Scout-Crier Crossover Issue 1

Munster High School—8808 Columbia Ave, Munster, IN 46321 Lake Central High School—8400 Wicker Ave, St John, IN 46373

West Lake Issue 1—April 13, 2018

Munster Crier and Lake Central Scout combine editors and staffs to create a joint issue on the separation of the West Lake Cooperative. Since both communities are a part of the program, both felt it was important to shed light on the story.

This is issue one of a three-part newspaper series covering the reconstruction of both special education programs over the course of the next two years.

The

breakup

West Lake Cooperative leaves both districts asking: “Who gets the kids?”

Story by Ian S. Brundige and Courtney Rhomberg was formed in 1972, in order to service students with special needs in both the School Town of Munster and Lake Central School Corporation. Lake Central first announced its desire to discontinue the West Lake cooperative in June 2016. By 2019, the relationship will be entering its final months.

“Lake Central looked at the cooperative and looked at the size and decided that a partnership is no longer needed,” Mrs. Rebecca Gromala, West Lake Director, said.

Throughout the 46 years West Lake has intermingled Munster and Lake Central students and staff, they had the mission of providing each individual student with the best education for them. As the years went by, the districts grew apart.

MHS EIC | LCHS EIC

GIVING SUPPORT Anna Weir. senior, coaches Michaela Roznowski, sophomore, during the West Lake basketball game. The game was held during the winter pep rally. WINNING STANCE Phillip Lemke, sophomore, celebrates at the MHS Best Buddies Bowl.

In July 2017, Lake Central announced its final decision to terminate the agreement with Munster in regards to the West Lake program.

“Lake Central is leaving the cooperative, which will then leave each district on their own to provide their own special education services,” Mrs. Gromala said.

Despite the program dissolving, the students that are within the program at both schools will not have their education or well being disrupted.

“Any students who receive services are either Lake Central students or Munster students,” Mrs. Gromala said. “Either way, the students will continue to receive services, that’s required by law. It won’t have an impact on a majority on the students.”

The West Lake split ensures that nearly all students will be at their home school, however, the future of the academic and extracurricular programs remain unanswered questions.

“We really want all students to be at their home school, to be spending time with [general education] kids to the greatest extent possible, increasing the expectations and the rigor in our academic areas for students with special needs,” Mrs. Gromala said.

Throughout the entire existence of West Lake, money has been a topic of discussion. When the cooperative began, having both schools on the same payroll (with the exception of three teachers on the Munster payroll) was beneficial to both districts. Now, both school districts are on the Lake Central payroll, but when the split occurs, each district will be on its own.

“It made financial sense for the two districts to cooperate, but now Lake Central, with the size and population that they have, it just didn’t make financial sense for them to continue as part of the cooperative,” Mrs. Gromala said.

Since the split will be a large transition, it is the overall goal to make the change as smooth as possible for not only students, but also staff members.

“I certainly want to make sure the staff members are taken care of,” Mrs. Gromala said. “I started my career at West Lake through the School Town of Munster. I know a lot of the people and I’ve worked with them. I just want to make sure there isn’t any sort of interruption to services to students.”

Munster has already taken steps to prepare for the next year when the West Lake program completely separate.

“I think next year is going to be a stressful year. It’ll be a year of transition,” Mrs. Gromala said. “I’m excited that Munster took the step they did to hire a director and bring that person on early, so whoever that is, [we] can work together to make sure there is minimal impact on students and staff. It’s a big change for our families, and it’s a big change for our staff.”

Splitting time 1972

photos by Camille Bereolos and Chloe Lambert

West Lake Cooperative established

June

Lake Central announced its desire to split

June

Lake Central sends official termination letter Munster

2016 2017 June

2019

Both schools will officially be independent

News April 13, 2018

A tale of

two

programs While West Lake stood as one cooperative ,the students in the two districts have experienced differences Over 13,500 students walk through the halls of Lake Central School Corporation and the School Town of Munster schools every day.

Many of those students are unaware of the number of students with Individual Education Plans (IEPs) who receive personalized special education services. The cooperative was formed in 1972 in order to bring students with disabilities closer together. The West Lake program offers services for students ages 3-21.

These services range from selfcontained classrooms to testing rooms providing much needed the assistance. Ms. Theresa Needles is the functional skills teacher for the mild to moderate classroom at MHS. “Not only would they have issues with behavior, but they would have so many issues with just being able to read and keep up with the material,” Ms. Needles said. “There are a lot of ways where the general ed population would be too difficult for them.”

Before the letter announcing the split was sent to parents, West Lake stood as one special education cooperative, providing services to two vastly different communities.

With the West Lake Cooperative came the idea of the “West Lake student,” a term many parents and teachers in both districts reject.

They are Lake Central students and Munster students each may receive West Lake services; however, both are involved in their own school communities.

“This is part of the reason that both superintendents have gotten to a point where they’re sort of in favor of the split,” Mrs. Rebecca Gramala, Director of West Lake, said. “When you have a name like ‘West Lake’ it’s very easy to refer to a group of students as ‘West Lake students’ and forget that those kids are Lake Central students and Munster students first.”

Through peer tutoring, co-taught classrooms and extracurriculars like Best Buddies, special education students at both schools integrate with the general education populous.

But due to the size discrepancy and history of each districts differences have emerged.

Lake Central

LCHS EDITOR

Over time, Lake Central’s size increased along with materials, aids and funding. The plan was to have students be able to attend either Lake Central or Munster depending on their individual needs, but Lake Central ended up holding the majority of special education students.

“The vast majority of students with intense problems are attending their regularly assigned school so it most likely won’t impact them at all.

There will be a noticiable impact on students who come from the Munster district to receive services.

Lake Central will no longer be able to do that.

There are not [currently] Lake Central students at Munster,” Mrs. Rebecca Gromala, Director of West Lake, said.

The Lake Central corporation has designed many elements to compliment the West Lake program. Programs like Synergy are available to students at Clark Middle School and Lake Central.

“Synergy at Clark Middle School and the high school [is] designed for students with mental health issues.” Mrs. Gromala said.

At Lake Central, special needs students have opportunites interact with teachers and other students throughout the school day.

“We do snack cart, which is when we go around the school and let students, teachers and staff members buy snacks. The kids get to interact with their fellow peers and get to make change and also

get to have conversations with the students they alway get to see. I feel as though it is such a great opportunity for them to get out of the classroom and have interactions with people,” Julia Casner, LCHS senior and peer mentor, said.

The students also eat lunch in the cafeteria, surrounded by other students.

“It is important because there is no reason they should be excluded from anything that goes on.

There is no reason for them to feel like they aren’t meant to sit with anyone they want. It shouldn’t be mandatory, but I feel like all able-bodied students shouldn’t have a problem with it, and there should be no issues with who sits with who,” Marty Ewing, LCHS senior, said.

Another popular program that West Lake has sparked was West Lake Basketball. Although this is a Lake Central program, Munster athletes are still eligible to participate in the extraciricular activity.

“Lake Central obviously has the larger population of students, so if Munster was in a situation where they only had four kids who wanted to play basketball, that’s not enough for a basketball team. Dr. Veracco (Superintendent of Lake Central Schools) said we’d absolutely let them come play with us on our team. So, you know, we will continue to work together,” Mrs. Gromala said.

Courtney Rhomberg

MORNING READING Ms. Theresa Needles, functional skills teacher for the mild to moderate classroom at MHS, passes out a reading article at the beginning of class Photo By: Ian Brundige

SNACK TIME Jayshawn Caldwell, LCHS freshman, goes classroom to classroom, selling candy and other snacks to teachers and students Photo By: Joshua Chen

Munster

For a student in need of West Lake services living in Munster, their education can start as early as three years old. Frank H. Hammond hosts the School Town of Munster’s one preschool program. In the early programs, most students are integrated.

“In younger ages [Phillip Lemke, MHS sophomore] had a little bit more fully inclusive programing just because it was a little bit easier back then,” Dr. Merit Lemke, MHS parent, said.

Philip’s story is a common one. As he has grown, the mental gap between him and his peers has grown leading him to a self-contained classroom with 12 other students at MHS, isolated from the rest of the school. Every Munster school has at least one self-contained classroom except Eads Elementary School.

“Not that the program failed him, it was more of that with first grade, second grade level it worked out O.K. because the separation wasn’t as large,” Dr. Lemke said. “Now the separation is much larger, so the academic part needs to be more in that self-contained classroom, but [in] the social part, he is still very similar to a high school aged man.”

One way these students get social interaction are by taking general education electives with the assistance of a paraprofessional.

“Typically the students are mainstreamed into

Story by Ian S. Brundige MHS EDITOR some of those elective classes as the student will tolerate it,” Mrs. Kim Beach, Munster West Lake Supervisor said.

Another program, implemented by former Munster Assistant Superintendent Dr. Phyllis Gilworth, is co-teaching. A number of math and English classrooms pair two teachers and a general education population and special education population in one class.

“Students that have a learning disability or areas that they need to work on do better when they are with other students that model good examples of things that they are trying to do,” Mrs. Lisa Mella, MHS West Lake teacher, said. “It’s trying to give them the feeling that they are capable of doing anything that a student without a disability would be expected to have.”

Outside of the classroom, Munster students have always had access to West Lake events and extracurriculars, but because of the size difference, most of the programming is based out of Lake Central, causing a concern for some Munster parents.

“It’s this whole culture of Lake Central. West Lake does a lot of these extracurricular programs, but Lake Central runs them all and the Munster kids just basically tag along,” Dr. Lemke said. “I’m concerned that when we do separate, all of that is going to go away.”

News April 13, 2018

Lending a helping hand

West Lake staff makes a difference Story by Mimi Brody

MHS EDITOR

At the heart of the split, both teachers and students will both be affected and face the turmoil.

Many of the teachers are dedicated to their students like Mr. Brent Barton, West Lake teacher at MHS, but are also worried for their future in the West Lake program.

“I am a little scared, honestly,” Mr. Barton said.

“Scared [and] unsure, because we don’t really know what is going on. I am not blaming either Lake Central or Munster for that either, because I am sure they don’t know what is going on exactly.”

This uncertainty is forcing teachers to ask tough questions.

“Do I have a chance to keep my job? Do I have a chance to transfer to Lake Central?” Mr. Barton said. “If I keep my job here, financially where will I stand? If I go to Lake Central, where will I stand? Just questions: what if? What if?”

Mr. Barton did not always anticipate teaching special education. He was studying engineering before he decided to make the switch to special education. He currently teaches Geometry and Algebra.

“I had a friend who was a Special Education major and she said, ‘You’re very patient. Why don’t you be a special education teacher?’” Mr. Barton said. “I was considering teaching in general at the time. I looked into it and I liked it; I liked the idea of being able to help people, make a difference in their lives. I like to think I am doing that.”

According to Mr. Barton, teaching special education has been challenging, but also very fulfilling. He believes that much of the teaching process is similar to teaching general education courses, but ultimately each course has their own unique challenges.

“It can be frustrating [working with students]. You can be working with people and you are trying to teach them something and they really want to learn it, but are just having trouble,” Mr. Barton said. “But when they do catch on, it is what makes it all worthwhile. It is like saying, ‘Look what you’ve just done!’ It can be a challenge, but it is a different type of challenge.”

Although it is believed that West Lake would not be changing quite as much for students after the split, Mr. Barton notes that there will most likely be some subtle changes throughout each district.

“I’m sure [West Lake] will change at first because you are starting a whole new program. I am sure we can all use parts of what we are already using, but it is still starting a new program,” Mr. Barton said.

PUSHING THROUGH Andrew Birlson, LCHS junior, and Ms. Jennifer Haberling, paraprofessional, read a book during class. Photo By: Lauren Wisniewski

The impact of paraprofessionals Disabilities covered by West Lake Autism Spectrum Disorder Language or Speech Impairment Dual Sensory Impairment Developmental Delay (Early Childhood) Emotional Disability Specific Learning Disability Deaf-blind Mental Disability Multiple Disabilities Orthopedic Impairment Traumatic Brain Injury Blind or Low Vision Deaf or Hard of Hearing Other Health Impairment Developmental Delay Cognitive Disability Source: http://westlake.lcsc.us/

ADDING IT UP Mr. Brent Barton, MHS math teacher, teaches during one of his co-taught math classes. Photo by: Victoria Reardon

Story by Molly Fischer and Hannah Hill LCHS EDITORS

Although the West Lake teachers are the heads of the classrooms, the aides that help the teachers can make just as much of an impact in the lives of the students and have just as much responsibility.

Aides, or otherwise known as paraprofessionals, are stationed in classrooms to assist the teacher during daily activities.

“I’m not a teacher, but I work with the kids. I help the teacher do specific things with each kid,” Ms. Carley Eagan, LCHS paraprofessional, said.

Each paraprofessional has specific tasks they perform with each of the students to help them become more comfortable in their environment.

“I currently work with a lot of kids with behavioral [issues]. I’m there to support them, help them out with whatever they need. Sometimes it’s talking, listening, helping them with work, it depends,” Ms. Heather Esposito-Piccirilli, LCHS paraprofessional, said.

West Lake students’ personalities and passion to learn make working in West Lake all the more enjoyable for anyone who works alongside them. “[My favorite part about working in West Lake is] the kids. Their desire to learn, their enthusiasm, their kindness; they’re unbelievably kind and sweet and generous kids, and I see so much more coming from them than I sometimes see other kids being kind to each other,” Ms. Jennifer Haberling, LCHS paraprofessional, said.

Those who work one-on-one with West Lake students have the opportunity to form strong connections with them and watch as each progresses throughout the school year. “[My favorite part] is building a relationship with each student and watch them develop. So, they might start off learning something new, and then at the end of the year, they do everything on their own. I think that’s the most rewarding,” Ms. Eagan said.

Since the split of West Lake between the two schools was announced, many of those involved in West Lake were confused as to what the split would entail.

“I’m nervous, I don’t know what that means for me, if I’ll have a job or not. I’m kind of excited to see Lake Central be Lake Central, West Lake be a part of Lake Central. I hope I have a job,” Ms. Esposito-Piccirilli said.

While the split will affect the foundation of West Lake, everyone involved is keeping the best interest of the kids as the most important issue to consider.

“I think a lot of people who were here are going to stay here [and] I would think the same for Munster, so as long as it doesn’t affect the kids and what they’re used to getting and they’re one-on-one with people they’re familiar with, I think the administration will take care of it and will be able to make sure those kids are taken care of,” Ms. Haberling said.

Opinion

Opinion April 13, 2018

April 13, 2018

Yourtake Opinions from the parents of West Lake students on the separation and education for special needs children in America.

“

Column

I would hope that it would give the kids, the Gen-Ed population, an opportunity to kind of see the special needs kids as part of their district, as part of their schoolmates and their classmates and that they’re just, they’re neighbors, that they are people, that they are someone else to look at as an equal, not as somebody separate.

- Mrs. Georgia Bissias, parent of MHS student and West Lake Teacher at LC

”

“

“

He doesn’t do well with change and this year he had a new teacher and I didn’t want him to have to go through another change again before this is all over.

- Mrs. Georgia Bissias, parent of MHS student and West Lake Teacher at LC

I thought that he could spend more time outside of the class, outside of the specialized room, that would have to be a conversation that I would have to initiate. Just to support that I thought that he could do better or be pushed harder because I know better than anybody else.

I’m the the only one that’s going to be able to say no, ‘I think you could do better. I think he has an interest in this, how about If we try that.’

”

- Dr. Merit Lemke, parent of MHS West Lake student

” “

“

Step up and help the kid do well in school.

- Cara Klaich, parent and Dean for LC at Campagna Academy

”

system

“

Lake Central has an approach, one size doesn’t fit all. [Lake Central] puts the child first. They have actively, in our case, taken measures to include Louis in all academic and social aspects of high school life. As much as possible for him.

He seems very happy. Although he may not be strong academically. I feel I see special needs staff that have worked with him personally [and] has made effort to make him feel happy and included in high school life as much as possible.

- Mrs. Violet Gerodemos, parent of West Lake student at LC

”

A broken

My only concern is that as a parent, Munster hasn’t always been as welcoming as Lake Central has with their special needs kids, and for them to now have to be accountable for their kids, I’d be worried as a parent.

- Mrs. Georgia Bissias, parent of MHS student and West Lake Teacher at LC

”

Crier, Munster High School’s official student newspaper, may be reached at 8808 Columbia Ave, Munster, IN 46321, phone 219836-3200, Ext. 3443; Fax: 219-836-3202. Crier is published through the Honors Newspaper Advanced Writing and Editing classes and extra-curricular involvement.

•The newspaper serves as a public forum and two-way communication for the school and community. •Crier is a source of information, entertainment, advertising and opinion for the student body, faculty, administration and community •Published material will stress objective reporting except on the editorial page where opinion writing will be featured. All published material will stress accuracy, integrity, honesty, responsibility, objectivity, fairness and independence. Corrections, when necessary, will be published on page 2.

Opinions expressed in the newspaper do not necessarily reflect those of the School Town of Munster, faculty or administration.

Letters to the editor and reader suggestions are welcomed, but should be limited to 250 words. All letters must be signed and should be given directly to any staff member or delivered to the Publications room, N155, one week prior to publication. Letters must not contain personal attacks against an individual. Editors reserve the right to edit for length, clarity, and grammatical errors. Crier will accept letters from anyone, provided that the content pertains to school or school issues. Feedback may also be submitted on Twitter @munstermedia.

Column by Carey Scott

Joint Editorial

Special education, such as the West Lake Cooper- following this basic human right, but the system itself ative, was originally intended to serve students with is not always helping students succeed in their future. special needs alongside able students. While our naNo matter the location, some students in the special tion continuously attempts to serve all students, it of- education program face a similar problem: What’s next? ten fails to live up to its mission.

Some high-functioning special education students are Balancing inclusion and equality with necessary able to get into a university or start taking vocational special attention is a challenge that all educators en- classes, while others in their community are unable to counter. Special education students are a part of the do the same. student body. Although the separation of these stuAt the beginning of 2013, there was a major budget dents can be justified in certain circumstances, the cut in the special education category, according to spestandard model should not be isolation from the rest cial-education-degree.net, there has been a five perof school just because it is easier and less expensive. cent decrease in the special education funding. Not By separating special education students from general only are jobs lost, but opportunities are also lost for education students, both are missing out on vital ex- high quality education. Programs that are crucial to posure to the reality of the diverse world special needs students have been dissipatoutside of high school walls. ing, and students are suffering.

The oversight of students with special These problems stem from a lack of federneeds may seem inconsequential, howal support. The first two points of President Special education ever, it is all too common in the federal Donald Trump’s 2018 education budget are funding must government. While the proposed budget to expand school choice and to maintain become a priotiry thoroughly addresses a variety of sociostrong support for the nation’s most vulnerfor educators on able students. While these sound like prioreconomic and racial backgrounds, there is only one provision aiding students with ities that would align with the aims of speevery level special needs, an umbrella that affects cial education, much of his policies leave students from any and all backgrounds. out the underprivileged group of students Our world as a whole can be doing a substantially with disabilities that do not benefit them or improve better job with the special education system. In Arti- the condition that already exists. cle 26 of the Universal Declaration of Human Rights, The funding of special education programs is vital to it specifically states that all children should be offered the success and well-being of the students who depend education no matter race, religion, disability, etc, how- on them. Without the necessary funding, the students ever, there are no penalties for going against the Ar- would drift apart from being integrated with their comticle. It is very clear that some countries may not be munities and society itself.

Crier The Staff

Editor-in-Chief Ian S. Brundige Managing Editor Mimi Brody People Editor Carey Scott Section Editors Mercedez Williams Social Media Editor Alex Kojich Business Manager Micala Boyd Photographers Melanie Powers, Victoria Reardon, Chloe Lambert Adviser Ms. Sarah-Anne Lanman

MHS EDITOR

Our Take

SCOUT The Staff

Scout is a student run publication of Lake Central Yearbook Editor Justin Andrews High School in St. John, Copy Editors Molly Fischer and Hannah Indiana. All content is Hill student directed and Team Leaders Karisa Candreva, Danica produced. Questions and Mileusnic comments can be directed Adviser Ms. Sarah Verpooten and Ms. to Courtney Rhomberg at Carrie Wadycki courtneyrhomberg2000@gmail. com.

Editor-in-Chief Courtney Rhomberg

My brother was diagnosed with severe autism before I could talk. He’s nonverbal, and although he cannot tell me, ever since I was little, I’ve known he was being mistreated by the general public. Growing up with an autistic brother might be all I’ve ever known, but it shouldn’t mean I grew up knowing society is willing to mistreat and ignore groups of people like my brother. The system doesn’t help him, the system was not designed to help him. There are barely any resources for parents dealing with children like my brother, and when there are, they cost a fortune.

The system our society has put in place for disabled people in America isn’t the best, so much so that even in the best of places, acclaimed for their special ed programs, or their assisted living programs, the disabled people of America are still dealing with unspoken oppression and systematic issues no one wants to talk about.

People dealing with disabilities so serious they are in need of assistance are the silent, blatantly suffering minority no one wants to think about. It’s too depressing to acknowledge there’s allegedly nothing we can be doing to help this select group of people, so they are willingly ignored by the rest of society.

Some people don’t have the ability to live in such an ignorant state. Every individual suffering with issues, such as autism, has a team of people standing behind them who don’t willingly get to ignore the world-wide neglect of people like someone they love. Every person has a mother, a family, a support system and individuals who need their assistance.

Though society may want to ignore it, disabled people are members of society, they have sisters, sisters like me who are unwilling to sit by for the blatant disregard and mistreatment of people like my brother.

Many families move to Munster for the school systems, including mine. My family and I moved from Whiting to Munster when my brother was six years

old, and my brother had previously went to school in East Chicago. Why would my brother go to an East Chicago school if we lived in Whiting? Massive amounts of schools don’t have a special education program, to no fault of their own. It’s not as if they have the resources. My family and I moved to Munster after a child brought a gun to my brother’s school.

Understandably, my mother decided we needed to uproot our lives so we could move to be closer to a different school district. My mother talked to other parents with autistic children, and over and over again she heard the same thing: Munster is the best. So we proceeded to move to Munster because after the situation we’d had at the East Chicago school, my parents only felt comfortable with the best.

In truth, our experience with Munster’s special ed program was average. It was okay, not perfect, but acceptable. Munster was definitely better than our previous experiences with other schools, but my brother, being a relatively nonviolent kid, and just about as non-demanding as a child with severe autism can be, was often ignored in his classes. It was no fault of the teachers at my brother’s school he was being ignored; they were understaffed and overworked, doing a thankless job society is willing to ignore so they don’t have to think about the horrors of such an existence.

When the best of the best is only moderate, there needs to be a change. We as a society, a nation, a planet, need to simply do better. We need to acknowledge the fact that there are disabled individuals who need our help. There is a lack of funding and general awareness for how difficult special education is to curate and prove effective.

We need to find a way to help employ stable adults, ensuring that they can live a healthy life after their time in special education. We need better assisted living programs. We need better care of this unspoken minority.

We need to do better.

Feature April 13, 2018

Beyond the

classroom General education students interact with special education students in and out of the classroom

Olivia Longo, West Lake student, joins LC Broadcast Journalism class

Story by Ian S. Brundige, Danica Mileusnic and Karisa Candreva MHS EIC | LCHS TL | LCHS TL Both Munster and Lake Central have programs that are in place to get general and special education students working together.

Lake Central offers students the opportunity to become buddies and peer mentors with special needs students. There is an option to help during a normal class period, and there is also a club that meets once a month.

“I really wanted to do peer mentoring this year to work with the kids more. I just like hanging out with everyone,” Mia Collier, LCHS junior, said.

“Everyone has such positive energies, so it’s great. It builds relationships and helps with their social interaction. I think it gives me different perspectives because you have to be positive and patient.”

At Munster, while being a buddy and peer tutor are both options, they are independent activities.

Kiele Brown, MHS senior, is a peer mentor in one of Munster’s two self-contained classrooms.

“The first couple days I was in there, I felt like I was just a person in the room and they were just walking around me and doing their thing,” Kiele said. “I see them in the morning, but it really does brighten up their day, and they’re just as excited to see me as I am to see them.”

Special education students at Munster interact with the student body and learn life skills they can implement in their future by working throughout the school: restocking the Mustang Cafe and tending the greenhouse. A similar program exists at Lake Central with the snack cart.

“The best thing I have gotten out of being a peer mentor is all the relationships you build,” Julia Casner, LCHS senior, said. “The memories you make you will never forget.”

Extracurriculars, like best buddies, help Lake Central and Munster prevail in interaction throughout the school. From pep rallies to

CALL OUT Holding the call-out meeting for MHS, Taylor Dvorscak, MHS Best Buddies club president and senior, talks to new members. Photo by Megan Szymanski

Q: Why did you join LCTV?

CONGRATULATIONS Sabastian Luna, LCHS senior, Andrew Brilson, LCHS junior and Zachary Millard, LCHS freshman, celebrate during the West Lake basketball game.

basketball games, both schools incorporate whole school involvement.

“Even though they do have a lot of ability on their own, a lot of people see them as different even though they really are capable of everything else,” Elly Gross, LCHS senior, said. “I want to bring awareness to that.”

On Jan. 26, Lake Central hosted their annual winter pep rally. The highlight of the pep rally was the West Lake basketball game. A video showcasing the game was posted on social media, gaining attention on Twitter with 182 retweets and 362 likes.

“They get to be on a team and they have the crowd, so they get more of that experience that it is [like] a real team and they are part of something bigger than just their classrooms,” Anna Weir, LCHS senior, said. “They absolutely love it. They still talk about [the pep rally] today. That was by far the highlight probably of their high school career, for most of them.”

At Munster, Best Buddies hosted the Best Buddies Bowl in January. The event paired two teams comprised of football players and best buddy members for a flag football game. But to many, the club and its events go unseen.

“I think Best Buddies is one of the most over viewed and underrated club,” Taylor Dvorscak, MHS Best Buddies club president and senior, said “This club is fighting for equality. Most people use this club as a resumé filler, which is very disappointing. The supervisors and volunteers for this club are the most dedicated people I know.

Most people do not know how much time they put into this club.”

Mr. Fatouros has seen a change that Best Buddies has made at not only MHS, but schools around the nation.

“I would say that Best Buddies means change,” said Mr. Pete Fatouros, MHS Best Buddies Sponsor and Guidance Counselor. “It shows that anyone can change a person, a school, a community and society for the better. I have witnessed it here at MHS and across the area. Best Buddies is a powerful organization in the movement to bring respect and equality to all people, regardless of their abilities.”

Additional reporting by Mercedez Williams

A: I love it because I get to interview students. I really like to be the student who comes in and says, “I am Olivia Longo [and I am] a part of LCTV.” I thought it was really cool that I get to be on camera and I learned to be more confident with my videos. [Mrs. Sarah Verpooten] and Ms. [Carrie] Wadycki inspired me. I really like to be part of LCTV because they accept me.

I think this is great because I am Olivia Longo from LCTV. I’m the newest staff member, it’s confirmed.

Q: How have your fellow staff members worked with you?

A: I think it’s been really great because sometimes they are really nice to me [and] sometimes they are not. I really like them because they help me through a bunch of stuff. They let me guide myself through it. I have a favorite staff member. It is Alexis Miestowski [LCHS senior] because she just helps me with me. I love Alexis, she is a very sweet girl. Matthew Florida [LCHS senior] is hilarious.

Q: What has been your favorite part of LCTV so far, and what have you done?

A: I used to be a correspondent and I also did an interview on LCTV for the first time for doing a speech [with] over 500 people in the room about down syndrome awareness. I also like it when people see me doing a speech. They look at me and be like, “Oh, is that Olivia Longo from Lake Central?” Then I go for my autograph.

I’ll give anything to my fans. I also really like being in LCTV.

Q: How do you think LC makes LCTV inclusive for everyone?

A: I think that they should include others. This is really great that they are including all these students. I think this is great because I really think that people are very including. Involving peer mentors like Julia Casner [LCHS senior] she is a really good peer mentor, [and] I think this is great that we are doing this.

Photos April 13, 2018

FRIENDLY FACES

General education students interact with special education students in and out of class 1. SUPER SWEET Natalie Ostrow, junior, and Nicole Biel, senior eat sweets at the MHS Best Buddies event in Community Park last month.

Photo by: Megan Wolski 2. FEELING IT Mrs. Melissa Hopkins teaches braille to Ashley Breger, MHS senior. Photo by Victoria Reardon.

3. ON THE COURT Kyle Kujawa, LCHS senior, and Joy Wozniak, LCHS senior, are crowned Homecoming King and Queen at the Homecoming football game. Photo By: Karisa Candreva 4. LETS GET PHYSICAL Carly Eagen, LCHS paraprofessional, and Louis Gerodemos, LCHS sophomore, walk on treadmills together. Photo By: Lauren Wisniewski 5. WORKING TOGETHER Mrs. Peggy Matanic’s, MHS English teacher, co-taught English class works in the Media Center. Photo By: Ian Brundige 6. HUSTLING Zachary Millard, LCHS freshman, sits in the bleachers waiting to play in the West Lake basketball game during the winter pep rally. Photo By: Camille Bereolos 7. SNACK CART Andrew Brilson, LCHS junior, helps give out snacks as students walk around with the snack cart. Photo By: Joshua Chen

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Photos April 13, 2018

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1. CAPTURE THE FLAG West Lake students play flag football against the football team at the MHS Best Buddies Bowl. Photo by: Chloe Lambert 2. FUN FESTIVITIES Dane Markert, LCHS freshman, and Anna Weir, LCHS senior, paint ornaments during a Best Buddies meeting. Photo By: Justin Andrews 3. HAVING A BALL Aubrey Atkins, LCHS junior, and Matthew Protsman, LCHS senior, smile on the court during a West Lake basketball game. Photo By: Camille Bereolos.

4. PREDICTING THE FUTURE Kiele Brown, MHS senior and Best Buddies officer, and her buddy play with a paper fortune teller at the March Best Buddies event.

Photo by: Megan Wolski

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5. PIECING TOGETHER THE PUZZLE MHS peer mentor, Matthew Mannous, senior, sits at the back of Ms. Theresa Needles self-contained classroom. Photo by: Ian Brundige 6. BEATING THE CLOCK Students in Mrs. Kelly Barnes’, MHS English teacher, co-taught class work on a timed write. Photo by: Ian Brundige

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7. SOLVING THE PROBLEM Madilynn Mathison, LCHS senior, and Joy Wozniak, LCHS senior, work on a math assignment together. Photo By: Julia Casner

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