Senior issue

Grant Magazine grantmagazine.com

Senior Issue 2017

In this issue...

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Small Talk

Eleven seniors talk about their experience at Grant and what’s in store for the future.

By Grant Magazine Staff

Photos by Mako Barmon

A Foreign Perspective

New Year, New ME

Nepali immigrant Sagen Maharjan has had to overcome language barriers. Now, she gives other English learners a voice.

Six Grant seniors look back on their experiences throughout their four years in high school.

How have they changed?

By Sydney Jones

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21

16

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By Momoko Baker

Giving Back

By Mackie Mallison

Sidney Jones’ understanding of how to cope with her own mental health issues has led her to mentor others.

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26

Swimming to the top

By Kana Heitzman

Senior Sam Harquail has shown immense success in his years of swimming for Grant. But he had to hit rock bottom before reaching the top.

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Goodbye, grant

By Grant Magazine Staff

With Grant undergoing construction this summer, students reflect on their favorite places during their time on the Grant campus.

Senior Wills

Compiled by Toli Tate

After four years of memories and experiences, Grant seniors pass down their advice, traditions and more.

They’re OFf! 18

The Grant High School class of 2017 shows us where they’re headed next year, both in the U.S. and abroad.

Compiled by Charlotte Klein, Ella Weeks and Kali Rennaker

Senior Issue 2017

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Quick Mag The Senior Edition

Senior Confessions

To the class of 2017: This will be the last graduating class before the remodel and modernization of the current campus. Over 90 graduating classes have left their legacies here. The class of 2017 will be remembered for their leadership, activism and accomplishments in athletics, academics, community service and commitment to social justice. Members of this class began to address racism at Grant which resulted in schoolwide race talks and the Race Forward Program that has had a significant impact on our school climate, teaching and learning.

Thank you for taking action when it was needed. As you venture out into the world, remember that accomplishments don’t just happen but are the results of taking action.

Wynton Marsalis (composer and jazz musician) said: “It’s harder to build than destroy. To build is to engage and change.

In jazz, we call progressing harmonies changes. Changes are

Interviews by Jessica Griepenburg and Narain Dubey

Sam Selis, 18

Grant Magazine file photo

like obstacles on a speed course.

They demand your attention and require you to be present. They are coming ... they are here ... and then they are gone. It’s how life comes. Each moment is a procession from the future into the past and the sweet spot is always the present. Live in that sweet spot. Be present.”

“Be present” for the graduation season, enjoy this time and celebrate your accomplishments.

Thank you for all of the building you did during your four years at Grant. You have modeled for classes that will follow you what it means to be a General.

Best wishes.

- Principal Carol Campbell

“When I was a freshman, my biology teacher, Mr. Street, gave me one of his classroom goldfish as a farewell gift. But I got rather careless with the fish and did not take proper actions to keep the fish in an environment that was suitable. The fish passed away later that day. I'm so sorry, Mr. Street.”

Kirsten Rydell, 17

“Junior year in robotics we needed something to be a cover for the wiring on the robot we were building.

Not wanting to buy one, we flipped over a desk in the room and sawed off the cubby and attached it to the robot.”

Koby Haigerty, 17

“Every time I found anyone still logged into a school computer, I turned their entire profile into a random teacher, animal or lesser known celebrity. I never change or delete anything important, but it's kind of a warning to log out of everything.”

By the Numbers:

15 87

The number of seniors traveling after graduation.

The percentage of the senior class attending college in the fall.

56.8

The percentage of students going to college in Oregon.

GHS Bummers: Class of 2017

2.9 9 22

The percentage of the senior class working after graduation.

The number of seniors going to school internationally.

The number of states in which seniors will attend school this fall.

Goodbye lead water fountains...

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1. Having 6 required classes 2. College Applications 3. Senior facebook page drama 4. Any assignment during second semester 5. Saying Goodbye to friends

Goodbye falling ceiling tiles...

A condensed version of Grant Magazine that has almost nothing to do with just about anything else.

Freshman Year

Senior Year

Vs.

When the Last Day of School Arrives

By Julian Wyatt

The birth of Prince George

In the News

Circle skirts

Fashion

The Goodwill bins

AskFM

Social Media

Grant senior Facebook page

Everyday

Attendance

Review: Fidget Spinners

By Dylan Palmer

5/5

Donald Trump

“Eh ... When I feel like it.”

Fidget spinners originated as a device to help people who struggle with ADHD, autism, anxiety and other disorders that cause people to have a hard time focusing. But lately they’ve become a fun toy for anyone to enjoy. As an onlooker, fidget spinners come across as a complete and utter waste of time and money, but all it takes is a few moments alone with one of these things before you realize: You don’t want a fidget spinner, you need one.

grant poll:

Majoring in Music

46.3%

Terrance Greene

42%

11.73% maybe Data collected from 162 senior votes from a Grant Magazine survey.

Goodbye leaking library...

By Georgia Greenblum

Engraver Arnold

Do you feel like Grant has prepared you for life after high school?

Yes

When they Were Young Seniors look back on what they wanted to do when they were young and their plans now.

No

Modeling and majoring in Criminal Justice

Hazel Frew Majoring in English

Goodbye unpredictable heaters...

“I wanted to be a circus performer. I'm still really into the performing arts so I guess it hasn't changed too much, but I don't exactly see the life of an acrobat in my future. I'm going to school to study music composition. I don't think I could be happy without some form of art in my life.”

“When I was a kid, I wanted to be a model and now look where I'm at. I'm a model, ya feel me?

I followed behind my parents, both of them are models, so it ran within the blood line.”

“When I was little, I wanted to be an ice cream truck driver. I was in it for the free ice cream and I liked the idea of making people happy ... Now I want to do something involving writing. Writing is something I have always loved to do, and I hope I can use it to make some sort of difference in the world.”

Goodbye Grant.

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In Reflection

Times Are Changing

contact us Grant Magazine 2245 NE 36th Ave. Portland, Ore. 97212 (503) 916-5160

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grantmagazine@gmail.com

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@grantmagazine

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Editors-IN-CHIEF Sarah Hamilton Sophie Hauth Finn Hawley-Blue Molly Metz Blu Midyett Kali Rennaker

DEsign Editor Julian Wyatt

Online editor Charlotte Klein

Video editor

Mackie Mallison

editorial page editor Dylan Palmer

Editorial Policy We encourage the community to participate in our publication. Grant Magazine accepts guest editorials, letters to the editors and corrections. Please include your name and contact information with any submissions.

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Grant High School has come a long way since I was a freshman.

Let’s continue to move in the right direction.

s I approached the front doors of Grant, I started to slow down. I hesitated before I walked in, my nerves nearly getting the best of me. At this time, I was a junior and had walked through this corridor hundreds of times before. But that day, it felt different.

Dylan Palmer When I finally mustered the strength to enter the school, I saw a banner hanging above me in center hall that read, “Race Forward.” I was anxious about how the event would go, but when I saw that banner, I was filled with pride that I was going to a school where something like this was happening.

During my time at Grant, there has been a vast transformation in the school. Events that spurred conversation have contributed to creating a student body that is far more socially and politically engaged than ever before. I couldn’t have imagined this would happen in earlier years.

During my freshman and sophomore years, I remember having some conversations in my classes about social issues. In my freshman English class, we watched “Miss Representation” and discussed gender inequality. In Living in the U.S. my sophomore year, we watched a documentary on housing discrimination and debated whether or not reparations should be paid to descendents of slaves in the United States.

At the time, engaging in dialogue on these topics truly felt like a revolutionary act. I had not talked with my peers in any meaningful way about these topics before, and certainly not in a classroom setting.

But these discussions rarely expanded beyond the classroom. Before class conversations, some teachers told students, “Whatever happens in this class, stays in this class,” sending the message that students shouldn’t continue dialogue on these issues on their own. Most often, conversations never reached into how issues like gender or race were playing out in the Grant community.

However, there were some people doing good work to spark important conversations. My junior year, Speak Out Week became more focused on spreading awareness around LGBTQ+ issues. The assembly highlighted the experiences of students at the school and brought me to tears. I left the assembly more mindful of other identities and their realities, and I think many others in the school did too.

That year, I had my own hand in trying to create change in the school. As the Vice President of Black Student Union, I helped organize and participated in a black student panel called a “fishbowl.” Teachers and administrators sat silently in a circle around us as we discussed our racial experiences relevant to Grant. A common sentiment among us was that we didn’t feel represented in our classes and curricula. The staff listened and used what they learned from the fishbowl as a jumping off point for their later professional

developments.

Later that year, I experienced a racist incident on the soccer team, and I worked with members of the administration to organize a restorative justice session with my teammates. But we all recognized that the issue of race had to be confronted in a bigger way because racist incidents were occurring every day.

This led to the creation of the Student Equity Team.

We were tasked with starting a schoolwide event meant to normalize conversations about race, which is now known as “Race Forward.”

The impact of Race Forward is sometimes hard to detect, but overall, students say that there has been a vast increase in awareness and conversations surrounding racial issues. Just the other day I walked into the College and Career Center and stumbled upon a discussion about gentrification and how it was impacting the school.

The influence of other events – like the fishbowl – have had a much more visible impact on the school.

For my senior year, Grant implemented Latin American Literature, Feminism and Gender Studies, Ethnic Studies and expanded Living in the U.S., all classes that focus on identities and narratives traditionally left out of core curricula. These classes have helped students think critically about systems of oppression.

With a nationwide awakening due to a shifting political climate, Grant High School has truly become an environment defined by meaningful dialogue and action around social and political issues.

This was clear about a month ago when a teacher wrote an essay denying rape culture’s existence. I saw a larger response from the staff and student body than I’ve ever seen when something controversial happens.

The Grant community needs to continue to pursue change by uplifting and empowering student voices.

In order for this to be successful, the whole Grant community must step up. The student body must continue to prioritize important conversations and advocate for what they believe in. Students must realize the power that they wield to create real change at Grant.

The administration cannot rely on their past successes to carry their reputation. They must continue to evaluate their practices, and it’s imperative that they emphasize student voice as an engine for their work.

The staff needs to be supportive, receptive and willing to adjust curricula and lesson plans to better serve all students. They must be prepared to learn just as much from students as they plan to teach them.

As we leave this Grant building behind and move to Marshall, we can’t leave behind the lessons we’ve learned and the work we’ve done. ◆

Dylan Palmer is a senior and Editorial Page Editor for Grant Magazine.

Small

Talk Leticia Farini, 18

Family: mother, Karla Normington; father, Carlos Farini; brother, Nicholas Normington What’s next: Universidade Salvador in Salvador, Brazil, while working part-time.

Can you tell me more about what you’re doing in Brazil?

In the first two months, I will be studying at an international school. I’m also going to be doing a part-time job, visiting communities that need help with homes and babysitting kids, mainly just doing a lot of community work down there in the favelas.

What motivated you to help?

Basically, what happens is the government kicks out people from areas in Brazil who aren’t contributing, so they all go to one place with a restricted amount of food, a controlled amount of light … It’s getting really bad because there is a lot of drug trafficking, and so I am hoping to go there

and help kids.

Why did you choose Brazil?

I used to live there for seven years – born and raised – and so I wanted to go back to my roots. I decided that I wanted to go home and see my family back in Brazil. I also thought that I wanted to give myself a new experience and to maybe find myself before I go to college.

What else are you most excited for in Brazil?

I am really excited to see my dad. I have spent a really long time without seeing him.

I had to come here by myself on a green card and just had to wait and wait and wait all by myself, so it’s been hard. I lost a lot of time with him just by growing up by myself here, so I am just really excited to go back and reconnect with him.

– Interview by Narain Dubey, photo by Mako Barmon

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Annika Hawkins, 18 Family: mother, Carolyn Morris; father, Kevin Hawkins; sibling, Bion Hawkmorr What’s next: Portland Community College Reflecting back to your freshman year, have you changed at all?

Oh yes, I’ve changed a lot. Obviously I like talking to everyone, and in my freshman year, I didn’t really talk to anyone.

When did you start to come out of your shell?

A smile can go a long way. I feel like that’s when I realized there’s no point in being shy.

Let’s make these four years the best they can be. I love being around people … I just feel

like I have so much energy, and that’s just how I express my energy, by talking to everyone and being everyone’s friend and making sure that everyone’s feeling … okay before I go on with my day. I say “hi” to everyone because I like seeing everyone smile and making sure they have a great day.

What do you get out of making another person smile?

It just makes me happy seeing other people happy ... making someone else smile and hopefully keeping them (smiling) throughout the day.

– Interview and photo by Mako Barmon

Evan Brucker, 18 Family: mother, Dawn Brucker; father, Charlie Brucker; sister, Ella Brucker What’s next: United States Naval Academy, then five years as an officer in the Navy.

What made you decide to attend the U.S. Naval Academy?

I was planning on doing the ROTC (Reserve Officer Training Corps) at OSU. It’s not as strict as the Academy, but it’s like the Academy as they do marches and physical training. You’re training to be an officer. But I had two neighbors who applied to the Academy, so their interest got me into the Academy, and then I applied, and then I got in.

How did you know that this is what you wanted to do?

I had two grandparents, and one was in the Army, and one was in the Air Force ... I guess what they

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have taught me and shown me … the morals that they’ve bestowed upon me have helped me learn who I am and who I want to be …

Not everyone has the chances that we have, so to give everyone that same chance is the right thing to do by preserving rights, keeping people safe and using my skills to do that.

How do your parents feel about it?

My parents and my sister were kind of nervous of me going into the Navy, I guess at first. But then once they got to explore the Academy and got to see what it offers me both now and in the future, I think they calmed down and got to see what a good opportunity it is for me.

– Interview by Toli Tate, photo by Molly Metz

Nina Radford, 18 Family: mother, Shawn Radford; father, Mark Radford; brother, Armin Radford What’s next: University of California, Santa Barbara on a basketball scholarship.

Why was it important for you to play basketball in college?

That was the goal. Basketball is important to me because it’s been such a huge part of my life, and I’ve invested so much time and effort into it – I didn’t want to give it up just because I was leaving high school.

In terms of college, it was important for me to play basketball and get a full ride scholarship because I love the sport, and I didn’t want to pay for college.

Did you ever consider trying something other than basketball in college?

I had considered it. But not too seriously, though. It

was brought to my attention by some people that it was an option, and that I didn’t have to go to school to just play basketball. However, it was such a big part of my high school years, and I wanted to continue doing what I was interested in once I graduate. There is a comfort of basketball that is really important to me – it’s something that I’ve always known. When I’m playing basketball, I’m not concerned about anything other than what I’m doing. It keeps me in the moment.

Now that you’re leaving high school, what words of advice would you give to future Generals basketball players?

If you want to be good, you have to work hard at it.

There are always other players that are working just as well or harder than you. So if you want to be the greatest basketball player you can be, you have to put it all out there. It could take a toll on your social life and other stuff like that, but in the end, it’s worth it.

– Interview by Narain Dubey, photo by Mako Barmon

Matthew Levy, 18 Family: mother, Mary Levy; father, Stuart Levy; brothers, David Levy and Joseph Levy What’s next: Working in Seattle with a program called City Year, and then attending Seattle University.

What does working with City Year look like?

They assign you to a school; usually high school graduates work at elementary schools … I work in an impoverished school in the downtown area and work with kids who are struggling. I’m a teacher assistant during class, but then I usually stay (after school) … and work with the students and tutor.

It’s a paid position.

What inspired you to do this?

I’m taking Intro to Teaching, and I’m taking PSU Global City, so I’m kind of into the idea of the city and the struggles of a lot of the people who have been on the wrong side of capitalism.

Who got you into the idea of doing this program?

During Intro to Teaching, we went to the library …

Ms. Kokes (the College and Career Coordinator) told us of a few volunteer things, and she brought up City Year, and I looked at it, and I was really intrigued and I signed up right away.

– Interview by Isabel Lickey, photo by Mako Barmon

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Anna Dooney, 17 Family: mother, Christy Goldsby; father, Pat Dooney; step-dad, Dave Ewald; sister, Maia Dooney What’s next: Taking a gap year and joining the dance department at Portland Community College.

You’re graduating a year early. Why is that?

My freshman year, I immediately did not like high school very much … so I decided that I wanted to try to do high school in three years … and then signed up for summer school and an online class.

I already had some extra credits from middle school. So I went straight from freshman year to junior year, and then this year, I’m a senior.

What made you realize you didn’t like high school?

I went to da Vinci and really liked it there … I kind

of learned better in that environment because everyone kind of felt like they had a place.

When I came to Grant, there was a lot more of that hierarchical mindset for students and teachers.

Did you ever feel that you missed out on parts of high school by graduating early?

I used to (feel) more of that than I do now ... Originally, I thought I was going to graduate as a junior. So I thought I was going to miss out on all the senior stuff. Having a senior year was something I was worried about, but I have had a senior year. I’ve had a good senior year.

– Interview by Isabel Lickey, photo

by Mako Barmon

Steven Mulcare, 18 Family: mother, Kathleen Hambrick; brother, Jace Hambrick What’s next: University of Oregon to study international relations or political science.

What draws you to want to study those majors?

I like hearing everybody else’s perspectives, and I think it’s like a really good way to travel but still do a job that you might love, and while you’re studying, it gives you extra motivation to actually pursue that career.

Have you gone to Grant all four years?

No, I moved from

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Maryland at the end of July, and then I started at Grant this year ... It was exciting and scary all at the same time … but it kind of helped me gain new perspectives.

How has your perspective of Grant changed since you’ve been here?

I heard the rumors about it, and I didn’t think very highly of it but then actually experiencing it, I felt how false the rumors were ... That’s why I want to be immersed in different cultures because I don’t want to judge a book by its cover.

Do you have any advice for future high schoolers?

Throughout the high school experience, don’t get too stressed about a paper or something, just have a good balance between schoolwork and your social life and make the most of your high school because you only go there once.

– Interview by Dylan Palmer, photo by Mako Barmon

Daunice Davis, 18 Family: mother, Teresa Lampkin; mother, Tripsy Brown; step-dad, Aaron Bell; brothers, Isaiah Davis, Alfred Davis III, Boogie Brown Quinten Bell, AJ Bell and Isaac Bell; sisters, Rhiyo Brown, Josie Bell and Danielle Bell What’s next: Portland Community College and then Oregon State University Ecampus How would you describe yourself?

I’m pretty quiet. I guess it’s like I have to get used to talking to people, so until then, I won’t talk a lot.

So you’re very quiet. What has that been like at Grant?

I guess not a lot of people know who you are, really.

You can sit in a room, and people might not even notice you’re there, so that’s pretty cool. I don’t like

Xander Collins, 18

too much attention. I like it better when other people are the center of attention because attention is too much for me.

How would you say your overall high school experience has been?

I guess I wish I had done online school instead of public. I’m more of an independent person when it comes to doing schoolwork. You can just quickly get through the work and do it fast.

How do you think you’ve changed since your freshman year?

Coming in, I didn’t know what to expect, and I was more nervous. Some people might prefer high school to college, but I didn’t really like high school. There’s a lot of groups and a lot of people, and they box themselves in, and I don’t like to be boxed in.

– Interview by Dylan Palmer, photo by Mako Barmon

Family: mother, Mara Collins; father, Raven Zachary; brothers, Aodán Collins, Søren Collins, Rainer Collins

abandoned grocery store. This was my first major attempt at digital painting, which has been my medium of choice ever since.

What’s next: Pacific Northwest College of Art

In the future do you want to go into graphic design?

Yeah, I have a wide degree of things that I want to do. I’m really into illustration and design work. There’s a large part of me that wants to create comic books or illustration novels or do book covers and poster design, but also I’m into general design work.

Portland and Seattle are two really big places for technology and software development, and there’s a big demand for artists that (are) also tech-savvy and that can do design and art … I’m learning how to 3D model right now, which should be a really good skill to have.

You recently won a big art award. What was that like?

The night of graduation, I’m flying to New York to accept an award for my art at Carnegie Hall, which is really exciting. It’s from the Scholastic Art and Writing (Awards) national gold medal I got. “Groceries” is the first piece I made in a series for my AP Studio Art class this year. The series is about an imagined post-apocalyptic future where nature has reclaimed the city that the soleremaining human is exploring and trying to survive in. This piece depicts my “Gas Mask Kid” character scavenging for food in an

– Interview and photo by Mako Barmon

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Jahkeem Derrick, 17 and Juvoni Penn-Harris, 17

Family: Jahkeem (right)- mother, Megan Derrick; sister, Keziah Derrick; Juvoni (left)- mother, Anna Haas; brother, Chunky PennHarris What’s next: Jahkeem- Doing stand-up comedy in Portland Juvoni- Wrestling at Southwestern Oregon Community College So you two are known for your very crazy and popular Snapchat stories.

How did this all start?

Jahkeem: It was me that started doing it, and (Juvoni) just noticed what I was doing, and he started getting me on his Snap, and then he started doing his own thing. And so I guess we branch off of each other. I do like simple stuff. I go on rants at times, and sometimes I do pointless videos like eating soap. It’s really reckless, like pointless … We do foul stuff that’s just wrong.

Juvoni: I Snapchat me throwing baby powder on my face, you know, pep talks, some funny videos, some memes.

What motivates you to do things like eating soap on camera?

Jahkeem: The

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motivation is to go viral, to make people laugh and have a good day because everyday we have somebody comment something really nice like, “You make my day.”

Juvoni: This one dude was like, “You know I’m really depressed right now, but I watch your guys’ stories to cheer up.”

Would you say that what you post is sometimes controversial or offensive?

Jahkeem: A video that shocks somebody is gonna attract more audience than a video that’s funny.

So like when I pretended to eat poop out of the toilet, that shocked people, and it got shared. Shock factor is bigger than laughter.

Juvoni: It’s not like funny, but I post it and people share it with their friends because it’s shocking.

What advice would you give to your freshmen selves?

Jahkeem: Be more wild because you need to get that inner self out of you, like it’s been closed up for so long and you need to get it out.

Juvoni: I would say be more open and accepting to everybody, like don’t push people away because you don’t like them. If you open up and be whole-minded, you’ll see way more to life.

– Interview by Dylan Palmer, photo by Mako Barmon

Sagen Maharjan gives a presentation about hiring an English as a Second Language counselor for Grant at a monthly International Youth Leadership Council meeting in early May.

A Quiet Strength

After moving to America from Nepal, Sagen Maharjan struggled with the language barrier.

Now, she empowers other English language learners at Grant.

Story and photos by Sydney Jones

O

n Saturday, May 13, at Portland State University’s Native American Center, Grant senior Sagen Maharjan stood at the back of the room to present her end-of-the-year International Youth Leadership Council (IYLC) project. High school students sat at tables together while the instructors lined the side walls.

Maharjan outlined the mission of her project: hire a counselor specifically for the English as a Second Language (ESL) community at Grant High School. Since April, Maharjan had conducted surveys and interviews with Grant staff and ESL students to get feedback on her project. She says she’s excited to have the opportunity to make a difference for other ESL students.

The purpose of having an ESL counselor is “so that the ESL students can get more support,” Maharjan said to her peers.

The 20 or so teenagers listened to Maharjan and nodded in agreement, as a former IYLC student filmed the presentation with an iPad. As Maharjan ended her presentation, an IYLC advisor clapped excitedly and students started drilling her with questions.

Maharjan says her work with IYLC has helped her find strength in herself.

“Being able to become really close (with the) group has been a huge impact on myself because I’m really shy, and after joining IYLC, I feel like I gained more confidence,” says Maharjan. “I started knowing them well, and having to work with other people

has really inspired me to be who I am and showing the type of girl I am.”

At the age of 12, Maharjan moved to the United States from Nepal. The move was pivotal in her life, forcing her to learn a new culture. Maharjan struggled navigating the language barrier and finding her voice in a new community.

This began to change as Maharjan became involved with the IYLC. Through three years of involvement with IYLC, Maharjan strengthened her leadership skills. Now, she’s using those skills back at Grant.

Even though she’s graduating from Grant this year, Maharjan feels her work with IYLC and ESL isn’t over. After this year, Maharjan hopes to become a paid employee of IYLC and later go into teaching.

“I really like helping people. I want them to get support they want, and that leads me to become a teacher because (of) seeing how much I like helping other people and students,” says Maharjan.

Born to Gyani and Keshab Maharjan on October 22, 1998, Maharjan grew up in Patan, Nepal, with her younger sister Yogen Maharjan. The family lived in a bustling part of town, where there were always cars honking, people yelling to each other from their mud houses and kids running around. Her parents also owned a popular grocery store in Patan, so “Maharjan” was a well-known name in their community.

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was really exciting and hard at the same time,” she says.

“I felt nice coming here, but it was sad because I had to leave my family … it was really sad to let go with my friends.”

With previous English experience and her dad and two of her uncles already living in Oregon, the transition from Nepal wasn’t too stressful. “It wasn’t that hard, I used to translate from Nepali to English, from English to Nepali, all the time. So I kind of got used to it,” says Maharjan.

The move to America was beneficial for the whole family. “It’s a lot easier now because it’s not a lot of work, because (Yogen’s) able to go to school, and my parents won’t have to worry about her getting hurt and stuff like that because in Nepal, there was no one to support her,” says Maharjan.

A month later, Maharjan started seventh grade at Fernwood Middle School, which presented a new challenge. “It was really hard, and some of the time I had to ask my friend who was sitting right next to me, ‘What does this mean?’ They were really helpful, and that’s what I liked about it, because I learned new words everyday.”

At Fernwood, Maharjan entered ESL, a program that provides immigrant students a support class for English and academics. “It was really helpful because the teacher just did not help me with my English, he also helped me with my homeworks and all the struggles that I was going through,” she says.

But Maharjan continued struggling with language barriers, and as a result, she kept to herself. Everyday, she Maharjan shares her ‘dream home’ collage with other IYLC members as walked to classes alone and sat in the back of classrooms. an example for how they can incorporate their cultures and backgrounds “I was scared to talk to (classmates) unless they talked to into their projects. me. I avoided people,” says Maharjan.

In 2013, Maharjan was promoted from Fernwood Growing up, Maharjan would go to school from Sunday to Middle School and started high school at Grant. Still in the ESL Friday, where she learned in Nepali and took beginning English program, Maharjan met Marta Repollet, the ESL teacher. “Sagen reading and writing classes. never said a word. I remember (she was) just very afraid to speak Her sister, Yogen Maharjan, struggled in school. Yogen has a up, afraid to say anything,” says Repollet. disability and has difficulties walking and reading. In Nepal, there For many immigrants, fear of embarrassment causes them to were few resources the family could look to for support. On top of hide their personality. MaLynda Wolfer, a Grant math teacher, met that, education in Nepal was expensive because it’s not funded by Maharjan her freshman year in a math class and remembers seeing the government. her work through her transitions. “I quickly observed that she was Later on, Maharjan started modern Nepali dance at school. really shy and quiet, reserved. Didn’t speak out much or seek help Even though she enjoyed it from the start, she struggled to master in class but was quick to come and use time like flex time or after the steps and moved to a different class. “I used to be really stiff school,” says Wolfer. because it was my first time dancing,” says Maharjan. She later But while she was quiet in school, Maharjan started becoming started practicing traditional Nepali dance. more active in her community. She started taking taekwondo – an While Maharjan loved Patan, her parents were looking for more. art form she first began back in Nepal – at a Northeast Portland They wanted to provide better opportunities for their daughters and martial arts/taekwondo school run by her uncle, Diwakar Maharjan. were searching for more work.

By 2013, Maharjan was helping out in lower level classes. “My “In Nepal, the work is really low because so many people wants uncle just told me to come and help out in the class. I usually helped to work. And a lot of the people from the cityside comes to the city out in the kids’ class … Make them focus or help out kids who just to get work and find jobs,” says Maharjan. “But (in America) needs a lot of support,” she says. you can work in the store or anywhere.”

Through taekwondo, Maharjan started becoming more In 2006, Maharjan’s father, Keshab Maharjan, moved to the outspoken. “She has to perform for the promotion, and she got more United States alone in search of a better life for his family. Still in confidence (from that),” says Diwakar Maharjan. “In taekwondo Nepal, Gyani Maharjan transferred Sagen Maharjan to an English especially, she has been coming in and talking to kids and teaching school to strengthen her reading and writing skills in preparation and helping and stuff. She is motivated because kids like her.” for their trip to the United States.

She also continued learning Nepali dance and performing at Along with her mother and sister, Maharjan moved to America events for Portland’s Nepali community to stay connected with her in August of 2011. Leaving Nepal was bittersweet for Maharjan. “It culture. “Even though I don’t have a professional dance teacher

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who can teach me every single step, I still watch YouTube and try to practice by myself,” she says.

At school, ESL became a familiar space for Maharjan and she started making new friends. “She’s actually the first person I met when I came here. She started asking how I am and where I’m from and stuff,” recalls Yanet Asghedom, a Grant senior who recently exited the ESL program. “We started talking about when we came here, how long we been here, what middle schools we went to and all that.”

Towards the end of her freshman year, Maharjan heard about a conference for ESL students from one of her ESL classmates.

With Repollet, some of Grant’s ESL students were able to attend the conference.

“It was really fun seeing all those people with a different ethnic background and being an immigrant to this country, it was a first time I saw that many immigrants,” says Maharjan. “Even the group of people who introduced the workshops, they were from different countries too, and some of those people understood what we had been through.”

The conference caught her interest, and at the beginning of her sophomore year, she joined the International Youth Leadership Council, the group that hosted the event. IYLC gives high school English learners the chance to meet other ESL students and find ways to improve their educational experiences. Being one of the few members from Grant, Maharjan didn’t know many people and was nervous to join. But soon she began opening up.

“She started off like a lot of our students, somewhat shy and a little bit hesitant to share. But she’s always been a very strong presence in the council,” says Francisco Garcia, the leader of IYLC. “Once she warmed up to what we’re trying to do and seeing that she wasn’t alone in our efforts, she was a very dynamic presence in planning for our conference.”

During Maharjan’s sophomore year, Nepal was hit by a 7.8 magnitude earthquake. While nobody she knew was hurt, Maharjan’s initial fear drove her to start a fundraiser. “I think Sagen, with the unfortunate events with the earthquake, felt, ‘I have the power to do something.’ And she did, independent of anything we have done (in IYLC),” says Garcia.

With three other students, she talked with Grant’s administration and teachers to sell T-shirts reading “Pray for Nepal.” The drive was a success.“We got to raise $600, just from Grant, and I was really happy about that,” says Maharjan.

As Maharjan stayed busy with IYLC, she continued her ESL class, getting more help with her writing and speaking. “I’ve seen her gain more confidence to deal with her struggles academically and get through them. ‘Cause it hasn’t been easy for her. She’s taken pretty rigorous classes,” says Repollet.

By her junior year, Maharjan was known as a leader at school and IYLC. She mentored for classes, helped new students with their transitions into a new country and spoke more in class.

Repollet remembers two freshmen who moved to Grant in the middle of the year from Bangladesh. The students had already exited ESL, but still needed monitoring. Maharjan volunteered to help them during their transition and met with them about once a

week.

“She has this intuitive sense of when a student needs help. So Sagen took on that role within the freshman class. She just worked with them, helped them get their notebooks set up, help them get acquainted with the routine of the class so they didn’t feel so lost.

She knew what they would be coming in with. Those anxieties about the language and not knowing anybody, because of her own experience,” says Repollet.

Outside of her work with ESL, Maharjan continued helping in lower-level taekwondo classes. Then, in 2015, her uncle convinced her to sign up for an international taekwondo competition. The competition, organized by her uncle and his friends took place in London where students across the world could compete.

Over the course of ten days, Maharjan performed different skills called “forms” and received multiple gold, silver and bronze medals. However, the competition wasn’t why she loved the sport.

Maharjan had come to love helping out in classes, and it sparked an interest in teaching. Later, in 2016, Maharjan achieved the highest ranking in taekwondo: a black belt.

Her senior year, Maharjan continued to be heavily involved in her work with ESL. Since April, Maharjan has been working on a project through IYLC to get an ESL counselor at Grant. After interviewing teachers and counselors and surveying her ESL classmates, Maharjan gathered data about people’s thoughts on having an ESL counselor.

She says having an ESL counselor will provide ESL students with support on both current and post-high school issues. “I have been in that situation, so that’s why I wanted to make change,” says Maharjan.

For Maharjan, having Repollet as her ESL teacher has been helpful, but when it comes to college and career resources, it can be hard not having someone who specifically works with those problems. “(Ms. Repollet) can read your paper and stuff like that and edit your essay, but if you need help with college and stuff like that, counselor is the best choice for that,” she says.

Maharjan recognizes that she probably won’t be able to finish the project before she graduates. During college, Maharjan hopes to return to IYLC to help the next generation of ESL students. “If I don’t finish this process this year, next year I might be coming back to Marshall and doing some of the work with the district as well at IYLC,” she says.

After graduating, Maharjan will go to Portland Community College and hopes to study education. “I want to be an international teacher. I want to travel around the world and teach English,” she says.

Since her move to the U.S., Maharjan has developed leadership skills through both IYLC and taekwondo. These opportunities have shown her how to lead others at Grant, and ultimately led to her dreams of teaching.

“I know being a leader is a really hard thing, and I want people to not feel the way I felt,” says Maharjan. “Being an ESL students and having to take care of everything by yourself. I want the students in younger generations (to) have better education and better service.” ◆

“I have been in that situation, so that’s why I wanted to make change.”

- Sagen Maharjan

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senior transformations

These seniors reflect on how they have changed throughout their four years at Grant High School.

Interviews and photos by Momoko Baker

Gina boon, 18 How have you changed since your freshman year?

“Oh boy. I think that I am much more my own person than I was four years ago. I think I do things for myself more. I know my boundaries, I know what I’m about, and I know that sometimes I need ‘me time.’ Sometimes I gotta put me first, and that’s not something that I was good at when I was a freshman. So, putting myself first and learning more about myself, those are the main things.”

Lucy Aldisert, 18 How has your appearance changed since freshman year?

“I think all together, getting more confident since freshman year, it’s just gone steadily up. It’s like I dress in a way that’s more true to my style. I’ve also gotten super into art and painting, and I think that influences my style a lot because it all works together, and I kind of have my own style. I like to put it together from lots of different types of stores or places. And, I cut all my hair off, so that was a big change too, and it’s been great!”

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Kazuma Fujiwara, 18

How have you changed since your freshman year?

“I kinda figured out a little more into what I want to do. Freshman year, I was just going through the motions … but now I’ve figured out my interests more. I found out I like to cook. I had never cooked before, but now I cook almost every day. I’m hoping to go to culinary school. I just liked to eat, and I’ve always been picky, so instead of going out and paying a bunch of money, I thought, ‘I should just figure out how to make it’ … It’s not a major change, but it’s something I can look forward to.”

Miles cole, 18

What do you think of your freshman year yearbook photos?

“When I first heard from a friend that I had two pictures in the yearbook, I was confused. Then I realized they must have included my original turtle-like picture and my retake. Sure enough, that’s exactly what happened, with my name reversed to Cole Miles underneath the retake … (Compared to now), I’d say freshman me was definitely more immature in pretty much every way. I didn’t really pay attention to the world that much, just my own life. And now, I look a lot more at the world around me and political things happening, worldly events. I’m just a lot more aware of my surroundings.”

Lindsay Andrus, 18 What have you learned about yourself throughout your four years at Grant?

“I learned that I can be a leader. Freshman year, I was really quiet, I didn’t really have that many friends coming into high school. And then I joined dance team, and I made a bunch of friends and I stayed on that team for four years. As a senior, I got to be a captain, and that was a really big leadership responsibility. It was just cool to see that I could be a leader, because freshman year I didn’t see that coming at all.”

brennan johnson, 17

What was your favorite part of high school?

“I think that definitely one of my favorite parts of high school was my experience on the varsity soccer team. It was a lot of fun to play at a high level of soccer and have that family-like community for months … This year when we played against Lincoln for the first time was really fun, there was a really big crowd, and I scored a nice goal, and we won. That was probably the best game that I had my two years on varsity.”

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Gabriel Beller Gabriel Bieger Central Oregon Kyilah Bracken Community College Aja Cimino-Hurt Zak Johnson Daniel Cook Cally Lawrence Owen Cooper Eliette Schulte Lashaya Corney Alexander Stewart Maddie Davidson Corban University Alexander Davis Takumi Hebert Daunice Davis George Fox University Tamia Davis Allie Day Nicholas Dixon Heritage School of Leo Duran Interior Design Ivy Elhert Sydney Turner Quinn Gallagher Lane Community College Bex Goshorn Justice West Heidi Grasle Linn-Benton Kounaan Gullam Community College Jazzmin Gumina Madison Williams Annika Hawkins Mt. Hood Community Eden Hayes College Brianna Henderson Jamaal Goodlow Jr. Emmet Holland Akemi Norrish Thomas Hughes Oregon Institute of Téa Johnson Technology McCrae Kenney Mitchell Jillson Emmet Lane-Ruckman Oregon State University Tamdin Lathsang Ceara Adams Tanner Linn Mariella Alvey Sagen Maharjan Natalie Alvey Eleni Mallos Julia Andrus Samantha Marino Gunnar Behny Alana Martinez Spencer Bonnell Lavon Mathews Lucas Cansler Ryan Mayers Nniko Carre-Smith Eric Mcgee Katy Clark Bobbie McMahon Chris Duval Nolan McNerthney Emma Findling Taiyo Moseler Duncan Gates Bhupesh Panter Simone Gibson Benjamin Owens Ethan Hirsch Kai Pelikaan Jacob Hudson Samuel Reyes Heather Hunt Koby Ridgell Jack Johnson Ramsey Saleem Marcus Johnson Faith Scott Matthew Jones Saige Scott Gabe Klinger Gavriella Troper-Hochstein Peter Koukoumanos Cheyenne Walker-Vanderveer Katie Langdon Patrick Willey Benjamin Lee Saige Wooley Ryan Little Portland state university John Meo Maddy Beer Emily Mevis Gina Boon Audrey Porter Jasmine Callon Anita Ruangrotsakun Iris Campbell Kirsten Rydell Kathryn Davidson Nathan Swanson Violet Dillard Aileen Tzab Bailey Fairbanks Joshua Wentzel Cameron Forbes Odyssey Wilson Noah Ford Oregon state university Bailey Hayes honors college Sam Hehr Rebecca France Kiernan Hundis Rees Rosene Genevieve Kelsay Pacific Northwest Grace Kowitch College of Art Michael Meo Xander Collins Julianie Pailla Villalobos Jason Scheuermann Austin Park portland Community Ivy Paulsen College Yuri Petty Bonsi Abino Kelly Powers Alejandra Alvarado Crystal Quaye Alaina Armsbury Lucas Ritter Yanet Asghedom Tre Sterling

OREGON

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Grant Magazine

Alexandra Stewart Joby Walcott Portland state university urban Honors College Millie Williams Southern Oregon University Greylund Hekker Abby Strobel southwestern Oregon Community College Jake Flatt Alexander Moskowitz JuVoni Penn-Harris University of oregon Yaw Agyemang Matthew Alan Lindsay Andrus Dontreona Archie Noel Bangsberg Oscar Bernat James Bullock Ben Cadwell Miles Cole Frances Conable Christina DePinto Noah Dorr Ian Downey Alice Fischer Tamsin Fleming Desmariah Garza Chance Griffin Aedan Hepner Olivia Hill Michah Hollerbach Owen Jetton Kilian Jones Tifere Kalamafoni Madison Kayser Ethan Laarman-Hughes Fiona Landers Sawyer Medlin Sophia Muhle Bruce Stephen Mulcare Mia Palmer Reese Patanjo Eamonn Quinn David Rice Miles Rutten Sam Selis Harold Shepard Owen Swifter Izzie Valle Jacob Velasco Mikah Wahlstrom Sarah Wolf UNIVERSITY OF OREGON, CLARK HONORS COLLEGE Sarah Barr Caley Carlson Noah Jordan Max Lowthian Maggie Miller Max Terry university of portland Ava Froebe Jazmin Moreno-Garcia Georgia Paulk Warner Pacific College Asia Austin WEstern Oregon University August Chadborn Willamette University Lily O’Brien

Washington Cornish college of the Arts Engraver Arnold Henry Senior seattle university Annabella Finn Rachel Ha Zivi Spector Grace Wagner The EvErgreen state college Kaia Herrin

university of puget sound Britta Baer-Simon Whitman college Liam Dubay Koby Haigerty western washington university Ben Breshears Isaac Gadberry Emily Moran Lucy Williams

THE 2 This year’s class is about to

NEVADA

university of Nevada, Las Vegas Terrance Greene Jr.

ARIZONA

University of Arizona Jonah Cummins-Mikkalson Central Arizona College Aliya Ewell

Northern Arizona University Olivia Moloney Khiarica Rasheed

CALIFORNIA

University of California, Santa Barabra Nina Radford San diego state University Karlee Rait Cassin Wright University of San Francisco Lucia Grant Sarah Hamilton Chapman University Mimi McDonald California Polytechnic State Unversity Matthew Boyer

Ella Gleason Pomona College Noah Shapiro Mills College Eileen Conley Sidney Jones San Jose State University Hallie Lamberton Santa Clara University Hannah Curtis Ryan Reents St. Mary’s College of California Amy Burkhart Whittier College Celia Lovern

Colorado

University of Colorado Boulder Cole Marshall Colorado School of mines Austin Ness Josephine Westarp

UTAH

Southern Utah University Maddie Fernley Megan Hurley University of Utah Lile Kalamafoni

2017 SENIOR MAP

embark on a journey across the country and the world. Compiled by Charlotte Klein, Ella Weeks and Kali Rennaker

Minnesota university of minnesota Kazuma Fujiwara Lilly Sasse Carleton College Brennan Johnson

Macalester College Liam Purkey Saint Mary’s University of MinnesotA Quinn McGranaghan

MICHIGAN

NEW YORK

Ferris State University Mollie Hamelund

Sarah Lawrence College Hazel Frew The New School Finn Hawley-Blue Molly Metz Barnard College Sophie Hauth New York University Dylan Palmer State University of New York at Purchase Sarah Siano Culinary Institute of America Dylan Helkey

OHIO

Oberlin College Alejandro Barbosa

Massachusetts Brandeis University Mahala Lahvis Truman Mooney Mount Holyoke College Maggie Rockhill Smith College Rowena Balasubramani Northeastern University Abby Torgeson

Connecticut Wesleyan University Andrew Finkelman

Washington D.C. Howard University Blu Midyett

IlLinois Knox College Moya Woods

Rhode Island Johnson & Wales University Tim Fogerson

Maryland McDaniel COllege Tomlin Paolucci Goucher College Lucas Terry United States Naval Academy Evan Brucker

Virginia

Missouri Cottey College May Stemple

hampton university Sade Means Virginia Tech Ethan Hess

TEXAS

Tennessee

Trinity University Keaton Holt

ALASKA

university of Alaska Southeast Margaret Sherman

Vanderbilt University Tristan Rocha

Hawaii

University of Hawaii Sam Harquail

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ALTERNATIVE and international PLANS England

University of Surrey Joshua FranklinWatnick

Canada

Spain

quest university Jack Stewart George Kenney

Universidade de Santiago de Compostela Henry Belliveau

university of Victoria Aubrey Pledger

Brazil

Universidade Salvador Leticia Farini

City Year Matthew Levy Community Transition Program Austin Brown Jack Deppa Scott Gandee Gu Tai David Todd Apprenticeship Program Zacheriah Burri GAP YEAR Evan Bladow Aspen Brizuela Alden Davis Mayumi Head

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Grant Magazine

Lucious Hicks Julia Kenkel Keeton Mitchell Phoebe Ostrander Aditi Staub Traveling Aliki Albanis Lucy Aldisert Nika Bartoo-Smith Cosmos Dart Kana Endo Leticia Farini Ahmad Hill Sage Roland Violet Summersby Nico Vergara Aujai Webster

Australia

National Institute of Dramatic Arts Alloquois Callaway

WORKING Reshawn Davis Maxx Gascoigne Zach Leonard Mariah Mower Jaraylon Stringfellow Exchange Students returning home Chatchanok Chinchaicharoen - Thailand Sasitorn Kitpokha - Thailand Noa Moulin - Switzerland Undecided Forrest Belknap Francis Floyd-Lapp Gabriel Gonzaga-Valenzuela Hannah Onderdonk Elliot Presler

Becoming the Hope

For Sidney Jones, depression and anxiety have always been a defining part of her life.

Now, she uses her experiences to help other students who go through similar challenges.

Story and photos by Mackie Mallison

T

In her time outside of school, Sidney Jones works at Spark Arts Center and oftentimes mentors young children in creating art.

he sun has just set, and darkness is beginning to fill the sky when Grant senior Sidney Jones, then 13 years old, prepares to run away from home.

Without hesitation, she grabs a thumbtack that’s jammed into her wall and proceeds to quietly cut a hole out of her window screen. She then climbs down the drain pipe from the second floor of her house and makes her way to the street.

With only a few articles of clothing and her stuffed panda in her backpack, she takes her shoes off – feeling more stable with her bare feet on the pavement – and walks off into the dusk to find safety at a friend’s house. There, they take photos of the places where her mother had bitten her earlier that day.

Coming from an abusive household, Jones’ only option was to find refuge away from home. Throughout the majority of her life, depression, anxiety and a hostile living situation controlled her well-being. She has attempted to take her own life multiple times because of it.

Finishing high school and going to college, was never a priority for Jones. But with the support of her best friend and his family, she got back on her feet. Jones is now on track to graduate and attend a four-year college.

As a senior, she has turned her rough past into motivation for others. Jones helps with the Reconnecting Youth group at Grant, a counseling group to support students on their personal goals related to emotional management, drug and alcohol control and school achievement. As a peer guidance counselor, she’s a mentor for other students who are going through struggles similar to hers.

Jones’ goal is to be the light in someone else’s life – something that

she didn’t have growing up.

“I want to be the safe place for people that my friends have been for me,” says Jones. “We have so many different teenagers going through so many different things that having therapeutic support can mean the difference between graduating and dropping out for a lot of people … the difference between having hope and completely losing everything.”

Jones was born on October 29, 1998 to her mother and father who were both Quakers – a branch of Christianity. She was raised in a household centered around religion.

As a young child, Jones and her family attended church frequently. They also fostered a close friendship with the pastor of the church, and Jones and her brother spent a lot of time with him.

But when Jones was 5, her mother found out that the pastor they had known for so long was sexually molesting children. Her fear for her children overtook her, Jones recalls. She quickly became emotionally unstable, having multiple breakdowns in church and getting kicked out. She eventually was arrested.

“She would talk to angels, she saw Jesus on a slice of toast every day, she thought she had visions,” says Jones of her mother. “It became such a part of her everyday life that the supernatural side was calling her to fight a holy war that kept her from functioning like a normal person.”

Jones’ mother believed that she was meant to overturn the Catholic Church and bring justice to the issue, even though her faith in God stayed strong. The struggle became a strain on the family. In 2004, Jones’ mother decided to file for divorce. Jones was given a visitation schedule for both parents, but oftentimes

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conflict between them would prevent Jones and her brother from going to each house.

Jones was stuck devoting countless hours to her mother’s pursuit and had no way out. Her mother could not get a job and didn’t have any friends that she could go to because she had lost herself along the way due to her obsession.

Parents of Jones’ friends no longer wanted their children around Jones and her family. Jones was left to her own thoughts, feeling overwhelmed and confused. This quickly began a long chain of depression and anxiety for her.

At 11 years old, Jones stopped going to church. But this only made her relationship with her mother even more hectic.

“My mom and I used to have a lot of fights about it,” she says.

“She very much wanted to keep me in church, but at some point … when I was coming into my own and developing my own opinions – I was pro-choice and queer – I realized that I wasn’t necessarily fitting in.”

Throughout all of this, starting when Jones turned 7 years old, her mother would physically abuse her.

At times when arguments between them became heated, her mother would push her to the floor, throw her down the stairs and even bite her. The abuse happened sporadically – sometimes once every few months, sometimes once every week.

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As a former psychiatric nurse, her mother justified her behavior by telling Jones that Jones needed psychiatric care. Jones found it hard not to blame herself for the abuse because everywhere around her, she saw what she thought were perfect families and felt that she was a burden to her parents. In fear of being put into the foster care system, Jones stayed silent.

“There’s so much guilt,” says Jones. “When you try to think of your parent and recognize the fact that they’ve made some mistakes and did things that they should not have done, that were hurtful, that no parent should do to a child, you feel like you’re betraying them.”

It came to a point where Jones felt that she had only one way out.

“I was 11 the first time I attempted to commit suicide,” she says.

“I would, every once in awhile, look back on the past few years of my life and think about how nothing had really improved and how all the bad things were still happening.”

She also points to the stories that her mother told her about the times that she had personally tried to kill herself as a child. The stories left an insurmountable impact on Jones, triggering her to think more about suicide.

Eventually, she couldn’t handle living with her mother anymore.

So one summer night near the end of her seventh grade year, Jones

snuck out of her second floor window, looking for safety at her friend’s house. She then transferred to her father’s.

“I felt frustrated, I didn’t want to be involved with it anymore,” says Jones. “I needed something to change … so I left, I just left.”

But after a month, she was forced to return to her mother’s house because of a court mandate. Coming back only made things worse for Jones. As an eighth grader, she tried to run away a second time, this time with the intent of dying.

After climbing up onto the kitchen counter, grabbing a fistful of sleeping pills and swallowing them all at once, she walked out the front door with no destination. “I wanted to stop living the way that I was living … trying desperately to leave it all behind, feeling like there’s no way I could possibly be free of everything that had ever happened,” says Jones. She survived and found safety at her father’s house once again.

Although staying with her father and stepmother wasn’t ideal for Jones, they still provided more emotional stability for her. She ended up living with them for the next four years.

But Jones still struggled with her mental health, and she suffered from frequent anxiety attacks. Her father and stepmother would often kick Jones out of the house in the middle of the night after listening to intense nights of hyperventilating and crying.

They tried to give her up for foster care. They would take her to

hospitals and tell the doctors that she was suicidal, delusional and could not be trusted.

“It felt horrible to be in the situation of being rejected, but I understand why. I didn’t make it easy for them. I felt like I was getting in everyone’s way,” says Jones.

It became increasingly difficult to come to school throughout high school. She would often turn around on her way to school because of anxiety attacks.

D

uring finals week of her junior year, Jones had a panic attack while trying to get ready for school. She struggled to breathe, couldn’t see straight and was hospitalized later that night. “It’s like being trapped in the most miserable state you could possibly think of, and your body just starts rebelling against you completely,” says Jones of the experience. “You lose sense of direction, you have no idea where you are. It’s horrible.”

She had reached a point where her body had completely shut down due to anxiety.

Her father and stepmother didn’t understand what she was experiencing. It became too much for them, and Jones felt that she would be safer at her mother’s. In the summer of 2016, Jones moved back in with her. She began attending summer classes to pass her junior year of high school. Throughout the summer, she saved up a stash of prescribed sleeping pills under her bed and one day swallowed a handful of them at once.

But shortly after, Jones called 911 and hospitalized herself, knowing that she needed help. She then waited at the hospital for her mother to come and support her, but her mother never showed up.

Jones was transferred to subacute care, where she temporarily lived in a group home among other teens. There, she realized that the comfort that she sought was not going to come from her parents.

Jones decided that from then on she would live on her own.

With the goal of learning a trade at a Job Corps center, she prepared to drive to Seattle to stay with her grandfather. However, a monumental thunderstorm forecast for the day of her departure kept her from leaving. Instead she decided to stay the night at her close friend Alejandro Barbosa’s house until the storm passed.

Barbosa had always been there for Jones. “She had really been the constant for me,” says Barbosa. “We just have so many years of being close with each other.”

The next morning she decided to stay a few days longer. Barbosa made sure that Jones took her medication and constantly checked in about how she was feeling. “He became sort of a safe place,” says Jones. “He was a friend I could trust and bring my issues to.”

Linda and Cuco Barbosa, Alejandro Barbosa’s parents, enrolled Jones back into Grant as a Title X student in October of 2016 in order to finish her senior year of high school. They then made the decision to let her stay with them permanently. “My motivation was definitely to have her finish at Grant,” says Linda Barbosa. “I think what freaked me out was when I took Alejandro to visit her, (at the group home) and somebody said that she was going to be released in three days and basically had no plan and no destination, Sidney Jones walks through the streets of her old neighborhood, reliving the memories of her mother’s household. “You go home and you’re not safe, the people that you’re supposed to rely on are hurting you,” she says. “I realized that my parents weren’t going to be my support system … I needed to look elsewhere.”

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“Reconnecting Youth sort of gives everyone a chance to reset even if things are fairly difficult outside of school,” she says. “There’s a place where we have support and we can talk about our situations, and we don’t feel like we have to hold everything in and hide our lives.”

and that sounded pretty scary.”

Jones has lived with the family ever since.

“I didn’t think that I was gonna be able to graduate, I didn’t think that I was going to be able to get into college, I didn’t think that any of this would happen,” says Jones. “I don’t understand how people who are not my parents can be troubled with doing so much for me as Alejandro’s family has.”

Now, Jones uses her experiences to help other students know that they’re not alone.

Coming back to Grant, Jones joined the Reconnecting Youth class. It’s officially taught by the school social worker Kate Allen, but it’s often led by students themselves. “Sidney … comes with so much self-awareness and care for others that it was a natural fit to have her in the class,” says Allen. “Other people have seen that it’s okay to talk about hard days, and it’s okay to be upset and that everybody goes through hard things.”

After being invited back to the class for the second semester of her senior year as a peer leader, Jones stepped into the role that she feels she is obligated to do. “I know that I can really try to help students who know what it’s like to have a tough time, and I find that when I try to help people through different situations, I have a better handle on what I need myself,” she says.

Becoming aware of one’s surroundings, breathing and meditating are all examples of the mindfulness that Jones practices and teaches every week. To an extent, it’s unplugging from a constant stream of detrimental thoughts. For Jones, it’s a coping mechanism, a reset button.

O

n a recent Thursday as students begin to shuffle into room 19, Jones is putting her finishing touches on the mindfulness cards that she has created for Reconnecting Youth for the day. The students are all here for a reason: to be there for each other and support each other through the challenges that each of them face outside of school.

It’s 9:51 a.m. and the group sits in a circle. “You get out what

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Grant Magazine

you put in,” says Jones to the group. “If you feel that you can set out to be a part of this activity … I feel that we can get a lot out of this. Ready?”

Each person grabs a card, and the group proceeds to head outside to follow the instructions given to them. “A place that calms you,” “an interesting scent,” “a place that brings up strong emotions for you,” among others, are things that each student is to search for in the park.

The group circles up for a team breath, then disperses. One student finds peace in the sounds of the birds chirping. Another feels immediate nostalgia for her grandmother after looking up into the sky to find chemtrails like they had done together when she was younger. Jones lets out a deep breath and smiles, taking a step back to see that everyone has reconnected and grounded themselves.

As everyone gathers again, Jones leads a final team breath.

“Y’all can keep your cards, and if you’re ever out and about and you find yourself getting distracted by things that aren’t so pleasant,” she says, “look around for your list and see if that can bring you back to your surroundings.”

For Jones, mentoring the group has given her confidence that she will be able to cope with her emotional instability in the future.

On her time outside of school, Jones also volunteers and works at Spark Arts Center, where she teaches young children how to create art.

Next year, Jones plans to attend Mills College to double major in childhood development and psychology, which will feed into a master’s degree in infant mental health. In the future, she aspires to continue to help children who struggle through many of the same things she has been through.

“Trauma rewires the brain, sometimes it feels like I’ll never truly escape,” says Jones. “If it’s at all possible that I can help alleviate some of the difficulty for another person so that they can reach the goals that they want to reach and feel safe … it’s just incredibly valuable. It changes you.” ◆

Pen & Ink

Up, Up and Away

When throwing your cap in the air at graduation takes an unexpected turn.

By Julian Wyatt

Mom look look:aa shooting star!

The year 2030

This discovered intelligent Mars.

Thisjust justin,in:astronauts astronautshave havejust discovered intelligent lifelife onon Mars.

breaking news Senior Issue 2017

25

A Swimmer’s Setback

Senior Sam Harquail has shown immense success with his four years of swimming for Grant. But he had to hit rock bottom before reaching the top.

By Kana Heitzman

S

am Harquail was waiting in the lobby of Matt Dishman Community Center after a high school swim meet when he started to feel his body grow heavy.

A wave of exhaustion washed over him as he struggled to even lift the cup of apple juice he was holding. Within seconds, he was lying on the floor, fully conscious but shaking uncontrollably.

Soon, Harquail was laying face up on a stretcher, rolled into an ambulance and rushed to the hospital.

“It’s etched in my memory forever. It was traumatic. We didn’t know what was going on,” says Kristin Harquail, Sam Harquail’s mother, of the event.

Harquail’s passion for swimming started young. After years of dedication under his belt, it came as no surprise to his family and peers that he was ranked 16th in the country after Nationals his junior year in high school.

But after full body convulsions in 2015, Harquail couldn’t even get out of bed, let alone swim, due to the immense pain he was experiencing. For months, Harquail thought he may never reach the same level again and considered quitting swimming altogether.

But eventually, he worked his way back to the top.

Now, new swimmers on both his club and high school team look to him as an example.

“It is a really humbling feeling,” says Harquail. “I had someone to look up to when I was a young kid, so I am happy and humbled to be the person young swimmers look up to.”

Harquail was born on June 5, 1999, in Portland, to Kristin and Steve Harquail.

Harquail’s first swimming experience, like many children, started when his parents signed him up for swimming lessons at the age of 7. The lessons soon became a passion for Harquail. After he finished them, he and a group of his neighborhood friends joined Grant’s Summer Swim League, a recreational team for beginning swimmers.

On the team, Harquail trained by swimming laps in the Grant pool five days a week for an hour at a time. The training regime took a toll on his other activities, and he eventually had to stop playing soccer and baseball.

Before practice, Harquail would watch the Portland Aquatic Club (PAC) swim. After a while, he began showing up early to analyze their technique. He was left in awe.

At age 13, Harquail was set on joining PAC. But being on a club team was a much bigger committment than he was used to. The team swam longer, practiced more often and competed at a higher level than the recreational team. But Harquail was ready for the challenge.

Harquail excelled on PAC. By eighth grade he had made it to the Oregon State Championship and was competing on the senior team.

After joining, Harquail started swimming faster at every meet.

“Those results made me realize that this is what I want to do,” he says.

“I think it’s his willingness to make strong changes in his stroke” says coach Jody Braden of Harquail’s rapid improvement. “He is able to manipulate his body to swim the fastest, and he can do things

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Grant Magazine

other kids can’t.”

By pushing himself at practices, Harquail started to gain traction, spending hours at the pool over the weekend. Upon entering freshman year at Grant, Harquail earned a spot on the varsity swim team.

By junior year, Harquail was the fastest swimmer on the team and had set multiple school records.

“I like to leave a mark wherever I go,” says Harquail. “Having those records and the sensation of getting those records just makes me want to go out more and more.”

That same year, Harquail got the chance to race at Nationals in Federal Way, Washington.

Over a two day period, he competed in the 100 meter breaststroke and swam alongside decorated athletes like Nathan Adrian and Michael Phelps.

“Nationals was the experience of a lifetime.

I got to swim the red carpet of swimming. That was really cool. That was really big for me,” says Harquail.

In 2015, Harquail also qualified for the Speedo Junior Nationals – A national meet that determines the top swimmers in the nation under 18 – which was held in December of 2015. Before traveling to Austin, Texas for the competition, he started spending six days a week in the pool, training three hours at a time to prepare for the competition.

The day before Junior Nationals Harquail prepared himself by shaving his entire body to increase his speed, bathing in ice and eating a carb heavy dinner.

Stepping onto the blocks for his first race, Harquail wasn’t expecting much – he was just happy to be there. But Harquail achieved his personal bests in the 200 meter, 100 meter breaststroke and 200 meter individual medley. He ranked 16th fastest in the nation in the 100 meter breaststroke.

“It makes me feel like all the hard work has finally paid off,” says Harquail. “A lot of times during training, you aren’t getting anywhere, so when you do get tapered and pop a good swim, it feels amazing to find out that put me 16th in the nation.”

He started to gain the attention of several colleges, receiving recruitment emails from around the country, and he started to think about swimming as a potential future for himself But a week later, everything changed after his convulsions at Matt Dishman Pool.

When he was first admitted to the hospital after the incident, Harquail had trouble sleeping.

“I told (my mom), ‘I’m worried if I go to sleep, I won’t wake up again,’” says Harquail.

The next day doctors had to perform a lumbar puncture on Harquail – a medical procedure done to determine if a patient has meningitis. But the doctors mishandled the procedure, and Harquail

Sam Harquail can be found at the Dishman Community Center pool 6 days a week.

started to experience immense pain throughout his lower back and head.

After a full week in the hospital, the doctors diagnosed Harquail with conversion disorder, a neurological disorder caused by stress or an emotional crisis.

His parents and even his pediatrician questioned the diagnosis.

Harquail’s pediatrician told him that she thought he had experienced the spasms because he swam the day after he received the HPV shot – intense exercise after the shot can sometimes lead to dangerous side effects.

While recovering at home, Harquail would seize up at random times throughout the day. The mix of exhaustion and pain made it nearly impossible for him to move.

As Harquail slowly got better, resting gave him enough strength to walk around. His first thought was to jump in the pool.

“As long as the doctors allowed it, I wanted to get back in and start rebuilding strength,” says Harquail.

After two weeks of recovery, Harquail was back at Dishman pool, but he could feel that he was significantly slower than at Junior Nationals. His time was nearly a minute slower than before.

His inability to swim as fast as he wanted lowered Harquail’s motivation. As months went by, Harquail went to fewer practices.

Seeing little improvement frustrated Harquail and he lost faith in his ability to improve.

But by the summer of 2016, motivation sparked in Harquail.

Junior Nationals was around the corner, and he was determined to reach his best time. He started going to every single practice, training harder than ever.

On December 8, 2016, Harquail flew to San Antonio, Texas for his third Junior Nationals meet. He was nervous but determined to show he was still improving.

At the meet, Harquail just barely qualified for finals.

As Harquail touched the wall during the final race, he looked at the board for his time. He had swam the 100 meter breaststroke in 56.5 seconds, a new personal record.

Although Harquail’s national placement wasn’t as high as the year prior, he was satisfied. “When you’ve gone that long and not improved, even the smallest improvements just make you so happy,” says Harquail. “I think swimming has taught me that you can’t just cruise along in life. You have to work for your goals.”

As a senior on Grant’s swim team and PAC, Harquail is now someone new swimmers look up to, a position he has been striving to achieve since his first time on the blocks.

This past February, Harquail participated in the high school districts swim meet, then moved onto state where he took first place.

Next year, Harquail will swim for the University of Hawaii.

Through it all, Harquail says his passion for swimming has carried him. The sport has made him who he is.

“I think swimming has built the confidence in myself, and it has made me more comfortable in my body,” says Harquail. “It has not only given me the strength but has opened me up and given me the confidence in what I do.” ◆ Reporter Sydney Jones contributed to this story.

To see Harquail in action, visit grantmagazine.com/harquail

Senior Issue 2017

27

Goodbye, Grant With drastic changes coming to the school’s new building, Grant seniors reflect on their favorite places around campus.

Story by Narain Dubey, Ari Tandan and Georgia Greenblum • Photos by Narain Dubey

D

uring a recent lunch period senior Mariella Alvey sits at a picnic table in the Grant community garden. Alvey talks with her close friends as they start to eat their lunches amidst blooming flowers and sprouting greens.

Throughout her four years at Grant, Alvey has taken full advantage of the spot’s serenity. “It’s … really cool to see all sorts of different people from the community coming to Grant to use this garden,” Alvey says.

For students at Grant, finding a familiar space around the campus can not only be comforting, but also a way to decompress. In these places, students find peace of mind and are able to escape from the bustle of the school’s roughly 1,600 students.

Although every graduating class from Grant has had to leave their favorite spots behind, this year is different. With the remodel beginning in early July, many of these places will be gone forever.

The classrooms will be modernized with glass walls, and a sunken commons area will serve as the new gathering spot. In addition, an arts complex will be placed at the back of the school, and a new gymnasium will sprawl across Grant’s south lawn.

During the two years of construction, returning Grant students will be relocated to Marshall High School in Southeast Portland, where they will have to adjust to an unfamiliar environment.

The move will also affect many programs currently at Grant.

The administration is cutting many beloved classes, like darkroom photography and French.

This year’s graduating seniors will say goodbye to their favorite places in the school, and if they return in the future, they will see a campus that is nearly unrecognizable.

Grant Magazine talked to a few seniors about their favorite places at Grant and why they will miss them after the school is remodeled.

To learn more about students’ personal connections with the Grant campus, visit grantmagazine.com/goodbyegrant

Yaw Agyemang, 17

Favorite Location: The darkroom Next Step: University of Oregon

“On ‘B’ days I have two classes here … When I’m printing and developing, I spend probably like an hour and a half to two hours (in the darkroom) on a single ‘B’ day … This class really helped me hone in on my skills and learn the basics before I could do anything else with photography. This class really forces you to know the rawness of the camera before you can do anything else. This, compared to digital … there’s such a different learning experience.

I feel like with digital you’re like cheating the kids out of the hands-on experience with photography and like the basic learning principles of it … It just sucks that the darkroom is going away.”

– Interview by Ari Tandan

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Grant Magazine

Andrew Finkelman, 18 Favorite Location: Fire escape facing the science building Next Step: Wesleyan University, Connecticut “I don’t think I discovered this place until sophomore year, and I started eating lunch here maybe once or twice a week, usually when it was nice out. Being on campus, it’s hard to find a space where you feel like … you can truly get away, or get some alone time with a friend … I definitely hope that there will be a place after the remodel to find quiet time or space, -you know, to get away from people. Whenever I have

lunch with new people in school, I'm conscious of everyone saying, ‘Oh they're getting lunch,’ and thinking that it’s a big deal. But up here, it's not like people are around looking at you or listening to your conversations, so that's pretty nice. Up here, I don't have to worry about what others are thinking – I can just be in the moment with this person that I'm with.”

– Interview by Narain Dubey

Senior Issue 2017

29

Mariella Alvey, 18 Favorite Location: Community garden Next Step: Oregon State University

“When it’s nice outside, I like to eat at the picnic table with friends. The community garden picnic table is a really nice place to eat lunch when it’s sunny because all of the flowers make it feel like you’re not eating at school. It’s really cool to see all sorts of different people from the community coming to Grant to use this garden. It’s great that our

school can be a place for people other than students to come to… I don’t know if there are plans of keeping (the garden) around or making a new one once Grant is remodeled.

I think it’s a really great thing for our school to offer to the community, and I hope that we continue to provide this space.”

– Interview by Georgia Greenblum

Lile Kalamafoni, 18

Favorite Location: SEI (Self Enhancement Incorporated) Room Next Step: University of Utah “I walked in freshman year during lunch, and there were a lot of people eating and having a good time. Ms. JoVanne Williams introduced herself to me and helped me meet everyone, so I got familiar with the program and with the people. Being in the SEI room, I feel 100 percent comfortable to be myself. It is like a safe space. When I just walk in there, I feel

like I am with people I can truly be myself around versus when I am walking around the halls. It’s like two separate places, and being in a place with people that I grew up with and can connect to is comforting. I will miss the contact and being able to sit there with your coordinator … I probably wouldn’t be graduating if SEI wasn't part of my life.”

– Interview by Georgia Greenblum

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Grant Magazine

Quinn McGranaghan, 17 Favorite Location: College and Career Center (CCC) Next Step : Saint Mary’s University, Minnesota

“I have a free first (period), so I usually go to the CCC and study or do homework.

I went in there, back in March, to look at scholarships with Ms. Kokes and all of the job opportunities that I could apply for and the websites I could go onto. I started browsing all the websites for a good half an hour, and when I went home, I did even more. I’ll miss this place, but I'm assuming that (Saint Mary’s University) is going to have a (Career Center) – or something like one – there as well. I’ll look for something similar, maybe a library or study room.”

– Interview by Narain Dubey

Senior Issue 2017

31

Senior Wills

Writing senior wills is a chance for Grant’s graduating seniors to leave their legacy behind. Whether it’s a pre-game ritual, friendship, role, club or inside joke, the memories of Grant’s seniors will live on through their friends and family coming up behind them.

Compiled by Toli Tate

I, Engraver Arnold, will Caden Traw my tenor magic, Junellen Dillard my roasting abilities, Chloe Wright my car and Sam Gartrell a crisp slap in the face.

I, Noel Bangsberg, will Fiona good luck, a bright future and to remain friends in college.

I, Ben Cadwell, will Will Stewart to remain a freshman regardless of your age #FreshFriday, and John Matthewson to fight off all and any Jerrys. Stay woke son.

I, Iris Campbell, will Matthew Clouse my job as theatre bad cop and some better Spanish grammar skills.

I, Lucas Cansler, will Momoko Baker my cooking abilities and Rie Durnil my ability to find the best parking spots as well as my ability to parallel park anywhere and the power to make it.

I, Andrew Finkelman, will John Mathewson the power to hear the birds and see the sun even when they’re hiding.

I, Annabella M. Finn, will Emma Mathewson keys to the kingdom in shotgun, and Paige Nelson the beach house and “Criminal Minds.”

I, Rebecca France, will Kennedy BryanHart the job of editor-in-chief of the yearbook and the sticky notes that come with it. And I will Paul Ulanowicz patience to deal with Josh France.

We, the GHS senior class, will the GHS administration the staff parking lot.

I, Koby Haigerty, will Jake Saferstein the “good” quads and all rights and privileges that come with them.

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Grant Magazine

I, Sarah Hamilton, will a stick of butter to Charlie Elliott, the right to the master to Ella Weeks, my exasperated Tina Belcher groans to Mako Barmon, and to the entire Grant Magazine staff – strength, courage, wisdom, teamwork and adequate sleep.

Love you all, xoxo.

I, Sophie Hauth, will Sydney Jones my senior year attendance record, Jessica Griepenburg all my red pens, Ari Tandan the best headlines, Mackie Mallison a funfilled year and lots of love to the entire 2017-2018 staff.

I, Finn Hawley-Blue, will Mackie Mallison the rights to the blue and brown Jansport and a haircut, an “oh … hey” to Ari Tandan, Georgia Greenblum my love for chicken, the constant use of the 50mm to Momoko Baker, Mako Barmon my passion for roller skating, Sydney Jones and Jessica Griepenburg my full confidence and support, Narain Dubey eyebrow strength, Speak Out Week to Hazel Sanger, the power to bash back to Callie Quinn-Ward and Tess Waxman and my love to the 20162017 staff.

I, Bailey Hayes, will Ethan Doss my shoe game, Elise Haussler my awkwardness, my humor and my senioritis, Isella Wallace my setter hands, Kaleena Bergquist my hits, Emmy Kalamafoni my attendance and Sharon Sherpa my braiding skills.

I, Aedan Timothy Wood Hepner, will Sebastian the lowest bass drum, including the dragon’s roar. And Cooper Clark these pipes (not that you need them), to Joey I will all of my musical curiosity. I will my will to live to Lexi, Toma and Isaac, and I will my bad memes to Ethan.

I, Jake Hudson, will Zach Hudson my car,

Gina, my left hook and Thomas Hughes.

I, Heather Hunt, will Ashley Haley the varsity cheerleading team, Noel Chara full access to my plethora of spread sheets, notes and advice for being Senior Editor.

And last but not least I will Sarah Anderson the note of momming Mamma Murray.

I, Sade Means, will Mia Boa to give teachers respect, friendship, authority and loyalty.

I, Mahala Lahvis, will Zella Lobo my good looks and shin splints.

I, Fiona Landers, will Noel a lifelong friendship. :) I, John Meo, will Michael Kepler Meo my diploma.

I, Michael Meo, will Sam Ellenby my unmitigated ego.

I, Molly Metz, will Mackie Mallison late night trips to the Hotcake House, Julia James my spot in the center circle, Narain Dubey my coffee addiction to stay awake at night, Mako Barmon the ability to laugh in real life, Audrey Barrett all the craft days she can imagine, Georgia Greenblum the ability to write less than 4,000 words, and an amazing year to the 2017-18 Grant Magzine Staff.

I, Blu Midyett, will Avery Haines my slappin’ bass lines, Mackie Mallison an extra 2 hours of sleep each night, Zella Lobo a permanent cure for shin splints, Hutton Wright the strength to finish high school with an 11 mile trek to Marshall, Ari Tandan my own lock of hair and all the power, will, intelligence and passion in the world to the entire 2017-18 Grant

Magazine staff.

I, Dylan Palmer, will Mackie Mallison my equity magic, Julian Wyatt my sense of humor and dance moves, Toli Tate my jump shot, Amaya and Monka my leadership skillage and my entire remaining estate to my eldest living child upon my passing.

We, Maddie Fernley and Tomlin Paolucci, will Ms. Warfield the responsibility and privilege of dog-spotting, wherever that may be. Stay strong, pupper.

I, Georgia Paulk, will Grace Braun every joke I’ve ever made.

I, Juvoni Penn-Harris, will Marquis my fashion and respect for teachers and also my comedian side.

I, Yuri Petty, will Konon Phillips my essay-writing skills, my theatre knowledge and his green sweater.

I, Tristan Rocha, will next year’s Constitution Team all of my unused notecards and the mental fortitude

Family Portraits

necessary to deal with those crazy coaches, and the tears that weren’t shed and the cards that weren’t written. Have fun!

I, Sam Selis, will Peter Zaharie the responsibility of introducing Taste Tickler and Baja $5 student meals to those in a lower class.

Wahlstrom my jerryness so he can continue the Wahlstrom legacy at GHS. I, Joby Walcott, will Wes Gammon the power to continue the Big Cheesers legacy at Marshall.

I, Margaret Sherman, will Evan Slupesky a haircut, shampoo and family dinners that start at two and end at seven. Have fun.

I, Aujai Webster, will Zoey Hamdan and Noel Diers my sass formerly willed to me

by Lena Grover. I also will Grace Ozenne my undying love for Baja Bae and Eddie Redmayne.

I, Abby Strobel, will Julia James my game day space buns and my ability to remember all my lax gear.

I, Justice West, will Kaleena Bergquist my work ethic after procrastinating, my fun personality and my love for friends.

I, Isabel Valle, will Sophie Lujan-Bear a biiiiiiig smooch. Just a big smooch.

I, Cassin Wright, will Hutton Wright my donut bun, Zoë Shaw the 400m and all my soccer youngins my cartwheels ‘n somersaults.

I, Jacob Velasco, will Zach Velasco the keys to being doug. You still learnin, someday you’ll get it.

I, Grace Wagner, will Isabel Tapogna my sick game. Kachow!

I, Mikah Wahlstrom, will Kahmali

Senior Portraits

“Photography for people, places, and pastimes; no event is insignificant.”

We, Unit 5, will next year’s Unit 5 the biggest conference room at DWI, an appreciation for Al’s hip hop skills, thousands of flashcards, a passion for free speech and privacy rights and Gus Tupper’s email address.

Individual and Team Sports

John Davenport • Photographer www.foreyesphotos.com (503)621-2165 On Instagram @1jdavenport

The US Grant Alumni Association Welcomes the class of 2017 to Alum Status with one year Free Membership Membership applications at www.grantalumni.org

Don’t miss the annual alum picnic Wilshire Park 1 p.m.

Sunday, July 23rd, 2017 grantalumni@aol.com PO Box 13291 Portland OR 97213 Facebook: U.S. Grant Alumni Association

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