR CAMERON MATHEWS

As she walks through the halls between classes, P.E. teacher Rebecca Moore steps by the showcase by the auxiliary gym and looks back at her accomplishments; the showcase is known as the Fenton Athletic Hall of Fame. The hall is used to recognize the talent from past athletes. “From my own experience as an athlete, I developed a great appreciation for those who worked hard and achieved just like kids who worked just as hard in music, arts and academics,” former FHS athletic director Ken Wensel said. “I always looked for ways to honor and bring attention to great effort and great accomplishment, so knowing about Fenton’s great athletic tradition, I thought that it would be a really good idea if we came up with a hall of fame for the high school.” The Hall of Fame is not only used to recognize successful athletic figures over time, it is also a way to fundraise for the Fenton Education Foundation. “The Foundation supports academics, arts, and athletics,” current athletic director Mike Bakker said. “In the past, we have tried to hold specific events in order to support each endeavor; the Athletic Hall of Fame helps support the athletics. They tried to find events that would help showcase and support other endeavors as well.” Sponsorships supported the foundation; ticket sales and meals for the inductions were one of the ways to raise money. Over the years, funds were raised in order

for the Education Foundation to support larger projects. The baseball and softball scoreboards were examples of how they have supported athletics. “We had a lot of people here who gave us money; we probably took in $55 to $60 thousand. When I retired, we had close to half of that amount that was still available,” Wensel said. “I was with the foundation for six years; one year prior to the creation of the Hall of Fame, in 2007, and then I was the head of that area for the next five years. I stepped down in 2013.” Wensel worked for the high school for 30 years prior to joining the FEF in 2007. After Wensel retired from Fenton schools in 1999, he volunteered for different communities until he joined the FEF. “The person who was the head of the foundation heard that I was trying to start a Fenton High School Hall of Fame and so he asked me if I had thought about being a part of the FEF,” Wensel said. “He also said he would be able to fund some money for us to help get us started; we ended up going that route. I was involved with that for about six years, one year to lead up to the actual start and the five years that I headed it up.” During the time Wensel was in charge of the Hall of Fame committee between 2008 and 2012, he said about 35 people were inducted. To be inducted, there is an application that needs to be filled out 10 years following

The Wall of Fame

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ARTICLE CONNECTION

Visit www.fentoninprint.com to learn more about how the athletes feel about their accomplishments.

PHOTO MAYA MEAD

The following students are currently All-State Athletes. These students have the potential to be inducted into the Hall of Fame 10 years following their graduation.

PHOTO WILSON PERSONETT

Taylor Shegos | 11 Reid Thompson | 12 Zoe Weinberg | 12 Fall 2015, 2016 Fall 2016 Winter 2014, 2015 DIVING Place in the top eight spots at state finals.

Sports

FOOTBALL

SKI

CROSS COUNTRY 1. Qualify for the state meet at the regional meet. Finish in the top 15 places to qualify. 2. Finish in the top 30 places at state meet. PHOTOS RYAN PARKS

Andrew Bond | 12 Fall 2015, 2016

PHOTO WILSON PERSONETT

InPrint

www.fentoninprint.com

PHOTO MACYN STEVENS

Alexa Keiser | 9 Fall 2016

Cami Teimann | 10 Fall 2016

COURTESY PHOTO MADDIE HALL PHOTO EMMA SENYKO

Liam Adams | 12 Fall 2016

Logan Carter | 12 Spring 2015

Maddie Hall | 12 Spring 2014

Jess Warford | 12 Fall 2016

SOCCER

SOFTBALL

TRACK & FIELD

VOLLEYBALL

Be selected by a specific Place in the top 10 plac- 1. Get voted to the panel of journalists in All-District team. es for first team at the the state of Michigan. 2. Get voted by all division finals. coaches in the region. 3. Top 12 spots are ranked first team AllState. February 8, 2017

their graduation. Moore was inducted in 2012 because of her athletic accolades from her high school career. “The two big accolades are making All-State and getting on the Wall of Fame for being All-State,” Moore said. “I was named for All-State for softball in 1995 and 1996 and for volleyball in 1996; I also played basketball in college. Being in the Hall of Fame is very humbling; I have a lot of pride in this school. And I couldn’t have done it without the support of my teammates, my parents and my coaches. You learn a lot of things and that is what helped me get the accomplishments I earned.” When filling out the application, the person filling it out must include all high school, collegiate and professional accomplishments that were made by the athlete. Then the committee takes all that information into consideration when being nominated, and then eventually inducted. Wensel believes that a lot of good came out of inducting these athletes . “I am pleased with how proud the kids were when they were notified that they had been nominated to become a member of the FHS Athletic Hall of Fame,” Wensel said. “I was appreciative at how much had it meant to them. And I think there are a lot of people who are very proud of Fenton in different ways. I was just really pleased with being a part of that; to do something good for FHS and for the kids who graduated.”

1. Earn first team All-Conference title. 2. Earn first team All-District title. 3. Be named as second team, or greater, in the region to be All-State.

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Place in the top eight spots at state finals.

1. Be submitted for qualification for the regional team. 2. A representative must present season highlights in order to be considered All-State.

We Are PHOTO LAUREN GRUBER

HOCKEY

A pass across the ice from Linden senior Ian Crampton to senior Bobby Temple scores the winning goal for their team. On the ice, their celebration for one team; one family. Even though they continue their brothership off the ice, they part ways to their different high schools. Outside of the games, Crampton goes to LHS, while Temple attends Fenton. “There is a rivalry between the schools; there are fun jabs and jokes toward one another when it comes to school pride,” hockey coach Will Dawson said. “However, growing up playing hockey they are use to playing with kids from different schools so the rivalry is set aside and everyone fights for the team regardless of which school they come from.” Temple said that the tryouts for the team involved tough competition between all the competitors and that it is important to remember that it’s healthy competition, and not rivalry. “I did not feel a sense of rivalry or pressure at tryouts,” sophomore Joe Loria said. “I’m on a spring league in Flint called the I-69 and so are a lot of the other boys on the team. I went into tryouts knowing the other kids from Linden, which helped calm my nerves and make me feel comfortable.” Much like the relationships on the team, the fans and parents stress that no matter what school they are from, they support the team as a whole. “Even though the kids come from different schools, the parents do not let this come between them,” Temple said. “The fans who come to support us cheer for the whole team. It does not matter whether they are from Linden or Fenton. The fans get to see their friends from the different schools, which seems like it would be fun.” The hockey team was created in 2013 with players from both Fenton and Linden because both schools had enough members to support the program. Six of the 19 players are from Linden and 13 from Fenton. Their next game will be Feb. 10 at Pinckney Arctic Coliseum.

SKI

Fenton teams up with surrounding schools to form winter sports teams WRITER AUDREY STRICKHOUSER

Fenton, Linden and Lake Fenton combine athletes together in three sports during the winter season to compete; they are gymnastics, hockey, and ski. Having cooperative teams ensures having a full team to compete, week in and week out. The coaches say that their attitudes unite each of their teams, despite the different schools each member comes from.

COURTESY PHOTO DEVON MANN

Watching them dodge gates mid-race, a spectator will notice the Fenton Tiger and the Linden Eagle appear on the backs of skiers’ jackets; Fenton and Linden have combined forces to form the ski team. The boys and girls compete separately at the ski meets, yet represent a whole team on and off the slopes. Some skiers have said they feel as if they can tell each other anything because of all of the time they spend together. For example, when junior Annie Koester says “feel the nern, feel the nern” the whole team knows exactly what she is talking about. “Our team is very tight-knit,” sophomore Parker Bundy said. “We all know each other well. We went up north on a team building trip to get to know the newcomers and strengthen our relationships more. We wanted to also get to know our coaches. To help us bond, we go out to dinner after every meet.” After the ski team finishes the meets, they stop at a Wendy’s on the way home. The team spends time together by grabbing a bite to eat. “Going to Wendy’s after the meets is truly one of our favorite things to do,” junior Lexi Scheer said. “Both the boys and girls take part in this because we all love hanging out together. Getting to know the team better is the whole point of bonding activities; these activities make our team stronger, which is the ultimate goal.” Head coach Tim Hiscock was the first to lead a co-op Fenton and Linden ski team. He sometimes takes part in the team bonding activities, but mainly focuses on coaching the team and by maintaining a positive relationship with all the skiers. “The first co-op team was in 2012, when Fenton and Linden merged together,” Hiscock said. “When I started in 2012, we were looking to increase numbers on the team. At that time, we had 13 total from Fenton and Linden; I believe only one was from Linden. This year, we have 29 student athletes on our team, with 27 from Fenton and two from Linden.”

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COURTESY PHOTO MONICA STEPHANSON

GYMNASTICS

Freshman Morgan Smith turned to the left to talk to her teammates. She wanted to pump them up at their meet. Smith knows how to get the girls motivated due to the amount of time they have spent with one another in and out of the gym. “I’m very close with the girls on the team,” Smith said. “Everyone’s very nice and supportive. We don’t only spend time with each other at practice and meets, but we do some other stuff not related to gymnastics. We are a close team that loves to hangout and do fun and simple things with each other.” The team made blankets as a form of team bonding. The blankets are used on the bus rides to stay warm. They are also used at meets to keep themselves warm between the different events. “Making the blankets was a great experience for the team, especially for the newcomers,” sophomore Carly Kozlowski said. “We all sat on the floor and helped each other tie the blankets together.” Gymnastics coach Nancy Holden created the combined team in 2014 to ensure having enough participants. Creating the team is something that Holden has wanted to do for a while. “I had talked about having a high school team for many years,” Holden said. “So as a group of girls from my youth program were getting ready to move onto high school, it seemed to be the right time to move forward with starting the high school team. All of the schools were very receptive to the idea.” Holden said it’s important to know that athletes are not chosen for the team based on which school they come from, but on their individual ability. “As new kids join the team, regardless of where they are from, we become one and work for the common goal,” Holden said. “A rivalry may be something you see with other sports, but in our gym we are one team. When we compete against other schools, we are represented as one: LFLF, Linden-Fenton-Lake Fenton.”

InPrint

February 8, 2017

Sports

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Wrestling team fills every weight class SPORTS EDITOR BRENDAN TRIOLA

Six points. In football, that is good for one touchdown. However, if a football team had to give up an automatic five touchdowns because of a lack of players in their lineup, their probability of winning would decrease dramatically. In wrestling, teams are awarded six points if they pin their opponent, which is the greatest number of points that one wrestler can contribute. But if the team does not have anyone who can wrestle in a specific weight class, it has to forfeit six points to the other team. When the wrestling team competes in a meet, the weight classes begin at 103 pounds, followed by 112, 119, 125, 130, all the way to heavyweight. Each school’s top wrestler at every weight class takes on the other school’s top performer. With each weight class filled, the Tigers no longer have to give free voids to their opponents. “In all of the years I have followed Fenton, this is the fullest line up ever,” varsity coach Brad Beverly said. “It’s hard to recover when you give free points from free voids.” In his first season with the team, Beverly has noticed a pattern; he said the team’s practices have contributed most to the wrestlers’ successes.