Griffin Rites, Volume 52, Fall Issue 1, 2021

Griffin Rites E 1

ship and Entrepreneurship Human Services Helath and Wellness Technology Helath and Wellness Business, Leadership and Entrepreneur ellness Human Services Design, Innovation and Technology Helath and W ology Business, Leadership and Entrepreneurship Human Services vices Design, Innovation and Technology Helath and Wellness Helath and Wellness Business, Leadership and Entrepreneurship Human S epreneurship Helath and Wellness Design, Innovation and Technology Design, Innovation and Technology Human Services Business, Leadersh Human Services Business, Leadership and Entrepreneurship Helath and W

V E E # #5, 2 I S, S IUSES #U V OOLLUUMM

STUDENT PUBLICATION

Winnetonka High School 5815 NE 48 Street Kansas City North, MO. 64119

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stnetnoC fo elbaT

Academics Evidence, Not Tests

... 4

Opinion Attention on Attire

... 6

Sports Ringing in the New

... 8

Feature Paving the Future

... 10

Entertainment Principles of a Principal: Welcome Dr. Tate

... 12

A Starlit Night

... 14

A Game for All

... 16

Staff Cheyenne Brown

Editor in Chief, Graphic Designer

Cruz Thapa Writer

Molly Bryant

Macy Goetz

Design Editor, Writer

Copy-Editor, Writer

Derikka McClain

Gracie Hicks

Writer

Writer

Dr. Shannon Le Grand Adviser

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On the Cover The cover of Griffin Rites features freshman Ashten Jones. Behind are the four "schools within schools" that provide the individual pathways to college and career. Photo by Macy Goetz.

Our Purpose Griffin Rites strongly supports the first amendment and opposes censorship. Freedom of expression and press are fundamental values in a democratic society. The mission of institutions committed to preparing productive citizens must include teaching these values, both by example and lesson.

We welcome letters to our staff and reserve the right to edit them for length and clarity, but not to change ideas. Letters may be opinionated and argumentative but not hostile. They must be signed and submitted to Tech 10 or mailed to "Griffin Rites Editor" at 5815 NE 48th St. Kansas City, MO 64119. Advertising space is available.

Please contact Griffin Rites' editor at winnetonkanews@gmail.com for more information.

Our student news program is a member of JEMKC, MIPA, and NSPA.

4

Evidence, Not Tests Evidence learning takes place of testing in new standardsbased grading system implemented district wide.

By Grace Hicks

Point chasing is when the only goal in mind is to get the highest score. The district wants their students to stop being point chasers. Rather than worrying only about their scores, the goal is for students to learn and understand the learning targets. No matter how many attempts it takes. In this new grading system, they have installed a four-level system. It directly tells the students where they are academically for each learning target and how to improve. The students feel as if this makes it difficult because of the sudden change.

The new system, known as standards-based grading, will allow students to retake learning targets. The goal for students is to have the ability to practice the learning target to get a better understanding. For example, with the old grading system, if a student received an 80 percent on an assignment or test, they didn't know how to improve.

Marciano Cherco Jr., 11, receives feedback from math teacher Vickie McGiffin on how to improve a learning target on Oct.19. Photo by Grace Hicks.

Teachers hope that this will encourage better grades and motivation. The students find it more difficult to get the fours though, and as if it’s unfair that they now have to work extra to get them.

"So we have to look at it as a partnership... Your learning and your academic success as a partnership are highly valued in this school" Vice Principal Joelle Hendrick said.

Teachers will be using a four point scale to grade their students.

The scale ensures a thorough understanding of each learning targets students continue in school.

Most students know by now that a zero means you've shown no effort or understanding. One means you've shown little or no mastery, two is

partial mastery, three means you've met the expectations, and four is going above and beyond to show advancement.

“We have to look at it as a partnership it's not teachers against students or the school against students. It's a partnership. Your learning and your academic success as a partnership are highly valued in this school." Hendrick said.

Because students can redo their work, tests, and other assignments, the staff hopes for better grades overall. A standards-based grading system means students can take learning into their own hands.

Rather than having homework over what you already know, you can pick through your practice sheets and focus on the topic you struggle with more than others. Some students feel that working extra to get a four is unfair. If they completed something ‘perfectly' why should they receive a three rather than a four?

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“I had math work that I did by the book like step by step. It was perfect, but I still only got a three because it wasn't, like, above and beyond even though it was like perfect it was exactly what I needed,” junior Aiden Kossen said.

Adjusting to this new system may be difficult at first. The adjustment period, as Hendrick calls it, is different for everyone.

The freshmen did this their eighthgrade year, but the rest of the students may not be used to it yet.

Most students have been doing this system in their math class(es) for at least a year. Staff expects this to help quicken the adjustment period. It's hopeful that if students use this system to its full potential that school motivation and grades will improve.

"I just think that once we get that everybody is kind of understanding it, and that means everybody; parents, teachers, students, administration, understands it pretty much the same way," math teacher Melanie Fender said, "It's going to be very powerful for everybody's learning because we'll be able to know exactly what you need to do and what you need to learn."

A'niya Todd, 9, and Jaida Prince, 9, work on an assignment in Marc Asquith's biology class, adjusting to the new grading system on October 19. Photo by Grace Hicks

Many students are worried that it will be harder to get straight-A’s now and affect their GPA. Since a three is equivalent to an A-minus, a four is equal to an A. Although you

have to go above and beyond to get that four, it's not impossible. It's also good to keep in mind that any form of an A will result in the same GPA, minus or straight.

Most of the time teachers will give students extra tasks or work questions to get the four. In other subjects like English Language Arts, you must go further in-depth for the assignment. Your work should dive deep to show you understand the subject or topic more than required. Since it is such a new system, not every teacher has their rubrics or class system figured out; so the way to receive a four will differ. Students may find this frustrating because it may impact their grades. With time,

teachers will have a better understanding of the system as well as students. So, the path to getting a four will hopefully become clearer.

"This year we're kind of like transitioning to where we're rewriting all of our rubrics, and adding that level in," Fender said.

Staff are hopeful that everyone will adjust to this system well. Their goal for the students is to give them better learning in their studies.

“Really do your best all the time and then we can help you get better and better and better," Hendrick said.

6 DRESS CODE

As stated in the student handbook

Certain body parts must be covered for all students at all times. Clothes must be worn in a way such that genitals, buttocks, and nipples are fully covered. Students must always wear: • Shirt (with fabric in the front, back, sides, and under the arms) • Pants, skirts, jeans, or the equivalent (sweats, joggers, leggings, dresses, shorts) • Shoes In addition to the basic guidelines, there are standards of dress that are not acceptable in the school environment.

• No see-through clothing or underclothing worn as an outer garment.

• Garments and outerwear may not promote anything that is illegal, explicit, culturally disparaging, or promoting businesses or products where minors are not the target demographic.

• Undergarments should not been seen.

• Clothes should not be excessively, tight, excessively loose, or excessively revealing.

• For safety reasons, anything blocking the face or preventing identity cannot be worn.

Mary White, 11, and Nikaylee Rees, 12, listen to principal Dr. Edward Tate answer one of the many questions presented. They appeared as student body representatives at the town hall meeting on Sept. 7. Photo by Emma Hilt.

Attention on Attire Administration held a town hall meeting for students regarding the newly enforced dress code.

By Molly Bryant

On Sept. 7, Students protested the new dress code by wearing tank tops and other clothes considered to be inappropriate. Supporters of the cause had drawn stars and hearts on their hands, and some even talked to Principal Dr. Edward Tate about the changes being made to the dress code. The students and staff agreed to have a town hall meeting to discuss the issues.

“The board of education expects student dress and grooming to be clean and appropriate,” Tate said, “Not girls, not boys; All students.”

On Sept. 7, the administration and students assembled in the little theater to discuss the updated dress code. Many students had

GRIFFIN RITES

concerns about inequality between genders and the reinforcement of the dress code from teachers. Tate took the stage along with three student representatives, seniors Gianna Rizzo and Nikaylee Rees, and junior Mary White.

"I have seen a football player wear one of those tops that have the sides open and he didn't get dress coded at all," junior LanLinh Tran said, "Why is that?"

In past years, administration has been more lenient about enforcing the dress code, and the students worried that the new modifications would force them to alter their wardrobes. Students hung posters and notes across the school as an act of protest. If anyone had any questions, they could contact one of the administrators for help.

“Ladies, you can wear tank tops.

The torso should be covered and if you decide you want to wear a tank top, nobody is going to call you on that. What you can’t have is undergarments being shown," Assistant Principal Dr. Shannon Calohan said, "Spaghetti straps can be worn as long as the undergarments are not being shown. If you have on a spaghetti strap shirt, and a normal bra, you may get called out on it. We’re not saying that you can’t wear them at all, we’re saying you can’t show more than your straps.”

On the occasion of a dress code violation, a staff member will privately speak with the student to inform them about their breach of

code. The student is then asked if they have a way to fix it or cover it, and if not, an administrator will help them find something resolve the breach. Once the issue is resolved, the student goes back to class as long as the dress code is upheld. “[I have] not made one change to Winnetonka High School as principal. Winnetonka does not need to be fixed. I’m not here to tear down the history that Winnetonka has but we can build on it," Tate said, "We want to improve on learning and test scores but nothing needs to be fixed.

This dress code policy hasn’t really changed, either. It has been revised, so it can be more understood, but this policy has not changed. The dress code is the dress code.”

“I like wearing nice clothes, but it does not define me,” Tate said, “As long as you’re within the guidelines of the district's rule, to my understanding, me and my team have not [objectified anyone].”

According to administration, the dress code doesn't permit any clothes that may show undergarments, promotes something age-inappropriate, and anything too tight or too loose.

Clothing must cover your underarms, which rules out wearing most tank tops.

Additionally, tops worn must cover your midriff.

Student Body President Gianna Rizzo, 12, addresses students at the dress code town hall meeting on Sept.

7. Photo by Emma Hilt.

8

Ringing in the

New

Superintendent Dr. Daniel Clemens speaks at the Griffin Stadium ribbon cutting ceremony prior to the football game on Sept. 3. Photo by Rachel Bowers.

the crowd before cutting the red ribbon and declaring the stadium open.

Students take us through a timeline of the Griffin Stadium opener football game.

By Macy Goetz

Pregame of the very first home game in the brand-new Griffin Stadium on Sept. 9, fans filled the stands as Superintendent Dr. Daniel Clemens, Principal Dr. Edward Tate and school board members, surrounded by cheerleaders, choir, band, and dance team, share some thoughts to

“I think it’s awesome for our school and our community,” Tate said. “I’m just excited that they have their own stadium to call home on our campus.”

Fans, dressed head-to-toe in black to fit the blackout theme filled the brand-new bleachers, cheered as seniors Gianna Rizzo, Titus Holmes, Tucker Shay, Arlette Lara and Savannah Lane ran newly gifted “T O N K A” flags across the sidelines as the football team

broke through their banner onto the field.

“I held the 'T' [flag], so I was at the front of the line,” senior Marrisa Colvin said. “I was confused on where I was going. You couldn't really see the path, so I just put pedal to the metal and went for it.”

The Griffin’s went head-to-head with the Truman Patriots for their first home game of the season. This was the first time a team would play an official game in the new Griffin Stadium (pictured top right).

GRIFFIN RITES

"When you walk out onto the field, and you see your home crowd standing in the new bleachers cheering ‘Tonka’ it’s just a different vibe,” senior Julian Eslinger said. "Looking up after a touchdown or a tackle and seeing Griffin stadium is an adrenaline rush that we haven’t gotten before.

It definitely brings out a different energy in us.”

The Griffin football team led Tonka to a 45-7 win against the Patriots, their first win in the Griffin Stadium.

“Being able to win our home opener was a once in a lifetime thing,” senior football player Xavier Cadue said, “This is something that will go down in history forever for Winnetonka."

Photo by Destiny Mattingly.

"It was huge. It was outstanding to see the stadium packed with Tonka Nation and members of our community," Principal Dr. Edward Tate said.

Towards the end of the first quarter, lightning struck. As a safety precaution, fans were removed from the bleachers and the game was taken to a halt.

“I felt calm and was glad we weren’t risking our lives,” junior Lan-Linh Tran said, “but it did kill some of the student sections’ energy to chant and many left early even though the game wasn’t over yet.”

Fans returned to the bleachers and the game continued after almost an hour of waiting for the storm clouds to pass.

Dr. Edward Tate poses by the video board in the new stadium on July 28. Photo from @EdwardBTate on Twitter.

10

Paving the

Future The class of 2025 begins a new era as the first students to be introduced to the Pathways program.

By Cheyenne Brown

Nearly two years ago, administrators, business partners, parents, students and teachers began working on a college and career project that would enrich the high school experience. The idea was to divide students into “schools within

schools” based on their future career paths and interests. Now, the freshman class of 2025 walk through Winnetonka High School's doors as a student of the School of Business, Leadership and Entrepreneurship, the School of Human Services, the School of Health and Wellness, or the School of Design, Innovation and Technology.

“In eighth grade they had us take surveys to see which pathway would suit what we wanted to go to college for,” freshman and student of the School of Health and Wellness, Kaelyn McLaughlin said, “The pathways have impacted the way I thought high school would be because we are split up into careers and it’s not random kids in classes they don’t need to take.”

Each pathway has teachers,

designated by admin, to instruct the students in their courses. Pathway instructors, like College and Career Facilitator Alayna Martin, have the opportunity to work with other teachers throughout the district on curriculum and development. They work to encourage students to explore and expand their strengths, interests, and passions.

"People learn deeper when they are connected to what they are learning. This is true in a hobby, sport, or classroom,” Martin said, “With pathways, students are able to more readily make connections to themselves and explore what their future might hold.”

This Pathways program is meant to redefine students’ learning experience by encouraging their growth and assisting them in preparing for the future. Each of the four paths has a technical core class made specifically for the enrolled students' development.

"I'm in Human Services and in that class we learn how to work with other people and how to work as a team," freshman Sarah Barber said, "My pathway prepares me for the future because it is making me ready to work with other humans."

Freshman Pathway students Colin Howton, Guillermo Jones, Adam Humphrey, Cameron Greer, and Caleb Taylor line up with science teacher Sandra Herrera to ride the Patriot while on a field trip to Worlds of Fun on Oct. 5. Photo by Jared Buckman.

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The "Portrait of a Graduate" model was designed

by North Kansas City School District to represent the characteristics they plan to develop in students by the time they graduate.

High school is the final step in the process of preparing students for life after graduation. Pathways teach students to work hard towards their goals and what they envision. Not only does this benefit student lives and careers, but also the school’s standing. The Pathways program may be the next step toward improving Tonka’s image.

Students in the school of Design, Innovations and Technology pathway Kayden Harvey, 9, and Nora AlSharhan, 9, work on a group project together in Technical Core on Oct. 22. Photo by Amy White.

“I hope that it gives the students a chance to have a vision for their futures, and it will then allow us to maybe behave better or be more professional so that people won't see us in a negative light,”

School of...

Careers...

Pathways...

Business, Leadership and Entrepeneurship

Entrepreneur, Sales Manager, Marketing Specialist, Financial advisor, Small Business Owner, Accountant, Journalist

School of...

Careers...

Pathways...

School or Health and Wellness

Registered Nurse, Physician, Surgeon, Pharmacist, Physical Therapist, Veteranarian

School of...

Careers...

Design, Innovation and Technology

Mechanical Engineer, Electrical engineer, Civil engineer, Constructuion manager, Graphic Designer

School of...

Careers...

Human Services

Environmental Scientist, Social Worker, Psychologist, Public Administration, Teacher, Attorney, Police Officer

Business Pathway Teacher Ashley Lee said, “They will see us in a positive light because our kids have a reason that they are coming to school, and it’s not just because they have to.”

Two pathways for this school are the Business Pathway and the Entrepreneur Pathway. These students use projects based on business partnerships with the community that offer opportunities to teach them to demonstrate leadership through internships and projects.

Two pathways for this school are the health Services Pathway and the Wellness Pathway. They work from an academic foundation and technical background to contribute their time and work to the physical, mental and emotional health of people all over the globe.

Pathways...

Three pathways for this school are the Technology Pathway, Construction, and engineering Pathway, Creative Design Pathway.

These students collaborate with local and global groups in the same school to problem solve and elevate to the community.

Pathways...

Two pathways for this school are the Public Service Pathway and the Environmental Science and Sustainability Pathway. The students in this school use empathy to solve problems and collaborate to improve life quality.

12

Principles of a

Principal Tonka welcomes new principal, Dr. Edward Tate.

By Derikka McClain

Winnetonka started the school year with a new principal, Dr. Edward Tate. Some students may be curious about who Tate is and what he wants for Tonka.

When Tate first came to Winnetonka, there were multiple questions about who he was, especially coming back this new year after hybrid and online learning due to Covid. In the first week of school, students spent time with Tate in the auditorium, getting to know a little about him.

"Growing up, I had a pretty rough childhood, and I think that's one of the reasons I got into education," Tate said.

Tate explains that students' education means a great deal to him. He is trying to work on

Principal Dr. Edward Tate speaks to the student body for the first time at the fall sports assembly on Sept. 3. Photo by Kahlil Mudd.

where we should be academically and believes that our school has a foundation to improve on.

"What I'd like to see from Tonka, is to be in a place where [we're] just really making huge strides and gains academically. I believe we have the scholars here that are intelligent enough, regardless of what their background is; what their home situation is, regardless of what color their skin is or how they identify," Tate said, "We have very intelligent young people walking the halls and sitting in the classrooms of this building."

Tate's view may be influenced by the perspective of an outsider.

Before coming in as the school's new principal, Tate and former principal, Dr. Eric Johnson were in the Missouri Association of Secondary Principals together.

Through this relationship, Tate got a better understanding of the school beforehand.

The new grading system is

something Tate would like to see affect reaching our full potential.

"I’d like for our freshmen to start off strong, I’d like for our sophomores to continue being strong, our juniors to stay strong, and we definitely need our seniors to finish strong,” Tate said.

Tate believes that the students' limits are endless; that students at this school are strong and hardworking. He set goals for himself as the new principal, because he wants to be the best role model for the students as he can. "[One] of the goals I set for myself is to be extremely visible to everyone," Tate said, "I want scholars here at Tonka to know that they have a principal that is here for them, is concerned about them and cares about them. One of the ways I feel I can show that is constantly being visible whether that’s in the hallways, classroom and the cafeteria.”

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14 A

Starlit Night Following homecoming on the week of Sept. 1925, students have feedback on the execution of the events.

By Cruz Thapa

Homecoming is an annual series of events that celebrates alumni. Alumni return to their respective school to honor the traditions and history. The events held this year were a dance, a parade, and assemblies. The dance took place in both gyms due to Covid precautions. This year, the overarching theme was Under the Stars.

“The theme was rather cliché. It made the whole experience a lot more boring. Star themes are done to death," sophomore Charlie Vitale said.

Students enjoy a slow dance at the homecoming dance in the main gym on Sept. 25.

Photo by Emma Hilt.

While there was criticism on the theme, there was also praise.

“A lot of people were really enjoying themselves, and you know, just having a lot of fun, and I thought it was pretty good, but it was like a nice little social thing for people,” junior Adia Hazeslip said.

However, before some students could even get into the dance, they experienced holes in management.

In the ticketing booth, there was inconsistency in admitting students into the dance.

“Some students weren't exactly able to get into the dance even though they had bought tickets,” Hazeslip said. "Their names [were] on the list."

Tonka also had a parade as part of the homecoming festivities. In the homecoming parade, extracurricular clubs, as well as homecoming court candidates, paraded through the Maple Park neighborhood in cars and floats.

Some participants had complaints on the parade execution as well.

“The line at the beginning was not great; no one knew where to go.

They should just send out the order to the whole student body,” senior Tucker Shay said. “There was a lot of distance between some floats and candidates.”

After the line settled, the parade officially began.

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Juniors Brooke Long, Kylia Valenti, Lan-Linh Tran and student council members decorate the A hallway to the constellation theme for spirit week on Sept. 19. Photo by Sarah Green.

“I had a lot of fun in the parade. I was on a float and I know that people participating had lots of fun,” Vitale said.

Following the parade, students sat down for a pep assembly. The pep assembly was unique in that it was outside rather than inside. The location change led to some confusion on seating.

“Once the pep assembly started, things were falling off. I don’t think anyone knew what to do. We were apparently supposed to sit with our class, but had no way of figuring that out," Vitale said.

Being a pep assembly, its purpose was to energize the student body. Students, however, were allegedly not feeling it according to Shay.

“It wasn’t as school spirited as past assemblies,” Shay said. “We were literally doin’ ‘Single Ladies’ and heard only two ‘woo’s’. There was only spirit on like one of the class roll calls.”

Students noticed many practices for Homecoming that were new this year. Many students feel that these changes were good in execution.

Feeder school students attended the assembly and cheered along.

“[The aux gym] was like a pretty chill spot to cool off for a bit, which supported the energy of the main gym.” Hazeslip said.

“The future Griffins had us beat when football cheers happened. It was so bad it was funny,” Vitale said.

Originally, outside guests were not allowed to attend the dance.

Leadership overturned this rule.

Homecoming was handled differently this year, as the responsibility was given to the Leadership class rather than a separate homecoming committee.

“The best thing that leadership did was when we were able to fight for outside dates after admin said we couldn’t bring outside dates. We had a meeting with the administration and got that changed.” Shay said.

“There was like eight different [plans]. Some were backup plans, others were just disagreements on what we wanted,” Shay said.

"Members just wouldn’t show up to work outside of school.”

Graphics by Cheyenne Brown

16

A Game for All

A spirit-fueled competition held between the junior and senior classes played for peers in all years to watch.

“What really encouraged me to play is that I am a senior and didn’t get to do it last year and I really thought this was a good chance for me to participate in something,” Tracy said, “It was really fun getting to have a group of girls to coach with and having an opportunity to represent my class and show that girls can do it too.”

The game switches the typical gender roles expected of a game of football. It reinforces a more positive and accepting environment for the school. The game isn’t just a simple game, but an event meant to create bonds and encourage friendly rivalries among what Tonka is now calling “scholars”.

By Cheyenne Brown

Across the nation, schools host events to raise morale among their student bodies. Winnetonka has a special tradition of its own for this cause. Encouraging the students to work and engage with peers, Student Council held an annual event called Powderpuff.

"Powderpuff is a game between juniors and seniors, and they play flag football. The girls play flag football and the boys do cheerleading,” junior Luiza Wakeman said, “It’s done in two 20-minute halves where the juniors play the juniors and the seniors play the seniors. The winners from

Daeriahsha Mercer, 12, runs to score a touch down in a Powderpuff football game on Nov. 3. Photo by Aunna Davis.

each of those play each other for the championship.”

Powderpuff presents a unique opportunity to have the junior and senior class interact in a team building, graduation class-oriented game. Underclassmen are given the opportunity to watch from the spectator stands in the new stadium.

It also gives underclassmen something to look forward to. This event had been cancelled last year due to the pandemic. To make up for lost time, senior Eva Tracy made the decision to participate.

“Powderpuff definitely benefits the student body by encouraging us to work together as a team to do something we don’t necessarily do," senior Gracie Brendle said, "Flag football is obviously not our expertise, but it’s definitely a way to build trust and believe in each other to be there for a pass or the play.”

Upperclassmen praise the game and encourage their younger peers to participate. It is a student led project and is interactive for each participant.

“It gives the student body a chance for the juniors and seniors to hang out with each other,” Wakeman said, “The freshmen and sophomores get to come watch. It gives them something to look forward to when they’re upperclassmen. It really is just a good experience.”