Lakota East Spark 2018-19 Issue #1

Spark Lakota East High School LakotaEastSparkOnline.com October 2018 $5 Newsstand

COLD CASE

ONE-TO-ONE

All junior high students received free Chromebooks for the 2018-19 school year, and officials hope to have them for East by second semester

New shop opens in Over the Rhine that sells rolled ice cream

THE NEW KIDS

Two freshmen make the varsity golf team and help take the team to the GMC

Inside-the-Issue

News

Sports

Culture

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18

Opinion

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66

A New Home

Simply Rolled

A Fourtunate Change I Believe Her

With the integration of all-day kindergarten, two elemenatry schools become ECS.

Rolled ice cream is a trend with a twist that has made it’s way to Cincinnati.

Senior football player Sean Church (#4) makes the switch to quarter back.

21st Century St

udent 26

As Lakota junior high students recieved free Chromebooks, the district explores new technological ways to expand and evolve the classroom. Also, read about how two Lakota graduates use their high school experience to set them up for post-high school.

#183

Harvey believes Ford in the Kavanaugh trial but thinks Kavanaugh will win the seat regardless.

Music and Mov

ies 44

Spark reviews The Incredibles 2, Blackkklansman and Crazy Rich Asians, along with new album’s including ones by Ariana Grande and Nicki Minaj.

Spark also explores the impact of the digital age in the music industry, focusing on one of East’s own students.

Oct. 2018 lakotaeastsparkonline.com 3

Spark 2018-2019 STAFF

Editors-in-Chief

Business Manager Assistant Manager News Editors

Culture Managing Editor Section Editor Package Managing Editor Package Section Editor Entertainment Managing Editor Sports Editors Opinion Managing Editor Opinion Section Editor Photography Editors Art Managing Editor Art Section Editor Graphics Coordinator Design Coordinator

Katey Kruback Lauren Maier Landon Meador Jack McFarland Bea Amsalu Alex Fernholz Megan Finke Caroline Bumgarner Anna Mullins Isis Summerlin Abby Bammerlin Rebecca Breland Bryce Forren Stephen McKay Broc Nordmark Jessica Jones Alex Hood Meredith Niemann Joe Phelan

Dear

Spark,

This November, Ohioans will go to the polls to choose our next governor, our state legislators, our representatives in Congress and the members of countless commissions, boards, city councils and other local governing bodies across the state. In a representative democracy, of course, elections are the primary way in which citizens express their views about the government they want and the laws they desire. The winning candidates in November will claim a mandate to govern – and their decisions will in turn shape our communities and our lives for years to come.

So yes, the November election is very important. But unfortunately, history tells us that most Americans will choose to sit it out anyway.

Voter turnout in American elections rarely exceeds 60% of eligible citizens. (In 2016, for instance, over 90 million Americans who were legally entitled to vote for President did not.) In November 2014 – our last congressional election – only about 40% of Ohio’s registered voters cast ballots. Overall, the United States ranks only 26th in voter turnout among the world’s 35 leading democracies.

Young Americans, moreover, tend to vote in the lowest numbers of all. At the same time, young people are also less likely to volunteer in their communities, give to charities, participate in groups, attend public meetings or discuss politics with others – all ways beyond voting that Americans can participate meaningfully in civic affairs.

Such findings suggest a crisis of participation in our democracy.

But what can we do? For one thing, if you are 18, please vote! And if not, volunteer for a campaign or cause that you believe in. Attend a meeting of your school board or township trustees. Share your opinions with your family and friends. If you see a problem in your community, organize a group to fix it.

As our Founding Fathers understood, a healthy democracy requires an active and engaged citizenry. With the November elections just around the corner, now is the time for all of us to recommit to doing our part.

—Associate Professor and Chair, Department of Justice & Community Studies at Miami University, John P. Forren, Ph.D

McKenna Lewis Leo Rolfert Ruth Elendu Caroline Bumgarner

Communications Director Marketing Director

Landon Meador Jack McFarland

Survey Coordinator

Landon Meador

Webmaster

Katey Kruback

Copyeditor

Katey Kruback

Advisor

LETTER TO THE EDITOR

Dean Hume

4 lakotaeastsparkonline.com Oct. 2018

The Spark encourages letters to the editor. Letters can be sent to the publication at LakotaEastsparkSpark2019@gmail.com or delivered to room 118 at the Lakota East High School Main Campus. Letters must be signed, and the staff reserves the right to edit the letters for length, grammar, invasion of privacy, obscenity or potential libel. The opinion editors will contact writers for confirmation.

ON THE COVER art mckenna lewis

This issue Spark talks about the evolution of education.

Featured on the cover is a student wearing virtual reality (VR) goggles, like the ones the junior high schools received in their Innovation Hubs.

chief column | opinion

COUNTRY OF BIKES LAUREN MAIER photography abby bammerlin

O

ver the summer I visited France for 20 days. My parents and I did not go for the baguettes or the cheese. We did not go to see the Eiffel Tower or to roam Le Champs Elysees. We went so we could watch Le Tour de France first hand and possibly meet some of the racers competing.

It may sound outlandish to spend a large portion of money just to watch a couple hundred racers in tight, neon cycling kits pass by in the matter of seconds, but the tour means so much more than that to me and my parents.

Like my dad, I started cycling when I was 10 years-old. The sport has many disciplines including cyclocross, criterium, and road distance. Each of these take place in different seasons throughout the year causing it to be my constant companion over the past seven years. Though, I am never going to make it past my “amature” status of racing solely local races, I love and appreciate the sport like any other professional athlete. So, even though I will never be apart of the epic 21 stage race, I would be able to be there to witness the madness of the tour unfold.

In the .1 Kilometer out of the 158 kilometer race that I spectated from the edge of the road that the racers were on, I could see the grit it took for them to go through each stage. That moment was the length of a minute at best, but I saw every racer pass by including those that are classified as some of the best cyclists in history. The moment was so surreal that at times I think it was just a figment of my imagination.

Later in my trip I was surprised by my mom when she said that we would be watching a time trial. A time trial is when a racer, rides alone on a relatively short course and attempts to get the fastest time. For the tour, the racer in last place goes first and then the racer second to last proceeds. Eventually the best racers will go at the end of the racing period.

This race day was rainy and cold, but the weather didn’t affect my excitement. We were at the start of the course so we could see each racer start. Every two minutes a new racer started and every two minutes I got a burst of excitement seeing, practically, the same thing repeatedly.

After around 40 riders stared, even with our overload of excitement and enthusiasm for the tour, we grew tired of standing in the same spot for over an hour. So, we picked up our things and made our way to the end of the course only three kilometers from the finish line. By the time we arrived to this point, the “big shots” were passing by. One by one I watched them pass by as I cannot believe that they have ridden 31 kilometers (19.3 miles) in under 45 minutes. Everything about the tour and the stages within them seem so mythical. I cannot comprehend completing such a task so treacherous.

I am so blessed to be able to experience everything France had to offer. From the cheese and bread to the breathtaking views that no camera can capture. However I am so lucky to see the skinny, sweaty men in unflattering cycling kits racing in Le Tour de France.

Oct. 2018 lakotaeastsparkonline.com 5

news | news briefs

LAKOTA RECAPS:

A NEW BAY

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PAINTED SKIES O

n a cloudy Monday night, two huge masses of warriors in white are grouped on opposite ends of a field, mapping out their plan of attack. They heard the word “go” and charged, meeting somewhere in the middle among a frenzy of color. No one was safe from the madness. It felt like Sparta, but it was only East Young Life’s seventh annual paint war.

The paint war is the club’s way of kicking off the semester of activities. East junior Megan Nabozny (above, right) thinks the event is the perfect way to set the tone for the year.

“I love the atmosphere and the energy of the paint war. Everyone’s just so excited to go crazy,” Nabozny said. “My favorite part would definitely have to be being so messy and colorful at the end.”

Young Life is a high school ministry that has chapters all over the country led by local college students. In previous years, the ‘paint’ has been

colored powder that pelts participants. This year, the leaders decided to switch to a waterbased paint instead.

Miami University senior and Young Life leader Olivia Faraci admires the paint war’s ability to bring high school students together, and wants that energy to transfer into the semester.

“One big reason we love the paint war is because high school kids from all different places of life show up,” said Faraci, who has been leading Young Life for three years. “No one feels uninvited, and students that feel either Young Life isn’t for them, or that they can’t come hang out with us because they didn’t start their freshman year get to see that those thoughts are not true at all. We want anyone to come at any time and without a question in their head if they will belong or fit in.”

-Bea Amsalu

PIT-STOP COFFEE SHOP

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very other Friday, East junior Kee Peterson sets up his corner coffee shop full of breakfast foods varying from donuts, bagels and fruit, while the aroma of brewed coffee fills the halls of Independence Elementary.

Independence Principal Greg Finke thought it would be the perfect opportunity for Peterson to fulfill his work study requirement.

“I got the idea from this school in Pittsburgh and they were doing something similar,” Finke said. “So we talked about it with [Ellen] Bowmann, one of Kee’s teachers, on how we could set this up for Kee’s work study. ” A work study is a program for special needs students that enables them to work part-time,

6 lakotaeastsparkonline.com Oct. 2018

gaining experience in the real world while attending school.

Peterson has an impairment called heterotaxy, right isomerism, hypoplastic left heart. This is a rare birth defect involving the heart, among other organs. He also has a pulmonary vein stenosis which is when blood

hat was once Locker Bay B is now known as the new Flexible Learning Space. Throughout the previous school year, members of the East Student Advisory Council worked together to come up with a plan for the space.

Towards the end of the 2017-18 school year, the council visited Princeton, Loveland and Kings high schools and Wyoming Middle School to brainstorm ideas for the updated space.

After visiting the different environments, the council was split into groups of six to create individual plans for the new space. East senior Lindsey Kluesener also helped to design the space with different kinds of flexible seating, projectable TV screens and open whiteboards.

“We basically presented in front of the whole group for each group design then we kind of merged all those together and to what seemed most functional.” said Kluesener. “ According to East senior Caleb Hoch, the hardest part of the planning was trying to find things that would accommodate each and every student where they could get together and work together.

“We want everyone to use it and share the space with others,” Hoch said. “I graduate at the end of this year, but it’s about the next two and three years, and the students who come after, who will have a greater opportunity to use their voice to make a change, and that’s what really important.” -Gracie Estep

is blocked from going through vessels that bring blood from the lungs back to the heart due to the thickening of the walls of his veins.

Peterson is also epileptic.

The coffee house’s “doors” open up at 7:30 a.m. to staff and teachers who line the hallway to get their breakfasts where the profits made will be donated to Peterson’s organization of choice.

Annette Long, Peterson’s second grade teacher when he attended Independence elementary, is incredibly supportive of the turnout of Kee’s Coffee House.

“I think this is a great educational and social experience for Peterson,” Long said. “I think it will prepare him for some lifetime skills, job preparations, it also gets him out and around people.” -Ekra Khalid

news photo stories | news

EAST IN PICTURES:

S

eniors (from left) Trey Faglie, Gage Simpson, and Luke Shelby look dismayed from the stands after East fumbled the ball again

S

enior Jessica Motley throws a basketball across Main Street, looking to hit the target and dunk East Principal Suzanna Davis on Aug. 16. A total of ten teachers were nominated to take their turn in the dunk tank, one of the many activities available to students

E against Fairfield at East’s Homecoming game on Sept. 21. The Thunderhawks lost 41-21.

-Bea Amsalu

to participate in on East’s first day of school.

The activities, which included a Mario-Kart tournament in the new flexible learning space, basketball and volleyball games in the gym, and button making in the art wing, were designed to build relationships. -Bea Amsalu

ast Dance team members (from left) Izzy Bellomo, Cece Bohn, and Lisa Biehle perform at half-time during the homecoming game on Sept. 21. -Bea Amsalu

S

enior drum major Rachel Gregg leads the marching band during their first half-time performance of the show, “Line, Shape, and Color” on Aug. 24. The band travelled to Bowling Green State University for the Bands of America regional competition on Sept. 29 where they placed second out of twenty-five teams in the preliminary round, then third out of ten teams in the finals -Alexandra Fernholz

Oct. 2018 lakotaeastsparkonline.com 7

(From left) Noah Clippinger, Gabe Pascoal, Andrew McCrury, Jake Brinck, and Eli Tivin demonstrate their robot’s capabilities.

COMPETING INSIDE THE BOX

Five engineering students represented East at the 2018 National TSA Conference in Atlanta.

story amy bohorfoush | photography joe phelan | graphic alexandra fernholz

P

lacing 15 out of 46 in the robotics contest was an exhilarating accomplishment.

However, it didn’t impact the group as much as the experience itself. This is especially true for East junior Noah Clippinger. “[The most rewarding part was] just being able to go and see people all over the country and the world,” Clippinger said. “There were teams from Turkey and Germany.”

Representatives of East’s Technology Student Association (TSA) competed in the national TSA Conference in Atlanta from June 22 to June 26. The team included Clippinger and East juniors Gabe Pascoal, Eli Tivin, Andrew McCrury, and senior Jake Brinck.

The contest took place on a 12-foot by 12foot mat with scoring zones outlined in red for one team’s robot and blue for the opposing robot. It consisted of two one-minute segments; a minute where the competitors were allowed to maneuver the robot they designed with a remote control, and a minute where the machines were required to continue stacking cones without the assistance of a remote. Each

8 lakotaeastsparkonline.com Oct. 2018

robot began the match on the starting bar and earned points if it ended on a parking tile of their assigned color.

A team received two points for each cone their robot stacked on a goal in their color.

They earned five, 10, or 20 points for each cone they stacked in the corresponding scoring zone. Competitors could also maneuver their robots to stack cones on mobile goals, coneshaped goals with a maximum base diameter of 10 inches and a height of 10 inches.

“The trick was to go for higher scoring

“[The most rewarding part was] just being able to go and see people all over the country and the world.”

—Noah Clippinger, East junior

zones to get ahead,” Tivin said. “Our specialty was the mobile goals because our robot had a forklift.”

Tivin faced his hardest struggle as he and his team watched their opponents from across the nation perform.

“In Lakota, we don’t spend as much time on the robotics as other teams,” Tivin said.

“Just seeing the complexity of other schools’ problem-solving was stressful.”

Even before the group made the trip to Atlanta, they had to prove their ability to represent East there. At the beginning of the 2017-2018 school year, members of the East TSA divided into teams of four to six people and competed among themselves. Two teams with the highest scores proceeded to the state contest, where the team with the highest score earned the trip to Atlanta.

The most challenging step of the process for Clippinger was programming their robot for the autonomous segment.

“We had to do a lot of trial and error,” Clippinger said. “It was frustrating.”

tsa | news source vexrobotics.com

Blue Alliance Match Station Blue Alliance Loader Blue Alliance Parking Tile

Blue Alliance Starting Bar

Red Alliance Match Station

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Red Alliance Parking Tile

20 po in t

po in tz

z nt oi

Cones (x52)

zo ne

on e

e on

T

A bird’s-eye view of the field the team competed on.

5p

East Principles of Engineering, Digital Electronics teacher and TSA supervisor Ed Matlack was able to provide guidance through some of these challenges, though he did his best to stay as hands-off as possible.

“You don’t want to have [the team] banging their heads against the wall, but you don’t want to build the robot for them either,” Matlack said.

Any member of the Engineering Club could compete against the TSA groups for the opportunity to attend the conference, as they covered a portion of the cost for it. The rest was covered by a ten-dollar fee that each member of the TSA paid at the beginning of the year.

Red Alliance Mobile Goal Match Loads

5p e on

tz in po

e on

tz in po

ne zo nt oi

10 20

he team demonstrated their dedication by wrestling the twelve-foot by twelve-foot Red Alliance Loader frame that marked the boundaries of their Blue Alliance playing field back to Ohio. The playing field Mobile Goal had marked the boundaries of the scoring zones Stationary Goal during the robotics contest.

Matlack has observed Lakota students Red Alliance Starting Bar attending the TSA national convention for three Match Preloads years and was taken aback by the team’s request to take the playing field home as a souvenir.

“That’s the first time a group went to that much trouble,” said an elated Matlack. •

ART OF PARKING

story cassandra mueller photography alexandra fernholz

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right gardens of flowers sprouted from the school parking lot on Sept. 4 and 16 as East seniors and their friends smeared vibrant colors onto the pavement, sweating a little as they decorated their parking spots for the upcoming school year.

East senior Bea Amsalu jump-started the project in Aug. 2018.

“I put [this idea] on Twitter,” Amsalu said. “The East Twitter account responded within five minutes and they were like ‘we would love to see this happen...let’s set up a meeting’”.

Amsalu and East Principal Suzanna Davis worked together to come up with ideas to make the project successful. Amsalu said that Davis was very “on board” with the proposal right away, and was supportive about students expressing themselves.

Amsalu and Davis decided to make the event a fundraiser for the Parent Teacher Student Organization (PTSO), as it would be a way for students to contribute directly to the school. Costs included $20 to the PTSO and the students purchasing latex paint and other supplies.

According to PTSO president Amy Rupp, the organization raised roughly $2,200 from this event.

“Part of the money [raised] is to be used for repainting over the slots [at the end of the year],” Rupp said. “The remaining money goes to all of the other things that we fund [like] scholarships, after prom, the craft show, and expenses for all our various activities.”

There were some precautions taken to make sure nothing inappropriate was painted onto the ground. “[Students drew their designs] on the application form,” Rupp said.

“Then Davis and other administrators went around and verified that

Supplies for painting sit out in the sun at East on Sept. 16.

what they had written down...was actually what they put in their spot.”

The parking spaces will be left for next years’ occupants to decide their fate. Seniors that get the previously painted spots have the option to either repaint them, or leave it as is. Juniors and sophomores with painted spots may paint over the spots with black paint provided by the PTSO, or leave the spots as they are.

While nothing is set in stone, Amsalu is excited to see her legacy at East continue through this project in the future.

“Knowing that I started something that potentially will become a big tradition at East is awesome,” Amsalu said. “I can’t wait to come back to East in years to come see what other seniors do with the fundraiser after I’m gone.” • Oct. 2018 lakotaeastsparkonline.com 9

news | rearranging schools

A NEW HOME

With the integration of all-day kindergarden, two elementary schools become early childhood schools.

story megan finke photography bea amsalu infographic caroline bumgarner

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akota teacher Staci Becker attended Hopewell Elementary as a student before she taught second grade at the same school for 25 years. Being transferred to a new school was unexpected, but she sees it as an opportunity.

Waking up before the clock strikes seven and arriving to Hopewell or Heritage Elementary has now changed into driving a little further to her new second home, Independence Elementary. Becker is one of the many impacted by the move of second graders into Early Childhood Schools (ECS), all day kindergarten and the transition of two elementary’s now becoming ECS. “With any job you can fall into a rut. I feel like moving schools is keeping me from doing that,” Becker said. “A couple of times last year, I caught myself just going through the motions. Now I feel like I need to be at the top of my game to prove myself.”

Undergoing a transition moving into the 2018-19 school year, the impact on the community, benefit of the student’s education and the overall change in building structure are a few factors district officials looked out for.

The district know its’ community wanted all-day kindergarden, but knew Lakota didn’t have the building space to fit everyone. So instead, Hopewell (an East-feeder school) and Heritage (a West-feeder school) were converted into ECS, and second grade was bumped down from the Elementary levels.

“The conversations surrounding the idea of adding second grade to the Early Childhood buildings came about through community conversations,” Lakota Superintendent Matt Miller said. “It made a lot of sense to explore this option because of adding full-day

10 lakotaeastsparkonline.com Oct. 2018

Preschoolers at Hopewell Elementary prepare for the day at their new school. kindergarten to our schools as well.”

Some parents were still concerned with uprooting [their children], with others ready for a change. Parent and community member Kristen Hayes explains how the transition from Hopewell to Independence was difficult for the whole family, including her son Brody, but the family tried to keep an open mind.

“We tried to make it a positive transition, although we were losing our “school family” of teachers, staff, students and parent friends we had developed over the past several years at Hopewell,” Hayes said. “As parents, we talked about all the new adventures and friendships a new school would bring. Thankfully, Brody was understanding and accepting of the

restructuring and took it in stride.”

Hayes continues by saying the district as a whole did numerous things to accommodate to her son and her family, as well as other transferred families.

“The best part was how Lakota placed the transplant students together in the same homerooms at the new schools,” Hayes said.

“Brody has two other Hopewell students in his class, [and it] was exciting for him to see familiar names on the class roster once they were posted. He was also placed with a teacher who moved from Hopewell.”

While the logistics were addressed by sending students to different buildings based off of proximity and teachers by request,

rearranging schools | news buildings were shifted and switched to accommodate the students.

District officials eagerly re-worked the schools, and evaluated student population in order to establish all-day kindergarten and daily specials for elementary students, which had been cut during the levy failure five years ago.

Lakota Curriculum Director Keith Koehne said the curricular aspect as well as the education topics will further the students’ experience, ability and motivation.

“From a curricular standpoint, the change to kindergarten through second-grade buildings makes a lot of sense,” Koehne said. “Much of the early literacy and numeracy curriculum is made for K-2, our current report cards lineup with K-2, and our teachers find it easier to collaborate in the new arrangement rather than the old.”

A

s the district has a limited number of ECS and elementary buildings, the transition into all-day kindergarten required Hopewell and Heritage elementary to switch over into early childhood buildings.

“After exploring options and looking at enrollment of our school buildings, it was determined that in order to hold all-day kindergarten, we would need to have more early childhood schools ,” Koehne said. “This was accomplished by going from four ECSs (grades K-1) and ten elementary (grades 2-6) schools to six ECSs (grade K-2) and eight elementary schools (grades 3-6).”

Lakota Schools teacher Sally Britton spent 24 of the 26 years of her teaching career at Independence Elementary, but recently transferred to Wyandot ECS to continue her position as a second grade educator.

“Change is hard. I lived a lot of my life at

Independence and made wonderful friends and knew generations of families,” Britton said.

“But change can also be good if you embrace it. Time will make my new school my new home.”

Other than the movement of second grade teachers, those who taught at Hopewell and Heritage Elementary, now an ECS, were also transferred to a different school.

Independence Elementary school Principal Greg Finke explained how he and his staff welcomed the one new hire and the eight transfers to his building.

“I met with each one in the spring and gave them a tour of the building,” Finke said.

“Over the summer they met with their grade level teacher to make sure all of their supplies material and equipment was ready to go.”

While many teachers moved schools, the school principals dealt with the other side of the spectrum as they not only had to say “goodbye’s” but also “hello’s”. Adena Elementary Principal John Mattingly said that the new ideas being brought by the teachers can help push the school to the next level through the transition.

“Due to the overall shuffle of staffing with two schools becoming early childhood centers, I’m excited that we have added new staff from both inside and outside of our district,” Mattingly said. “They bring with them their own background and experiences which will strengthen our school team.”

The common theme of how curriculum will benefit from this movement, is that second grade will be able to connect with more primary-based learners, Mattingly said.

“I have seen second grade function as somewhat of their own entity in many schools,” Mattingly said, “They fit the grade band [of

Hopewell Elementary

Second through sixth grade

Enrollment: 594

“With any job, you can fall into a rut. I feel like moving schools is keeping me from doing that,” —Staci Becker, teacher. early childhood centers] better in terms of curriculum and programming.”

Even though many benefits will be brought to students, things like school traditions will have to be reworked and revived as well.

“Our fifth grade and second grade students were always buddies and did things together throughout the year,” Mattingly said. “So we will restructure things like that so third through sixth grade can have those special relationships as well.”

It wasn’t just students and teachers who were impacted by the change. Administrators also had to adjust to the new system, such as former Wyandot ECS principal and now Hopewell ECS Principal Mary Brophy, who believes the students will be fine with the transition, since those impacted are at a young age.

Brophy explains how when a child first goes to school, it can be compared to when Hopewell ECS

AM/PM Pre-K, all-day kindergarden, first grade, second grade

Enrollment: 840

Heritage Elementary

Heritage ECS

Second through sixth grade

AM/PM Pre-K, all-day kindergarden, first grade, second grade

Enrollment: approx. 500

Enrollment: approx. 600

source Lakota Curriculum Director Keith Koehne Oct. 2018 lakotaeastsparkonline.com 11

news | rearranging schools they learn how to read. They understand it, and then move off onto the next task. Starting school, the student would have attended a ECS building for two years and then move on to elementary school, but now they will have that extra year to develop.

“Second graders seem to be a part of this age group more and are able to becomes leaders [in this environment],” said Brophy, who started her career as a second-grade teacher.

“Eight- year- olds have so much potential, to be able and being able to have a solid footing and an ability to be very confident as they’re stepping into their elementary schools.”

When designing a new concept at Hopewell ECS, Brophy said it’s like taking an already built foundation and making it something new.

“When being at a brand new school, it is unique coming together and building from different [elementary and ECS] schools to build one together,” Brophy said. “Having the opportunity to start a school is something that is similar to what Heritage is going through, and that transformation of taking over a space [that] somebody’s already lived in and making it our own [is different from other schools].”

Breaking down the building structure, Brophy said they have to fill the space that already exists and make it their own.

“We have 10 sections of kindergarten, 10 sections of first grade, nine sections of second grade, and then eight are for preschool classrooms,” Brophy said. “We just had the space at the existing school and it is not like Harry Potter- we couldn’t make rooms appear

Lisa Harter talks to her firstgrade class at Hopewell ECS. 12 lakotaeastsparkonline.com Oct. 2018

out of nowhere.”

Lakota Local Schools Heritage ECS Principal Missy Alexander said that to Hopewell ECS, Heritage has the space to cater any students needs without having to undergo major structural transformation “[Heritage ECS] is very functional,” Alexander said. “Really, it was designed for smaller and bigger students at the same time.

So there really wasn’t a necessary need for major construction.”

W

ith the structure being able to withstand any student population, the space and room each student would be placed in was meant to further education, like the rest of the transition. “[The Heritage administration] did look at clustering grade levels as much as we could on the number of classrooms that were there,” Alexander said. “But we did do some firstand second-grade hallways to try to do some of that collaborative experiences.”

Since Heritage was one of the two schools that went under full transition from students and staff, things still stood out from other ECS buildings, and provide a sense of uniqueness.

“I think every school has something that makes them unique,” Alexander said. “I think for us, this year, our uniqueness is going to be that we’re building a community and just creating that culture by working together to really get to know each other.”

East teacher and community member, Nichole Bruce and her family were one of the many families in the community that has had students impacted by the change.

“They fit the grade band [of ECS] better in terms of curriculum and programming.”

—John Mattingly, teacher Resolving worries of a new kindergartener going into school alone and building sibling relationships, Bruce said the benefits have been endless.

“We benefited from the all day kindergarten so Xander could go all day without having to worry about the lottery,” Bruce said.

As the new school year progresses, the transition finalizes. Impacting many, the new experiences and environment have high hopes to have a beneficial conclusion as the students move on. According to Becker, the transition will let every student effected make a name for themselves and find room to mature.

“Experiencing a big change like this can be really good for kids who might have never experienced any type of move before,” Becker said. “They are learning to adapt to a real-life situation.”•

Eighth-graders Lucy Carlin and Emma Lilis take the first steps in exploring the capabilities of their new Chromebooks.

TECH-NICALLY A BOOK F

or the administrators, it was like Christmas morning. They got to play Santa for the day and the seventh- and eighth-graders of Liberty Junior School (LJS) were the ones getting presents.

For the students, it was just Sept. 12.

They didn’t seem to quite understand what was coming and why there was so much excitement in the air. It was just a regular day of school, but the teachers kept talking about some “tech roll out,” which means nothing to a thirteen-year-old.

It wasn’t until the students were called up and handed their “present,” their own personal Acer Chromebook Spin 11 laptop, that they understood why LJS Principal Eric Bauman was anticipating this day.

“It’s their own device that they can take home with them at the end of the day, which is huge,” Bauman said. “I think it’s fantastic because all of our students will have access to the world through that device.”

During their social studies classes, the students went down to the “Innovation Hub,” previously known as the media center, where they sat in groups and discussed internet safety scenarios with each other. To middle school students that have had Internet access since they were in diapers, the right answers to all the questions came as easy as saying their own name.

“We all spend so much time on our phones

In September, each middle school student in Lakota received a free Chromebook as part of the district’s one-to-one tech initiative. story and photography bea amsalu

that we know what to do and what not to do on the Internet,” LJS eighth-grader Becca Finke said.

Though students started off their time in the Hub bored and uninterested, having the device in front of them changed the dynamic of the room. As they completed a checklist of things to do on the laptop in order to get familiar with the device—such as logging into Google Drive, opening the webcam software, and filling out LJS’s online media center pass form—students were suddenly fascinated by playing with their new devices.

“We chose to do the roll-out this way because we wanted the students to feel supported,” Bauman said. “We wanted them to be able to explore this new device [so that] they have the ability to have their questions answered and be surrounded by people that can help put them on the path to success.”

The teachers really encouraged the students to individualize their Chromebooks, reflecting Lakota’s emphasis this year on student voice and student choice. Every student received #WEareLakota and WEareEMPOWERED stickers with their laptop and charger to start, but were told they should add their own stickers that reflect them and their interests to the clear plastic case, or write directly on the case with Sharpie marker.

The district chose to start this initiative at the middle schools because of the

smaller number of students, but Lakota Superintendent Matt Miller wants to get Chromebooks to the high schools as soon as before the end of the 2018-2019 school year.

“We don’t want to say we’re going to start the junior schools and then wait a whole year to start at the high schools after that,” Miller said. “When we have the bugs worked out and everybody on board in terms of the device rollout being successful, we will ramp up to the high school as soon as we can.”

The laptops received by students were designed with education in mind and sell for 399.99 dollars on Acer’s website. It has up to eight hours of battery life with continuous use, an impact-resistant body that can withstand being stepped on, 360 degree hinges to convert the laptop into a tablet, a stylus to write on the touch screen, a tamper-proof keyboard, is water-resistant up to 330mL of water, has two high definition web-cameras and has an antimicrobial glass screen.

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ccording to Miller, these devices are built to last, a main concern of the focus group of students and staff members selected last year to test and choose a device.

“The plan is if you’re a seventh grader, you’re going to get a new device and you’re gonna have it from seventh-grade to eighthgrade,” Miller said. “At the end of eighthgrade year, we’re gonna take those machines Oct. 2018 lakotaeastsparkonline.com 13

news | one-to-one tech

and roll them down to K-through-6. Then as a freshman, you get a new a brand new device and you would keep that device for four years.”

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t the end of the school year, students will be able to keep their devices over the summer and use the same Chromebook during their next year. This is so that the schools don’t have to waste time collecting laptops at the end of the year, and then distributing and redistributing laptops at the beginning of each school year. Eighth graders and high school seniors return their devices at the end of the school year.

Instead, the plan is to just get new devices to the incoming seventh and ninth grade classes.

Right now, there is no plan to have the option for families to buy their student’s device at the end of eighth-grade or senior year, they must return them to the district.

Because the “recycling” of devices back into the district gives them a five-year lifespan, the district is able to pay for these devices with what are called permanent improvement (PI) funds, according to Miller. Unlike operating funds, which is for day-to-day costs such as teacher salary, turning lights on and heating buildings, PI is for items. It’s for buying new buses, technology, tables and desks, and so on.

“We have built that [because] we’re going to use and allocate the dollars from our PI [accounts] to fund the technology initiative because we’re not going to our taxpayers to take this out of our operating funds,” Miller said. “As a district, we’ve been building this up for a while.”

For some, carrying a Chromebook to class has already become a routine. A group of ten seventh graders were selected to pilot the devices last year, and even though now eighth grader Finke has had her device for a year, she’s still learning new things about her device with her peers and is ready to see what school is going to be like now that every student has a laptop.

“They’re definitely going to be helpful now that everyone has them,” Finke said. “We’ll be able to do a lot of new things in all my classes because the teachers won’t have to wait on

“I think it’s fantastic because all of our students will have access to the world through that device.”

—Eric Bauman, Principal 14 lakotaeastsparkonline.com Oct. 2018

Liberty Junior Principal Eric Bauman looks on as eighth-grader Abbey Bahan maneuvers her way around her new laptop. computer carts.”

Simply putting a device in front a student is not enough to revolutionize education for East Principal Suzanna Davis. She believes technology is a just a tool to propel innovation.

“You can put on a Canvas a whole bunch of worksheets and you can say ‘Do them on the computer and turn them in,’ but guess what?

They’re still worksheets,” Davis said. “So as we put the devices in their hands, we better be a paralleling that with the innovative thinking of ‘How do we do instruction differently?’

‘How do we set up our classrooms differently?’

And that’s been a powerful piece at the junior highs.”

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ith the help of Innovation Specialist Kristina Linberg, these hopes will become a reality. Linberg left her own classroom five years ago to work with teachers and integrate technology into their lesson plans.

“I teach job-embedded professional development for the teachers while helping support the one-to-one initiative,” Linberg said.

“One-to-one tech to me means that we can break down some barriers to personalized education.

Previously, accessibility made it challenging for teachers to design lessons that incorporate the ‘four C’s’: Communication, Critical Thinking, Creativity, and Collaboration.”

This integrated learning won’t become the norm overnight, however. Having specialists like Linberg permanently stationed at schools will help teachers make strides towards this goal. Seventh-grader Hadley Lewis is ready for this change to come.

“It depends on the teacher and the class, sometimes we use [the computers] all the time, sometimes we don’t touch them at all,” Lewis

said. “But overall, we don’t use them as much as you’d expect. Hopefully by the time I’m in high school, we’ll use them a lot.”

Though some students would be willing to convert to entirely digital education, others, like eighth-grader Lucy Carlin, prefer to put the technology down for awhile.

“I’m excited that everyone has laptops now,” Carlin said. “But sometimes, I like to not use them and do things with paper worksheets and print textbooks too.”

Carlin isn’t alone in liking things “the oldfashioned way.” Eighth-grade history teacher Doug Panfalone surveyed his students to see what medium they preferred for textbook viewing and was surprised to see that 85 percent of his students preferred the print book.

“Sometimes teachers kind of stereotype when we shouldn’t. [Just] because this is a young generation and [they] have the technology in front of [them] doesn’t necessarily mean [they] love it,” Panfalone said. “It’s a balance, just like everything else, but choice is definitely going to be a big thing for these kids.”

Though everyone has something different to say about one-to-one tech, the energy of the students in the Innovation Hub on that first day was enough to show that even though there are kinks to be worked out, this initiative was going to be a good thing with time.

Students were collaborating to solve problems with each other’s devices, to show each other new features they discovered, and even to ask opinions on what stickers to buy.

With this tool at their fingertips, students truly feel empowered.

“Overall my friends and I have loved having our own device,” Finke said. “Even if we can’t use them all the time inside of school, we at least can call them ours.” •

recipe | culture

AFTER SCHOOL SNACK The craving of pizza after school is a feeling that students know too well. This is often too expensive and too heavy of a meal to have after school. A cheap, easy, and filling way to curb the hunger for the classic cheese and tomato combo is pizza roll-ups. recipe jessica jones | photography caroline bumgarner

Directions

Ingredients 1 tube (8 ounces) of crescent rolls 4 pieces of string cheese, cut into halves 16 slices of pepperoni 3/4 tsp of italian seasoning (divided for each one) 1/4 tsp of garlic salt

Step 1: Unroll crescent dough; separate into eight triangles Step 2: Place two pieces of pepperoni on each triangle Step 3: Place a piece of cheese on the short side of each triangle Step 4: Sprinkle with 1/2 teaspoon of Italian seasoning across all eight pieces Step 5: Roll up each, starting with the short side; pinch seams to seal

Tips and Tricks Eat right away for maximum cheesiness Don’t go heavy-handed on garlic salt

Step 6: Sprinkle the tops with garlic salt and 1/4 teaspoon Italian seasoning Step 7: Place two inches apart on a greased baking sheet Step 8: Bake at 375 degrees for 10 to 12 minutes or until golden brown Step 9: Serve warm Oct. 2018 lakotaeastsparkonline.com 15

PIC SIX culture | pic six

First Issue Features:

Spark chose six coffee shops to vist and review. Maier ordered a medium iced carmel latte at every shop. Here are her rankings.

1 Coffee Emporium 3316 Erie Ave, Cincinnati, OH 45208

2

reviews lauren maier photography caroline bumgarner and lauren maier graphics caroline bumgarner and lauren maier

coffee

Cavu Coffee 7755 Cox Ln, West Chester Township, OH

3

True West

Warren County

Butler County

4

1

Hamilton

2 3

313 Main St, Hamilton, OH 45013

4 5

Mason

Kitty Brew Cat Cafe #6-7, 6011 Tylersville Rd, Mason, OH 45040

Hamilton County

5

Cocoon Coffee

6

6209 Snider Rd, Mason, OH 45040

Clermont County

6

COFFEE BEANS & BREW

Coffee Beans and Brew source dot.state.oh.us 16 lakotaeastsparkonline.com Oct. 2018

9132, 7051 Yankee Rd, Liberty Township, OH 45044

1st

Coffee Emporium

2nd

Cavu Coffee

3rd

pic six | culture

True West

Large 20 oz $5.50 Drive-thru X

Med. 20 oz $4.50 Drive-thru

Large 16 oz $4.50 Drive-thru

Coffee Emporium is a small narrow home which has two stories. Inside there is no where to sit on the first floor. However, there are many spaces upstairs to sit, to talk, drink coffee, and/or do work. Outside there are two patios. One in the back of the building and one in the front/side. Coffee Emporium only has two sizes: a small and a large.

The coffee is sweet, but it has a nice lingering flavor of freshly brewed coffee. There is a lot of ice, but it didn’t take away from the flavor of the coffee by watering it down. The caramel flavor is prominent, but works nicely with the coffee. It starts out very strong but then fades away as the coffee flavor takes over.

Coffee Emporium also offers scones, muffins, cookies and some sandwiches.

The inside is a glamorous small loft. It’s decorated with simple chic decor. There are many extension cords for easy charging access.

Though it is small it is nice to sit in and have a cup of joe. The coffee was great. I could watch them make it.

There was a lot of milk and I wish there was more coffee however, it still had that coffee flavor. There was enough ice to keep it cool for my 30 minute drive to work. It is my favorite coffee so far. The caramel comes in but isn’t too strong. The caramel flavor lingers throughout the sip leaving a subtle sweet aftertaste complementing the coffee flavor.

As a group of friends plays Uno downstairs and a meeting takes place upstairs, True West is a coffee shop for everyone. Like many local shops, True West used to be a home. The downstairs has benches and tables to sit at, while the second floor has private rooms along with more seating. Dangling lights run across the ceiling and unique paintings cover the walls, lending a cozy feel to the place. True West only had two sizes for their drinks.

The ice ratio is good. Not too much, but just enough to keep the coffee cool. The caramel flavor tastes like true caramel, but I wasn’t able to taste the actual coffee flavor very well. The consistency of the coffee is really nice. It’s thick but not too milky. The overall flavor is good.

4th

Kitty Brew Cafe

5th

Cocoon Coffee

6th

Coffee Beans and Brew

Large 16 oz $4.25 Drive-thru X

Med. 12 oz $5.05 Drive-thru

Med. 20 oz $4.15 Drive-thru

The inside is large and spacious. There is a wall dividing the small cafe with a few seating areas and the large lounge area with over 20 cats. The environment is very work friendly and stress relieving. The coffee is the perfect blend of coffee, milk, and caramel.

The caramel is buttery and sweet but doesn’t overpower the taste of the coffee flavor. There is just the right amount of ice in the cup that allows the latte to be cool and refreshing but not too watered down.

The ice ratio to coffee is good, but the medium—a 12oz—is a lot smaller than expected. The coffee is pretty sweet. I can’t taste a lot of the actual coffee flavor, and it tastes like there was a sugar substitute in the caramel syrup, which led to a lingering caramel flavor with a sweet sugary aftertaste.

Cocoon also offered muffins, scones and cookies. The shop is really good for getting work done, as there are many outlets for computers and phones.

The inside is big and spacious. Large groups of people can meet comfortably and work together in the space. There are couches available to lounge on but also tables to work at. The caramel latte is good but very sweet.

There is too much milk in the latte and not enough ice resulting in lukewarm coffee.

There is a caramel flavor that is true to a caramel flavor. The shop is wide and open.

There is not a presence of coziness, but it has a very productive enviornment.

Oct. 2018 lakotaeastsparkonline.com 17

culture | locational feature

SIMPLY ROLLING INTO CINCY story and photography anna mullins

Rolled ice cream is a trend that has swept Instagram and has made it’s way to Cincinnati.

A

new trend has come from across the seas into the Cincinnati area. New shops have been popping up in the Cincinnati area featuring Thai Rolled ice cream.

East grad Eric Shaw and his wife Katie opened up Simply Rolled in Over the Rhine after Eric’s cousin opened a rolled ice cream shop in Columbus, OH. His cousin got the idea from a street vendor who made rolled ice cream on the street near his workplace in Short North.

“And so [my cousin opened a shop] in Columbus and they wanted to expand down to Cincinnati because it is sort of a similar market and we said we would help them if they come down here.” said Shaw.

Simply Rolled held its grand opening on Saturday, July 21. Customers lined up outside of shop hoping to be one of the first 50 customers who would receive free ice cream.

“My finance works right next door here,” said Brittany, a customer of Simply Rolled. “We saw the sign that they were doing an opening and I saw a facebook post too, that they were going to be doing a grand opening.”

Simply Rolled makes ice cream in a style that is way off the beaten path. Not only is it served differently than traditional ice cream but it also makes going out to get ice cream an interactive experience for the entire family.

“The way [we make the ice cream is] we start with a base and then we can add in mix-ins and toppings,” said Shaw. “But everything is made in house. So we make the base every week, and

18 lakotaeastsparkonline.com Oct. 2018

then all of the mix-ins are fresh fruit, or we have oreos, cookie dough, anything you can think of that goes on ice cream we probably have. We try to stay current with whatever the food trends are.”

The base is put on an anti-griddle that freezes the liquid base into a thin layer on the griddle that the employees can then scrape into rolls. There is only a glass window separating the customer from the ice cream made right in front of them making it easy to enjoy the show.

“It was really cool,” said Maddie Wentlint, a first-time customer at Simply Rolled. “I love that [there is] interaction, that you can watch it happen and be a part of the process.”

Simply Rolled offers five different bases featuring: vegan and regular vanilla, chocolate, coconut ash and thai tea. They also offer 32 different topping and mix-in items, as well as 10 signature rolls which are creations customers can easily pick from or use to spark their own ideas.

“My favorite is the cookie dough [rolled ice cream],” said Shaw. “I like cookie dough so it was a no brainer. But the oreo madness is one of our popular ones around here, so that is probably one of the customer favorites.”

Simply Rolled is a family friendly establishment that is open to all people. It is located in the newly gentrified area of Over the Rhine and is open Sunday through Thursday 12 p.m. to 10 p.m. and Friday through Saturday 12 p.m. to 11 p.m.

“We really wanted to be part of this area,” said Shaw. “After people go to the Senate or Abigail Street or Azula they then can come in here and have a dessert to top off the night.” •

Pictured is the Pina Colada, which is one of the specialty ice creams at Simply Rolled.

ACTING OUT

Caleb Hoch (left) and junior Elizabeth Leisten (right) perform together in A Wrinkle in Time.

story megan finke art selena chen photography used with permission

This issue Spark featured East Senior Caleb Hoch.

D

reaming of what could be, and practicing for a role he will never play doesn’t discourage him. Suddenly, the lights rise on opening night, the audience applauds and he is ready to take the stage.

Cast as an understudy for the roll of Timothy Price in “The Night I Died at the Palace Theater” his freshman year of high school, East senior Caleb Hoch’s acting career was only getting started.

After moving schools from Heritage Elementary to Union Elementary, Caleb’s parents sought out a way to get him involved in a way that could help him grow. Knowing that East had a theater program, they decided there was no better way to get him involved.

“His mother and I felt that he needed to work on his ability to speak in public and since we had known East’s theater director since we were in college, her summer program sounded like the perfect fit,” says Caleb’s father Michael Hoch, who also teaches Trigonomics and Algebra II at East.

What family members saw from Caleb’s involvement plays to similar strengths in what he

Senior Each issue, Spark chooses one student at random to feature. saw in himself. Confidence on the rise, theater helped Caleb become a much more wellrounded Caleb.

“It’s also helped me to just be myself and not care what people think,” Caleb says.

“There’s a lot of times in theater where I am called to do something crazy or obnoxious, or just plain silly, and doing that has made it easier to step out of my comfort zone outside of theater which I think is really cool.”

With confidence on the rise, Caleb’s theater teacher, director and now stepmother Kristen Hoch explains how she saw the same things.

“Caleb has become more confident in not only his leadership abilities, but also in his performing abilities the past few years,” Kristen says. “[Ever since] he understudied a role his freshman year, that he ended up having to perform [unexpectedly].”

With endless participation in theater programs through his five years in the East theater program, his subconscious confidence grew as he develops unforgettable memories and captivates new experiences through each show.

“I try to get involved in every show,” Hoch says. “So far, I have participated in ten shows at East, starting when I was in eighth grade.”

In admiration for Kristen’s theatrical and producational position in the Thunderhawk Theater, he was ready to try something new within the program, something outside his comfort zone.

“I applied to do leadership for The Magic Tree House and I was picked to be the director,” Caleb says. “After doing that show, I found that I had an interest in doing more things like that.”

East junior Kelly Croy is known to play substantial roles in various Thunderhawk productions and says that Caleb’s ability to direct is very different from previous directors.

“Caleb made the rehearsal environment more laid back when he directed, considering he is a student like the rest of us,” Croy says.

A

ccording to Kristen, everyone in theater brings something unique to the play, and Caleb, who has increasingly challenged himself with difficult roles and more leadership responsibilities, is no different.

“Caleb’s strengths are his passion about creating things, his willingness to both think, plan, and design and also his dedication to putting in the hard work to bring those ideas to fruition,” says Kristen.

But showing his passion for his school is not only tied down to the stage, it flourishes throughout Student Advisory meetings, working the scoreboard for football and girls basketball teams, and through the opportunities he helps create for students that come long after he graduates “I’m really passionate about our school and that really helps me to get my voice heard and try to make the school better, not just for the students who currently attend East, but also [for] the students that will come after,” Caleb says.

Committing his free time, knowledge and passion to East in many ways, Caleb gets things back in return that he never thought he would.

But the one thing Caleb does for himself, is theater.

“I think the acting side is different because you focus less on what everyone is doing and more on what you have to do to make things happen,” Caleb says. “On stage, even though you’re playing someone else, you’re showing your true self and putting it all out there for the whole world to see and I think that is truly amazing.” • Oct. 2018 lakotaeastsparkonline.com 19

culture | rotary club

TWO HOMES 11,094 MILES APART Rotary Club provides foreign exchange students opportunities to experience American diversity story leo rolfert | art mckenna lewis and bryce forren

T

repidation and excitement fills Sinju Cho’s mind as she lands in Cincinnati for the first time on Aug. 15. She’s excited to start school tomorrow, but nervous since it’s the first school she will be going to that has a primary language of English instead of Korean, which is what she has been accustomed to in her 15 years of life. She’s excited to meet her American family, but nervous that she will have trouble understanding the American culture that is so different from her South Korean one. It’s not South Korea, but Sinju still knows she’s home.

According to the Migration Policy Institute, 1.1 million international students are housed every year in the United States (US). One East family is among those 1.1 million for the 201819 East school year.

Sinju is not the first student parents Christian and Kedzie Fernholz have housed from foreign countries. “[My family] actually hosted a foreign exchange student when I was a senior in high school, and it had been a really good experience,” says Kedzie. “When we talked to the kids about it, they were excited. Since we thought it was a good experience before, we thought, ‘hey, let’s do it with our family.’”

Kedzie works as an aerospace engineer

Foreign Exchange Students Part 1 at General Electric (GE) designing aircraft engines for commercial aircraft. Her family hosted Theo, a foreign exchange student from Spain, who stayed Kedzie’s entire twelfth-grade year. Her husband, Christian, has also hosted a student.

“My sister lived in the Netherlands for a year,” says Christian. “She did her junior year in the Netherlands. Then my folks hosted a foreign exchange student from Belgium. This is all [happened while] I was in college, so I wasn’t actually there, but I still knew the experience when I visited back home.”

Christian works alongside his wife as an aerospace engineer at GE. The parents said they had heard about the opportunity to house a student through the Rotary Club after a representative visited East last year.

On Feb. 23, 1905, attorney Paul Harris

“Rotary’s foreign exchange program is a way for those to truly witness how life in the United States is. And we’re not all farmers here [in Ohio] although some of us are.”

-International Service Chair Alex Dow

20 lakotaeastsparkonline.com Oct. 2018

gathered a few of his friends in Illinois to discuss ideas that would help better their communities; later this would be known as the first meeting in Rotary Club International’s history.

Now spread throughout the globe, the nonprofit organization first consisted of four men in a downtown Chicago building talking about forming business alliances. The 1.2 million Rotary International members, called Rotarians, now focus on bettering the world.

T

o do this, Rotary started small by creating Rotary Clubs in individual communities.

In southwestern Ohio alone, there are 52 clubs with over 3,000 members total.

“It starts around Xenia and goes down to Cincinnati. [My authority is] just over West Chester and Liberty [Township],” says Maria Doherty, the Vice President for the West Chester/Liberty Township Rotary Club. “This area’s club specifically has been around for 2627 years now, [and we] focus on just helping the community.”

One way that Rotary has been trying to help the community has been through their foreign exchange student program. The Rotary Club’s West Chester and Liberty Township International Service Chair Alex Dow said that the exchange student program they offer is a good way to show those from foreign countries “how American life really is.”

“I think a lot of the world, for the better or worse, has a misconception of what life is in America,” Dow says. “Rotary’s foreign exchange program is a way for those to truly witness how life in the United States is. And we’re not all farmers here [in Ohio], although some of us are.”

After receiving a flyer about Rotary from their daughter Alex, Christian and Kedzie were “ecstatic” to house someone during the upcoming school year. “ I sent an email to Maria [Doherty], the

rotary club | culture email provided on the flyer] and said that we were interested in hosting a foreign exchange student,” says Christian. “She said, ‘Great! Fill out these forms’ So, so we filled out all the forms and there was a lot of email communication back and forth.”

The Fernholz’s told Spark that the process they had to go through in Rotary Club’s foreign exchange program was “relatively simple,” aligning with what they expected.

“After first contacting Maria, they do a modest background check,” Christian says. “Then after you get through all that, Maria and [Dow] stop by and do a home inspection. They just want to make sure when Sinju gets here, it’s not going to be like a Harry Potter thing and she’s living under the stairs.”

A

fter getting a “sense of the home environment,” Rotary Club then requires the host family to provide reference letters of their character from coworkers. “[The Rotary Club] is looking to make sure that they’re a good wholesome family,” Dow says. “We use something called the ‘Four Way Test.’ Which goes, is it true, then is it fair to all concerned, then will it build goodwill and better friendships, and lastly will it be beneficial to all concerned? Basically it’s all about being a good person.”

One of the last things the host families must do is receive training on the four D’s: no drinking, no drugs, no driving and no dating.

“We are very worried about human rights, and that’s what this training helps us clear up for families,“ says Doherty. “For the no drinking, there is no age limit for drinking in some countries, like France. But since we have them in the US, no drinking is allowed.

No drugs because, it’s drugs. No driving because that would be a hassle with getting a license. And with dating, they would get close to someone and when the time came to leave, it would be hard for both people to say goodbye.”

After all of the background checks and training is complete, the Rotary Club matches the families with a student that best fits their family. In the Fernholzs’ case, Rotary was looking for a teenage girl.

“One rule we have is that there can’t be opposite genders living together. So since Alex is a 16-year-oldgirl, we showed [the Fernholz’s] girls around the same age ranges. Then we showed them countries and asked if they were acceptable,” Dow says. “For example, if we knew a family would prefer somebody who speaks French, but if they didn’t get somebody from France, we would ask if they would still be willing to take a student from South Korea.”

According to Dow, the Rotary Club tries to give the foreign exchange student three different families to live with during their stay. Different religions, hobbies, and overall lifestyles are “essential to have for a true American living experience.”

“The student is here for nine months, so split nine by the three families and that’s three months with each,” said Dow. “The goal is to give the students a variety of experiences. So the idea is, if they stay with multiple families, then they’re going to get different experiences. The hope is to expose them to as much as possible.” •

Above are three snapshots of activities a fictional foreign exchange student could do in Cincinnati. Top: the family visits Neiderman Farm to pick pumpkins for Halloween.

Middle: The student is attending the Cincinnati Zoo Lights.

Bottom: The family goes to Morgan’s Canoe and Outdoor Adventures to spend the day on the Little Miami River.

Oct. 2018 lakotaeastsparkonline.com 21

m fresh an

GRACE LUKE

HAWKS ON: ALT. SEATING

culture | hawks on

homore sop

CAMERON SHEPHERD

What forms of alternative seating have you come across at Lakota East?

What forms of alternative seating have you come across at Lakota East?

I don’t know, I haven’t really seen any. I like that there is the workplace. I like that there are [tables] and chairs for you to do your work. If you want to do your work outside the library or do it somewhere else, there are places to go.

Couches...these fun rolley chairs, chairs with wheels, and benches.

Do you often use the alternative forms of seating such as the Flexible Learning Space, etc.?

Yeah, occasionally when I’m waiting for my dad or mom [to pick me up].

How has the alternative seating changed the educational and social dynamic of the school?

I don’t think so because you’re just sitting somewhere [else].

22 lakotaeastsparkonline.com Oct. 2018

Do you often use the alternative forms of seating such as the Flexible Learing Space, etc.?

Yeah I use them everyday. I come in every morning and sit, usually on the couches, yeah.

How has the alternative seating changed the educational and social dynamic of the school?

I’ve definitely met more people while sitting in these areas, more people that I wouldn’t have met if I had just come in to school and sat in a classroom or something.

hawks on | culture

HAWKS ON: ALT. SEATING

junior

ELIANA BUJWALO-NOWAK What forms of alternative seating have you come across at Lakota East?

Couches, tables on Main Street... yeah just that.

Do you often use the alternative forms of seating such as the Flexible Learning Space, etc.?

No. Usually it is crowded and [there is] not enough room for my friends and I.

senior

ETHAN HUBBARD

What forms of alternative seating have you come across at Lakota East?

I’ve come across, well of course, the new East learning space, all the couches around, and I’ve seen a couple of new benches and that kind of stuff.

Do you often use the alternative forms of seating such as the Flexible Learning Space, etc.?

Yes.

How has the alternative seating changed the educational and social dynamic of the school?

It gives us more of a variety of options for when we have downtime. If you want to work on homework or just chill with friends before or after school you can do so. interviews caroline bumgarner and isis summerlin photography meredith niemann

How has the alternative seating changed the educational and social dynamic of the school?

I guess usually after school people aren’t standing around that stuff.

They’re all kind of in this one general space and it kind of gets people talking and it’s a good place for people to study.

Oct. 2018 lakotaeastsparkonline.com 23

Guess Who? H Son of Cuban immigrants who came to America to live the American Dream H Foster child who became a successful businessman H Started over 10 companies that employ hundreds today H Helped make West Chester one of America’s Best Places to Live!

H Serves us as our State Representative in Columbus - fighting for us!

See further in the program to find out who...

Paid for by Friends of George Lang

story abby bammerlin | photo illustration mckenna lewis | photo meredith niemann

Oct. 2018 lakotaeastsparkonline.com 25

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he desks sit in lines like soldiers waiting for war. The bell rings and the chairs fill with bored students waiting to be handed their next assignment. The year is 1997 and East had just opened to students for the first time.

East Principal Suzanna Davis reflects back to when the school first opened, remarking on how teaching has evolved since then.

Technology has become vital to the ongoing growth of teaching, and most students now expect some sort technology to be integrated into their curriculum. Out of the 242 students surveyed, 77 percent of students believe increased technology in the classroom allows for a more individualized education.

“The role of the teacher and the role of the students have evolved at an unbelievably quick pace in the last several years,” Davis says.

“Now you walk into a classroom and, [rather than seeing] students in desks, organized by rows, and listening to lectures, [you will now] see four or five different areas in the classroom all serving different purposes. Students are catering to a menu of options in class, some facilitated by the teacher, some by the students.”

On Aug. 12, every Lakota seventh- and eighth-grade student received district-owned Chromebook laptops. The one-to-one technology ratio is part of a district-wide program called “WEareEMPOWERED.” According to the district website, “WEareEMPOWERED” was designed to allow each junior high student to take responsibility for his/her education through expanded access to innovative instructional content. The goal, the website says, is for increased collaboration and communication among students, as well as opening up new learning opportunities inside and outside the classroom.

Katherine Batchelor is an assistant professor of literacy in Miami University’s Department of Teacher Education where she teaches

“The role of the teacher and the role of the students have evolved at an unbelievably quick pace in the last several years,” - Suzanna Davis, East Principal courses on using digital tools and platforms.

“I remember that our school in Florida got funding for [one] laptop cart in 2007 and the teachers had to check out the cart at least three months in advance if we wanted our students to use it,” says Batchelor, who worked in middle schools for 10 years.

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s Lakota continues to integrate technology into the classroom, some teachers worry about the effect of technology on students.

Intervention specialist Amanda DiVito worries about how the access to technology will affect students. She says, now that Twitter is open on school Wi-Fi, students may still be able to access [Twitter] with their one-to-one technology, which could become a distracition.

“I think because students are so influenced and affected by cell phones. I’m honestly really nervous [about] one-to-one technology,” DiVito says. “I’m hoping that it’s not a distraction. But I [imagine] that it might be more of a distraction.”

According to DiVito, children have too much technology available to them. She says that she limits the amount of technology her own children have, believing it could be a bad influence.

“I see some people get so obsessed with

Fortnight and all those technology games out there, that it’s a struggle for them to come outside [in] the summer,” DiVito says.

Technology in the classroom has also led to more students and parents turning to alternative credit outside the traditional classroom. One such parent, University of Cincinnati (UC) associate professor Sarah Schroeder, uses companies like K-12 for her daughter Eby Schroeder.

“My daughter has Asperger’s Syndrome, high functioning autism,” says Sarah, who works for the UC School of Education. “She went to traditional schools up to the middle of sixth grade, but she struggled. She was bullied; she [had trouble] sitting in a desk all day.”

Sarah says that a traditional class wasn’t flexible enough for her daughter to be successful. In a traditional classroom, Eby struggled being directed by adults. An online class gave her the ability to choose how she wants to approach a lesson. “[Eby] has become much more independent in the online environment,” Sarah says. “[Online classes] really give her the freedom to be herself.”

On Tuesdays, Eby does her classes at the Cincinnati Zoo. She spends her Wednesdays volunteering at a local garden, and helps them

avg. $499.99

source lakota east student survey art leo rolfert 26 lakotaeastsparkonline.com Oct. 2018

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source oh.portal.airast.org sso.mapnwea.org education.ohio.gov

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infographic lauren maier

plant and pull weeds. Eby will do a couple hours of live class with her teachers and classmates. Sarah estimated Eby spends about half her time online doing school work, and half her time participating in activities outside of school.

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ccording to a 2014-2015 U.S Department of Education study, 89 percent of high schools nationwide offered at least one credit recovery course to students who needed them. On average, 15 percent of high school students participated in some type of credit recovery. At East, 37 percent of the 216 students use alternative credit options.

While not every student uses alternative credits, most students will take part in standardized testing. According to the American Test Anxiety Association, this testing effects 36 percent of students.

Almost 20 percent of students have “high” or “severe” anxiety while 16 percent of students might be considered to have “moderately high” test anxiety. This includes about 10 million students in North America.

Last year, the East counseling department implemented the Mindfulness program.

Mindfulness is meant to help people pay attention to the present moment. East counselor Andrea Bryant believes that mindfulness helps students with test anxiety.

“If a student is getting anxious before or during a test, they could use Mindfulness tools to refocus to the here and now, calm their brain

from the flurry of anxiety and get back to the topic of the present test they are taking,” Bryant says.

According to the National Center for Children in Poverty (NCCP), low-income is defined as an income of 48,678 dollars a year for a family of four with two children.

Nationwide, 43 percent of children live in lowincome families. In the Midwest, 39 percent of children live in low-income families.

Before Chromebooks, middle school science teacher Cheryl Zachry worked with students who couldn’t afford new technology.

She recommended the students to Cincinnati Computer Cooperative (CCC), a local refurbishing company.

“All the computers [at CCC] come from business donations. [The company] refurbishes them to make them useable,” Zachry says.

“You can get a laptop for 150-300 dollars.

It’s for K12 students, senior citizens, college students, anyone who gets food stamps or [is on] unemployment. It’s been around awhile. I used to send kids there, but I guess I don’t need to anymore.”

The Chromebooks, a charger and a laptop case were given to every junior high student regardless of income, free of cost. Students who don’t have wireless internet at home can also checkout portable hotspots from the newly constructed Innovation Hub, which was previously the media center.

Applications like Canvas and Onelogin will be accessible by the Chromebooks,

which DiVito says are a great communication tool between teachers, parents and students.

However, she believes that teachers will have mixed responses to the new technology in the classrooms.

“I think the younger teachers and younger generations will have more experience and know how to handle [the technology], than us old folks,” DiVito says. “I think that the older people will want to keep having a good balance between technology and the way it was.”

Of the 258 students surveyed, 83 percent of students say that they use technology in class at least twice a week. From those students, 32 percent say they use technology in the classroom more than five times a week. Batchelor worries teachers use technology just to connect to what they think students like.

“I stress to future teachers that it’s important to use technology as something that will make students’ lives better, rather than just adding a component of technology to add it or to make it fun for students,” Batchelor says.

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iVito believes that technology is a helpful tool for students to better understand the material they’re given and to delve deeper into their education.

“Teachers need to be open-minded and willing to learn from their students because there is no [other] way to keep up,” Batchelor says, “Something new comes out everyday, while something else becomes obsolete. It’s a great time for teaching.” • Oct. 2018 lakotaeastsparkonline.com 27

package | technology

THE DIGITAL TOOLBOX Lakota is heavily invested in educational technology for the junior high students, as they introduced the Innovation Hubs and introduced Virtual Reality into the curriculum. story katey kruback | photography meredith niemann art mckenna lewis | infographic alexandra fernholz

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he student slips on the Google Cardboard glasses over his eyes, and is immediately transported from Liberty Junior’s (LJS) Innovation Hub to Giza, on the outskirts of Cairo, Egypt. He blinks for a second, although the breezy sand blows right past him, overwhelmed by the sheer size of the pyramids, and marvels at how the ancient Egyptians managed to build them without the present technology, or hardly any at all.

He hears his teacher clear his throat and start talking, directing the virtual field trip as a tour guide from the script on an iPad. “To the left, you’ll see the Pyramid of Khufu, which is the tallest of the pyramids in Giza at 455.4 feet …”

This year, the four Lakota junior schools turned their media centers into “innovation hubs,” a new flexible learning space designed to expand the classroom beyond lectures and worksheets. With

28 lakotaeastsparkonline.com Oct. 2018

their Hubs, each school also received a slew of flexible furniture, moveable whiteboards, two virtual reality (VR) stations, 15 Google Cardboard goggles, a green screen, a 3D printer and podcast-recording equipment.

“We still have books and a few computers for printing, but for the most part, [the Hub is] a place where the students can meet and collaborate,” says Innovation Specialist Kristina Linberg, who is mainly stationed at Liberty Junior (LJS). “It’s not just a computer lab or a library anymore. It expands the classroom for the teacher and is a “hub” for all kinds of learning happening at once.”

The Hub is only a small part of the initiative lead by Team INSPIRE, a districtwide collaborative of digital learning and innovation specialists, to modernize educational instruction. But their goal isn’t simply to introduce more technology into the school, but to implement it in a way to promote individualized education.

“A lot of people think one-to-one is all about the technology, but it’s not,” says Digital Learning Specialist Ryan Corris, who is stationed at the East Main and Freshman campus. “The student is the most important.

technology | package

It’s all about the students and the educational experience. The technology is just a tool, like a pen you [use to] write with.”

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ccording to Linberg, the digital learning specialists had researched other schools that have a similar setup to LJS’s to see what is working for them.

“A big part of [what we’re trying to do] is getting teachers to realize that [they] can give open-ended assignments for the kids to create [something] different,” Linberg says. “The students can do a radio show podcast with our recording equipment, [or] some kids [can] draw stuff on the whiteboard because they’re good at drawing, and [they can] take pictures [of the drawing, to] put it in [their] powerpoint.”

Google Cardboard glasses come with Google Expeditions, which is a collaborative app that includes over 700 lessons plans designed by teachers. Google provides a live spreadsheet that teachers are able to add their own lessons.

If students are learning about Egypt or Egyptian Mythology, for example, they can put on their Google Cardboard glasses and go to Egypt to see the Pyramids. Or they could go to the top of Everest if the students are learning

something about altitude sickness or different climates. Especially for the students that aren’t able to go on vacations, Linberg says, these lessons it can make all the difference in their engagement.

“It’s not a full 360 degree view [like the VR stations], but it’s still very much like you’re there,” Linberg says. “You may hear about it and see pictures, but to be on Street View on location, it’s a whole other experience. And they have little bubbles that pop up to tell you information about what you’re looking at, and they also have embedded videos on there.”

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art of the drive for Team INSPIRE, according to Linberg, has been to work with teachers to modernize instruction and to increase collaboration, creative thinking and communication in the classroom.

Education, as East Principal Suzanna Davis says, is not “one size fits all,” but individual to the student and their learning style.

“Technology is part our society, and students want to be able to [use] it,” Davis says.

“As long as the instruction flows through the utilization of technology, and the technology doesn’t become the instruction, [we’ll] see an

74%

Teachers say tech motivates students to learn

increase in technology because that’s where the demand is coming from. It gives a personalized learning experience for the individual student.”

Along with turning their Media Centers into Innovation Hubs, the junior schools have also rolled out the one-to-one initiative by giving seventh- and eighth-graders were given free Acer Chromebooks Spin 11 laptops to be used during the school year.

According to Liberty Junior Media “Hub” Aide Gail Cox, the laptops, which sell for $399.99 each on Acer’s website, come with a charger and free case for the students to personalize and make their own, whether that be with stickers, or sharpie doodles. For the students at home who don’t have reliable internet access, the Hub also stocks Kajeets, portable Wi-Fi hotspots, that kids can check out over the weekend if they don’t have internet access at home.

Oct. 2018 lakotaeastsparkonline.com 29

package | technology

What do American teachers say?

Here are their thoughts.

58 percent of teachers say they feel confident using technology in the classroom.

74 percent of teachers support using technology in schools.

48 percent of teachers believe students retain more information when learning with technology. source nsf.gov

30 lakotaeastsparkonline.com Oct. 2018

... and the technology doesn’t become the instruction, [we’ll] see an increase in technology because that’s where the demand is coming from. It gives a personalized learning experience for the individual student.”

- Suzanna Davis, East Principal “The feedback is all positive so far,” Cox says. “[Having] Canvas tied with the Chromebooks has been the best. It helps the students own it and be responsible for their own work. They have access to everything always, and can link up with other students and work on things together.”

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hile there’s no set date or solid plans made yet for the East high schoolers to receive the Chromebook, Lakota Superintendent Matt Miller is sure that it won’t be long.

“We don’t want to wait a whole year to implement [the Chromebooks] at the high school level,” Miller says. “When we have the bugs worked out and everybody on board in terms of the device rollout being successful, we will ramp up to the high school as soon as we can.”

The total cost of Innovation Hub renovations, devices and Chromebooks was $1,334,600, Lakota Chief Technology Officer Todd Wesley told Spark in an email, and the money all came from Lakota’s Permanent Improvement Fund.

“We have it built [so we] allocate the dollars from our PI [accounts] to fund the technology initiative, because we’re not going to our taxpayers to take this out of our operating funds,” Miller said. “As a district, we’ve been building this up for a while.”

According to a 2009 study by the Department of Education, 74 percent of teachers believe that technology motivates students to learn while also enabling teachers to reinforce and expand on content. If the early feedback from LJS science teacher Cheryl Zachry is any indication, the data applies to East as well.

“The first day all my students had the Chromebooks was Sept. 19, and it was so nice,” Zachry says. “I didn’t have to worry about getting a computer cart, or any of that. I told them we were taking notes and had them copy my notes skeleton into a Google Document for them to take extra notes as we went through.

And hidden at the bottom was a link to my notes, just in case they didn’t get everything.

They were like ‘woah.’”

In a 2009 study by the National Center for

Educational Statistics, researchers found that 73 percent of teachers believe that technology allows them to respond more effectively to a variety of learning styles, something Zachry found to be true with Canvas.

“The other day I did a formative assessment on moon phases and I got instantaneous feedback and could see exactly what people were having trouble with and was able to give them help right away,” Zachry says. “It helps with active learning and makes them more engaged.”

East American Sign Language (ASL) I and III teacher Sharon Coltrane remembers being nervous about Canvas when she first volunteered to participate in the initial Canvas pilot program, but has since grown to love it.

“A big assignment for my ASL I students is to [videotape themselves] signing along to a songs,” Coltrane says. “But I just saw the opportunity for our videos [to be] so much easier for me and for the kids. Before Canvas, it was cumbersome because everyone would bring in different VHS tapes, floppy discs and ten jump drives to load their videos to my computer. Then came Canvas … and it was so much easier.”

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nstead of Coltrane taking the whole period to download the 120 videos to her computer and risking a computer crash, students are able to click a button to upload it at home.

“I have three students who do not have a computer at home…so I don’t use Canvas all the time,” Coltrane says. “I’ll upload videos on it for the students to watch at home occasionally, but you can’t just use technology for the sake of technology. You have to use it as a tool.”

According to Linberg, the feedback from teachers has been largely positive so far, and as far as she can tell, the students have been more engaged and they care about what they’re working on.

“Hopefully [students] have noticed the classroom evolving over the past four years, especially with Canvas and the effort to make class documents available 24-seven,” Linberg says. “No student is excited about going to class and taking notes. But when you make the learning engaging, people tune in.” •

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BOOKS TO CHROMEBOOKS infographic lauren maier

With the implementation of technology in Lakota’s junior highs, standard media centers take the turn towards innovation hubs.

Before rennovations, the Libery Jr. library was filled with more than 30 computers and multiple book shelves. Students only visited in their advisory and with their class in

Liberty Jr. students are able to be in a full immersion with Virtual Reality (VR). Students can go to the Pyramids of Giza or to the top of Mount Everest.

With VR, there are also 15 small VR systems called Google cardboard. Teachers are able to manage what students see through the goggles creating a virtual field trip.

Alternative tables have been added to the innovation hub.

The tables can be moved around the room for networking among students. The new alternative tables can also be linked together like a jigsaw puzzle for bigger group projects and activities.

VR Space

VR Space

Double sided, mobile whiteboards scatter the new media center. Teachers may use them for miniature lessons in the classroom or students can collaborate with their peers.

Students can use microphones, iPads and a green screen to produce podcasts, videos and other projects for their classes.

Oct. 2018 lakotaeastsparkonline.com 31

package | standardized testing East Senior Adrienne McGaha (right) and junior Kelly Johantges have experienced many standardized tests during their school career and have seen the way the classroom and teaching is affected by them.

GETTING TESTY

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eading up to the day of the test, months were spent reviewing in government class and studying in preparation for the state exam. The week before the test, East senior Adrienne McGaha spent countless hours going over all the information from the past year.

Laws, amendments, and the Ohio Constitution swirl around her head. While all the practice tests and study guides helped her, sweat beads down her face and her stomach rumbles with

nervous growls just like every morning of a standardized exam.

“I have a preconceived notion that I’m not good at standardized testing,” McGaha says.

“It makes me nervous because even though I get decent grades and I know the information, my brain doesn’t really process exactly how to do certain tasks on a test.”

McGaha is one of the many students in the United States (US) who takes standardized tests

Standardized testing has increased in the past 30 years and with it, test anxiety. story jessica jones photography gracie estep throughout their school career. According to the Council of the Great City Schools, students take an average of 112 mandated standardized tests between pre-kindergarten and senior year.

On average, students spend 20-25 hours taking approximately eight standardized tests every year.

The first time McGaha remembers taking a standardized test was in second grade. She took the Ohio Achievement Assessments (OAA),

AN EXTENSION OF HIGH SCHOOL Sarah Reed, a Butler Tech graduate, uses her knowledge from high school to fuel her career in the hair care and styling industry. story and photography vivica heidenreich 32 lakotaeastsparkonline.com Oct. 2018

standardized testing | package the InView, and the Terranova. So far, McGaha says the worst standardized test she has taken is the ACT in terms of confidence.

“I did really bad in the reading [section],” McGaha says. “It was discouraging because I was in Advanced Placement (AP) English and [the ACT] made me think that I couldn’t do the reading in that class. It [messed with] my head because I didn’t think it was going to be that hard.”

On average, students spend 20-25 hours taking approximately eight standardized tests every year.

Associate Professor of Education at the University of South Carolina James Kirylo is an advocate for less standardized testing in schools. He says that standardized testing does not improve teaching or learning the way it should. Instead, it’s narrowing the curriculum and putting stress on students and teachers. “[Standardized testing] creates a system of competition [between] winners and losers,” Kirylo says. “Schooling is not about winners and losers, schooling is about building up the common good. The goal of schooling is to learn, not to pass a test.”

East Principal Suzanna Davis says that the teachers are told to teach the class and not teach the test. She also tells parents and kids that the teachers and students know the test is coming. The school is trying to emphasize the importance of educational experiences leading to success on the test.

“We are trying to take some of the pressure away,” Davis says. “I don’t want to be walking into classrooms in October and hear about a test in April. Testing is a necessary part of education, but there is a time and a place.”

In 1985, the Higher Education Institute at UCLA began asking incoming college freshman if they felt overwhelmed by all they had to do during their senior year in high school. When they started, 18 percent of the

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ith nimble fingers, she picks up the next track of extensions, carefully sewing it into her client’s hair. The thread is woven through quickly, but with precision. Although this method is very new to both her and her client, she smiles through yet another learning experience at Rumors Professional Hair Care.

Sarah Reed is a 2014 graduate of Butler Tech, a vocational high school district with five campuses in Butler County. Butler Tech offers its students career technical training, allWowing her to earn her cosmetology license, and style clients since her senior year

students asked said that they were. In 2010, the number increased to 29 percent and in 2016 it rose again to 41 percent.

Kent State University Professor of childhood anxiety Christopher Flessner says the increase in students saying they felt overwhelmed can be attributed to certain students putting more pressure into getting a good grade or being successful in school.

Flessner says that to combat anxiety in students, schools can “gain more information about what anxiety is and give basic guidance of how to deal with anxiety.”

As the 2000s began, schools adopted stricter standards and test-based curriculum.

The No Child Left Behind Act, enacted in 2001, provided money for extra educational assistance toward poor children in order to achieve improvements in their academics.

Before the act was repealed in 2015, it required states to establish learning standards, create annual assessments and set proficiency levels.

It also serves as a report to the public on what percentage of students are proficient. The information is broken down by race, income, disability, language proficiency, and gender subgroups.

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ccording to Kirylo, the most affected in this kind of system are those that are poor. In the United States, 43 percent of children come from low-income families.

In this environment, the child does not have the same resources as other children. These can include tutors, educational games, after-school activities, and other educational experiences.

“It’s not because kids that come from poverty don’t have potential, ability, or knowledge, but it is because the system does not work for them,” Kirylo says. “A testing machine exacerbates the problem and doesn’t address what is really going on.”

In 2015, the National Education Association (NEA) surveyed over 1500 of its own members who teach the subjects required to be tested under the No Child Left Behind Act. The results indicate that 70 percent of those educators do not believe their primary state

of high school.

Reed isn’t the only one to jump into the workforce immediately after, and in her case, even slightly before, graduating. According to 2013-2015 American Community Survey data, conducted by the Metropolitan Policy Program at Brookings, 17 percent of young adults ages 18 to 24 in the United States (US) have a high school diploma, or less, and are currently working. “[Butler Tech] really just gave me the tools I needed to succeed, and made it affordable to get my cosmetology license,” Reed says.

“They’re kind of the foundation, and teach you

assessment is developmentally appropriate for the students. “[The amount of testing] is not working because schools are becoming testing centers, as opposed to learning centers,” Kirylo says.

“Schools are environments where students are increasingly being stressed out and where teachers are not teaching [in] developmentally appropriate ways.”

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merican Institute of Research (AIR) tests are standardized tests that measure whether or not high school students in Ohio meet the knowledge requirements for graduation. All together there are seven required tests: two in math, one in science, two in social studies, and two in English.

East American Government and American History teacher Peter Maus says he teaches his class the same way he always has before the AIR tests were introduced, even if benchmarks have been added to his course. Such as a more in-depth study on the Ohio Constitution in the American Government class.

“I still feel like I’m teaching the [same] content in government, and US History [that I was]. The AIR testing benchmarks are pretty strictly aligned with what we would teach if there wasn’t a test,” Maus says. “There is an awareness of the benchmarks that are now in place, but I don’t think the tests drives the classroom for me.”

According to Maus, the AIR test benchmarks make it easier for teachers to have consistency from year to year and to form a standard base knowledge that students need to know.

“I don’t think any teachers look at that content area and say that that’s all we need to teach. I think it’s a good minimum in terms of what all students need to know,” Maus says. “I don’t think any teachers look at that content area and say that that’s all we need to teach. I think it’s a good minimum in terms of what all students should be walking out the door of the class.”

Read the rest of this story online at www.lakotaeastsparkonline.com

how to spread your wings after graduation.”

Reed started working at Rumors in Jan. 2014 during her final year of high school, and still thoroughly enjoys her work there. She just recently opened her own freelance business, Formal Rumors, in May 2018, where she styles brides’ hair on wedding days.

President of Butler Tech and Career Development Schools Board of Education Michael Berding is an advocate for preparing students for life in the workforce, like that of Reed, rather than further education. ... story continued on page 42

Oct. 2018 lakotaeastsparkonline.com 33

package | alternative education

ALTERED PROGRAMS More Lakota students have turned to utilizing online classes and credit revoery programs to attain their graducation requirements. story caroline bumgarner photography meredith niemann infographic bryce forren and mckenna lewis

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s 8 a.m. rolls around, East’s hallways fill with students racing to get to their lockers, grab their books and make it to class before the teacher closes the door.

While all this hustle and bustle is going on, East senior Lauren Meschoulam is at home eating breakfast and getting ready for her day.

As a sophomore, Meschoulam experienced health problems that resulted in a semesterlong stay in a state hospital. Upon her return, Meschoulam went to school for all six bells, participating in Apex Learning in the morning and traditional classes in the afternoon.

This schedule, however, only lasted one month before Meshoulam had to leave school due to medical reasons. She worked over the summer to get caught up, and returned junior year to take online Apex in the morning and attend periods four, five and six at East. “[In tenth grade,] I decided to try to figure out a modified schedule for school because I still want to get the school experience, I love going to Lakota and I love being in class,” Meschoulam says. “I can’t do a full schedule,

but I still want to be at school because I still need that structure. That’s how [I] ended up with the schedule that I have today.”

Lakota offers a variety of alternative education opportunities at the high school level, such as college credit plus, Apex for credit recovery or flexible schedules, summer school, and the Career Readiness Academy (CRA).

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ne way the district is assisting East and West students with credit deficiency is with the creation of the CRA which opened its doors in 2016 at the former Lakota board office. There are 155 students who attend the CRA in the 2018-2019 school year.

While Meschoulam doesn’t attend the CRA, she utilizes Apex, the same online provider used by students who attend CRA. Meschoulam says she has benefited from a flexible schedule for

the medical-related reasons.

“I’ve been able to have the flexibility in the morning for doctor appointments or if I’m having one of those days where I am not myself completely,” Meschoulam says. “That way I have time in the morning to [attend] those doctor appointments, or kind of regroup, and get myself together before school.”

Nicole Isaacs, previously a Butler Tech principal, is the principal at the CRA. Isaacs says she knew there was a need for an alternative high school program even when she was at Butler Tech.

“There is a big part of our population [that] has medical conditions that can prohibit them from coming to school every day, so they require a flexible schedule,” Isaacs says. “We’ve seen some success with [students] working at their pace and around their medical barriers.

LOOKING BACK, MOVING FORWARD Miami student, Brooke Lilly, uses her high school education to fuel her college career. story and photography anna mullins 34 lakotaeastsparkonline.com Oct. 2018

Lauren Meschoulam uses her flexible schedule to work on her homework at the Starbucks just outside of East.

[We are] trying to get them to experience success in high school.”

Lakota’s Director of Federal Programs, Kim McGowan, oversees CRA, Apex, credit flexibility and summer school. McGowan says there has been an increase in students using alternative credit options.

“Some of the alternative options just give students more space in their schedule to pursue other interests during the regular day,” McGowan says. “That’s just for students who are in the regular course schedules at the main campuses.”

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n 2014-2015, the US Department of Education conducted a study on high schools who offered credit recovery programs. This study found that 87 percent of students were sent to credit recovery because of their academic performance; 73 percent because of their attendance, and 48 percent because of disciplinary or behavioral issues.

“We have some data that shows, when students attend the academy, their attendance

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rooke Lilly sits at her desk, writing notecards for her Advanced Placement (AP) Biology class at East. She focuses on the notecard in front of her as she writes the origin, insertion, and action of every muscle she needs to know. She knows this will not be the last time she will use them.

“At the end of the course, I made over 150 notecards,” says Lilly, an East graduate and current Miami University student. “It was tedious but I made sure to keep them. Just this past summer, I took human anatomy and physiology at Miami and used those exact notecards

increases and their credit achievement increases. Also if they had discipline incidents prior, all those decreased once they attend the academy,” Isaacs says. “[This success is] because [the academy] is a small environment that it feels like a family to them and we try lots of interventions to ensure success.”

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ast senior Terrio Henderson started attending CRA halfway through his junior year. Henderson says he goes to the academy in the morning for Apex coursework, and then goes to East and sits in the flexible learning space (FLS) until football practice at 3 p.m.

“Academically, I have come a long way… because when I was [at East], I wasn’t as good academically as I am at CRA,” Henderson says.

“The CRA opened up different opportunities [for example] I’m eligible to play football now.”

Despite the flexible schedule Meschoulam has, she says Apex might not be the best online provider option because of the way questions are worded and problems are asked. She had

for my final exam and lab practical.”

Although counselors are available to help students to choose classes and extracurriculars within the school, Lilly remembers not getting individualized attention especially when applying to colleges.

“I remember they literally just sat us in an auditorium and talked to the [senior] class as a whole,” says Lilly, who is majoring in Nursing and Bassoon Performance. “I applied to over 10 colleges and I needed help, but never received any.”

The counselors at East have the ability to connect students to clubs and internships that give students real world experience. With over 2,100 students at East, each of the five counselors are tasked with many recommendation letters. Univer-

trouble with a statistics unit that caused her tutor, East Honors Pre-Calculus and College Prep (CP) Calculus teacher Judy Buckenmyer, to suggest seeking additional help.

“Apex has some things that to me just seem out there. Just not real standard curriculum items,” Buckenmyer says. “I think it would be very hard for a student to be on their own doing a math course on Apex.”

While Meschoulam has had some struggles with Apex, she believes that it can help people with medical conditions like her and assist Wstudents to achieve their credits. The CRA enrollment has increased from 70 students in the 2016-2017 school year to 140 students in the 2018-2019 school year.

“Our world is changing and kids are changing and so how we educate them has to evolve with that,” Isaacs says. “We are now in the world of Airbnb and Facebook and Uber, where the largest taxi company does not own any taxis. The world is changing and kids are evolving, so I only see these alternative educational programs increasing.” •

sity of Cincinnati Honors advisor Megan Minton worked closely with counselors when she worked in admissions.

“They're having to use some template forms for those letters of recommendation,” Minton says. “What you want them to be able to say is ‘this student was involved in this organization, and because of that developed skills and strengths in these areas and is able to use those when I see her do XYZ.’ That gives the [recommendation] letter that next step of confidence for [college admission counselors].” ... story continued on page 42

Oct. 2018 lakotaeastsparkonline.com 35

package | poverty in education

MALNOURISHED EDUCATION

In Lakota, 15 percent of students are on free and reduced lunch.

How does this affect students education?

story rebecca breland infographic alex fernholz comic selena chen * denotes name change

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s the last day of school arrives and students leave the building for the last time until August, the dumpsters fill with old school supplies that students no longer want.

Emma* comes across a hoard of pens, pencils and notebooks, things that would normally cost five dollars each, an entire meal.

Many students leave behind school supplies they feel they no longer need, but Emma sees perfectly good, and occasionally expensive, school supplies her family would not normally be able to afford. Emma isn’t like the everyday student that can throw away a half-filled notebook. She struggles to afford even the most basic supplies. Emma is one of the many high school students who face poverty in their everyday lives.

According to the National Center for Children in Poverty (NCCP), 19 percent of children under the age of 18 are considered to be poor in the United States (US). A total of 14 million children are considered poor, and six million children are considered to be in deep poverty.

In Ohio, 22 percent of children under the age of 18 are considered poor, according to the NCCP. As a public school district, the Lakota District is required to provide free and reduced lunches to those who are eligible. An eligible family is one whose income is at or below 130 percent of the poverty level. The schools pay for the meals originally, and then they are reimbursed through the federally assisted

ANGELS AMONG STUDENTS AT EAST Eastside Angels is a program at East built to aid students who are struggling financially. story michael szczepkowski additional reporting isis summerlin 36 lakotaeastsparkonline.com Oct. 2018

National School Lunch Program (NSLP).

Emma is among the 15 percent of students that receive free or reduced lunch through Lakota, according to US News and World Report. To her knowledge, she has received free lunch since she was in at least seventh grade.

“I was very scared and embarrassed to tell people I have free lunch,” Emma says. “I never told them because I thought it was embarrassing.

Everyone here is rich and they [have] good lives.”

As the second oldest of four children in her family, Emma is among many families who live under the poverty line. Throughout her life, money has been a struggle for her family, and her parents who work odd hours has lessened her ability to do many extracurriculars.

“I can never join any sports because it costs too much,” Emma says. “I wanted to do the Spanish club, but my dad is the only way I can get home and I can’t drive until January so I have to rely on him.”

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overty can take a toll on children, and not just in their social life. It can affect children in other aspects of their lives, including their education and developmental growth, according to psychology professor at the University of Wisconsin-Madison Seth Pollak.

“Impoverished children have less access to medical care, increased exposure to toxins, violence and income inequality,” says Pollak.

“Having to deal with all of these factors is more than any one person can [handle]. It’s stressful,

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s a student, the culmination of the high school experience is graduation. The lights, the speeches, but most importantly the march on stage shows a transition from student to adult. Without the right materials and a graduation rate of 84 percent in Ohio, not every student may not be qualified to get on that stage.

According to Childfund International, 39 percent of the students who attend public school in Ohio come from a low income household.

These students aren’t concerned about learning

and subsequently affects developmental growth.”

Emma says she has seen this effect in herself as, faced with poverty along with the other things happening in her life, she became very stressed. She was having many difficulties and it caused her academics and social life to lack.

“In 2014, my mom [was suddenly out of the picture]. [It was] a few days before my little sister’s birthday,” Emma says. “That’s when I [was diagnosed with] major depressive disorder; it is just really bad.”

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ast junior Olivia Wiles, like Emma, has dealt with poverty before. Wiles has been living on a single family income since her freshman year, and has to work to pay for things she wants, such as doing things with her friends. The financial issues had caused a strain for Wiles and her family, but when she was approved for free lunch, some of that stress was removed.

“I feel like being on the [free] lunch program has really helped out because it’s [saving] almost hundreds of dollars a month,” Wiles says. “I am involved in activities at school that do cost money and are kind of expensive, and I’ve been able to do them because my mom is so smart about doing the best with what she has.”

Not only was the money an issue, but when it came to school Wiles had many issues. The

when they haven’t had anything to eat or can’t see the whiteboard, according to Eastside Angel and English teacher Michelle Wilkerson.

In 2006, counselors, teachers, and various other faculty members created the Eastside Angels, a program to aid students who were struggling financially. They work to ensure students have the best high school experience possible. The Eastside Angles help pay for materials like coats, eyeglasses, mattresses, and clothing, as well as larger educational costs such as Advanced Placement (AP) test fees, college

poverty in education | package stress of home life caused her academics to suffer because of everything else she was dealing with. “[When finances became an issue], it was the week of exams, and I was in a musical at the time, too. It was really hard to cope with everything,” Wiles says. “School is an environment where you have to be professional.

I’ll be in class sometimes thinking about things outside of school that I shouldn’t, and it makes it hard to focus.”

According to a 2014 University of California, Los Angeles (UCLA) survey of 800 secondary school teachers, students in high-poverty areas lose about 22 days of instruction. This can be due to malfunctioning equipment in schools, absences, higher rates of suspensions and expulsions, inadequate access to healthcare and environmental factors like unstable housing and chronic hunger. This is compared to the average of 12 days missed by students at schools with lower poverty levels.

East senior Jane* was on reduced lunch while she was in foster care. She has now been adopted and lives in better financial standing, but Jane’s past financial issues have hindered her learning.

“My sister definitely needed help with her homework all the time,” Jane says. “And [the help she needed] wasn’t there when we were younger, but now that’s there. If she needs it, we can get her a tutor or [our adoptive] parents can help her.”

poverty, poverty that continues throughout many generations because of different factors, such as the availability of proper schooling.

“The intergenerational poverty [describes] those that are going to college, never really second guessing it. If [college] was assumed, it was talked about growing up and their parents can more easily pay for some of the additional expenses that come along with it,” says Sarah Levine, who once reached out to the HOPE Lab for help but now works with them.

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n the more local level, Lakota provides access to community liaisons, who work to combat poverty many different ways. They work as a part of a bigger Butler County program called the Success Program.

“Our goal is to work with families and students to eliminate non-cognitive barriers to learning,” says Jennifer Tye, one of the seven community liaisons employed by Lakota. “If [students aren’t] worrying about where they’re sleeping tonight, or not worrying about being hungry, then maybe they can focus on that math test tomorrow.”

East has its own organization, the Eastside Angels. This group comprised of three

What is a Low-Poverty School?

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any different organizations have arose to combat these issues of poverty in education and to help those struggling to succeed. These kinds of organizations are seen at both the local and national levels.

The Wisconsin Harvesting Opportunities for Postsecondary Education (HOPE) Lab is an organization at the national level. The HOPE Lab is a research lab aimed at understanding and improving affordable outcomes for postsecondary education.

The lab as a whole works to get colleges to state true prices for their colleges, help families to understand those prices, and to find ways to cover those costs. The HOPE Lab especially looks into the stopping of intergenerational application fees, and online classes.

Wilkerson estimates that over 100 students are being helped by the Eastside Angles. This led to the WCCF to getting involved with the Angles. The WCCF is, as their mission statement says, dedicated to “encouraging, supporting, and facilitating philanthropy and creating a more vibrant community in West Chester and Liberty Township.” “[The Eastside Angles is] a nonprofit organization that is helped through the West Chester Community Foundation (WCCF) and

teachers, who have a fund of money, which they use to help students. If a teacher sees a student struggling financially and knows what materials he/she might need, those teachers can help that student.

“We have helped with coats, eyeglasses, mattresses, clothing, we’ve helped with paying for graduation caps and gowns,” says East English Teacher and Eastside Angel Michelle Wilkerson. “We want to make sure that they’re able to do the things that a normal high school teenager would be able to push through.”

All of these organizations together are not just trying to combat poverty, but also attempting to make the lives of those impoverished easier. Negative attention from poverty is highly prevalent today, as people are judged for not being as affluent, especially in the school systems, and these three organizations are trying to fight that.

“If we can eliminate the negative attention that people are getting from [having financial problems], that would be really good. [People should] not pity them as much, because those people are the ones who are strong,” Wiles says. •

source nces.ed.gov what [they] do is help students here at East with providing things necessary to help make their lives a little easier,” Wilkerson says.

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park spoke to Karen Gibbs, the director of Programs and Marketing for the WCCF. She represents WCCF and the programs they run like the Lakota Schools Foundation, Lakota Fund, and Lakota Athletic Participation Fee Fund.

“The foundation provides administrative support, issues grants, and acknowledges

Low Poverty Schools: public schools where 25 percent of students or less are eligible for free and reduced lunch Mid Low Poverty Schools: public schools where 25.1 percent to 50 percent of students or less are eligible for free and reduced lunch Mid High Poverty Schools: public schools where 50.1 percent to 75 percent of students or less are eligible for free and reduced lunch High Poverty Schools: public schools where more than 75 percent of students are eligible for free and reduced lunch

donations,” says Gibbs, “We are glad to be able to help Eastside Angels accomplish their mission.”

Wilkerson says she’s mainly concerned with providing a safe place for students. A place that students can feel welcome and supported.

“We’re just here to help kids so that… if they are in need, there are resources to help them because your school is a place that should be able to help support you, we’re your family and we’re very passionate about that,” Wilkerson says. •

Oct. 2018 lakotaeastsparkonline.com 37

package | emma’s story

There are only a few days left until my little sister’s birthday. She was so excited to celebrate the special day with our family.

But we had lived in poverty for a large part of my life. We were always hungry.

I couldn’t focus on school at home.

Everything there was too distracting.

I often just scribbled down homework answers before class.

38 lakotaeastsparkonline.com Oct. 2018

emma’s story | package

With my mother gone, we struggled to pay the growing stack of bills. I stayed up all night thinking about our life at home.

School I was always exhausted. I couldn’t focus in school and my grades suffered. I was so tired I found myself sleeping in class.

My teachers started to notice how distracted I was.

Is anything wrong, Emma?

Mm-hmm, sure.

May I sleep, just for a little bit?

I no longer cared about school. All I could think about was my life at home.

Oct. 2018 lakotaeastsparkonline.com 39

package | emma’s story

Lunch was even worse than class. I was part of the free and reduced lunch program. It was embarrassing for people see that I couldn’t afford a regular lunch.

When money ran low, we could only afford packets of Ramen noodles. They were the worst thing I’d ever tasted, especially when my dad would put eggs in them.

40 lakotaeastsparkonline.com Oct. 2018

emma’s story | package

I developed a major depressive disorder and shut myself off from my family.

We did our best, celebrating my sister’s birthday with what we had. But it wasn’t the same.

And that’s how it’s been for a while

Oct. 2018 lakotaeastsparkonline.com 41

package | jump page

AN EXTENTION OF HIGH SCHOOL Continued from page 32

“[Ohio] state law requires schools to have ...some sort of joint vocational training available to high school students,” Berding says. “But I do think there are ways that a traditional K-12 school could prepare its students for their careers. At Butler Tech, they use more projectbased learning, collective projects, and learning how to work with others to be successful.”

U

niversity of Cincinnati Associate Professor of Educational Studies Marcus Johnson sees these benefits in vocational studies during high school, but believes that the experience of further education at a university is unmatched.

“Higher education tends to be highly valued and still highly pursued,” Johnson says. “But I do encourage students to pursue internships and opportunities to engage in things. When I think of students transitioning from high school to college, I see it as a time of exploration, and that time is needed.”

Since its appearance in the the Southwest Ohio community more than 40 years ago, Butler Tech has partnered with 10 associate school districts, such as Lakota. Its students have been given the freedom to continue studying at their high school building, or to

LOOKING BACK, MOVING FORWARD Continued from page 34

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hile Lilly did not get the attention she wanted from the counselors, she did form a close bond with her chemistry teacher Brandon Bright. “[Lilly] and a friend made cupcakes in chemistry and iced them all to be the elements of the periodic table and organized them by approximate size of the cupcake to match with atomic radius,” says Brandon Bright, a chemistry and physics teacher at East. “It was preposterously above and beyond. It wasn’t a project with an extra credit, they just did it.”

Minton has worked with students in the program who demonstrate high academic achievement levels for three years. One thing she’s noticed is that when students get to college, they may face a more diverse range of teachings styles than the typical lecturing style they experienced in high school.

42 lakotaeastsparkonline.com Oct. 2018

relocate their education to the building that suits their desired career path.

Throughout Butler Tech’s existence, teaching styles across the US have shifted.

Director of Butler Tech Workforce Services Staff Laura Sage has been able to see the changes that Butler Tech has made to its presentation of education.

“The traditional way of teaching is not the best way to teach kids nowadays,” says Sage, who has worked with Butler Tech for 25 years.

“Butler Tech approaches [teaching] with workbased learning, and integrating academics and knowledge into real world problems. It’s not just learning about the theory of things, but

cosmetology, but because of the hands-on learning that she experienced, and her launch into her industry, Reed was able to choose a career that resonated with her perfectly.

“You know, it’s funny, I never even wanted to be a cosmetologist until I started working [at Rumors],” Reed says. “I just could never see myself being a cosmetologist until I got my hands a little dirty. No matter how much work they put into you at Butler Tech, you’re never truly prepared until you really get into the field that you’re in, and actually experience it.”

Rumors client and friend from high school, Jordan Stocklman, has been able to see Reed’s progress in the hair styling industry since she

Butler Tech approaches [teaching] with work-based learning, and integrating academics and knowledge into real world problems.”

- Laura Sage, Director of Butler Tech Workforce Servies Staff you actually get to practice it.”

According to the Visual, Aural, Read/Write, Kinesthetic (VARK) database from June to Dec. 2017, a model that helps categorize learning styles, 29 percent of US citizens studied fell into the “K,” or kinesthetic, category. These individuals prefer manipulating, touching, and experiencing new material to learn.

Reed, and most of the other Butler Tech students, engage in activities that directly correlate with their desired field. Reed loosely considered business before she chose

graduated. What keeps Stocklman coming back for appointment after appointment is the fact that Reed works until she approves of the final product, and her client is happy. It leaves Stocklman impressed every time.

“By the way she talks about her job, and how she treats her coworkers and the other people there, you can tell she just really loves it,” Stocklman says. “She’s just always smiling.

That girl is the hardest working person I’ve ever met.” •

“[High school] teachers use various teaching styles, [and] that is really good at preparing students for college,” Minton says. “I think if students in high school are getting the taste of different teaching styles that can really prepare them.”

Lilly remembers the the teachers that made a positive lasting impression on her and her educational experience, like Julie Deak. East teachers like Deak, Lilly’s AP Biology teacher, uses feedback from former students to build a better teaching curriculum.

“I try to give them some lab experiences that they might be experiencing in that first college level science class,” Deak says. “I think that’s part of my job, to kind of get them ready for whatever that next thing might be.”

Teachers like these continue to be in contact with students even after they graduate from the

halls of East. Lilly continues to reach out to Bright who has supported her into her college courses.

“My chemistry class was really, really hard,” Lilly says. “And there’d be times where all of us couldn’t even begin to know how to solve the problem, let alone approach it. We’d message Bright [and] he’d be like, ‘start with this,’ and we could do the rest.”

According to Lynn Lilly, Brooke’s mother, East’s classes covered a broad spectrum that allowed Brooke to take classes she wanted to take, while preparing her for college.

“In high school, she found classes she was really good at and really liked,” Lynn says. “It was easy for her to go into college already knowing at least what area she wanted to go into. The high [level] program that East had. definitely benefited her in college.” •

It definitely benefited her in college because of the high [level] program that East had.” - Lynn Lilly, Brooke’s Mother

George Lang H A strong and principled conservative fighting for less government, free markets, lower taxes and Constitutional rights H Started the “Business First�

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entertainment | music reviews

MUSIC: SUMMER RECAP August 17, 2018 Republic Records

ARIANA GRANDE: SWEETENER W

ith songs such as “Dangerous Woman” and “Side to Side” from her 2016 album still blaring through listeners’ heads, 25-year-old pop sensation Ariana Grande made another splash in this summer’s top hits, with seven of her new album “Sweetener’s” tracks scoring the Billboard Hot 100.

“Seeming to reach every vocal octave,” Grande’s album touches into her love life, happiness, and success. With an overall happy tone, lead single “No Tears Left to Cry” (stylized in all lowercase) is a rejoiceful song,

44 lakotaeastsparkonline.com Oct. 2018

hoping to overcome a bombing in Manchester that followed one of her concerts, killing 23 attendees.

Grabbing the media’s attention, “God is a woman” had fans shocked but excited for the change in style. With recent heartbreak and hate with recent breakup, Grande expresses “I can be all the things you told me not to be, When you try to come for me, I keep on flourishing.”

Upon the release of “Sweetener” on Aug. 17, rumors of engagement with “Saturday Night Live” cast member Pete Davidson were

confirmed with the release of the interlude titled with his name. In the song, Grande repeats the word happy 22 times in just over a minute, making her joy autobiographical.

Ending on a good note, “Get Well Soon” (stylized in all lowercase) touches on mental health and keeping yourself grounded, “You can work your way to the top, Just know that there’s up and downs and there’s drops.”

Overall, “Sweetener” delivers a positive and inspiring message. Working herself to the top has fans left guessing what could come next from Grande’s new musical era. -Gracie Estep.

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ith the hit 2018 summer songs, “Nice for What,” “God’s Plan” and “In My Feelings” still running through the minds of listeners, Drake’s fifth album “Scorpion” stormed the charts upon its release June 29, 2018.

Classified as a double-album, 25 groundbreaking sounds enable Drake to speak out on things such as strange instagram use, loving multiple women at once and opposing rappers who speak his name. multiple women at

music reviews | entertainment once and opposing rappers who speak his name. The overlying topic, however, is fatherhood, expressing how the rapper just recently had a son which turned his whole world upside down.

With lyrics expressing every possible emotion and a variety of beats, each song has the ability to appeal to someone, somewhere, somehow.

Opening, “Survival” sets the tone for Scorpion, as if the songs represent his internal and external battles throughout.

the tone for Scorpion, as if the songs represent his internal and external battles throughout the years, stating that, “this is just the intro let me not get ahead of myself.” This not only states the obvious from it being the first song on the album but also makes the listeners question what more is to come in Drake’s music career.

-Megan Finke

Drake: SCORPION S

ince her 2016 breakthrough single “Your Best American Girl,” the world of underground music music has had its eyes on 27-year-old indie darling Mitski. The oddball nature of her latest album, “Be the Cowboy,” translates as both true to her form and full of new ideas. Her usual themes of love, loneliness and longing find new ways to express themselves over her unique and vintage instrumental

instrumental efforts.

“Geyser,” the album’s opening track, finds Mitski pleading to the song’s subject over a haunting background that sets the mood for what’s to come. Her eagerness to challenge her own standards and piece new things together translates itself seemlessly throughout the album, meaning that six years into her career, Mitski is only getting started. -Bryce Forren

Mitski: BE THE COWBOY N

icki Minaj (Onika Maraj) re-establishes her status as the biggest name in female rap with her fourth studio album, “Queen.”

With “Barbie Dreams,” Minaj throws light-hearted jabs at current celebrities and artists including Drake, Lil Uzi Vert and Odell Beckham. Lyrics like “And I woulda had Odell Beckham bangin’ the cake ‘Til I saw him hoppin’ out of cars dancin’ to Drake,” amuse all while paying homage to The Notorious B.I.G.’s classic track

Nicki Minaj: QUEEN

SPOTIFY PLAYLIST FEATURE “R&B FRESH” BY: SPOTIFY FOLLOWERS: 64,569 “‘R&B Fresh’ idolizes fresh and new memorizing R&B music from new and popular artists like 6LACK, Russ and Ariana Grande” —Michael Patterson

“Just Playing (Dreams)” by infusing some of the hook, and recognizable instrumental.

Minaj also reclaims her throne as the queen of rap with tracks like “Hard White,” and “LLC.” “Hard White” addresses the ongoing argument with chart-topping female rapper, Cardi B. Lines like “I ain’t never played a hoe position, I ain’t ever have to strip to get the pole position” calling out Cardi B’s previous job as an exotic dancer.

“LLC” also puts down any other up-and-coming female

rappers that might want to take her spot with lyrics like “I just took her name and made the bitch a LLC,” calling her recent competition “low level celebrities.”

Minaj’s fourth studio album combines the eagerly anticipated barrage of witty comebacks targeted towards rap’s new cocky and inflated female artists, while also focusing on the fun comedic lyricism that established her as one of the greatest females in rap. -McKenna Lewis

**Review contains explicit language** Oct. 2018 lakotaeastsparkonline.com 45

entertainment | movie reviews

MOVIES: SUMMER RECAP

fair use

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Released: July 13, 2018 Studio: A24 Starring: Elsie Fisher

oming-of-age movies often portray people realizing something about themselves or maturing in some way, showing growth and change within their attitude and way they present themselves. Stand-up 28-year-old comedian Bo Burnham’s directorial debut “Eighth Grade” offers all of these aspects through the life of social-media-driven 13-year-old Kayla Day (Elsie Fisher), going into the last week of her eighth grade year.

Comedy is sprinkled throughout the movie. In more serious scenes the comedy is muted but still plays a main role in how the lines are delivered and written.

In some scenes, Kayla will end a YouTube video she made with an “OK” sign with her fingers and say, “Gucci,” as a little bit of awkward comic relief.

The movie shows how she handles relationships, crushes, and insecurities within herself. The relationships Kayla has between the side characters felt as if it leapt out of real life during this time and onto the screen. She makes new relationships and comes to terms that other people won’t always end up liking the way she acts or the way she is.

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o Burnham had little prior experience to directing before making this. Before “Eighth Grade”, Burnham’s directing experience only included his own two Netflix specials, as well as fellow comedian Chris Rock’s 2018 special “Tambourine.” Burnham’s

EIGHTH GRADE dir. Bo Burnham 46 lakotaeastsparkonline.com Oct. 2018

previous writing experience came only from song writing and standup comedy.

His writing experience gave the script a more realistic experience to the dialogue between characters.

Elsie Fisher’s portrayal felt like an actual middle-school pre-teen filled with uncertainty and anxiety.

Fisher played a large role in making Kayla feel realistic and natural.

Being the same age as her character made her performance even more believable because it was actually real. Fisher made Kayla feel like a normal social-media-addicted and like-driven eighth grader.

Kayla uses her YouTube channel to give advice she wishes she could give herself, comparing herself to others she wishes she could be. She also uses social media as a game or even a toy as she uses Snapchat and Instagram as ways to kill time with filters and emoji-filled texts.

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hroughout the movie, Kayla explores past hopes she had for herself and goals she had set for herself at a younger age. Those goals and expectations were never met and the movie shows how she dealt with the disappointment she had for herself and her own self doubt.

“Eighth Grade”’s twist on the classic coming of age story is more modern and relevant to a socialmedia-influenced generation. It allows watchers to think about their own social media use and how it impacts their lives. Burnham’s writing and directing made this movie a wonderful 94-minute joy ride.

-Michael Patterson

movie reviews | entertainment

plenty of laughter. There are plenty of outbursts, and eventually that forever happiness is achieved.

The scenery is fabulous, with every frame of Singapore being perfectly picturesque.

The food includes that truly of Singapore, with lavish dinners and at the street-stall dinners.

Music puts it all together, being perfect for every moment.

This is the first Hollywood movie in a long time with a mostly Asian and Asian-American cast, showing diversity of both the characters and the actors themselves.

Actors like Michelle Yeoh an international movie star, who plays Nick’s traditionalist mother Eleanor, really make this movie.

Others include Awkwafina, a hip-hop artist, actress and web celebrity, who portrays the comic relief of the movie as nutty Peik Lin Goh; and Ken Jeong, a staple of American comedy, who keeps that comic relief as Peik’s father.

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movie that makes you fall in love with romantic comedies again, “Crazy Rich Asians” takes many conflicts head-on as the main character, Nick Young (Henry Golding), struggles with his feelings of individualism against his family’s traditionalist views.

The movie is based on the novel of the same name by Kevin Kwan, the first in a trilogy with all books running over 500 pages. The book provides enough content to easily fill up a few seasons of TV, while the two- hour movie directed by Jon M. Chu seems a bit rushed.

The movie follows Nick and his girlfriend that he knows he wants to marry, Rachel Chu (Constance Wu). Rachel, an economics professor at New York University, is an American-Asian who has been with Nick for over a year, and they seem to be perfect for each other until they travel back to where Nick was born and raised in Singapore.

The couple travels back to Singapore for the wedding of Nick’s close friend, for whom he is the best man. They get much more than they bargained for though, as Rachel finds out about Nick’s fortune as soon as they step onto their first-class plane.

His wealth is not the worry, as Rachel finds herself subjected to scrutiny of the Nick’s elders, and those around them as Rachel is a middle-to-low class woman dating someone of a very high class.

Every romantic comedy depends on the obstacles that the main couples must face to arrive at eternal happiness. “Crazy Rich Asians,” has many of these obstacles that are resolved with

JULY - AUGUST 2018

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or the most part, “Crazy Rich Asians” is committed to the audience and having the ability of entertaining us and teaching us lessons that everyone could use.

Its romantic impulse has less to do with Nick and Rachel’s pedestrian love story and more to do with the idea of individualism versus traditionalism and how it is faced in today’s world. All of this makes the film a rather modern love story that can be enjoyed by many.

-Rebecca Breland

Released: August 16, 2018 Studio: Color Force Starring: Constance Wu

CRAZY RICH ASIANS dir. Jon M Chu Oct. 2018 lakotaeastsparkonline.com 47

entertainment | movie reviews

BLACKKKLANSMAN dir. Spike Lee

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he blatant peddling of racism from the onset of the film dispelled any question regarding the content that was to come for the next 135 minutes. “BlacKkKlansman” is not a happy movie, although there are happy moments within it. This is not a funny film either, although there were certainly funny moments present. This comes as no surprise considering that Jordan Peele, who’s known for his time in the sketch comedy show “Key and Peele, is the executive producer.

What this film is, though, is an invitation to the American people to

discuss racism and the many faces it takes. In a masterfully-created rendition of Ron Stallworth’s (John David Washington) factual first-hand account, Director Spike Lee provides his audience with heart-pumping and jaw-dropping action while at the same time making audience members disgusted and distressed at what the United States used to be and, in many cases, still is. Currently in the frontrunning for Best Picture at the 2019 Oscars, “BlacKkKlansman” was the best movie to come out this summer.

-Michael Szczepkowski

The INCREDIBLES 2 dir. Brad Bird

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he wait is over, the sequel people have been anxiously waiting for over the past 14 years has finally come out. The new action/ comedy “Incredibles 2” was released on June 15 by Pixar.

The film features much of the cast and crew of the original, including direction by Brad Bird, who also directed the 2004 original. Holly Hunter (Elastigirl), Craig T Nelson (Mr. Incredible), and Brad Bird (Edna) reprise their original roles for the sequel.

The movie packs in the thrilling adventure in a total of two hours and five minutes. Each minute of this movie has the audience on the edge of their seats as the plot begins to develop.

The movie picks up just as it ended in the original film, as the family accomplishes the task of defeating the Underminer (John Ratzenberger), the reality is that acts of heroism are still illegal. Unlike in “The Incredibles,” Elastigirl takes the role of trying to make superhero’s legal again by teaming up with Winston Deavor (Bob Odenkirk), who has the idea of showing how superheroes can be good in today’s world.

Not only is Elastigirl trying to

48 lakotaeastsparkonline.com Oct. 2018

save the lives of superheroes, Mr. Incredible is trying to take on the role of a stay-at-home dad.

The challenges of two children and Jack-Jack, who begins to develop his powers, becomes a lot on Mr. Incredibles hands. The audience, as well as the characters, were also constantly trying to guess who was behind the villain, Screenslaver, who they must be able to fight without being caught.

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his movie captures a perfect comedy for a family movie night.

The movie has also seen a popular interest in teenagers, as they were the ones who grew up with the original movie. I felt as if my inner childhood self was coming alive as the movie brought memories of my toddler self watching Incredibles.

The feeling of empowerment of a woman trying to save the day throughout the film made every girl think that they can do something that can change the world.

Living the life of a superhero family is not always the easiest, but for the Incredibles, forming a family bond helps them get through the challenges they stumble upon during the movie.

-Alanna Schlaeger

robot rock | entertainment

ROBOT ROCK The digital age has caught up to the music industry, allowing both pro and beginner musicians access to complex recording technology through online software. story and art bryce forren | photography used with permisson infographic rebecca holst

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lthough East Senior Keegan Kile is new to recording his own music, he’s no stranger to the process that goes into producing a song. His band The Ride Home, began writing original music after their inception in Sep. 2017. They had just finished recording in a studio for the first time in March when Kile first became fascinated with the accessible technology of modern digital recording.

“It’s so easy to [record] now,” Kile says.

“Pretty much anyone can easily put out an album on the Internet without needing a lot of background knowledge or exposure.”

Using the Apple software Logic Pro X, Kile recorded both bass and percussion parts while attempting to mimic the setup that he had used with his band in the studio. The software allowed Kile to set up a multi-track recording, isolate instruments and manipulate nearly every aspect of the sound, allowing for what he called a “pretty comfortable experience.”

“We just kind of sat in a chair, plugged our instruments directly into an audio interface and recorded right from there,” Kile says. “It was pretty sweet.”

Logic Pro X was released in July of 2013 as a follow up to Apple’s Logic Pro 9. Much like every previous installment of the Logic Pro series, as well as other digital recording platforms like GarageBand or Pro Tools, Logic Pro X offers technological remedies to many common difficulties of recording with analog technology.

Musicians and producers are able to filter guitar tracks through digital effects pedals that add compression or reverb, drum tracks can be created through synthetic programs and mixing can be done directly on the tracks’ settings with a digital mixer after laying down rough recordings.

Studio Producer and Yamaha Pro Audio Sales Manager Doug Staab recognizes the impact of having recording and mixing software in the same laptop or computer.

Staab owned a personal, multi-room studio

“You don’t have to be great [all] three times in the song, just as long as you’re able to capture one great take.” — Jeff Redwine, Hi-Fi Wise Guys where he produced other artists’ material as well as his own. Approximately 15 years ago, he began noticing the increase in convenience and accessibility that digital platforms offered and sold the studio.

“As far as the [recording] process goes, it’s easier to do more,” Staab says. “The ability to do pretty good recordings for next to nothing was too hard to compete [with] a pro studio.”

However, to Cherokee Elementary teacher and drummer for local band Hi-Fi Wise Guys Jeff Redwine, one of the most important aspects of this new technology is the ability to manipulate and move portions of the tracks, which he describes as a “definite benefit.”

“If I play a chorus [one time] really well but I can’t nail it again, a producer can just cut and paste it,” Redwine says. “You don’t have to be great [all] three times in the song, just as long as you’re able to capture one great take.”

Redwine, who also played drums in popular local band Porterhouse in the 90’s, remembers the various differences of recording with analog technology. The band recorded their completed tracks, or “masters”, directly onto Digital Audio Tapes (DAT) which were then pressed onto CD’s for retail sale.

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lthough Sony discontinued DATs in Nov. 2005, Staab says that mixing and mastering tracks and transferring them to a retail platform is easier than ever and mixing gear “has become very attainable.”

“Mixing with a mouse has become very common for a do-it-yourself band,” Staab says. “Good-sounding tracking rooms along

with accurate, well-designed control rooms and a good sound[ing] engineer probably has just as much to do with a quality recording as cheap software, $1000 mic and [online] preamp packages.”

With all of the advancements made to the process of recording, Kile agreed, noting a potential threat to the role of a producer as a separate entity from a musical artist.

“People are starting to realize, ‘Oh, I can just do this myself,’” Kile says. “It’s really expensive to go to a studio. If people want to [record music,] they might not want to pay certain amounts of money when they could just go out and buy their own audio interface.”

Kile’s recording session with his band cost $80 for each of the four band members, while a name brand audio interface can cost as little as $29 and Logic Pro X costs $199.99 to install.

In less than one hour, Kile recorded a six track song through Logic Pro and was able to post it to iTunes directly from the program.

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hese changes in cost have made all the difference in what route musicians may follow according to Redwine, who claims that accommodating appropriately with this change in pricing is the only way for producers to stay relevant to up-and-coming recording artists.

“Either you change [to digital software] with the times or you become more cost conducive to people’s budgets,” Redwine says. “Bands don’t have to have a big space [to record] anymore.”

However, among the recent re-emergence Oct. 2018 lakotaeastsparkonline.com 49

entertainment | robot rock of vinyl records, the discussion arises that the music industry could find the advancements in digital technology threatening to the integrity of producing music. A number of musicians on the modern scene cherish the intricacies and extra effort that goes into traditional recording methods.

Former White Stripes frontman Jack White, who had previously called modern recording techniques “cheating,” adopted the recording platform Pro Tools to record portions of his latest album “Boarding House Reach.” White told Rolling Stone that he made the transition after noticing that “nobody cares how [an album is] made.”

Kile acknowledged White’s observation, stating that while there are some benefits to using analog technology to record, he doesn’t predict that many people will “pat you on the back for going through the extra trouble.”

“I get what he was trying to do [because] while [analog recording] can be good for people who are looking for that kind of sound, digital recording is easier. It’s what you should use if you’re looking for a cleaner sound,” Kile says.

“Different equipment and different methods work well for different styles, you have to find which one suits you better.” •

Musical Instrument Digital Interfaces (MIDI), including ProTools and Logic, are created by Apple

Digital Audio Tapes are created

Programs for recording and developing sound have changed drastically throughout time.

Digital Audio Tapes are discontinued

GarageBand is created

1987

1993

2005

2010

2013

source apple.com

Columbia / /

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vanderhorst I sports hectic schedule, but Vanderhorst finds ways to get things done by taking advantage of any free time he has.

“I try to get a lot of things done in the morning. So if I want to sneak a workout in, I try to get in around five or 5:30 and do it here,” Vanderhorst says. “A little bit of workhard, play-hard.”

Not only does Vanderhorst dedicate time to students and athletes, but also his family. With all the work Vanderhorst does, he still wants to make time to be with them.

“You get home for the weekend and you want to make sure that you try to plan fun things with the wife and the family, but it’s tough,” Vanderhorst says. “It’s a grind. You enjoy your time off especially.”

The tense practice environment is calmed as Trevor Howard (left) and Jared McCorkle (right) joke around with coach Vanderhorst.

STUDENTS FIRST East coach Kyle Vanderhorst dedicates his time to helping students and athletes succeed.

story lucas fields I photography joe phelan

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t’s the game of the year entering the final seconds. The game-winning shot goes up, the ball is a tad strong, and bricks off the rim and onto the court. Game over. But there’s still somebody there, being supportive even at the worst times.

East Student Activities Coordinator and Assistant Basketball Coach Kyle Vanderhorst started his coaching career at Hamilton High School 15 years ago. Vanderhorst moved to East and became an assistant basketball coach there in 2015, working alongside East Head Basketball Coach Clint Adkins.

“Coach Adkins and I have been pretty good friends, and we taught together at Hamilton,” Vanderhorst says. “When the job came open here, he reached out, and asked if I’d be willing to move over [too].”

Even after they didn’t teach together, the two kept in touch. So when Adkins got the job at East, he brought Vanderhorst in.

“We taught together for two years and that’s how I knew him,” Adkins says. “So when I got the head coaching job, I brought him over to East.”

This year, Vanderhorst has taken on a new role as assistant coach for the golf team. He’s excited to begin coaching golf, but this isn’t the first year he’s considered coaching. East Head

Golf Coach Jeff Combs attempted to recruit Vanderhorst when he moved to East.

“Coach Combs reached out and was like, ‘Hey, do you want to help me out as well,’ and the timing just wasn’t right,” Vanderhorst says.

“It was Coach Adkins’ first couple years on the job, and I needed to make sure I was around a lot more”.

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ach year, Combs pushed harder for Vanderhorst to join the golf team. With Adkins entering his fourth season as head basketball coach, Vanderhorst found an opportunity to do so.

“Last year, I told him I’d help out in a limited role,” Vanderhorst says. “I can’t be there full-time with everything going on, but I do like to help out and be a part of that.”

Vanderhorst dedicates plenty of hours to coaching in the school. Vanderhorst arrives to school around seven a.m, and doesn’t leave until six p.m. That doesn’t even include the film he watches outside of school.

“I watch film at home, get the old iPad out and watch some film on that basketball season,” Vanderhorst says. “I’m sure you talk to the other coaches in the school, they’ll say it’s a ton of time. But I think it’s rewarding.”

Managing time is especially difficult with his

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hat makes it all worth it for Vanderhorst is how rewarding it is to see all of the students develop. He loves helping the students work to achieve their goals.

“I don’t think any coach in the building does it for the money,” Vanderhorst says. “They do it because they enjoy helping kids.”

East senior Shane Murphy can attest to the way Vanderhorst treats the athletes in the school. Murphy appreciates how Vanderhorst gets other athletes opinions.

“He’s very open-minded when it comes to coaching,” Murphy says. “He wants to get your ideas. He knows that it’s not all about him and what his thoughts are”.

East senior Grant Spicer agrees that Vanderhorst is an excellent coach, and sees differences in the coaching style of Adkins and Vanderhorst. Spicer recognizes that this contrast leads to what Adkins calls “a strong balance” between the two coaches.

“He’s like the nice, mellow assistant coach, and Coach Adkins is a guy that’s really pushing you,” Spicer says. “He’s real supportive, super nice, and just a great guy.”

Vanderhorst wants to continue helping out the golf team the same way he’s been able to help out basketball. He is ecstatic about getting the opportunity to work with some of the younger boys in the school.

“I’m lucky I get to work with a lot of the younger guys right now, even the freshman and seeing them grow up,” Vanderhorst says.

“It’s great to watch them turn into young men themselves, and mature and watch their golf games improve.”

Vanderhorst loves to care for his family, fellow coaches and students. He devotes many hours a week to helping out and being there for others.

“He’s a guy who cares about students and who cares about athletes,” Adkins says. “He’s passionate about working with people, he’s passionate about working with kids and I think he really enjoys what he does.” • Oct. 2018 lakotaeastsparkonline.com 53

sports opinion I jack parr

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t’s Sunday afternoon. As the first half ends, football fans across the country get up and head to the kitchen to grab a chicken wing or another handful of chips. As they go, they look back at the TV and see another promo for Thursday Night Football between the Jets and the Browns, the fourth time the ad has been played during the game. They decide to stay in the kitchen for a while.

These fans are part of a sizeable population group that have always spent their Sundays doing what they love: watching National Football League (NFL) football. However, some fans have begun to turn away from the game they love in recent years. The average NFL game in 2017 was viewed by 14.9 million people, down from 16.5 million in 2016.

Overall NFL ratings for last season dropped by 9.7 percent compared to 2016, according to data released by Nielsen.

The fact that the NFL needs to run countless promos for one of their biggest money makers, Thursday Night Football, is alarming. The NFL is clearly aware of its spiraling popularity among its supporters. Some have suggested frustration with National Anthem protests, disinterest due to the dominance of the Patriots, or competition from other television options as possible explanations.

While these factors certainly may play a role in decreasing ratings, they don’t address the NFL’s biggest mistake: recent rule changes aimed at protecting offensive players. The biggest change is the Use of Helmet Rule, which establishes a foul for a player lowering his head and making contact with an opponent.

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ccording to NFL.com’s official rulebook, players can be ejected if they lower their head to establish a linear position before contacting an opposing player with an unobstructed path and if the contact was clearly avoidable.

Among the 71 players that were flagged for a Helmet Rule violation in the 2018 preseason was Philadelphia Eagles safety Rodney McLeod, who was penalized for what appeared to be a textbook tackle of New England Patriots running back James White. The veteran safety questioned what constitutes a penalty.

“It is my understanding that it was more so for leading with the crown of your head and more helmet to helmet,” McLeod said directly after the game. “It felt like on that play, I didn’t do either. I went low and led with my shoulder and he (White) saw me coming and he obviously tried to get lower himself. They made

IN THE TRENCHES

story | jack parr and geoffrey vollette the call and I asked the referee why he called it. He said any type of movement where you do lower your head during the preseason they are going to call it. I am hoping when the first game comes about, that a routine tackle like that doesn’t get called.” Many league officials and coaches speculated that the amount of Helmet Rule penalties would decrease once the regular season began, including Indianapolis Colts head coach Frank Reich.

“We know that they’re going to over officiate it in the preseason,” Reich said. “I really do think it will subside.”

Reich and the Colts were involved in a Helmet Rule situation right away, when quarterback Andrew Luck was hit in the head

by Cincinnati Bengals safety Shawn Williams on a run play during their week one matchup.

Williams was given a 15-yard penalty for unnecessary roughness and was ejected.

The NFL is clearly wasting no time

“I’d like the NFL to explain how a D-lineman is supposed to defy physics and move off the line of gravity.”

– Rob Carpenter, New York sports columnist 54 lakotaeastsparkonline.com Oct. 2018

attempting to establish a precedent for its new rule. The play was made in an attempt to prevent the quarterback from picking up a first down. It is understandable if the league wants to eject players for dirty, non-football plays, but not for making an aggressive play to try to win.

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he penalty on Williams was not the only case of questionable officiating seen in Indianapolis in week one.The most egregious call was when Bengals defensive end Carlos Dunlap was given a penalty for landing on Luck after tackling him. This hit prompted reactions from around the NFL, including New York sports columnist Rob Carpenter.

“Another ridiculous call on the Carlos Dunlap sack. Flag for excessive weight,” Carpenter said. “I’d like the NFL to explain how a D-lineman is supposed to defy physics and move off the line of gravity.”

While there is sure to be more conflict and conversation regarding the Helmet Rule and other league rules on tackling, the NFL certainly does have a lot of explaining to do.

Like many fans, I did not know what to expect from the Helmet Rule once the season actually got started, but after just one week of shaking my head at the TV it is clear.

sports opinion I geoffrey vollette Jack Parr and Geoffrey Vollette debate the new helmet rule and the use of helmets in the NFL.

plummet the last five seasons, big changes need to happen. Some might say the league needs to improve the helmets. I agree that the helmet situation needs to change, but not in the way you might think. I propose that in order to keep the game safe and prevent someone from becoming the next Utecht, the NFL needs to get rid of helmets all together.

When players have helmets on, it gives them the false sense of security that they can tackle or dive head first into a play without being hurt. It’s those little repeated blows to the head that can cause CTE, not just the concussions.

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photography joe phelan

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he league has become entirely too protective of its offensive players. There comes a point where enough is enough with regulations and the league will be forced to allow its players to play freely once again. Football is meant to be played aggressively. Every time a player makes a strong defensive play, fans are waiting for the flag to be thrown.

It is not only fans who are frustrated by the newfound eagerness of officials to blow their whistle after every play. Minnesota Vikings head coach Mike Zimmer spoke out against the new rule, implying that it could make or break a game and even a season for his team.

“It’s going to cost some people some jobs,” Zimmer said. “Playoffs, jobs, the whole bit I guess.”

Only time will tell if the new rules put in place by the NFL will cost people jobs, but there are many question marks that need to be addressed sooner rather than later. If the NFL continues to ignore the demands of its players, coaches, and fans, the games will become unbearable to watch and the already declining popularity of the league will drop even more drastically. It’s time for the NFL to answer it’s toughest question to date: look after its players or look after its fans? •

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he fear of being one of the many to have a traumatic brain injury has haunted National Football League (NFL) players for decades. Just ask former NFL Tight End Ben Utecht, who spent his seven year career with the Colts and Bengals. Utecht achieved what most NFL players dream of: winning a Super Bowl. But the problem for Utecht is… he can’t even remember it.

Utecht suffered five documented concussions throughout his career. Utecht now fears he won’t be able to remember something more important than winning a Super Bowl, like the birth of his own children. The sad thing thing about this; Utecht isn't the only one.

In 2016 Neuropathologist Ann McKee conducted a study on the brains of 111 deceased NFL players. All but one had Chronic Traumatic Encephalopathy (CTE).

Even a kicker had the disease.

In order to save the NFL, which has watched its ratings and its youth involvement

ust look at Rugby. Instead of helmets, the players wear caps that offer just a little more protection than a latex swim cap.

According to Australian physiotherapy clinic Physio Works, only 20 percent of Rugby-related injuries are concussions. On the flip side, concussions make up 30 percent of all injuries in the NFL. In order for the NFL to continue, it needs talent and involvement from younger generations so the sport doesn't die out.

Unfortunately, a poll conducted by The New York Times tracking the involvement in football for the ages six to 18, shows that the sport has seen it’s 8.8 million youth players in 2006 drop to five million in 2017. The number one reason parents said they wouldn’t want their kid to play football was risk of injury.

In fact, 40 percent of adults and 44 percent of parents with a son under 18 are less likely to let him play football. Those numbers are up seven and eight percent, respectively, from the same poll in 2013 that was conducted by Marist Poll.

NFL fans will complain about how they want the game to continue without added restrictions and rules and to just “let the players play.” But if the league looks at Rugby as a framework for what the possibilities are to keep the game physical and safe, then I think fans will be satisfied.

Although Rugby isn't a perfect system and it still has its fair share of problems, at the end of the day, something big needs to change in order for the NFL to not get swept away by the growing popularity of the National Basketball Association (NBA).

Many schools are being forced to shut down either there JV teams or in some cases Varsity high school teams all together due to the lack of participation. So, if people want to continue watching the game at all then some big changes are required. •

“The number one reason parents said they wouldn’t want their kid to play football is risk of injury.”

Oct. 2018 lakotaeastsparkonline.com 55

sports I football feature

A FOURTUNATE CHANGE Senior football player Sean Church (#4) makes the switch to quarterback after playing running back throughout his career at East.

Sean Church fights for a first down in a week two matchup versus Kings.

story stone shields photography abby bammerlin

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he Hawks Nest is going berserk. The students are decked out in all white and have just finished their pre-game “We ready… We ready…” chant. East teachers, families, and alumni are packed like sardines joyously awaiting the start of another football season.

On the gridiron, however, it is strictly business. There are several familiar faces on the Thunderhawk offense, but a new one is under center. He has poise in the huddle and an evident chip and his shoulder. As the Hawks lineup twins on the field, he calmly surveys the defense and checks to 32. It’s gametime.

He isn’t a new component to the team, he just lines up at a new position. East senior football player Sean Church now commands the offense as the quarterback after playing running back the previous three seasons.

Two-year East starting quarterback Dylan Fry graduated with the class of 2018, and with his departure only one quarterback remained on the roster in junior Mark Krajewski.

“Coach Haynes pulled me aside in the hallway one day last year and asked if I would consider competing for the job,” Church says.

“I agreed, and from that point on I went to work.”

The transition was by no means easy as Church had never played the position in his life other than in a backup role in the third grade.

“I didn’t know any of the footwork or how the plays were ran,” Church says. “But after our coaches coached me up over the course of the offseason, I really got a firm grasp on it.”

Church doesn’t have much of a vertical presence, standing at only five-feet, seveninches, but he has the heart of a lion. He may be one of smallest guys on the field, but he is also one of the toughest. Most quarterbacks run out of bounds when facing the prospect

56 lakotaeastsparkonline.com Oct. 2018

of a big collision. Church, on the other hand, lowers his shoulder and goes right after the defender in his path; it is in his DNA as a former running back.

His grit and determination is partially what earned him his captainship. Free safety Avi McGary and strong safety Jackson Leahy are his fellow captains.

Heading into the pre-season, the job was still up for grabs as neither Church nor Krajewski had solidified themselves as the “guy.” However, after the first scrimmage against La Salle, things became more clear.

Church seemed to have a better feel for the offense and made a lot of good reads and throws. A few days after the scrimmage, he was named the starter.

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ead coach Rick Haynes is pleased with the decision. “The kids respect and believe in Sean and he’s got a lot of moxie,” Haynes says. “We’re really happy with the decision to put him at quarterback this year.”

One of the biggest reasons Church was able to secure the job was because of his athletic ability. He is quick on his feet and can make guys miss in the open field. In addition, he is a powerful runner, despite his size, and one that always falls forward and can take the ball the extra inch.

Church also plays baseball for East, so it was no secret he had an arm. It only took a few practices for his teammates and coaching staff to see he could throw the pigskin too.

Church’s 2017 Season: 6.5 yards per carry 14.2 yards per reception 1 punt return touchdown

Although passing doesn’t occur too frequently in a triple option offense, it is still necessary to have a quarterback that can sling it. The ball is still thrown in third and long situations. Last season, Church launched a 32-yard touchdown pass off a pitch in the 35-0 beatdown of West.

Close friend and tight end Christian Bodden had nothing but good things to say about his quarterback.

“He has a good feel of when to give it off to the back or when to tuck it and run,” says East senior Bodden, who is playing his first year of high school football. “This is tough to

“The kids respect Sean, and he’s got a lot of moxie. We’re really happy with him [as] quarterback this year.”

-- Rick Haynes, East Head Coach do because he only has a split second to make the decision.”

The Hawks are off to a 3-2 start, defeating Walnut Hills, Middletown, and Princeton and falling to Kings and Fairfield. Church has thrown two touchdowns while completing 73 percent of his passes. He has also ran for six touchdowns and 414-yards over the five game span.

The Hawks have crucial conference games coming up against Oak Hills, West, and Colerain. They need to get to at least six wins in order to have hopes of reaching the playoffs.

“We definitely need to improve upfront offensively,” Haynes says. “If our defense continues to create turnovers and we play smart collectively we’ll be alright.” •

golf feature | sports

THE NEW KIDS Freshman Joe Wilson IV and Ty Sylla start their high school golf careers on the varsity team.

story broc nordmark | photography used with permission

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skilled golfer puts in countless hours of training each day. They focus on their swing technique, how to judge wind, how to judge distance and how to keep themselves mentally prepared. These golfers have to do all this while assimilating to the high school atmosphere and worrying about the test over “To Kill a Mockingbird,” in their freshman English class the next day The Hamilton Elks Country Club is the course that the East Golf team calls home. It’s also where East Freshman Joe Wilson IV and Ty Sylla spend hours every day honing their golfing skills.

Both Wilson and Sylla made the varsity golf team for the 2018 season. The East Golf team won the Greater Miami Conference (GMC) Tournament for the fifth straight time this season, outshooting Mason 574 strokes to 604 strokes. They are now looking to qualify for the Division One State Tournament for the second straight year.

Initially, Wilson said he was worried going into tryouts, but felt really good when he found out he made the team and is excited to seize the opportunity of being a freshman on the varsity team “I really wanted to play for this team, because we have a really great [group] this year and we have a chance at winning state,” Wilson says. “I just went out there, I had fun, and I played great during tryouts, so that was a big thing for me.”

With a spot on a state qualifying golf team at stake, Sylla felt those nerves as well. He was relieved when he found out his hard work earned him a spot on the team, and is ready for the opportunity ahead of him.

“I set goals for my life and it’s great to accomplish one,” Sylla says. “But I have a lot more to do to get where I want to be.”

East Varsity Golf Coach and GMC Coach of the Year Jeff Combs looks for three main things when considering athletes for the varsity spot; mental toughness, positive attitude, and talent. Combs noticed all of these factors in Wilson and Sylla instantly, especially their talent.

“They selected themselves with their scores, and they played incredible tournaments across the country,” Combs says. “The level of competition that they’re playing and their talent

really does it for them.”

While having freshman that are talented enough to play at a high level is beneficial to the team in many ways, problems can arise as well. It can be hard for upperclassmen to build relationships and team chemistry with them.

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ith the age gap from the upperclassmen to Wilson and Sylla, as well as the fact that freshman go to school at a different building, there can be a disconnect with their team chemistry. In many cases, this disconnect can hold back freshman from reaching their true potential, according to Combs.

However, this hasn’t been the case for Wilson and Sylla. Both golfers have melded well with the upperclassmen on the team, and have built chemistry throughout the season.

Even though playing with upperclassmen can be intimidating, they found that it would be a lot easier to develop relationships with them than they initially thought.

“I was pretty nervous about playing with upperclassmen,” Sylla says. “But surprisingly, they are some of the most awesome guys I have ever met.”

East senior Kyle Schmidt has been on the team since his freshman year, and is coming

East freshmen Joe Wilson and Ty Sylla won GMCs at Walton ponds on Sept. 27

off of a 2017 season where he placed number 10 in Ohio. Schmidt said that both Wilson and Sylla have fit in very well as members of the team.

“Joe and Ty are both very friendly people.

They are easily relatable and get along well with the rest of the team,” Schmidt says. “They are both very hard workers and are very dedicated to the game.”

Schmidt has served as a role model for Wilson and Sylla both with skills on the course and how he conducts himself both on and off the course. Wilson says that getting to look up to guys like Schmidt is “one of the biggest pros of being on the team.”

“I can ask him questions about what he does so well to [get] the scores he is shooting and how I can get there,” Wilson says. “Having Ty on the team with me makes that situation better for all of us.”

Being able to work well with multiple setbacks shows the value both Wilson and Sylla bring to the team. The combination of team chemistry and talent will prove to elevate Wilson and Sylla throughout their golf careers.

The golfers add a lot of value to the golf program at East, and they are each proving to be a force on the team. As they move to sectional competitions, they will attempt to bring their team to state for the second straight year.

Wilson and Sylla have three more years ahead of them on the varsity team, giving them plenty of time to further develop their skills as golfers. As they continue their high school careers, they will be able to pass the knowledge they gain to every golfer that follows in their footsteps.

“They’re pretty mature beyond their years,” Combs said. “They’re as good of freshman as I have ever had.” •

sports I tennis feature

THE FINAL SET

East senior Grace Silverberg is looking to cap off her senior season by returning to the district finals. story stephen mckay | photography joe phelan

S

he can’t help but think about how her favorite tennis player, Roger Federer, played on this same court. He walked the same halls, warmed up in the same locker rooms. Playing in the district finals at the Lindner Family Tennis Center, home of the Association of Tennis Professionals (ATP) Cincinnati Masters is a big deal.

East senior and tennis player Grace Silverberg hopes to make a second trip to the tennis center in Mason at the end of this season, where she wants to start her state run.

“Every time we go to districts we get to play at the ATP and that’s super cool,” Silverberg says. “So being able to make it to districts is really cool and definitely a goal of mine.”

East senior Grace Silverberg practices in preparation for the district finals.

For Silverberg to make it to state, she would have to do it through the doubles tournament.

This year, her partner is East sophomore Megan Hoke.

“Grace is special to me as a teammate and doubles partner because we always push each other to be better and encourage each other,” Hoke says. “Also, I’ve known her for a fairly long time so we are able to successfully communicate with each other on and off the court.”

A

ccording to Hoke, she and Silverberg have been working on consistently executing their shots as doubles partners. She feels they both know what to do each time, but they need to limit their mistakes to have a chance at a state run.

Through the regular season and Greater Miami Conference (GMC) play Silverberg and Hoke have led East to a 7-7 overall record and a 5-2 GMC record, with Hoke having a 6-1 individual record and Silverberg having a 9-1 individual record.

With four new varsity players this year, senior leadership and setting a good example for the younger players is something Silverberg has done as a leader and something that her teammates have noticed, according to two-year varsity tennis coach Cindy Strahan.

“Grace is a hard worker on the court. She battles for every point and is not happy with herself when she makes a mistake, propelling her to work harder on the next point,” Strahan says.

“The other girls see her determination and fight, and I hope they take something away from that kind of play. She always cheers her teammates on and is more than willing to offer ideas to help them with their game.”

Sept. 22, East Girls Tennis team who placed second place in the Flight B. Coaches Classic Strahan also has hopes that Silverberg and Hoke can work together to make it as far in the state tournament as possible, and for Silverberg to finish her career with a bang.

“My hope is Grace goes as far as she is capable of going in the postseason through Sectionals, Districts, and State,” Strahan says.

“Doing well in the postseason would be the perfect end to a terrific tennis career for Grace at East.”

S

ilverberg’s older sister Paige Silverberg also played tennis for East, which is what got her into playing as well.

“I used to play soccer, but I quit and wanted to try another sport,” Grace says. “I got bored watching [Paige] play so I decided to try it out.”

Grace and Hoke both say that they have had a fun season because of the closeness and togetherness of the team this year.

“There’s a lot of close friendships that have been built,” Grace says. “There’s a lot of different ages from freshman to seniors, and a lot of skill which has been really fun to play with this year.”

Strahan also believes the offseason lifting and training program and spending more time together as a team has helped the team bond and perform this season.

“We began in March in the weight room and conditioned starting in June for tryouts in early August,” Strahan says. “Being physically fit and conditioning in the hot summer conditions lets our athletes know that when they get in a tough three-set match, that their physical fitness will not be an issue and they can focus on their tennis.”

Since Grace also plays basketball and lacrosse for East, she was not able to participate in the tennis offseason training, but she believes playing multiple sports is beneficial.

“It helps because I never get bored during any of my seasons,” Grace says. “I also am able to stay in shape throughout the offseason.” •

volleyball coach feature | sports

BACK TO HER ROOTS First-year East varsity girls volleyball coach, Jana Stephens, is reconnecting to her high school career through coaching at her alma mater. story isaac lukose | photography joe phelan

I

t’s 2004, and the East Varsity Volleyball team was in their huddle when the “other school” rolled in. Fresh off a win against Centerville, West looks at East as though they would be light work.

“In my four years here, West was always the team to beat and we were never expected to beat them,” East volleyball coach Jana Stephens says, who had only one goal that game: win.

Right before the game began, Stephens saw a familiar face: her rival from the “other school”. Then, the game officially began, with Stephens showing a great deal of fortitude on the first play.

“I will never forget the first point of the game. I got a block and, for me at least, it set the tone for the match,” Stephens says. “We ended up winning the match. I’ll never forget, because as a senior at East, beating West was everything.”

Fast-forward 14 years later and Stephens’s life has changed dramatically. Whether it’s coaching at East volleyball, teaching online classes at Ohio State, or taking care of her of toddler, Stephens enjoys it all, especially coaching.

“I mean, for me, volleyball is essentially the thing that I love the most, other than my child, obviously, so I had to find a way to make it work,” says Stephens, who believes that finding a balance between coaching and being a mother is important.

Stephens doesn’t just coach East’s varsity volleyball program, however; she’s also a single mother, or as she likes to call herself: a solo mom.

“It actually made me a little nervous to come in and interview for the job here, even though this was the only high school job I ever really wanted, because this is where my heart is,” Stephens says, “It’s where I fell in love with volleyball.”

It wasn’t always peaches and roses for Stephens, though. Bernadette MeInyk is the dean at the College of Nursing at Ohio State, and when Stephens was transitioning from regular life to motherhood, she needed MeInyk as her mentor during those tumultuous times.

“When she was close to my age, and had finished her PhD, she was pregnant and went through something similar to what I went through,” says Stephens, who works with MenInyk. “I was lucky that she was not just my boss, but also my mentor to tell me that [I was]

going to get through it.”

With all of that behind her, Stephens looks ahead to her new coaching career at East and looks forward to forming her “volleyball family.”

“I’m hoping to bring is a consistent coaching staff, to keep a staff that’s going to want to stay around for years to come,” says Stephens, who is well aware of the fact that East has had three coaches in the last three years. “And that way we can build more of a disciplined program, and the girls will know what to expect and what’s expected of them at all levels, including freshman, JV, and varsity.”

A

ccording to East senior and current varsity volleyball player Madison Pucke, the effect of this new approach is evident.

“She definitely does it in a different way where she breaks everything down to where we’re doing things step-by-step and building ourselves,” Pucke says. “She starts with ball control because ball control is the foundation of it. We [then] worked off of that and it helps a lot more than just going out and playing.”

With that being said, volleyball is more than just a sport to Stephens. East senior and current varsity volleyball player Riley Adleta says that Stephens is a role model to her because of that.

“She’s extremely dedicated, and she cares about us as people. There hasn’t been a day

that has gone by where she hasn’t asked me, how my day’s been or how we’re doing,” Adleta says. “If she sees a kid struggling with writing an essay, she’ll read our essays and help us if [we need help] with anything. She’s really cool about that.”

W

ith that in mind, Stephens, who previously coached at Liberty Junior school, wants to change the culture inside East Volleyball. In the past, kids on varsity, junior varsity and freshman would never socialize with another.

“Something that was really important to me, even when I interviewed here, was that we figure out a way to include every level and make them feel like they’re all part of the same program,” Stephens says.

As is with many of East women’s volleyball coaches, both girls are frightened by the idea of Stephens leaving the program. At least for the time being, however, Stephens plans on staying at her “ideal job”.

“I’m hoping I’m around long enough for her to make it into high school and play here, and then I can retire. That way I don’t have to coach my own kid,” says Stephens.

Maybe Cece can create her own history during the next chapters of the East-West volleyball rivalry, with Stephens cheering near the sideline, chanting Cece’s name. •

Coach Jana Stephens celebrates with her team after their second conference win of the season against Princeton.

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opinion | column

An Obituary for Inn O. Cence column amy bohorfoush | art mckenna lewis 62 lakotaeastsparkonline.com Oct. 2018

column | opinion

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t is difficult to determine the exact date of Inn O. Cence’s birth, largely because he never seemed to know about his age, or anything else that most people didn’t find pleasant to think about. Several close friends of his, including Polit E. Ness, reflected sorrowfully, on Cence’s unique charm.

“Inn could observe the most obscure patterns that most people wouldn’t even think to look for,” Ness said. “Sometimes, he’d come out with these amazing, worldly insights, but then other times, he’d be laughing his head off while blowing up a potato in the microwave.”

Unfortunately, Cence’s passing wasn’t easy. In recent years, Cence’s friends began to observe a gradual downturn of his mood. They believed that Cence’s depression was caused at least in part by a trend that he witnessed. Kay Hymowitz of the Manhattan Institute was able to provide an example of a particularly stressing phenomenon for Cence. “[He’d just heard that] between 1988 and 1995, the proportion of girls saying they had sexual intercourse before 15 rose to 19 percent from 11 percent,” Hymowitz said.

After Cence was apprised of this one fact, he began a frantic search for more information about this troubling shift. Most of what he found only further challenged his happy-golucky outlook.

A

report by the Office of Juvenile Justice and Delinquency Prevention found that the crimes committed by children under the age of 15 have increased in both number and severity. Girls who aren’t even finished with elementary school are seeing therapists about eating disorders, according to the Manhattan Institute.

The information that Cence found fueled his increasingly feverish and suicidal thoughts.

Amid the firestorm of angst in his mind, Cence was tortured the most by his failure to find an explanation. Finally, after more than two decades, Inn O. Cence succumbed to the perceived fruitlessness of his efforts to find the root of the domestic issues and subsequently to stem their dissemination through society.

After Cence’s death, the American Psychological Association assigned a task force to undertake a daunting proposal in his honor:

“In short, young people were bombarded on all sides with suggestive or sexually explicit material in entertainment and advertising as merchandise was tailored towards them.” to find the source of the worsening behavior patterns among youth that had driven him to such desperation. The task force did exhaustive research, conducting numerous studies on the American populace. Each study yielded similar results.

In short, young people were bombarded on all sides with suggestive or sexually explicit material in entertainment and advertising as merchandise was tailored towards them. Stores began to make thong underwear available in sizes for girls as young as seven, leaving the researchers to wonder exactly why a second grader would need to wear thongs.

The researchers specifically cited an ad for Skechers sneakers that featured Christina Aguilera wearing her hair in pigtails with an unbuttoned shirt. Of course, it makes perfect sense that a company that make shoes would create an ad that draws people’s attention...not towards Aguilera’s shoes.

The harm that innuendo in advertising directed toward children can cause is highlighted in another study conducted by the American Psychological Association. According to the study, children younger than four or five years old don’t typically differentiate between the entertainment they consume and the commercials that happen in between segments of that media. For this reason, advertisers who market their products in children’s shows are required to make the clear distinction between their material and the show’s material.

However, even with these measures and when the four- and five-year olds do begin to understand that the commercials are separate

from the main program, it takes until they are nearly twice that age to recognize that the sole purpose of the commercials is to persuade them to buy the product that the commercial is selling.

Thus, most children don’t reach the level of maturity required to process the biased information presented in commercials until they are at least eight-years-old. By the time they reach that age, however, most children have already been glutted with exposure to advertisements.

W

ith the creation of several channels targeting children through cable, and the creation of child-oriented Web sites, the American Psychological Association study concluded that children today view 40,000 advertisements each year. Even though those ads aren’t directed towards them, children can be drawn to characters such as Joe Camel in commercials for tobacco. This in turn was enough to encourage underage tobacco use, according to the study’s findings.

Anyone who has taken the required high school health class will know that the illicit behaviors youths are engaging in can lead to a host of other physical and emotional health problems. The prevalence of these problems will further hinder them from achieving their fullest potential, or even finding a zest for life.

However, if society stops normalizing risky behaviors among youth through entertainment, advertising and merchandising, there’s a chance that Inn O. Cence may be brought back to life.•

Oct. 2018 lakotaeastsparkonline.com 63

opinion | column

PLAYING DOUBLES

SHILOH WOLFORK art mckenna lewis

I

live in the 21 century. I have an iPhone complete with fingerprint recognition and a watch that tracks my every step. I wake up to news alerts reporting experiments regarding wooly mammoth revival and human genetic modification.

In a world that has faced such extensive development. A world that constantly reveals important breakthroughs. A world that is fueled by the promise of improvement, it is unbelievable that we have yet to master the basic concept of gender equality.

Sexism and double standards remain alive and well.

During the 2018 United States (US) Open tennis finals on Aug. 29, French professional tennis player Alize Cornet was wrongly penalized on terms of unsportsmanlike conduct. In the blistering, 100 degree heat, she

private area.

As reported by Fox 5 New York, the US Open clarified their Changing of Attire policy by stating, “All players can change their shirts when sitting in the player chair. This is not considered a Code Violation. We regret that a Code Violation was assessed to Ms. Cornet yesterday. We have clarified the policy to ensure this will not happen moving forward.

Fortunately, she was only assessed a warning with no further penalty or fine. Female players, if they choose, may also change their shirts in a more private location close to the court, when available.”

Nice try, US Open.

The problem is not that female tennis players are unaware of their ability to change in a private location. It is that they are not at all permitted to change their clothing on the court

changed her shirt on the court and exposed her sports bra.

During her match against Swedish tennis player Johanna Larson, Cornet left the court for 10 minutes to change her shirt. Upon returning to the court, she realized that her shirt was backwards, turned away from the cameras and adjusted it. As Cornet switched the top around at the back of the court, she was alerted by the US Open Umpire that she would receive a code violation.

This incident was met with serious backlash from the audience, whose social media comments readily pointed out the clear sexism embedded within the penalty. In return, US Open officials slyly justified the decision by pointing out that she was able to change in a

as stated by the Women’s Tennis Association. It is a fact that male players receive no penalty for removing their shirts on the court. Yet when a female player adjusts her shirt before a match, thus exposing her sports bra, she is granted a penalty. The conflict is the clear presence of a double standard yet to be directly addressed.

“The conflict is the clear presence of a double standard yet to be directly addressed.”

64 lakotaeastsparkonline.com Oct. 2018

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ccording to Business Insider, tennis player Novak Djokovic sat on the court sidelines shirtless for extensive periods of time and repeatedly changed his shirt and received zero repercussions. This, on the same day that Cornet was penalized. Clearly this year’s US Open served a hot platter of injustice.

At this point, the blatant disregard for inequality is absolutely astounding. This event

in tennis, because it has been given so much attention, has forced people to recognize sexism as a significant issue that impacts society. Might we remember the fact that the US Women’s National Team was forced to play the 2015 World Cup on turf because of the cheaper cost that comes with maintaining the field.

The national men’s team is rarely, if ever, asked to play on artificial grass and even if a tournament on a stadium with turf is scheduled, the men do not play without having the maintenance team lay down sod beforehand -- no matter the cost. Not to mention the fact that in 2015, the women’s team made $2 million for winning the World Cup while the men made $9 million without advancing beyond the round 16.

The math doesn’t add up.

Events like these trigger a united response against gender inequality and most support for change is seen on social media. Scottish tennis coach Judy Murray took to Twitter to share: “Alize Cornet came back to court after 10 minute heat break. Had her fresh shirt on back to front. Changed at back of court. Got a code violation. Unsportsmanlike conduct…..

But the men can change shirts on the court.”

This comment was met with a great deal of supportive tweets, agreeing that the code violation was indeed “ridiculous!” and “weak!”

Bottom line: sexism is not exclusive to the big leagues. Everyday, women experience the double standards that plague their environments. Maybe instead of obsessing over the latest development in iPhone facial, we might begin to realize how important it is for us to master the basics. •

column | opinion

I BELIEVE HER KATE HARVEY art mckenna lewis

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n July 9, twelve-year judge Brett Kavanaugh was nominated for Supreme Court justice.

Less than three months later, an anonymous letter was leaked claiming Kavanaugh had attempted to rape the author thirty-seven years earlier.

On Sept. 27, Christine Ford testified against Kavanaugh in a Senate judiciary hearing on the nature of her, now public, accusations. Ford testified that Kavanaugh and a friend of his had drunkenly locked her in a bedroom, he ground his genitals on her and covered her mouth with his hand when she screamed. She believes, had she not gotten away, he would have raped her.

Now, due to the timing of these allegations, as well as the attitude toward victims of assault in this country, many people are speculating that Ford fabricated her story to keep the Supreme Court seat open until midterm elections. Some are saying that even if it is true, Kavanaugh was a teenager at the time and is different now.

According to the United States Department of Justice, only 310 out of every 1,000 rapes are reported to the police. Even worse, of every 1,000 rapes, 994 of the perpetrators walk free. Approximately two percent of all rape and related sex charges are determined to be false, the same percentage as other felonies.

Stanford researchers put it this way, “We are much more likely to disbelieve a woman if she says she was raped than if she says she was robbed, but for no good reason.” So, judging by statistics alone and ignoring common myths about sexual assault, it is extremely unlikely Ford is lying. But the burden of proof weighs heavy.

The popular question is why did she wait so long? First, the culture in America is drastically different than it was in the ‘80s. Ford had put the trauma behind her for decades until President Trump’s short-list of nominees was released, containing one unforgettable name. Ford says she came forward, even though she doesn’t

plan to press charges, because she believes she has a civic duty to inform the American people about the kind of man he is.

Kavanaugh, under oath, admits to drinking frequently and “too much” at times in high school. He became increasingly defensive when asked if he ever blacked out. Kavanaugh aggressively responded, “I don’t know, have you?” His explosive conduct alone throughout the hearing should be enough to disqualify him from court. The circus of emotions he portrayed is not conducive to that of any court justice.

fear if he’s innocent. While there has been media speculation, Kavanaugh himself never gave a explanation for his reluctance to an investigation. One deeply unsettling notion is that he may have been so intoxicated, he does not honestly know if he is guilty or not.

Whether or not the American public believes Ford doesn’t matter. Every American citizen is innocent until proven guilty. We cannot disregard one of our core founding principles for frenzied emotions. Kavanaugh must be granted a fair process. Unless the FBI has a time-machine, he will likely be voted into

“It is vital to our democracy that we continue to uphold our standard of innocent until proven guilty.”

More incriminating evidence against Kavanaugh emerged from his yearbook.

Multiple alcohol references and sexual innuendos are plain as day. He cites “Renate Alumnius,” with a group of football players, insinuating that they all had sexual relations with a woman named Renate Dolphin. This example of crass sexism would not be so damning had Kavanaugh not vehemently claimed to be a virgin well-past high school. As a rich, white, two-sport varsity athlete, team captain, and frat boy, that certainly is an unusual “claim.”

T

he real nail in the coffin, though, is his stance on a possible FBI investigation. One would think a man who is so passionate about his innocence that he’s unravelling at the seams for all of America to watch, would be desperate for any way to clear his name.

Yet when Kavanaugh is repeatedly asked if he would cooperate in an FBI investigation, he bemoans the idea and dodges the question.

He already passed the FBI’s initial background screening, so he has nothing to

the Supreme Court. Although it may not sit well with many Americans in this instance, it is vital to our democracy that we continue to uphold our standard of innocent until proven guilty.

Many Americans excessively drank, partied, or did things they regret in high school.

We’re all human and we make mistakes. But sexual misconduct in adolescence is, at its core, an abuse of power. That lethal sense of entitlement belongs nowhere near the highest court in the nation. America deserves someone who can weigh justly on our modern ideological questions with absolute integrity. Only 121 people have ever held the honor of serving as Supreme Court justice over the past 242 years.

Do you believe this man deserves to join them?

Or do you believe her? I believe her. •

Oct. 2018 lakotaeastsparkonline.com 65

opinion | head to head

HEAD TO HEAD T

echnology is everywhere. From our phones to our computers and even our fridges, everything seems to be “smart” and connected to the internet. There is one place though that an increase in technology shouldn’t be occuring. Children in schools, such as Hopewell Junior and Liberty Junior, should not be increasingly exposed to technology and due to the exposure they already have, they suffer.

The whole purpose of educational technology is to aid students in their learning and growth. Unfortunately, the school’s use of technology simply isn’t doing that.

According to the Pew Research Center, over eight percent of teens admit to often losing focus in school due to their own cell phones.

Now, it does not take much to look around

East and realize that the number is most likely skewed. Teens are constantly on their phones playing games, snapping, and texting. There is no reason as to why handing a computer to a student would have a different result than that of a phone.

When children go off to school, we want them to return home as happy and as healthy as when they left, but as many doctors will say, technology poses a risk to that hope. A study conducted by Cincinnati Children’s Hospital had a group of 19 children and their parents filled out a questionnaire on how long their children spent reading opposed to how much time they spent on “screen-based media time, including smartphones, tablets, desktop or laptop computers and television.”

The results aren’t shocking and in fact they should be expected. According to a report by Program Director of the Reading and Literacy Discovery Center Tzipi Horowitz-Kraus and Pediatrician John Huttonn, “time spent reading was positively correlated with higher functional connectivity between the [tested] area and left-sided language, visual and cognitive control regions. In contrast, screen time was related to lower connectivity between the seed area and regions related to language and cognitive control.”

O

f course, not thinking about children’s learning methods is a mistake. By having kids write on paper with pencils and pens, it slows them down and lets them fully process what they are learning. On average, people type at around 30-40 words per minute and that’s great for things like paper writing and general research.

Due to the rapidity of typing notes, lectures will often be taken verbatim and in turn won’t be thought about as much. However, when children are forced to slow down in order to write paraphrased notes, they retain more information. They think about how to structure the note in order for it to make sense later which in turn solidifies the concept being learned in both the moment and at a future reference point.

Ultimately; even if all the negative effects of electronics on children’s health, ability to learn, and their ability to maintain focus are omitted, there’s one important reason as to why electronics won’t work in school’s. Logistics.

66 lakotaeastsparkonline.com Oct. 2018

IS TECH GOING TOO FAR IN THE CLASSROOM? Logistically speaking organizing a safe yet productive system is practically impossible and that’s blatantly obvious in class.

The amount of times I have seen a teacher or student struggling with the projector, Canvas, or an online textbook is uncountable.

Even YouTube is basically inaccessible through school computers and district filters. It seems ironic for a school to hand out computers to students when the students and teachers aren’t trusted to use them to their fullest potential.

Our technology department is constantly running around the school fixing the most minutiae of issues. Time is taken away from education to fix the item that is supposed to be speeding the educational process up.

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ot only is time taken up, but children are put at risk from the school handing out technology. About a year ago, one of Lakota’s partners experienced a security breach. Butler Tech was hacked as a result of a malicious email that quickly spread it’s virus across servers and resulted in the grinding halt of any class that was run by Butler Tech. That issue has yet to happen to a Lakota school, but if a teacher is susceptible to such an email, students are as well. Especially now that computers are being handed out to all junior high students.

Technology is a wonderful tool when used in a correct and efficient manner. Unfortunately, like a jack hammer, the extent to which we use technology should be unheard of in school.

It poses a security risk and a health risk. Most importantly it’s shown to actively impede the brain in its development, the very thing it promises to improve. Technology does not belong in school. •

Go check out Leo Rolfert’s column on the Spark website: lakotaeastsparkonline.com

head to head | opinion

With the conversion of Media Centers into Innovation Labs for Lakota Junior high schools, the question brought up becomes: is technology going too far in the classroom? columns michael szczepkowski and bryce forren art mckenna lewis

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echnological proficiency is a must in today’s educational system. I experienced this rude awakening myself upon enrolling in an introductory-level statistics class through Miami University this year.

Receiving our first homework assignment of the year, the class had to suffer the learning curve of a statistics software that everyone enrolled in the class was expected to use for every assignment throughout the semester.

Copying and pasting and editing tables and plugging them into various equations was exhausting, but it was much easier than finding standard deviation using pencil and paper.

With so many established and blossoming activities at East that now find themselves centered around one of the high school’s many computer labs, technology has proven itself to be an integral part of what takes place every day under the school’s roof. Accessible, highquality technology has repeatedly demonstrated its benefits in the recent past by streamlining what students can learn and achieve in a modern educational setting, both on and off school grounds.

A set of online tools accessible to the vast student body promotes independent involvement and motivation to participate.

Online classes and activities through College Credit Plus (CCP) allow students to receive college credit outside of the conventional school day.

C

CP was established in Ohio in Sept.

2014, with full enrollment beginning in the fall term of the 2015-16 school year.

According to the Ohio Department of Higher Education, enrollment by high school students in online CCP programs increased by more than 25 percent in the 2016-17 school year.

Through new technologies, students are able to keep up with their grades in real time using Home Access Center (HAC), have access to digital files of class work or homework through Canvas, and communicate with their teachers outside of school with Twitter. While they are at the school, the direct benefits for students are even more apparent.

Nearly every aspect of the school relies on recent and advanced technologies to help produce a product: material or abstract. The ability to produce a student-run publication with professional quality such as Spark is

an indicator of the benefits of advanced and accessible technology for students and educators.

The newsmagazine itself is designed through the computer program Adobe Indesign in a computer lab at East. The staff of Spark has consistent access to this ever-advancing and easy-to-use platform all throughout the school day.

In accordance with the technological boom that has happened over the past decade, it’s been important for schools to make necessary adaptations that align with how a student in the twenty- first century communicates and learns. Interaction through technology has not only increased the quality of school programs such as Spark or East’s robotics club, it has also allowed for the use of new programs that help get students more invested in the idea of learning.

The popularity of websites like Quizlet and Kahoot that help students prepare for upcoming tests or quizzes has helped engage them with their subject matter in a way that’s competitive, cooperative and, perhaps most importantly to their teachers, material-driven. The fact that many East students have smartphones and that the school is equipped with laptop carts means that using these websites can easily increase participation among every student.

Beyond East, the latest developments of interactive media have created entirely new disciplines in higher education.

Colleges are regularly equipped with learning labs with contemporary technologies that allow their students to innovate on a professional level in a public university.

As technology develops and becomes more central, developing proficiency in online applications such as Microsoft Office, which includes Word, PowerPoint and Excel, becomes somewhat of an expectation, as they are regularly used for weekly projects and papers.

Miami University’s Interactive Media Studies (IMS) major exemplifies the shift in a positive light, allowing students to explore the

vast media of digital technologies and become fluent in coding languages and the psychology behind interaction.

Students can learn game design, app development, animation and web programming through the major. The technology incorporated into this new curriculum readily prepares students for the shift in the job market that heavily favors digital proficiency.

While many contemporary students are often distracted by their smartphones in class, the fact that many students have access the same devices gives teachers the opportunity to use this to their advantage by integrating this technology more and more into their classroom. It would be to the advantage of East’s educators to even further embrace this new form of communication and learning. •

Oct. 2018 lakotaeastsparkonline.com 67

opinion | ed-cartoon/east speaks out

“Back to School Shopping” - Alexandra Fernholz

EAST SPEAKS OUT Is technology going too far in the classroom? interviews jessica jones | photography logan maxfield

,

NO

The middle schoolers got laptops to do their homework and other things. If we were to get those as well it would be beneficial. In the classroom it’s helpful when teachers use Kahoot and Quizlet.

YES

Technology is going way too far in the classroom.

One reason is that we are tested way too much online. Students are also expected to do too much outside of class and when teachers put too much tech into their curriculum it stresses the students out.

Emily DeVilbiss, sophomore

68 lakotaeastsparkonline.com Oct. 2018

Kailyn Bost, senior

NO

When teachers use a lot of technology in their classroom it isn’t that big of a deal. Their PowerPoints and visuals makes the class more understandable.

Kalem Eads, sophomore

YES

Submitting things online is very stressful because it can glitch and not work.

Having our phones on us all the time can also be very distracting while we’re in class.

Heather Strauss, sophomore

guest column | opinion

MORALS MANIFESTO ETHAN DEUTSCH art mckenna lewis

A

specter is haunting gaming—the specter of loot boxes. All the powers of gaming have entered into a manipulative alliance to employ this specter. Electronic Arts (EA), Ubisoft, Microsoft, Activision Blizzard, Sony, and similar companies are all culprits of utilizing this underhanded tactic to shamelessly increase profits.

A loot box is an in-game item that can be redeemed to receive a randomized selection of virtual items. Loot ranging from simple customization options for a player’s in-game avatar, to game-changing equipment such as weapons and armor can be locked behind this illusive money-making device.

The idea of “pay-to-win” can be applied across the board to a copious amount of other games like Call of Duty: Advanced Warfare and Ultimate Fighting Championship (UFC) 3. In these games, loot boxes incentivize the developers to make a cheap game centered around forcing the player to spend extra money, rather than focusing on making a good game that garners profits from selling well. This practice corrupts the industry and lately, has overall been decreasing the quality of recent titles.

Sometimes it’s not the fun or the quality of the game that is impacted by loot boxes, but the morality of it and whether implementing loot boxes is truly legal. Let’s talk about gambling with loot boxes. Another style of handling loot boxes follows a “key and crate” scenario. In games like Rocket League, locked loot boxes are occasionally rewarded to the player after the completion of a match. In order to open the loot box, one must purchase a “key” from the in-game shop for one dollar. After receiving an item of varying degrees of rarity, players can then trade it amongst themselves for other ingame items.

Initially, there doesn’t seem to be any problem as the rewards are purely cosmetic and

GUEST COLUMN do not change the way the game is played. The problem lies, however, with how this system interacts with federal gambling laws. In the United States (US) and most of Europe, an individual must be 18 years or older to legally gamble.

The US defines gambling as “the staking or risking by any person of something of value upon the outcome of a contest of others, a sporting event, or a game subject to chance,

“keys” for cold hard cash 1:1. In betting one dollar to open a loot box, the player gives the item a monetary value.

This ability to trade items received in-game for real money classifies Rocket League’s loot box system as gambling. Again, this exact situation is specific to Rocket League, but other games like Counter-Strike: Global Offensive and PlayerUnknown’s Battlegrounds have “key and crate” systems that are almost identical.

This unethical loophole uses the temptation of big winnings to pull kids who don’t know any better into the grimy world of gambling, a place no child should ever be due to the addictive tendencies of gambling.

Loot boxes have a bad reputation of being

“This unethical loophole uses the temptation of big winnings to pull kids into the grimy world of gambling.” upon an agreement or understanding that the person or another person will receive something of value in the event of a certain outcome.”

The system Rocket League has in place fits this definition by risking something of value, a one dollar key, in a game subject to chance, opening the loot box, upon the agreement that they will receive something of value, whatever item they receive from the loot box, whether it is worth more or less than one dollar.

P

reviously, I mentioned that the items attained from the loot boxes could be traded for in-game items amongst other players. One such item that can be traded are the “keys” required to open the loot boxes, worth exactly one dollar each. Thus, players can directly trade items for a US Dollar (USD) equivalent. Outside of the game, through services like PayPal, players can trade the

abused and manipulated to earn gaming companies extra profits. Yes, there are good loot boxes that have their place within their respective game, and don’t attempt to manipulate the consumer. I’m not saying all loot boxes are bad, just most of them. Thankfully, in the United States, there are many bills currently going through Congress to make loot boxes less predatory and more transparent, as well as restricting their interactions with children.

As they stand now, however, they are a specter corrupting an industry. They tend to make games less fun, bottleneck players towards spending more money, and jump through loopholes in federal gambling laws.

You shouldn’t have to feel like you should spend more money on a game just to win. •

Oct. 2018 lakotaeastsparkonline.com 69

PICTURE PERFECT KATEY KRUBACK photography abby bammerlin

M

y room was a mess of clothing, all with tags still on, and shoes littered the floor haphazardly. Mom had taken it upon herself to shop while I worked during the days leading up to my senior photo session—a task she definitely enjoyed as she brought the stores to me.

I am not a shopper, and I’m not what people would consider a fashionable person.

My style is defined by comfort. Anything I can curl up in on the couch and read a book in, works for me.

So that week was definitely not my scene. I’m not a reliable hair-curler, and I have no idea what to do with eyeshadow, and it was safe to say that I was freaking out the morning of my photos, trying to “beautify” myself. My hair wasn’t curling right, I gave myself Shirley-Temple-triangle-hair, a face crater had appeared and I couldn’t get my eyeliner in a straight line. Thankfully, my friend enlisted herself to help me with my face and we tamed my curls with minutes to spare.

Then I just had to worry about the photo itself. Getting my photos professionally taken has always been an awkward affair for me. Put your chin to your shoulder. Tilt your head. Open your eyes more. Arch your back. Don’t blink. Give a soft smile. Bend your knees—no, not that much. A little more. Don’t look like you’re uncomfortable.

Count me off the red carpet. Being posed like a marionette doll while maintaining a bright smile has never made me feel beautiful. I always felt discombobulated and awkward in my own body. Should my abs really be hurting in a position that’s supposed to look “natural” on camera? After all that smiling, I begin to feel like a maniac, or an ax murderer.

The camera tends to highlight skin, and I certainly have parts of my body that I’m self-conscious about; I’m only female. What woman isn’t? I worry about my arms. I worry about my neck. I worry about my thighs. I’ve never been photogenic, and as expensive as professional senior pictures are, I was worried to see the results and be disappointed.

I walked into the studio a bundle of nerves. I toured the different scenes and outbuildings, pasting on a smile while mentally deep-breathing into a paper bag. Telling myself to just be myself.

If only I knew that I had nothing to worry about. The photographers were kind and fun, they chose poses that flattered me and my passions, were full of praise and made the experience incredibly enjoyable. For someone prone to wearing jeans, a sweater and a ponytail, I felt incredibly girlie and, dare I say it, nearly beautiful.

There are senior portrait companies all over the area, and their price tags are all pretty scary. Having photographer friends in Spark, I fully intended to enlist one of them to take my pictures. I would only have had to pay in Chipotle and Starbucks, and I knew that I would have fun. I couldn’t understand why my mother insisted on paying a mint for a couple of pictures. “You only get to be a senior once,” she kept saying.

Now I get it. It wasn’t just the photos she was buying, but the experience. After a summer of working at Kings Island in the hot sun, running around barefoot in sweaty t-shirts and just feeling gross in the high-degree weather, she gave me a gift that day.

A teenager’s image of her self-worth is a fickle thing, and by having that one day of feeling absolutely beautiful in my own skin was priceless.

Thank you, mom. •

chief column | opinion

It’s time for change.

KATHY

WYENANDT

People Over Politics

www.KathyForOhio.com Paid for by Friends of Kathy Wyenandt, Johnnetta Creach, treasurer