JAGWIRE
MILL VALLEY HIGH SCHOOL | VOL. 20 | ISSUE 1 | SEPT. 19, 2019 | MVNEWS.ORG
new laptops. new impact.
02
Table of Contents | Cover by Tatum Elliott
contents news
03 news brief 04 construction 06 cell phone policy
features
08 student techs 11 new macbooks
opinions
16 staff editorial 17 opinions
sports
19 logan pfeister 20 college commits
a&e
22 stickers
photo essay
24 fall sports kickoff
September 19, 2019
letter from the editors hey mill valley!
Welcome to the first of eight issues in volume 20 of the JagWire newspaper magazine! As the 2019-2020 editors-in-chief, we are excited to embark on this journey as we cover a variety of relevant and important topics that occur throughout our community. As you may have noticed, coming back to school this year has involved changes varying from the new MacBooks and cell phone policy to construction. Therefore, for this issue, we’ve decided to cover the relevance of the new MacBooks in and out of the classroom, and how the addition of the new oneto-one devices impacted the school’s
policy on cell phone usage in the classroom, seen in the removal of Bring Your Own Device. With all of these changes taking place, we hope to keep everyone informed and in touch with our community. We are looking forward to the excitement of future issues and a year of great experiences
your editors,
staff 2019-2020 editors-in-chief
Hannah Chern
jagwire.hannahchern@gmail.com
Tatum Elliott
jagwire.tatumelliott@gmail.com
mill valley news editors-in-chief
reporters & photographers
Isabel Aerni
jagwire.isabelaerni@gmail.com
Aiden Burke
jagwire.aidenburke@gmail.com
Julia Fair
jagwire.juliafair@gmail.com
Anna Owsley
Claire Franke
Ben Wieland
Quinn Franken
jagwire.annaowsley@gmail.com jagwire.benwieland@gmail.com
photo editor Andrew Tow
jagwire.andrewtow@gmail.com
assistant editors Steven Curto
jagwire.stevencurto@gmail.com
Sophie Lecuru
jagwire.sophielecuru@gmail.com
Tanner Smith
jagwire.clairefranke@gmail.com jagwire.quinnfranken@gmail.com
Jordin Harris
jagwire.jordinharris@gmail.com
Anastasia O’Brien
jagwire.anastasiaobrien@gmail.com
Jordan Prestia
jagwire.jordanprestia@gmail.com
Hayden Resch
jagwire.haydenresch@gmail.com
Evan Sherman
jagwire.evansherman@gmail.com
Zach Shrader
jagwire.zachshrader@gmail.com
jagwire.tannersmith@gmail.com
@millvalleynews
find us at:
mvnews.org
@millvalleynews1 Mill Valley News
jagwire office
5900 Monticello Road Shawnee, KS 66226 Phone: (913) 422-4351 Fax: (913) 422-4039 Email: jagwirenewspaper@gmail.com Adviser: Kathy Habiger khabiger@usd232.org JagWire, a monthly publication of Mill Valley High School, is printed by Valley Offset Printing, Inc.
JagWire
Content by Steven Curto & Jordan Prestia | Design by Tatum Elliott | News
Brief
03
HAVE YOU HEARD?
A brief review of the significant news highlights and events to remember this month
Shooting in Odessa, Texas Leaves Eight Dead Saturday, Aug. 31
On Aug. 31, a shooting in Odessa, Texas resulted in the deaths of eight people, including the gunman. While the debate on gun control continues, the Odessa shooting becomes the latest of 289 mass shootings to occur in the U.S. since the start of this year. photo source Cengiz Yar/Getty Images/TNS
13 Reasons Why
Amazon Fires
Netflix released season three of “13 Reasons Why” Aug. 23. Junior Avery Rutowski has enjoyed the show’s new direction. “Season three of “13 Reasons Why” ... [is] entertaining because it introduced ... a new plot that isn’t about Hannah,” she said.
Roughly 76,000 fires have been burning across the Amazon rainforest in Brazil throughout the months of August and September. Most of the fires were a result of deforestation, logging and common slashand-burn farming techniques.
Friday, Aug. 23
Homecoming
Saturday, Sep. 21
“The atmosphere of the dance and the after parties is something everyone should experience.”
senior cline boone
Jonas Brothers Sunday, Sept. 22
Ongoing Since Aug.
“I was excited [The Jonas Brothers] were making a comeback.”
sophomore lacey marr
Dogs in Politics Monday, Sept. 23
photo source Victor Moriyama/Getty Images/TNS
professional associations
Kansas Scholastic Press Association National Scholastic Press Association Journalism Education Association Journalism Educators of Metropolitan Kansas City The 2018 JagWire earned an All-American rating from NSPA and an All-Kansas rating from KSPA. It is also a member of the NSPA All-American Hall of Fame.
censorship policy
The Kansas Student Publications Act guarantees the same rights for student journalists as are guaranteed for professional journalists. These rights include, but are not limited to, all First Amendment rights, including the rights of freedom of speech and the press, insofar as published items may not contain libelous, slanderous or obscene statements, may not incite or promote illegal conduct and may not cause a substantial disruption to normal school activity. This law also prevents censorship of any kind by the adviser, building or district administration.
“[National Dogs in Politics Day] is the only reason I would consider becoming a politician.”
sophomore sydney chappel
editorial policy
We value your opinions. If you wish to submit a column or a letter to the editor to the JagWire, you can do so by handing it in to a member of the staff or to the print journalism room (C101). Additionally, you may email any member of the staff with opinions, as well as tweet us at @millvalleynews. Anonymous content will not be accepted. Please understand that we have the right to edit all copy that runs in this publication.
04 News | Design by Hayden Resch
September 19, 2019
constructive criticism
The construction of a new gym and theater, pictured from above, caused inconveniences for many students, staff. | submitted by Hunter Ristau
bus drop-off
Getting off the bus, sophomore Jakob Patterson heads towards the ground level entrance of the school. | Andrew Tow
W
ith a 6A competition gym and theater being built, many parking spots are no longer available and many busing routes have been changed to deal with the construction. This has caused many students to rethink how they get to and from school and many bus drivers to change their
ZACH SHRADER
reporter/photographer
TANNER SMITH assistant editor
The inconveniences of construction have seriously impacted the everyday lives of students and staff drop-off and pick-up locations. For sophomore Addisen Chezem, who did not receive a parking pass, the lack of parking spots has been a huge inconvenience for her morning cheer practices. “[The construction has] affected me mostly for morning practices because I feel bad having my parents or other people taking me once a week,” Chezem said. “I have to leave my house by 5:45 and that’s been really hard for the people taking me.” In addition to affecting her morning routine, Chezem feels the construction has made it harder for her to get home quickly after school. “I have been parking … [at my] friends whose house backs up to school … but I still have to walk,” Chezem said. “It’s kind of difficult when I have things that I need to get out quickly for … work and it takes away some time that I could have [had].” Although many are facing the problem of not being able to drive, bus driver Scott Schau is adjusting to new drop-off and pick-up locations.
“Until they’re done [with construction], loading into Mill Valley has to be done on the south side of Mill Valley instead of the front bus route,” Schau said. “That is tentatively scheduled to end by the end of October.” While Schau manages the temporary adjustment, it has made getting in and out of the school more difficult. “[Construction] makes it harder to get into the school in the mornings because we have to wait at the stoplight … [and] watch for all the pedestrians in the crosswalks and all the other traffic,” Schau said. “We have to wait longer to get pulled in with all of the other traffic as opposed to pulling into the circle out front.” Although Chezem does not get to park at the school, she still feels the construction is important for the school. “I think it will be worth it, Chezem said. “The new gym will be nice because it gets really crowded in [the main gym] during games, and I think we needed to have a bigger gym for the size of our school.”
JagWire
weight room
Lifting his leg over the hurdle, senior Carson Caldwell works out on the track due to the construction making the old weight room inaccessible. | Andrew Tow
counseling
After the construction got rid of his office window, school counselor Chris Wallace has to work in the dark. | Andrew Tow
A
summer 2019
ting into the weight room when it’s freezing will be tough and keeping the room warm will be [difficult].” In addition to affecting the class, Brubeck feels many sports such as volleyball and basketball are suffering from the lack of a suitable weight room to accommodate everyone. “For soccer, we haven’t really been affected,” Brubeck said. “But I bet volleyball and basketball … practices will be harder to get scheduled.” Although the inconvenience is only expected to get worse, Brubeck is still excited about what the new construction’s completion will mean for the school. “In the long run, the new construction … will be worth it because … [it] will cause more good opportunities than minor setbacks,” Brubeck said.
ith the new renovations to the school, one unintended effect is that the counseling office has had to deal with darkness, heat and temporarily losing their office. For counselor Chris Wallace, losing the counseling office’s window, and the light that comes with it, has been a major adjustment. “You lose that natural light coming in, so getting used to a darker environment, … with only the fluorescent lights up above was kind of an adjustment,” Wallace said. “We are very relieved that we are getting our windows back … [because the windows] open up the space and provide … a better setting than simply being in a closet of sorts.” In addition to losing the window,
Wallace found it difficult to adjust to a warmer environment due to the lack of air conditioning at the beginning of the school year. “Getting into [the counseling] office without the AC was pretty tough,” Wallace said. “I tend to prefer having a comfortable environment to work in.” Although parts of construction has made their jobs more difficult, Wallace feels that temporarily moving to the media center was actually beneficial. “In some ways, there was a benefit to being in the media center together,” Wallace said. “Being able to work together and talk with one another easier was actually a way to make it a little more enjoyable.” For Wallace, any setbacks that the construction brings is worth it for the overall benefit of the school.
W
A timeline of USD232 bond projects and construction
ongoing 2019
2020 - 2021
new projects: - theater - competition gym - fieldhouse
05
fter the temporary closing of the weights room, students in strength and conditioning have been temporarily displaced to the field house. For sophomore Nick Brubeck, the class has not seen a major impact from the construction so far, but he expects that to change. “I don’t think the construction has affected our weights class that much yet, but I [think the construction]… will overall cause more [problems],” Brubeck said. Although the inconvenience has been manageable so far, come winter time, Brubeck expects the weight room situation to be much worse for students. “Once it gets colder it will cause more challenges,” Brubeck said. “Get-
work in progress:
News
new projects: - security cameras - IP mass notification system
new projects: - stadium renovation - track renovation - soccer field updgrade
06 News | Design by Anastasia O’Brien
September 19, 2019
CELL PHONE CRACKDOWN District policy prohibits cell phone usage in class
With the new bell to bell cell phone policy in full effect, devices are only allowed to be used by students during passing periods and lunch.| Evan Sherman
AIDEN BURKE
reporter/photographer
BEN WIELAND
mill valley news editor-in-chief
T
he district implemented controversial new restrictions on cell phone usage during school this
year. The district-wide restrictions prohibit students from cell phone use during class, or, as many students have heard it called, bell to bell. Students are still allowed to use cell phones during passing periods and lunch. The decision to ban cell phones from classrooms was made by the district’s secondary principals, including Tobie Waldeck. They believed that
SCREEN TIME
A student survey found the impact bell to bell restrictions had on phone usage
38% students who use their phone a lot less
with every student receiving a MacBook, cell phones as learning devices in the classroom would become redundant, according to assistant superintendent Alvie Cater. “The previous Bring Your Own Device program was put into place in an effort to have more devices in the classroom to support learning… our schools simply did not have enough
26% students who use their phone a little less
News
JagWire
laptops,” Cater said. “Now that [every student has a device], we believe a limit on the use of mobile phones by students is more than appropriate.” For some teachers, like English teacher Ashley Agre, who was a pioneer of cell phone restrictions, the policy doesn’t require much of an adjustment. In 2017, while most teachers still allowed students to keep their phones in their pockets during class in accordance with the Bring Your Own Device program, Agre decided to introduce the phone home and require kids to take a break from their devices. Putting aside personal devices gave Agre peace of mind. “I [stopped allowing phones] because I knew they were a distraction,” Agre said. “[Keeping phones out of class allows] me to not have to manage them and make sure that people weren’t secretly texting.” Math teacher Laurie Deuschle supported the bell to bell policy because she doesn’t think there’s a good reason for cell phones in her classroom. “If there was a time and a place for [using a phone in class], I’d be okay with it. I don’t know when that time and place is right now,” Deuschle said. The new cell phone policy has support from physics teacher Ryan Johnston as well, who observed the negative effect cell phones had on his students. “I saw what [phone use] was doing to my students’ attention spans and quality of attention. They weren’t really there, even when they were [not on their phones],” Johnston said. While numerous teachers support the cell phone policy, many students critique its restriction of their freedom to use their phones. Junior Michael Brown sees both sides of the issue. “I think [the policy] hurts kids on some level, but it is beneficial in keeping their attention at some points
07
Using her cell phone at lunch, sophomore Amaya Cowan takes advantage of one of the only times available for student cell phone usage at school. | Claire Franke
Placing their cellular devices in a phone cubby, juniors Ellie Tribble and Aaliyah Gonzalez locate their desk numbers corresponding phone cubby pocket. | Steven Curto
during the school day,” Brown said. Sophomore Patrick Mack is a bit more critical of the policy. “I do not think the policy has improved my learning capabilities at all,” Mack said. “Overall, the phone ban has harmed students because of the opportunities it takes away and the amount of detentions people will get from doing things [like] trying to see the time.” Agre agrees there are times during her class where a lack of cell phones takes away opportunities, like when she attempts to play Kahoot or Qui-
zlet Live. In all other cases she still dislikes the idea of phones in class. “The only time I would really like for [students] to be able to have [phones] is when we are playing games like Kahoot,” Agre said. “I can see the positives and the negatives.” Brown believes the policy can be amended to be more lenient while maintaining its positive effects. “I would make a policy where you would keep your phone in a cubby until the end of the lesson,” Brown said, “[It would] not require phones to be banned bell to bell.”
29%
5%
2%
students who use their phone the same amount
students who use their phone a little more
students who use their phone a lot more *survey of 240 students
TECHNOLOGISTS New class created to help students and staff handle problems with new technology
In the library, seniors Aidan Thomas and Daniella Phale and sophomore Cameron Long check to see if any teachers need their assistance. | Andrew Tow
I
n addition to the new MacBook Airs, a student tech team was formed to counter problems that may occur. Instead of having to rely on K12 for technical difficulties, a
group of students are always available to aid students and teachers that are experiencing problems. The Student Tech “classroom” is in the Media Center. There are only
one or two students in each class supervised by Debra Steiner. Applications for the class were open to any student, even those without prior technology knowledge. Students
how to write a ticket
Learn how to submit a request to fix problems with your MacBook Go to the district home page (usd232.org)
Click “Save”
Go to “Departments” tab, then “Technology” tab
Fill out everything you can about your technology problems
Click on “Ticket Details”
IN TRAINING were accepted into the class after being interviewed about their understanding of Macbooks and technology. Senior Daniella Phale had the opportunity to further her technological education with an experience most students don’t have. “I have just always had Apple products… and having an internship with Apple helped [me get good with technology] a lot,” Phale said. Sophomore Madison Vosburg planned on applying for the class as soon as she found out about it. “I’ve always been interested in technology and once I heard we were getting MacBooks I was excited, so I thought this would be a great opportunity,” Vosburg said. Spanish teacher Jennifer Dillon feels the student techs have helped foster a community of learning, even for the teachers. “I think when teachers realize they can learn something from students too. We can learn from each other, and it just creates more of a community feeling and everybody benefits.” Dillon said. According to Vosburg, most days the Student Techs’ spend their class time going through tickets. “Any problem with MacBooks we encounter, we have to put [tickets] into our system, just so our district knows what has been going on and what problems we’ve been having,”
Click “Contact Information” Search your last name
Vosburg said. “The Student Techs have our own thing where we get tickets sent to us, and if we can fix them we go and resolve the tickets. If not, we send it up to our higher tech guys.” In the future this class could consist of more than fixing the MacBooks. “We’ve talked about doing projects, like making business cards or proposing ideas to help other schools, like the middle school who also got new technology,” Vosburg said. For Dillion, the student techs have been important for getting familiar with the new technology. “I have had luck with the student techs coming right up,” Dillion said, “They are always available, which is really nice. They are very polite they just jump right in. They either fix it or explain why they need to put in a ticket. They check back which is good.” Dillon thinks this class is a great opportunity for students to follow their passion. “I think it allows them to do something they enjoy, develop their problem solving skills and communication skills,” Dillon said. For Phale student tech has been a great opportunity to get involved in the school. “For my senior year I wanted to get more involved with the school there wasn’t a lot of things I could reach out to, but this is up my alley,” Phale said. Vosburg benefits from the social as-
QUINN FRANKEN
reporter/photographer
CLAIRE FRANKE
reporter/photographer
pect of the class. “[The most beneficial part of the class is] getting myself out of my comfort zone. I think it is good for me to interact with students and teachers on a daily basis,” Vosburg said.
“TEACHERS REALIZE THEY CAN LEARN SOMETHING FROM STUDENTS TOO” teacher jennifer dillon
For Phale, the positive effect she has on other students and teachers is one of her favorite parts. “The joy of seeing people going from frustration to continuously thanking me and just fixing things seeing people smile after I fix it is what gives me happiness,” Phale said.
Click the hyperlink under “K12itc Helpdesk” Sign in with your school email and password and click “New ticket”
10 Ads | Design by Molly Smith
September 19, 2019
GSA MVTV SpanishNHS XC Welcome back LitMag Swim StudentAmbassadors SilverStars jagPRIDE from yourRFL Debate Soccer MV Choir ScholarsBowl Booster Club!! NEHS Track&Field Basketball Baseball us on: Make-A-WishFind TableTennis Science Website: Olympiad FrenchClub Wrestling millvalleyboosterc.wixsite.com/mvbc JagFlite Newspaper JazzBand Band MarineBio JagLeadership Facebook: Bowling @MVJagsBoosterClub StuCo Cheer Club121 Softball Twitter NHS @mvjagsboosters Robotics TableTennis MVOutreach The Booster Club supportsMVOutfitters each and evTennis FrenchNHS ery club, activity and sport at Mill Valley ModelUN JagLeadership NAHS YouthforRefugees Choir Volleyball Need $$$ for your team, club, or activity? Forensics DECA Golf Thespians Sign up to work concessionsDrama Football CreativeWriting GSA MVTV orSpanishNHS XC Present a funding request LitMag Swim StudentAmbassadors to the Booster Club SilverStars jagPRIDE RFL Debate
macbooks: a new era
The implmentation of new MacBooks has changed the way students utilize technology in learning environments
E
very Mill Valley student left enrollment with something a bit more interesting than just the usual schedule and parking pass this year: a personal, district-issued MacBook Air. The district’s new one-toone technology initiative has upended classroom structures and changed the way students learn. Adjusting to the
absence of the Bring Your Own Device policy, students have found ways to personalize their incorporation of MacBooks into their daily routine. The MacBooks have proven incredibly useful and convenient to teachers and students alike, though some have struggled with adapting to the new technology. To accompany the tech-
nology initiative, administrators have written and implemented new rules restricting student permissions on the laptops, as well as consequences for rule breakers. The MacBooks have required changes to nearly every aspect of teaching and learning at Mill Valley, and their full effect remains to be seen.
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Features
USAGE
T
he introduction of MacBook Airs, the chosen device for oneto-one computing in the district’s high schools, and Canvas, the district’s new course management system, has caused drastic changes within the classroom. The combination of new technology and electronic teaching methods have changed the way students learn, interact and demonstrate knowledge. Coordinator of Career, Technical and Virtual Programs Cindy Swartz is optimistic about the opportunities the MacBooks open up in the classroom. “The Apple products make it easy for teachers and students to collaborate, share and monitor devices,” Swartz said. “We are providing students with more tools to engage in learning and more technology-oriented experiences.” Junior Adam White, who has seen firsthand the effect of the new devices in the classroom, believes the MacBooks have been an overall positive addition. “I think [the MacBooks are] helpful in bringing technology to the school, bringing a level playing field and allowing teachers to use [technology] more effectively instead of spending 20 minutes getting computers or finding a computer cart,” White said. However, White is frustrated with his MacBook’s inability to successfully run everyday programs throughout the first few weeks of school. “Specifically for my MacBook, it doesn’t run Microsoft Word or Google Docs very well, which isn’t great for taking notes or doing anything,” White said. “When simple applica-
September 19, 2019
many devices in a building [with a] new infrastructure,” Mikel said. “Right now, it’s a matter of [if] the current infrastructure with the network can handle the amount of traffic that we have now in each building with everybody having a device running. It may just be as simple as we need more access points in the buildings.” White observed another important MacBook connectivity issue that has
impacted students and teachers. “I’ve seen MacBooks that can’t connect to [Apple] Classroom, which is really difficult for teachers who rely on Apple Classroom,” White said. According to Mikel, the K12 technology has identified this problem and is working on a solution. “[The Apple Classroom difficulty] seems to be more focused at Mill Valley, so we’re trying to determine whether it’s your building and if it has anything to do with the construction or if it’s a network issue,” Mikel said. “We need to determine where that technical breakdown is happening before we can solve the problem. The good news is that we’re aware that that’s going on in your building, and that’s the first step. Now we can try to problem solve.” On the other hand, the MacBooks have come with many benefits to counterbalance the negatives. Specifically, White appreciates the advantages of a fully digital classroom via the integration of Canvas. “[Canvas] makes it a lot easier to not have to bring four textbooks home ... and all the papers that you need to do are online,” White said. “[Canvas] makes it nice and easy and all in one place. If you forget something at school, you can still do it because you will always have your MacBook or access to internet.” Social studies teacher Jeff Wieland has taken full advantage of the digital classroom. All his class materials exist digitally, and his classes take place nearly entirely on MacBooks, using Canvas and Google applications. Wieland has fully accepted that education is going to be an increasingly technology-centered experience and
“I like [Canvas] ... we get to go back to assignments.”
“I think [Canvas] is good. It is a little confusing at times.”
tions like that can’t be run, the MacBooks are kind of useless.” District Instructional Specialist Rachel Mikel predicts that internet connection issues like White’s could be occurring due to the overload of electronic device users on the new network infrastructure—the result of one-to-one computing. “The issue is [that] we have this
“[MACBOOKS] ARE HELPFUL IN BRINGING TECHNOLOGY ... AND A LEVEL PLAYING FIELD TO THE SCHOOL.” junior adam white
student section Students from each grade level share their opinions on Canvas
freshman michelle twum
sophomore jada eggleston
Design by Tatum Elliott & Sophie Lecuru |
JagWire
Features
13
While taking a test in AP United States History on Tuesday, Sept. 3, junior John Lehan uses the application Canvas on his new MacBook. | Steven Curto
therefore chooses to utilize it in his own classroom. “I’ve tried to adapt my entire curriculum,” Wieland said. “If the 21st century version of learning is going to be [students] doing things online and looking [at] and accessing documents online and working together, I might as well embrace that.” The implementation of one-to-one devices in classrooms allows Wieland
“[Canvas] is better than Blackboard.” junior brodie scott
to find technological opportunities he could once only imagine. “I think being able to collaboratively work on Google Docs and knowing that each kid can [participate has made an impact]. We can collaboratively work on the same document as a class,” Wieland said. “[One-to-one technology] allows me to experiment with things I always thought could be done, but we didn’t have the tech.”
“[Canvas] is fine. It is ... more simple than Blackboard. senior kylie pitts
Junior Sofia Nicot believes the online classroom is a refreshing change. “We use the MacBooks for everything. We have all our documents pulled up on [Canvas], so we don’t have to print them off,” Nicot said. “We do all our assignments and work [online]. We can pull up the PowerPoint that he’s currently showing [the] class and look through it. It’s nicer [because] it’s easier to access.” Canvas’s software streamlines Wieland’s grading process and brings many additional educational benefits. “I like Speed Grader; I think it’s nice to be able to see the assignment right there. I like to be able to score the assignment and then be able to type comments ... Instead of having to try to write, ... it’s easier for me to communicate what I want to communicate [via typing],” Wieland said. “I kind of flip right through them [on Canvas]... and I don’t lose assignments. They’re not stacks of paper I’m carrying home; everything is there. [Students] get more immediate feedback too because you don’t have to wait for [their]
14 Features
September 19, 2019
During Apple Classroom training on Thursday, Aug. 29, Coordinator of Career, Technical and Virtual Programs Rachel Mikel presents. | Hannah Chern
RESTRICTIONS
request process and proved a need for the desired programs, so the team now has access to vital software. Despite initial issues like these, Mikel views the implementation of one-to-one technology as a success. “We’ve rolled out devices to five buildings, thousands of students and hundreds of teachers,” Mikel said. “If you... think about how much is involved with that, the problems that we’re having ... [are] actually small [problems].” Junior Sofia Nicot is disappointed by restrictions on pre-installed Apple applications on the MacBooks like Calendar, Messages and Mail. “The calendar [app] is an essential tool to keep kids organized and have all their dates in one [place],” Nicot said. “Especially on the MacBook,
While the new technology has improved opportunities inside the classroom, an array of MacBook restrictions have negatively impacted the student population. White notes how MacBook restrictions have led to disgruntled students around the school. Specifically, White expressed frustration toward downloading restrictions on Dropbox and Verbatim that impacted the debate team’s ability to prepare for their season; after submitting requests for restriction removals, the problem still took weeks to be resolved. “Specific programs that we use [to debate] can’t be used, so we’ve been set back two weeks,” White said.
According to Mikel, in situations like the debate team’s, students and teachers are encouraged to directly approach administration if they wish to be exempt from downloading restrictions on software, programs or apps. “[Requests for MacBook restrictions removals are] evaluated on a need basis,” Mikel said “If there was a restriction that a passionate student or group of students could prove a need for… then I would encourage [them] to approach [the] building principal… We value input.” According to Mikel, students and teachers must show the value and necessity of the desired program or software through the means of proof and data. For example, debate teacher Sohail Jouya completed the software
by the numbers
of students like the MacBooks
of students use MacBooks for school work
of students don’t like the MacBooks
of students don’t use MacBooks for school work
Statistics on the student body’s opinions regarding the new laptops
71%
29%
78% 22%
Design by Tatum Elliott & Sophie Lecuru |
JagWire
having [Apple apps] restricted is definitely an issue. According to technology director Brandon Riffel, application restrictions like Calendar have been put in place due to the district’s goal of helping students and faculty keep their personal data separate from district-owned devices for the sake of privacy. Riffel explained the way iCloud functions, when someone logs into their Apple ID on a new device. “[Apple tries] to be helpful, and it wants to put messages back on all devices, so all [personal] messages go everywhere.” The solution was to black all applications connected to Apple ID, but by blocking iMessages and FaceTime, the access of other Apple applications also get restricted. “The problem is [that if you add] Apple ID information to your MacBook because you want your calendar, contacts and mail to show up on your phone ... [so] you’re getting notifications up there, which kind of defeats the purpose [of restricting iMessages and FaceTime]. If someone sends you an inappropriate text message, it pops up in the notification,” Riffel said. “[The district is] working with Apple to help split [iMessages and apps like Calendar] apart so you can put your calendar, contacts, to do list—all of these things ... on your device.” While Apple applications are still under restrictions, Riffel notes that the internet allows you to access the Cloud and the student Office 365 account. “If you need [a] calendar, contacts or mail, you can use the [internet]; iCloud.com works no matter what. Likewise, you have an Office 365 account which has [the same features],” Riffel said. “Instead of using your personal email address for your school calendar, use the school calendar and put it on your personal device.”
Features
POLICY With regulations on the MacBooks, some students have attempted to work around the limitations. The district is no stranger to student circumvention of district technology policies, so they were prepared to crack down on violations of the district’s technology policy. The district published an information handbook for the MacBooks, available on the district website, outlining an extensive 22-point list of Acceptable Use Policy restrictions. The list features rules like “[students may not] attempt to install any unapproved software on district devices” and “[students may not] expect [their] email, files, directories, network access, or data transmitted on all devices while on school grounds to be private.” According to associate principal Marilyn Chrisler, punishment for students who break handbook policy will be uniform across the board. The consequence for rule violation is taking away student’s MacBook privileges, including the MacBook, for two weeks. Based on the MacBook damage and repair policy, the first time a device is damaged, the district repairs it for free. The second instance results in a $50 fine to supplement the cost. The third instance, this fine will increase to $75. For succeeding damages, the student must pay for the repair in full. Chrisler notes that this policy doesn’t pertain to all device damages; students are not accountable for general mechanical issues. “If it’s mechanical or something within the device itself that has been broken, like a keyboard, and you didn’t damage it, it would be under the [district’s] insurance policy,” Chrisler said. “But if any damage is acquired by the student, they’re responsible.”
A student uses her her school-issued MacBook Air to do schoolwork on the program Canvas during seminar on Monday, Sept. 9. |Steven Curto
With Apple Classroom projected on the board, teacher Sarah Haub stands in the front of the classroom teaching.|Hayden Resch
what is the biggest inconvenience of the MacBooks?
60% 12% 10% 10% 8% internet restrictions
online assignments
using canvas
15
carrying them
none of the above
*survey of 260 students
16 Opinions | Design by Tatum Elliott | Illustration by Anna Owsley and Ben Wieland
September 19, 2019
staff editorial:
JUST ASK FOR HELP
AIDEN BURKE
reporter/photographer
ANASTASIA O’BRIEN reporter/photographer
TANNER SMITH assistant editor
Asking questions and adressing MacBook concerns with administration is important
I
t’s obvious to anyone who has come to school in the last month that the district has invested in new MacBook Airs, and just about every teacher is trying to find ways to incorporate the Macs into their curriculum. While not having to fight for computers or having to deal with the incredibly slow login speeds of last year’s Dells has been nice, the Macs still have one major problem: Securly. If you have not heard of Securly, it is the system on your MacBook that blocks you from searching for whatever you want. The mission that technology director Brandon Riffel lays out for Securly is to “protect kids from pornography, obscenity, and things that would be seen as harmful.” While Riffel and other administration members have acknowledged that Securly is not
perfect, the best way to solve problems such as over restricting what students can search and download is to ask for assistance from administration. For example, Sohail Jouya’s debate classes have had problems downloading vital software for the class. After making the district aware of the problem and asking for permission, the software was approved and can now be downloaded on the computers. Many of the problems with Securly can also be chalked up to a lack of student knowledge. Students have had problems with looking up material that is not inappropriate but still has keywords that Securly identifies as problematic. For example, Jeff Wieland’s AP US History class tried to search Thomas Hooker but were not allowed to because it has Hooker in it. Searches like Thomas Hooker are
not blocked for high school students, but are blocked because some students have not signed in, meaning Securly treats them as elementary students who are more heavily restricted because of their age. Even though Securly may still have unnecessary restrictions such as George Walden’s Current Social Issues class not being able to look up certain articles about vaping and Ryan Johnston’s Physics class not being able to download Logger Pro, the best solution to the problem is to ask for a fix. While using things like VPNs may solve the problem in the short term, it will just lead to the district becoming even more restrictive. The best long -term solution to these problems is to talk to teachers or administrators about problems to figure out a solution.
JagWire
Design by Tatum Elliott | Illustration by Anna Owlsey | Opinions
17
LET’S GET POLITICAL Students should embrace being politically active
TANNER SMITH assistant editor
P
olitics. A word that makes so many immediately tune out a conversation because they know what is coming next will be either incredibly boring or controversial. While politics at times can indeed be boring and controversial, it is vitally important for students to be informed, and school is a great place to start. One of my favorite classes from high school was AP European History. It wasn’t because I had friends in that class or because I had a great teacher, although those did help; it was the focus on discussion. The focus on discussion allowed me to share my political ideas and hear the opposing sides points, giving me the opportunity to not only challenge what I had previously thought, but to reconcile different opinions and build my knowledge on a subject. Sadly, many students don’t take
very many discussion-based classes or just choose not to stay up to date on current events. In fact, a study from the National Opinion Research Cen-
“BEING POLITICALLY KNOWLEDGABLE ... IS THE BEST WAY TO FIGHT FOR CHANGE” reporter kevin schultz
ter found that 60 percent of teens paid little attention to the news following last year’s midterms.
While it may not seem important to be informed, a lack of information can have real consequences. According to Kevin Schultz, a reporter with 15 years of experience, being politically knowledgeable and participating in political discussion is the best way to fight for change. Whether you are passionate about abortion rights, climate change, gun control, taxes or any other assortmant of issues, it’s evident that the best way to really learn your opinion and fight for change is political discussion. Although it may seem boring, more classes need to incorporate discussion about the current political landscape into the curriculum. Whether it is comparing the current trade war to 17th century mercantilism in history, or comparing books like “The Diary of Anne Frank” to current conditions at the US border in English, political discussion can be incorporated into classes more often to make sure students are informed and are able to form their political beliefs.
18 Opinions | Design by Tatum Elliott
summer homework stats did you have summer homework?
yes: 45% no: 55%
how much time did you spend on summer homework? 41% 33% 26% > 1 hour 1-5 hours 5+ hours *survey of 240 students
September 19, 2019
STOP STRESSFUL SUMMERS
Summer homework is damaging to students’ success
SOPHIE LECURU assistant editor
A
s almost everyone does, I told myself I would finish my summer assignments within the first month of summer vacation to avoid the stress of completing it at the last minute. Fast forward two months, and I was printing my diagnostic essay for English at 12:30 a.m. with school starting in just under eight hours. I’m ashamed to admit my procrastination, but I think the vast majority of high school students relate to my struggles. Teachers shouldn’t assign summer assignments because the work students put forth will almost always be rushed and sloppy. When an assignment is completed at the last minute, it’s typically not showcasing the student’s best work. In addition, some teachers use summer assignments as a baseline to judge students’ ability level, but when the work is rushed it may not indicate a student’s true capabilities. One major reason why summer assignments fail is because only students taking AP courses are required to complete them. Teachers assign summer homework in order to prepare students for the more trying course, but this creates a significant learning disparity. The students in AP classes don’t necessarily know more than students in regular classes, they have just covered material the regular students’ haven’t addressed yet. To prevent this disparity from occurring, teachers shouldn’t assign summer homework for any classes offered at the school. The thought of completing a summer assignment is even more angering when the teacher grades the assign-
ment for completion. Students sacrifice time and effort in completing the assignment, as sloppy as the finished product may be, and they aren’t even rewarded for it. There’s no point in teachers even assigning work over the summer if they aren’t planning on taking it into account for students’ grades.
“IT’S UNFAIR TO DEPRIVE STUDENTS OF ... FREE TIME AWAY FROM SCHOOL.” junior sophie lecuru
While arguments that summer assignments teach students responsibility have some validity, I think it’s unfair to deprive students of their free time away from school. Students would much rather be outside enjoying the freedom summer allows them than doing even more school work when they’re already forced to do so for nine months out of the year. In fact, students are busy learning during the summer through activities such as sports, drawing and painting, spending time with family and discovering new things. With the little free time students are given, they should not have the constant worry of finishing their summer assignments sitting in the back of their mind all summer.
Design by Sophie Lecuru | Sports
JagWire
HEART HERO
19
Sophomore Logan Pfeister returns for cross country season after open heart surgery
Finishing her last mile of cross country practice, sophomore Logan Pfeister grins with relief. During practice Monday, Sept. 9, Logan ran three miles. | Jordin Harris
STEVEN CURTO assistant editor
QUINN FRANKEN
reporter/photographer
L
ast cross country season, sophomore Logan Pfeister noticed she had a shortness in breath while running. She talked to her parents, and they went to the doctor who diagnosed her with an atrial septal defect. They recommended she undergo a noninvasive surgery to have a device put in her heart. That surgery failed, so open-heart surgery was the only other option. On July 5, she underwent a three hour operation to fix the atrial septal defect she was born with. Her heart stopped for approximately 37 minutes and a ventricular assist device pumped her blood during that time period. After the surgery, Pfeister spent three nights in the ICU and then was released from the hospital with many limitations. “Some limitations [after surgery] were that I wasn’t able to go on runs or play soccer. Getting back into [cross country] was extremely difficult because I lost all my muscle mass,” Pfeister said. Through Pfeister’s recovery, the cross country team was by her side supporting her, especially fellow teammate sophomore Katie Schwartzkopf.
“I think the best way I have helped Pfeister during cross country season is just by being a friend,” Schwartzkopf said. “I am someone she can talk to when she is feeling emotional.’ Pfeister, who ran varsity with a personal best time of 21:25 last year, is facing new challenges with this cross country season and feeling like she is behind her teammates. She is trying to stay positive and remember her circumstances are different. Cross country coach Chris McAfee has tried to inspire Pfeister to perform to the best of her ability. “My biggest role is to keep her determination and drive in check and keep her expectations realistic and encourage her to recognize and celebrate successes,” McAfee said. Pfeister, who lettered last season, is currently training with the cross country team and hopes to run at a meet this season. She also hopes that her story will encourage fellow athletes and students to get their heart checked by Athletic Testing Solutions. Without having her heart checked Pfeister may have had heart failure. “If you’re an athlete in school, you should go get your heart tested. I never thought that [open-heart surgery] could be a possibility,” Pfeister said. “[Getting tested] could save your life, and it’s definitely worth it because you never know; you could actually have a heart condition.”
After her surgery goes well on Saturday, July 6, Logan smiles, waiting to be discharged from Children’s Mercy Hospital. | submitted by Logan Pfeister
RECOVERY RECAP
A timeline of Logan’s life since surgery May 29, 2019
Discovered she needed heart surgery July 5, 2019 Three-hour long open heart surgery July 8, 2019 Released from the hospital
August 16, 2019 Permitted to run at cardiology appointment
August 19, 2019 Cross country practices begin
20
Sports |
Design by Claire Franke
September 19, 2019
making a HANNAH CHERN editor-in-chief
ZACH SHRADER
reporter/photographer
A
Clapping her hands, junior Jaden Ravnsborg encourages her teammates during the first volleyball match of the season against Spring Hill on Friday, August 30. | Anna Owsley
the top tier:
6%
boys high school golfers who make it to NCAA source: ncaa.org
t around the age of seven, junior Jaden Ravnsborg was introduced to the sport of volleyball. After three years of playing recreationally, Ravnsborg has continued her passion for volleyball by playing through a competitive club volleyball team. After almost a decade of dedicating time to volleyball, on April 19, 2019, Ravnsborg verbally committed to play for Kansas State University’s volleyball team. The process of verbally committing is not something that takes place in a week; it is an extensive process that takes time before the first offers. For Ravnsborg, the time it took for her to commit to K-State’s volleyball program took about two years, involving constant contact with the coaches and participation in tournaments. “[My commitment process] was around two years. First, I started off emailing coaches and trying to get them interested in me. Then, I had tournaments where [the college coaches] start to come [watch] me play. Finally, I started to receive emails and phone calls from [the coaches],” Ravnsborg said. According to Ravnsborg’s KC Power volleyball coach Lucas Galmarini,
Breaking down the statistics of making it to the NCAA
3.9% 7.1%
girls high school volleyball players who make it to NCAA
girls high school soccer players who make it to NCAA
Sports
21
COMMITMENT JagWire
Students share the process they took to commit to play sports at the college level a verbal commitment comes before a contract, so the agreement is not official until the student signs their National Letter of Intent senior year.
“[THE GIRLS AT K-STATE] ALL HAVE DIFFERENT TYPES OF PERSONALITIES ... AND I CAN RELATE MYSELF TO THOSE GIRLS.” junior jaden ravnsborg
“The verbal commitment is not binding until the student-athlete signs the National Letter of Intent their senior year, meaning the school could legally withdraw the spot on the university volleyball team and the financial scholarship that was agreed upon,” Galmarini said. “But [withdrawals are] a rare occurrence and it usually takes a significant event to trigger such action. NCAA Division I programs spend a lot of money and time in recruiting and won’t make an offer until they have reservations about it.” During the commitment process, the prospective student-athlete and college recruiters must follow rules set specifically by the NCAA. According to the NCAA website, for each sport, there is a recruitment calendar outlining specific time frames where recruiters can contact potential athletes. Recruitment calendars are implemented to “promote the well-being of college-bound student-athletes and ensure fairness among schools particular sport.”
For junior Nicklaus Mason, a prospective golf commit, visiting the potential colleges during the contact period helps him decide what college he wants to commit to. Mason is planning on verbally committing to one of the four colleges by Nov. 1: University of Iowa, Colorado University, Kansas University or Kansas State University. “I was allowed to start taking official visits on Aug. 1 going into my junior year. After my last [official college visit] in October, I will talk to my family and decide what’s best for me, committing before the end of the year,” Mason said. Student-athletes have limited direct contact with college coaches leading up to junior year, according to Galmarini. Therefore, most potential student athletes rely on their club coaches in order to communicate with college recruiters. Ravnsborg’s club coaches have aided her through the process by helping her get in contact with college coaches and find an environment that fits her. “My coaches at KC Power really helped me by contacting all the coaches and kind of figuring out their opinions on me. [My coaches] know more about the game than I do, and they know where I would most likely fit in,” Ravnsborg said. Similarly, for junior Peyton Wagoner, a University of Central Missouri soccer commit, her club soccer coach helped introduce her to a variety of college coaches and recruiters. “My competitive soccer coach was the one who introduced and recommended me to various colleges and supported me along the way,” Wagoner said. “When colleges reached out to him, [my coach] would always make sure to give me the messages and would talk to the college coaches about me.” Despite facing an extensive committing process, Ravnsborg is looking forward to playing with her K-State teammates and playing in the big league. “I’m most excited playing in a Power Five conference and playing for all the coaches at K-State Day because they’re really amazing people,” Ravnsborg said. “I’m also excited to play
Junior Nick Mason watches his put roll towards the hole at the Ironhorse Invitational Wednesday, May 6, 2019. Mason is still deciding where he will commit. | Taylor Bruce
with all the girls because they’re awesome; they all [have] different types of personalities that come together, and I can relate myself to those girls.” As for Mason, he is eager to travel across the country to play the sport he loves. “I’m excited about traveling if any of the schools I plan to go play all over the country. [College teams] play all year; they go to Arizona, all the warm places. I also go north during the summer, so it will be a lot of fun,” Mason said. “I’m looking forward to getting to the team and hopefully play for the national championship.” Similarly to Ravnsborg, Wagoner is ready to be able to play with a divisional team. “I know a lot of the players, I love the coach and I like the campus. I am excited to play soccer at the college level,” Wagoner said. “The UCM [soccer] team won the national championship a few years ago and I would love to have the opportunity to play at that level.”
22
A&E |
Design by Isabel Aerni
September 19, 2019
STUCK
ON
Students use stickers to express their beliefs, fight for a common goal and raise money
STICKERS
BEN WIELAND
mill valley news editor-in-chief While using designated debate software, sophomore Taylor Doyle types on her personal laptop that she customized with a Free Brutus sticker. | Steven Curto
debate
W
hen former head debate coach Annie Goodson left the school last year, she took the debate team’s mascot — a gray stuffed dog named Brutus — along with her. With the help of stickers featuring the #FreeBrutus hashtag, members of the debate team are lobbying for their mascot to be returned. Senior Thomas Babcock, who ordered the first batch of #FreeBrutus stickers, explained why the movement meant so much to him and the team. “Brutus was important. He worked as a sort of mascot for the team,” Babcock said. “He was also our good luck charm at tournaments.” The stickers, along with an aggressive social media campaign on Reddit and Twitter, have been successful in raising awareness for the campaign; one post even garnered a response from Goodson herself. In a tweet responding to the official Free Bru-
tus Twitter account, @Free_Brutus, Goodson said that if the team could win a state championship, Brutus would be returned. Babcock is proud of the success the stickers have had in the campaign to win back Brutus. “I think [the stickers have helped the cause]. They led to a lot more conversation on the pressing issue,” Babcock said. “We even managed to create a deal with the dognapper that
if we win state we can have Brutus back.” Babcock chose to use stickers for the campaign because of their recent popularity among students due to the arrival of MacBooks. “We thought that since we were getting the new MacBooks, it would be a good way to spread the word to the rest of the school,” Babcock said. “[The stickers] would be fun to have on our laptops at tournaments.”
behind the sticker
Students explain the stickers they have used to customize their school laptop
“I got this sticker in Bennett Springs, Missouri when I was on vacation last summer.” freshman bella mehner
“My friend gave this sticker to me because I wanted my Macbook to be unique.” junior grant ayers
“I’ve always been a big fan of retro music, and this Rolling Stones sticker was 25 cents.” sophomore lauren canata
A&E
JagWire
T
he Silver Stars dance team capitalized on the popularity of stickers by ordering Mill Valley stickers and selling them back to students for their fall fundraiser. Assistant coach Nicole Porter thought the idea could capitalize on an untapped market. “The email with permission to place stickers on the laptops really sparked the idea,” Porter said. “We thought that if we were the first to sell stickers, people would want to buy them.” According to Porter, the fundraiser was popular among the Silver Stars, who were excited to get out and sell the stickers. “The head coach and I had the idea since students were getting new laptops this year,” Porter said. “The girls loved the idea.” The funds raised via the sticker sale and other Silver Stars team fundraisers are used to purchase the team’s uniforms and fund trips to competitions. Porter thought the innovative sticker sale was a good start to the year’s fundraising efforts. “This is not the most successful fundraiser we have done, but still a great way to raise some funds this year,” Porter said.
J
23
silver stars dance team
Once junior Sophia Dawson (right) buys a sticker for the Silver Stars fundraiser, Silver Stars dance team member, sophomore Hadley Skinner (left), hands over the purchased sticker. | Jordin Harris
gabriella hantla
unior Gabriella Hantla expressed herself with stickers before it was cool. While some students have just begun using stickers this year with their MacBooks, Hantla started customizing her water bottle during her freshman year in 2016. Hantla, whose two favorite stickers read “Abolish ICE” and “Feel the Bern,” sees her stickers as a type of peaceful protest. “[Putting stickers that represent my beliefs on my water bottle is] kind of like a soft form of activism,” Hantla said. “It’s a conversation starter.” Hantla doesn’t see her stickers as attacks on students who dislike what they represent; instead, she hopes that students who disagree with her stickers will take the chance to have their views challenged in stride. “[Students who disagree with my
stickers] might be a little offended,” Hantla said. “[However,] they could also think about everything and be like, ‘Oh, I never thought about that.’” Hantla has picked up a few tricks in her three years of sticker collecting. She avoids buying stickers from large companies like Amazon, instead sticking mostly to Redbubble, a website where shoppers like Hantla can buy sticker art created by other users. Hantla has attempted to find more opportunities to express herself as well. “At first, I wanted a [Feel the Bern] T-shirt,” Hantla said. “I had to settle for this [sticker].” However small her stickers may be, they make Hantla feel good about herself. “This [little form of activism], it’s really nice,” Hantla said.
Featured on junior Gabriella Hantla’s water bottle are an assortment of stickers, including an “Immigrants Make America Great” sticker and a fun “She Lifts Bro” sticker. | Jordin Harris
24
Photo Essay | Design by Andrew Tow
September 19, 2019
opening kickoff
After saving the ball, freshman goalie Colin Riley kicks the ball down the field during the season opener against Gardner Edgerton Friday, Aug. 30. Despite having a close game, the Jags lost 3-2. | Hannah Chern
A glance at the beginning of the fall sports season In the first week of practice, freshman Libby Stratham lunges to hit the ball Friday, Aug. 30. | Julia Fair
above: Supported by her fellow cheerleaders, Trinity Ouellette performs a split Friday, Aug 30. | Hayden Resch beside: Serving, junior Anna Judd hits the ball. The Jags fell to Blue Valley West but beat Shawnee Mission West Thursday, Sept. 5. | Steven Curto
Eyes downfield, junior Cooper Marsh prepares to throw a pass. The Jags played against three different teams at the football jamboree Friday, Aug. 30.| Andrew Tow