March Special V100 by The Newtonite

The Newtonite

v Monday, April 5, 2021 • Volume 100

Newton North High School, 457 Walnut St., Newtonville, Mass. 02460

Nerves calmed by COVID-19 surveillance testing program Yahel Tamir In an encouraging sign for full in-person learning, students seem to be responding positively to the surveillance testing program implemented at North last month. “It’s so easy. It takes thirty seconds,” said sophomore Maya Tuozzolo. “You just bring in your test and wait in line for less than five minutes.” Sophomore Nadia Svertiskanya said that being tested contributes to her sense of community. “I figured why not be part of the program and contribute to being tested,” she said. “It helps everyone.” Timothy Lesinski, who helps administer the test at North, added that the system is designed to be convenient for students and faculty. “It’s much easier to get tested when it’s just walking down to the film lecture hall,” he said. “It has become a really quick by

and easy thing.” School Committee chair Ruth Goldman added, “This is something that the school committee has been asking for for a long time.” The new surveillance testing system is being implemented as a push for students to reenter school buildings gains ground across the state. The decision comes after an email campaign this January started by the Newton Teachers Association (NTA) encouraging the district to implement weekly surveillance testing for students and staff, according to an E-bulletin from NTA President Michael Zilles. Lesinski added that the test given by the Newton Public Schools (NPS) is more efficient than other district’s. “In some districts what happens is if one sample in the pool tests positive, everyone has to

quarantine,” he said. “Something unique about this system is that if one sample in the pool tests positive, the company we have partnered with automatically retests all samples in the pool, so only the student or faculty members who tested positive have to quarantine,” Lesinski added. According to Goldman, NPS chose to use a simpler testing model than other districts. “The reason we aren’t using the state program is the administrative headache,” she said. “It involves hiring new staff to watch people getting tested, and if someone tests positive, they will need to come to the school, which defeats the purpose.” Testing was approved by the school committee February 10 and students were able to get tested starting March 8. The program was established by a committee of teachers and local leaders put together in 2020.

Rachel Kurlandsky

Senior Jeremiah Poole drops back to throw a pass during North’s 48-0 loss to Wellesley Saturday, March 14.

Hyflex return invigorates Newtonville businesses Emma Burns Since remote schooling began, Newtonville businesses have lost revenue and customers. After the start of North’s Hyflex model, however, some small businesses in Newtonville have seen an upby

tick in demand. “It was like a drought, but they’ve come back, and everything is slowly going back to normal,” said Mushtaq Siahosh, the owner of Newtonville Pizza. “It has been very hard to find people

Maya Demissie

Students support Newtonville’s businesses during lunch Thursday, March 25.

to work, as we are at our busiest when students are on their lunch break.” All grade levels have been granted open campus privileges, so students can often be found walking to Newtonville to enjoy a breath of fresh air, get a coffee, or grab some lunch. Joe Rancatore, the owner of Rancatore’s Ice Cream and Yogurt, said he is grateful for the business the students bring. “I just knock on wood,” he said. “I am lucky I did not suffer many consequences like some businesses have.” Rancatore added that customers are now purchasing larger quantities of ice cream to take home rather than eating at the store, which has also increased revenue. “Where we used to have a lot

of people come in for one scoop or two scoops in cups or cones, we now have just a single person per group coming in and getting something like two quarts or four pints,” said Rancatore. Other stores in the area have also seen an increase in activity. Great Harvest Bread Company cashier Annie Broadhead said that the store’s bread and sweeter items are often sold out after students’ lunch block. A shift leader at Cafe Nero said the store is offering “double stamp” cards to North students in hopes of increasing student business. With the influx of students, many businesses are adjusting to COVID-19 protocols, both state-enforced and voluntary. Broadhead said she feels safe even during the lunch rush with

the maximum capacity rules and mask protocols at Great Harvest. “I take care of my staff,” Rancatore said, “I don’t think my staff is used to having a line of people, shoulder to shoulder, like last June uh-uh, that ain’t happening.” “Customers will socially distance, they’ll stand outside, and they’ll wait their turn to go in, so that we can have five in at a time.” With warmer weather and newly-renovated sidewalks, Newtonville will likely see a second influx of new business, according to Rancatore. “With all of those new benches that just opened up in Newtonville, the area has seen an amazing transformation,” he said. “Soon, we’re going to have a lot of people sitting around eating ice cream cones.”

Teachers worry over COVID-19 decision-making Jacob Zalis With multiple changes in schedules and timetables for full in-person learning happening quickly this year, teachers have concerns about decisions being made for the North community. “If I’m being honest, I feel a bit frustrated at times about things, and then at other times I’m less frustrated,” said science teacher Christopher Hillenmeyer. He added, “I do step back regularly, just to remind myself that it’s the school’s first time to ever be in a pandemic as well, so none of us really know what we’re doing. We act like we do, but we don’t.” While teachers acknowledge the difficulty of the situation, some remain uncertain about the administration’s decision-making by

Standardized Tests COVID-19 leads to a discussion over standardized testing. Page 3

and whether their concerns are being heard. “I think what would make us all happy is if we were all back in the building and we weren’t dealing with COVID right now. With that being considered, they’re doing the best they can,” said health and wellness teacher Lauren Baugher. Baugher added that many decisions come from state and city officials and much of the process is out of the hands of North administrators. “I don’t know how much of it is a Newton North decision as much as it’s a whole city of Newton decision. It’s just a really hard time for everybody,” she said. According to science teacher Barbara Gibson, teacher feedback seems to fall on deaf ears,

with state regulations in place limiting flexibility. “I think, for the most part, they’re willing to listen,” said Gibson. “They may not be able to act on it because there are legal restrictions and there are restrictions coming from the state, but I think at the end of the day they really want the education experience to be rich and varied. They feel frustrated too.” Gibson added, “It’s all about whether the administration is interested in honest feedback or not, and if the administration is not open to honest feedback, then they’re not going to get honest feedback. If the administration is open to listening to people and what their concerns and thoughts are, then they’re going to get open feedback.”

Evan Hoch Hoch’s leadership inspires North community. Page 6

With students and staff returning to the building, concerns over the administration’s reception of teacher input on changing schedules and the approaching return to full in-person learning are growing. In March, Governor Charlie Baker announced that Massachusetts elementary and middle schools would transition to full in-person learning this month. Some teachers and administrators are concerned about how little time schools have to adjust to the shift. Despite these concerns, many teachers say the administration has been mostly consistent in it’s communication with staff and making an effort to support teachers throughout the process. According to Baugher, the administration has set up profes‘Spon Gen’ Spontaneous generation brings laughter during pandemic. Page 7

sional development opportunities for teachers, such as hearing from other districts on how they have adjusted to hybrid learning. “We’ve tried to do some professional development opportunities as well within our own community, figuring out the best way to give kids great instruction while also making sure that we’re worried about our own mental and emotional wellness as teachers,” she said. Baugher added, “It’s definitely a balancing act, but I think everyone’s doing a really great job.” Science teacher David Bennett added, “Ms. Winston is very good about sending out very detailed emails. If we ever need anything, I feel like the administration is willing to answer questions.”

opinion

2 v The Newtonite, Newton North

Monday, April 5, 2021

NTA-NPS tension distracts from student learning Two years ago on April 1, 2019, before social distancing and masks were part of our everyday vernacular, Newton teachers took to the streets in protest. The Newton Teachers Association (NTA) and the Newton School Committee had been locked in months of intense debate over the new teacher contract. The negotiations continued for another eight months until the contract was settled in December 2019, well after the previous teachers’ contract had expired.

editorial While COVID-19 has created new controversies, such as mask mandates and small business shutdowns, it has aggravated the tensions between the Newton Public Schools (NPS) and the NTA. The inability of the School Committee and the NTA to work together led to a mismanaged return to school in the fall. The union and the schools must work to mend their relationship to ensure student success in a drastically different learning environment. Many knew at the start of the summer that school in the fall would not begin as normal. Yet, NPS and the School Committee waited until August 10 to propose a hybrid plan that had yet to be negotiated with the NTA. In a letter addressing Mayor Ruthanne Fuller, Superintendent David Fleischman, and the School Committee members, Michael Zilles, the President of the NTA, wrote, “You have failed too, by any reasonable standard, to work collaboratively with the Newton Teachers Association as a bargaining partner.”

Despite the wrongdoings of the School Committee, the actions of the NTA have also contributed to the mismanaged return to school. In that same letter, the NTA resisted returning to school, claiming, “Your plan puts the entire Newton Public Schools community in harm’s way.” However, over 80 percent of families in Newton said they felt safe sending their children back to school at the start of the year, according to an NPS survey. Zilles further stated that the NPS was “rushing us into the schools before the district is ready, because they feared conditions will not permit us to do so later.” The conditions did worsen just a few months later, as COVID-19 cases skyrocketed. Had the NTA not resisted returning to school, students could have had valuable in-person time in the fall before cases spiked. Instead, students returned to the building when COVID-19 cases were higher than ever before. Additionally, on August 13, Newton teachers were given the opportunity to ask questions of two public health experts. The two experts, Dr. Rochelle Walensky and Dr. Ashish Jha, stated that, if appropriate COVID-19 protocols were implemented, the conditions in Newton allowed for a safe return to school. Zilles in his letter claimed that the two experts were biased, even though the two are among the most qualified public health experts in the country. Walensky has since been named the director of the CDC and is trusted by the President of the United States to create COVID-19 protocols for the entire country. Meanwhile, Jha recently became the Dean of Brown Universi-

ty’s School of Public Health. Throughout negotiations, the focus of the School Committee and NTA seemed to be centered on navigating their tense relationship, when it should have been directed towards adapting to this new learning environment. Learning has drastically changed due to COVID-19. Teachers have worked hard to replicate a classroom on Zoom, but it is simply impossible. Full class discussions, peer to peer collaboration, and the strong vibrant community North cherishes can never be replicated virtually. Along with this changing environment, teachers in content-based courses are covering less material than in years past. Many students, especially those taking AP courses, feel they are falling behind. In addition, students struggle to remain engaged when learning at home, and the level to which they are retaining content remains unclear. Furthermore, the requirements that come along with virtual schooling—a quiet room, a computer, and a steady wifi connection—are not accessible to all members of the North community. With the NPS versus NTA conflict taking center stage, it is hard for students to believe that they are being put in the best position to learn. With an overall improvement in new infection rates, and teachers now eligible for the COVID-19 vaccine, North is expected to move to a fourday in-person schedule this month. A successful return to full in-person learning requires a workable NPS-NTA relationship. For the sake of students’ education, the mishandled return this past fall can not be repeated.

The Newtonite The Newtonite, founded in 1922, is the news source of Newton North High School, 457 Walnut St., Newtonville, Mass. 02460. Editors-in-chief — Griffin Bond, Maya Demissie Managing editors — David Feng, Maxwell Lu, Kathy Mitchell Arts editors — Emma Burns, Arjun Shatkin News editors — Grace Beecher, Anika Bhawalkar, Yahel Tamir, Jacob Zalis Sports editors — James Dun Rappaport, Anderson Free, Mark Hemment

Editors-at-large – Antonio Batista-Ciani, Emma Brignall, Halle Demmelash, Zachary Kwon, Shira Lobron, Angela Nie, Maille O’Neal, Andy Zhou Graphics editor — Dani Roach Business/advertisements— James Dun Rappaport Advisers — Tom Fabian, Derek Knapp Photo staff — Adam Dinjian, Bridget Gilmartin, Hannah Ireland, Rachel Kurlandsky, Ethan Shin

The Newtonite staff does all its reporting and photography to post content daily to its website, thenewtonite. com. It makes all content choices. Sign up for The Newtonite’s monthly email newsletter on its website. In addition to the print spring special, the Newtonite publishes a special for graduation, a special on the first day of school, a club special, and a midyear special. To place an advertisement in the online or print version of The Newtonite or to contact us by phone, please call 617-559-6273. Readers can also reach us at thenewtonite@gmail.com.

Letters The Newtonite serves as a designated forum for student expression. Readers are invited to submit guest articles and letters to the editor. Letters should be put in The Newtonite box in the main office or emailed to thenewtonite@gmail.com. The Newtonite reserves the right to edit all letters, which must have the writer’s name and a student’s class and homeroom.

Ian Dickerman NTA teachers protest at North amid contract negotiations Monday, April 1, 2019.

Teenagers too young to influence elections David Feng Lowering the voting age is a popular idea among many high schoolers in America. However, as a politically active sixteen-yearold, I consider this idea foolish and irresponsible. I don’t just throw around the phrase “politically active” either; I serve as a Newton School Committee representative from Newton North, and I write a newsletter as a Managing Editor of the Newtonite where I recap the local and national news of the week. I would consider myself to have an understanding of local and national politics. I would even go further to say that I have a greater knowledge of the government and the different policies candidates promote than a lot of Americans who vote.

column Recently, Brookline lowered its municipal voting age so that sixteen-year-olds could vote freely in their town elections through Vote 16, an organization that has helped lower the municipal voting age in Brookline, Cambridge, and Lowell. Vote 16 looks to do the same in Newton. Pe o p l e u n d e r e i g h t e e n shouldn’t vote, because we as a country don’t trust them to make the right decisions for themselves or those around them. People under eighteen aren’t trusted to drink or buy tobacco, they can’t have credit, gamble, own a handgun, or run for public office. If we as teenagers aren’t trusted to make these decisions, why should we be trusted to make decisions that affect the millions of people that live in America? The simple fact is sixteen and seventeen-year-olds are still kids. What people have to recognize is that the right to vote is tied with being an adult, a sign of maturity, and adulthood, and nothing else. The three main points that Vote 16 uses as arguments for why the voting age should be lowered is that it increases civic engagement, sixteen and seventeen-year-olds are just as qualified to vote as most Americans, and sixteen and seventeen-year-olds deserve a vote on policies that drastically affect them. According to the Vote 16 website, “If you don’t vote in the first three elections, you’re less likely to

vote for the rest of your life.” The website argues that if we grant sixteen and seventeen-year-olds the right to vote it would help engage them in local politics for the rest of their life. However, simply because it would increase civic engagement isn’t justification for allowing unqualified citizens to vote. Another argument the website cites is sixteen and seventeen-year-olds are just as qualified as many Americans. It cites a study about how engaged sixteen and seventeen-year-olds are in politics and how much civic knowledge they have. There are also fourteen-yearolds that undoubtedly have more civic knowledge and political interest than the average American, and perhaps even twelve-yearolds. The bottom line is that eighteen years of age is seen as a passage of maturity into adulthood. Sixteen and seventeen-year-olds are not trusted to make important life decisions in any other aspects of American life. Lastly the article cites “Young people would like a say in the policies that will affect them, their families and their futures.” This is the most foolish argument Vote 16 makes. It isn’t only young people that are affected, but the entire country. Generally an eight-year-old is affected as much as a sixteen-year-old in terms of climate change policy, yet no one is clamoring to give eight-year-olds the right to vote. I understand the appeal of wanting to grant sixteen-year-olds the vote. I mean we drive, most of us are educated, and some of us even pay taxes. The right to vote isn’t tied to any of that; it’s tied to maturity, and a recognition of adulthood. The difference between an eighteen-year-old and a sixteen-year-old is that an eighteen-year-old is legally responsible for themselves and they bear the benefits and consequences of being an adult. Sixteen-year-olds are sent to Juvy. Eighteen-year-olds are sent to prison. I view myself as a kid, and regard all of my peers the same way. I haven’t lived on my own, had a permanent job, and my biggest concern is where I will be going to college in twenty months. When I look around a classroom, I don’t see adults. I see kids just like me. I see my peers the same way I see myself, still waiting to live life past the comforts of our own homes.

features

Monday, April 5, 2021

Newton North, The Newtonite v 3

Pandemic prompts talk of test-optional admissions Maxwell Lu Standardized testing has long served as a fundamental component in the college admissions process. Yet as this year’s students think about applying, they will need to look at testing through a whole new lens. Recently, the College Board made the decision to discontinue the essay portion of the SAT as well as the SAT subject tests. As this change leads to discussion on whether or not any standardized testing shows a student’s true academic ability, many high schools must now wrestle with an increased emphasis on Advanced Placement courses and exams. by

Emphasis on APs

At North, the prominence of APs is already evident. According to the Massachusetts Department of Elementary and Secondary Education (DESE), in 2019, before the pandemic prompted many students to cancel their test registrations, the number of AP exams taken at North had increased 133 percent from an all time low in 2011, while the student population at North only increased 15 percent in that time. According to the College Board website, “many colleges already use AP course participation and exam score as indicators of a student’s ability and interest in a particular subject area.” The College Board article also spotlights growth in AP test taking, indicating that more than 1.24 million students took an AP test in 2019, a nationwide increase of 57 percent over the past decade. According to Jaslee Carayol, the Director of Media Relations for the College Board, high schools have seen a downward trend in student participation in SAT subject tests, while the number of students taking APs has grown. “We have continued to enrich and expand access to AP so that it is a better tool for students to showcase their knowledge and skills through challenging coursework,” Carayol replied in an email. “Courses like AP Computer Science Principles and AP Capstone provide the type of hands-on learning experiences and practical, real-world work that colleges want to see from students.” History teacher Peter Turner said he understands the College Board’s decision to place more emphasis on APs. “As currently constructed, the AP tests are much better tests than the subject area tests,” he said. “I think the College Board knows that, and it was part of their decision to eliminate the subject tests rather than redesign them.”

For the AP history tests specifically, Turner added, “Many of the questions on the AP test ask you to analyze documents, instead of just remembering something from the past.” The focus on APs is not just about the exam scores. Meredith Principe, who works for Campus Bound, a college counseling firm, said that solely challenging yourself by taking an AP course may matter more than the score on the exam. “Colleges are scaling back on their emphasis on scores. The act of taking an AP class carries much more weight than whatever your AP score is,” she said. Zach Pava, who works for Insight Education, another college counseling firm, acknowledges the importance of taking on a rigorous AP curriculum, but claims scores are still important. “Ultimately, you want to do well in the classes so the scores can actually be submitted to colleges,” said Pava. “It’s important to demonstrate that you can handle AP level coursework, but colleges like to take a look at the score you’ve achieved.”

“Colleges are scaling back on their emphasis on scores. The act of taking an AP class carries much more weight than whatever your AP score is.” -Campus Bound counselor Meredith Principe

The Test-Optional Movement

Colleges themselves have begun to question the value of standardized tests as a whole. During these last two academic years of remote learning, many have instituted test-optional policies. “I think that the pandemic has definitely accelerated a movement that is already occurring,” said junior Yurika Tarui. “These times have been an opportunity for colleges to rethink their testing policies and to grapple with the big question of how you truly assess an applicant.” According to Middlebury College Director of Admissions Sam Prouty, many colleges have always assesssed applicants holistically, and he sees test-optional policies having little impact. “We’ve always taken a holistic approach to evaluating applications, so no one individual factor was ever a make-or-break element,” said Prouty. “Being

Ap exams per student

Number of AP exams per student

Years

Source: Massachusetts DESE

Compiled by Griffin Bond

Maya Demissie

History teacher Peter Turner provides instruction during his e-block freshman world history class Friday, March 26. test-optional has not changed that process.” He added, “For those who continue to submit tests, the testing will remain a factor in our academic evaluation. For those who do not take or submit tests, we will still have plenty of data points and other elements that allow us to get a sense of a student’s academic life.” However, emphasis on the test-optional system has seemingly little effect on the number of students who take exams. Before COVID-19, the University of Chicago was among the most distinguished test-optional universities. According to an article in The Atlantic, only 15 to 20 percent of applicants take advantage of the university’s policy. The article argues that students themselves promote standardized tests, as they continue to register for exams despite recent policy shifts. The overwhelming attention standardized tests receive may be a result of a competitive academic culture. Before the College Board discontinued SAT subject tests in January, only the most selective schools required them. According to Campus Bound’s Principe, “We have a lot of schools and communities with huge emphasis on education. A lot of students felt like they had to take tests without realizing that very few schools required them.”

Discontinuing Subject Tests

The SAT subject tests consisted of 20 multiple-choice exams on individual subjects. For example, the U.S. History subject test required answering 90 questions in 60 minutes. The removal of the tests in January was taken positively, as some students and educators alike claimed the exam lacked purpose. Junior Ethan Situ said that peer pressure was a main factor when he decided to take the history subject test. “A lot of my friends were taking it,” Situ said. “I felt kind of pressured by my peers indirectly.” Rather than promoting student learning, most view the purpose of subject tests to be signaling areas of interest and expertise to colleges. Junior Daniel Borhegyi said he took the subject tests almost entirely for college. Turner added that the history

subject test relied on memorization, saying that a bigger-picture understanding of the world is more valuable than memorizing test answers. “We all have smartphones that can look up specific facts,” added Turner. “It’s knowing what to do with these facts, how to understand them, how to utilize these facts to create a narrative, and how to interrogate narratives that others are creating. Those are what I see as the important skills in a history class.” Science teacher Peter Hamel said that the structure of the chemistry subject test, which requires students to answer 85 questions in 60 minutes, lacked problem-solving and critical thinking skills. “It was not a test of thinking or reasoning. It was really just about how much knowledge you had at the front of your brain,” said Hamel. “I don’t think this type of test can give a full picture of someone’s understanding of a subject.” Turner added that discontinuing the SAT subject exams directly aligns with recent changes to curriculum goals in North’s history department.

“It was not a test of thinking or reasoning. It was really just about how much knowledge you had at the front of your brain.” -science teacher Peter Hamel

“The move in our department over the last several years has been to try to push away from memorization as an ultimate goal,” Turner said. He added that the department is moving “more towards grappling with complex questions, finding moments in the past that help us better understand our present, and building on writing and research skills.”

Changes for equity

Colleges have also reconsid-

ered the value of certain standardized tests due to socioeconomic factors. Students from well-off communities often have access to the academic support that lower-income students lack. “There is an impression out there that testing can benefit students in more affluent communities,” said college counselor Pava. “There are many students out there who will be preparing for tests with the support of outside tutoring that others cannot receive, and this creates an unbalanced playing field.” With the elimination of subject tests, students can demonstrate similar knowledge through other mediums that may be more equitable. “This change can provide more equity to various communities,” said Borheygi. “Students who cannot afford as much help as me or some other kids may now have an even shot of achieving academic success.” However, schools like Middlebury claim they consider socioeconomic factors when evaluating student test performances. “We look at every application in context,” said Prouty. “A high test score from a high-testing school needs to be seen in that light, whereas the same high score from a school or area with much lower testing averages also needs to be read with that context in mind.”

Future of Standardized Tests

Strong standardized test scores remain as vital ingredients to an impressive college application. Despite more colleges becoming test-optional, and its own move to discontinue parts of the SAT, the College Board remains committed to standardized testing on the whole, with special attention to APs. Yet Prouty, who has evaluated applications for over 21 years, emphasizes that students are more than their test scores. “I’ve always enjoyed getting to know our applicants’ interests and passions and personalities much more than I enjoy putting a microscope on just the academic component,” said Prouty. “I’m looking to learn about who you are, what makes you tick, what you’re interested in doing in the world, who you are as a student, and who you’ll be as a citizen.”

4 v The Newtonite, Newton North

Stu

Monday, April 5, 2021

Newton North, The Newtonite v 5

One year later...

March 13, 2021 was the one year anniversary of North closing as a result of the COVID-19 pandemic. In the past year, the North community has undergone tremendous changes. Here’s a look into how different groups in and around the school have been affected.

nts

Students are starting to see the light at the end of the tunnel after the difficulty of last spring. “I’m learning a lot better with the technology that we’re using right now, especially for Math. DeltaMath has been really helpful for me,” said sophomore Sophia Keohane, a remote student. Senior Maeve Crowley, a Hyflex student, says while she misses the freedom of last spring, school feels more structured now. “I like the feeling of a normal-ish school year,” she said. Remote and Hyflex students are now both enjoying opportunities to be in-person with their peers. “Over the past few weeks I’ve been able to go back and it just immediately makes me feel more connected,” Crowley added. Keohane goes in-person twice a week to rehearse for the improv troupe Spontaneous Genera-

Parents

During the many shifts in learning, North parents have worried about their children’s wellbeing. “We all went remote quickly. It was challenging for sure, not just because everything was remote, and because we had to find devices for everyone to use, but because we also were receiving communications from three schools at once,” said Susannah Wardly, a parent of a sophomore in the Hyflex model. “Moving to this kind of remote learning model was a challenge for everyone,” said Chris Wong, parent of a Hyflex student. “Looking back, yeah, I’m sure they could’ve changed a lot of things, maybe put a little more structure, but the thing is, it’s hard to prepare for something like this.” Many parents worry that remote learning will affect their child’s ability to integrate into North and develop social networks in the building. “My biggest concern is how much time

he’s spending on his own and on screen as a replacement for real face to face interaction,” said Wardly. “That’s not just for friends, that’s with teachers and some of that nice organic interaction that happens when you’re in a school building. You say ‘hi’ to the principal, or you’re sitting by yourself waiting for something to happen, and you have to say ‘hi’ to somebody. Those are all skills that are really important as you go off to be an independent young adult.” Wong said he worries about his child, a junior, creating bonds with his teachers over Zoom. “If you only do this type of Zoom teaching, there’s no understanding of each other, versus going to normal class, where you get to talk to your teacher, and the teacher understands you a lot better,” he added. “They’re able to help the students in regards to writing references, providing guidelines, and showing some paths for you to take.”

tion. “I think improv just feels more natural in person, and I’m surrounded by people who I really like working with,” she said. “I’m doing something that I really enjoy and having that little bit of in-person activity really energizes me.” Keohane added that the uncertainty of last spring was challenging. “I felt like a lot of the teachers were really unprepared. Plus, you’re not used to learning that way,” she said. Last spring was also the start of a lasting social disconnect. “I’m a very social person, and I talk to a lot of people, and not being able to go out was really tough,” Crowley said. “Not being able to see people sucks,” said Keohane. “There’s a lot of fear of missing out due to not going into the building.”

Teachers have had to adjust to a virtual classroom and several new schedules, all while trying to support students in a difficult year. “It is easier for me to teach students who are all in one place,” said English teacher Nick Grant, who teaches Hyflex. “I often feel as if I am shortchanging the students who are physically sitting in front of me, or else I am shortchanging those students who are learning from home on Zoom.” The major changes in schedule has been a particular challenge that teachers have had to deal with. “It’s hard to absorb so much material in one day, and that’s something kind of challenging,” said science teacher Kim Mayer, who teaches Hyflex .“When I’m planning, it’s like, ‘Okay, we’re only going to have four classes to talk about this.’ Yes, there are longer classes, but there’s only so many new things you can introduce in a day.” Grant said, “The 80-minute blocks that we now have seem a bit long to me. Instead of 160 minutes in two blocks, I would rather teach three or even four blocks a week as we normally do at North, but I understand that scheduling all of these classes would be a nightmare.” Last March, teachers had already been with their students for three terms, while this year they are meeting for the first time in a Zoom meeting. “I knew all my students, I knew their strengths and the weaknesses. I knew what made them laugh, I knew what made them get work done, and what kind of work ethic the students had,” said history teacher Isong Ibokette, who teaches remotely. Mayer said, “I knew my kids at that point last year, so even though I wasn’t spending as much time with

them, mostly it was an emotional check-in, and then they were working more independently.” English teacher Charlene Beh, who teaches remotely, said last spring’s remote learning created a disconnect between student and teacher. “I think that there are ways in which being on Zoom can feel a little bit like everybody’s really far away from each other. It can feel impersonal,” said Beh. The pandemic has also revealed new classroom tools. Changes made specifically to support remote learning, such as new technology tools and the flipped classroom model, may remain after COVID-19 is gone. “Some staff have really liked using Classkick for physics worksheets or math worksheets, because as a teacher you can simultaneously see what all of your students are doing,” said Vice Principal Amy Winston. “Even when you’re in a physical classroom with 25 kids, you can’t see all 25 students’ worksheets simultaneously.” However, remote learning affected many of the mechanisms that teachers used to teach effectively. “It’s harder for me to read body language, of course. That’s something that I use a lot in the classroom to be able to figure out if things are going well, if things are going poorly, if something’s boring,” said Mayer. “A significant strategy of being an effective teacher has always been establishing relationships with my students, in the classroom, in the hallways, in the cafeteria, to the extent that I go to my students’ extracurricular activities,” said Ibokette. “It just makes it easier for students to let me know how I can help them, makes it easier for students to understand that I’m there for them. Teaching in the pandemic crisis has taken away that tool from my toolbox.”

Losing time in the building last spring put a halt to many benefits North students take advantage of. With the transition to the Hyflex model, those benefits are starting to reappear. “I think it’s been awesome to see students in the building,” said Vice Principal Amy Winston. “People were really worried that it was going to feel crowded, it wasn’t going to feel safe, or we weren’t going to be able to pull it off, but I think that we’ve really pulled it off pretty successfully.” COVID-19 has changed the way students and staff operate, from the way they walk around North, with arrows guiding hallway traffic so as to keep air flowing in one direction, to the way they eat and interact with fellow members of the North community. One major change has been the library, now closed to students and turned into a staff office space. “We had to reinvent how we did things like tell students about books and get books into students’ hands,” said librarian Kate Kennedy. “We had to create a system whereby students could request books, and we’ve been able to check

Te a c h e r s

them out to students and put them on Main Street for pickup.” Kennedy added that without access to the building last spring, it was difficult to stay involved in the North community. “I think the hardest part for us was figuring out how we could be of assistance last spring,” said Kennedy. “We had to figure out ways we could still be involved in the life of the school and support teachers, support students, and support admin.” However, some tasks, like keeping the building clean, were only slightly modified. “The custodians were here really straight through,” said Winston. “They limited some of their hours or had them all come during the daytime, but they’ve been here non-stop.” Winston said staff members have worked hard to support the school community through all of its changes and are hopeful for what the next year will bring. “There’s going to be a lot of work to heal, for our students, for our staff, and for the community.”

The

System Compiled and written by Grace Beecher and Andy Zhou Designed by Dani Roach

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Hoch leaves lasting legacy of passion, hard work James Dun Rappaport On an early weekday morning, senior Evan Hoch glides through the nordic ski track in Weston, Massachusetts. As he approaches a hill, he explodes out of his skis. The muscle memory kicks in as he begins to skate, thrusting his poles in front of him, moving his skis side to side. It “feels like I am flying” said Hoch. While it isn’t uncommon to find Hoch on the ski track almost every day of the nordic season, his interests are far from one dimensional. Along with being the captain of the nordic team, he is a captain of ultimate, an exemplary student, and after high school will pursue a career in the military at the U.S. Air Force Academy. In each of these pursuits, he exemplifies his strong leadership and character. This past nordic season, Hoch won three out of a total of six races and placed first in Mass Bay East. His coach credits his success to the 12 to 16 hours spent skiing each week during the season. His accomplishments are especially impressive considering Hoch is one of the few elite nordic skiers that did not start in the sport as a young child. “Most people in nordic that excel train year-round through Eastern Massachusetts Nordic, which is a club where kids train from May through March,” said nordic coach Jeff Parker. “Evan is the first non-club skier to win a by

league. Evan is really exceptional.” Hoch’s passion for nordic is infectious. This year, the nordic team was having trouble finding time to practice, and as a result, Hoch would practice early in the morning. Soon, thirty or more teammates were coming to ski with him. Parker said, “The best thing about him is that he has a really good spirit, very positive.” Those early morning practices exemplify Hoch’s leadership style. “I like to work with other people, and so if I make a decision I like to have as many people on board as I can. It’s better to lead with the support of other people,” he said. “Just because of who he is, everyone respects him, and that makes him a really effective leader,” said sophomore Jack Mantell, who skied nordic and ran cross country with Hoch. “I’ve for sure been looking up to him since we met.” However, Hoch’s leadership goes far beyond skiing. Hoch has been a captain on North’s ultimate team since sophomore year. According to physics teacher Matthew Anderson, the former ultimate coach, Hoch affected his teammates and the ultimate program far beyond his on-field performance. Because ultimate used to be a club, it did not receive as much funding from the school. When

Photo provided by Evan Hoch

Senior Evan Hoch fights to win the disc during his freshman year at the Ultimate League State Tournament. ultimate needed money to pay for jerseys, Hoch stepped up to lead, Anderson said. “He kind of organized the team in the fall, raking and fundraising,” Anderson added. “He was setting up schedules, and with people who wanted their yards raked he would also help to organize who went out to rake. They raised $2,000 which enabled the team to get their own nice sets of jerseys. They worked hard for it, mostly through Evan’s

Photo provided by Evan Hoch

Senior Evan Hoch glides through the air after skiing off a snow bank during his sophomore year at the Nordic Eastern High School Championships.

coordination.” This coordination and leadership are emblematic of Hoch’s personality. According to Anderson, Hoch is not intimidated by challenge, which is one of the reasons that he made A-team for ultimate as a freshman. This fearlessness also helps him as a student. Anderson, who teaches Hoch’s AP Physics class this year, said, “In addition to his fearlessness, he is also skillful at using his own tools to make it easier. With physics, that is using math. With ultimate, it is using his physical tools. He’s good at identifying what his strengths are and where he needs to improve.” According to Anderson, Hoch’s fearlessness allowed him to ask the critical questions his classmates were too scared to ask. Hoch’s work in AP Chemistry his junior year is another prime example of his exemplary leadership. According to Hoch’s science teacher, David Bennett, in his AP Chemistry class, there would be many group quizzes that were an ideal setting for Hoch because he always worked diligently with his group. According to Bennett, during one group quiz “Evan was correct, but instead of bullying his classmate into agreement, he patiently listened to the student’s explanation, thought about it, and asked some probing questions. He was able to bring her around to the right answer and in

a way that was respectful.” Hoch plans to further his education at the U.S. Air Force Academy in Colorado, and hopes to continue nordic skiing intramurally. He is the only North student to attend the school in the past six years. According to Hoch, the U.S. Air Force Academy was not even on his radar until recently, when he visited his brother at Colorado College. Hoch persevered through the intense applications process that, according to Hoch, involved “a ton of paperwork,” a recommendation from a member of Congress, plus the typical components of the college application process. Hoch said taking this uncommon route appealed to him because, “in terms of leadership and serving others, it is really great to be able to pursue both of those things at once. It is both academically and physically demanding, and there are very high demands in terms of character.” While Hoch’s time at North is coming to a close, his impact will continue to be felt by those around him. Mantell said, “I have improved infinitely since Evan started helping me out. I had never done nordic skiing before the beginning of this year, and at the end of the year I was skiing really fast. This was all because I was skiing behind Evan and doing what he does.”

Freshmen make friends despite distance in new building Shira Lobron Upperclassmen remember being thrown into a new building with hordes of unfamiliar students. They were able to rely on each other to find their way around and discover activities that interest them by reading the flyers tacked onto the walls of the school or asking someone in the hallway. In an unusual school year, however, many freshmen are left on their own in either a large, half-filled building, or at home staring into a Zoom meeting. COVID-19 has greatly affected the way they have transitioned into high school. “I do not feel very connected to the North community,” said freshman Rina Borenstein, a Hyflex student. “I think it is just hard to feel connected to people I

have never met, and even if I have been on a Zoom call with people, I do not feel like that is really a way to connect to people.” According to data from the Newton School Committee, over 70 percent of the freshman class chose the Hyflex model. Remote students are unable to talk with friends during lunch, walk together in the hallways, or meet new students in class. Even students in the building have trouble working hands-on in groups, as they need to remain six feet apart. Freshman Ayla Kobi said she missed out on meeting friends because she chose to do remote learning. “I think the main thing is that it’s harder to stay socially involved, because academically, I think I learn pretty well either

way,” she said. Even moving from class to class can be tough for students who are new to the building. “The stairs are really hard to navigate, because you don’t know if you’ll be able to go on the floor you want to be on,” said freshman Carlotta Dolci. Despite the unusual year, many freshmen are trying to step outside of their comfort zones and find connections with new people. “Because we have a lot of projects we have to work on, we are able to get people’s social media or phone numbers, so it’s pretty easy for me to get to know people,” Kobi said. According to freshman Ryan Yoo, sports and clubs are an excellent way to integrate into the North community.

“I think after club day it has been hard to join new clubs, but sports have been easy enough to join,” Yoo said. This fall, Yoo added that he was able to participate in soccer and was able to gain connections through the team.

With the transition to in-person learning, things are starting to look up for many freshmen. “Now that we started with hybrid, I can kind of get a better picture of what high school is like,” said freshman Shalev Moser.

Ethan Shin

Students grow accustomed to the building, March 10, with the beginning of Hyflex.

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North launches athletics into new mediums with esports

harder for students to build relationships with each other. “Having some sort of online community can be a way that you can do that,” Usovicz said Many colleges have begun to offer scholarships for esports. According to the National Association of College Esports, there are $16 million in esports scholarships available to students pursuing the sport in college. Usovicz added that he believes esports scholarships will eventually become commonplace among most colleges. Additionally, North has a unique opportunity to lead the expansion of esports here in Massachusetts. “Massachusetts is a little bit behind on esports compared to other states. Newton North might end up being a powerhouse for esports in the area,” Usovicz said. While only in its inaugural season, “North is looking to grow our esports presence throughout the upcoming years,” Smith said. “I think this is a really great way to connect with students in our community.”

Anderson Free “Literally car soccer,” said junior Nathan Nephtali. Two teams, one with orange cars and the other with blue cars, race towards the center where the ball lies. Each team moves up and down the field, passing the ball between themselves while the other set of cars defends. “Car Soccer” is called Rocket League, and it is North’s newest sport. Instead of being played in Dickerson stadium or in the Reggie gymnasium, Rocket League is played behind a computer screen. Together with League of Legends, a team arena battle game, Rocket League is the competition played by North’s new esports team. The esports season began in mid-February with team tryouts. The Rocket League team has begun playing other schools all across the country and is so far undefeated. According to Nephtali, the team hopes to move to a more competitive division later in the season. League of Legends is comprised of a main team and an al-

ternate team. The teams are just beginning matches. Esports is essentially competitive video gaming. Despite not being played on a field or court, esports contains many similar aspects of a traditional sport. “They are all based on the team skill,” said Nephtali. “You have to communicate really well. That is something you work a lot on in practice.” In recent years, esports has exploded at the high school and college level. According to Next College Student Athlete (NCSA), an organization that advises student athletes about the college recruiting process, there were only seven esports college teams in the United States in 2015. Now, there are 151 colleges with varsity esports teams. In November, North launched a survey to gauge student interest in an esports team. According to Athletic Director Thomas Giusti, the survey yielded over 150 student responses. “We put a poll out there, and it just took off,” said Giusti. “There are lots of kids playing it already.”

Nephtali said he thinks he knows why. “It has a great appeal, because we all grew up playing video games,” he said. Like any other sport, esports participants can also enjoy the benefits of building relationships with teammates. “It’s been a really fun time, and I have been able to connect with my friends,” said Junior Forrest Bissanti. When building the esports team, North partnered with Stan Usovicz, who works for Concorde Education, a company that develops and runs after-school programs for students. Usovicz said that schools are sometimes unsure of whether to implement an esports team, as some administrations are hesitant to encourage video game play. At North, however, the idea was met with strong support. Data analyst Meghan Smith, the student club coordinator and a major proponent of developing the esports team, said, “I would say it’s a vessel that many students use to socialize these days,

and I do think esports does teach more than parents realize.” Smith, who worked together with Giusti and Usovicz to implement the esports team, added that esports teaches students strategy and problem-solving, while building their social skills. According to Usovicz, within the esports industry there are many opportunities outside of just being a gamer. Content creation, marketing, and broadcasting are all parts of the expanding field. “There are a lot of different ways people can find their way into this esports industry,” he said. He added, “There are kids at your school who aren’t on a team and maybe don’t get to win something or represent the school, but esports is a really unique opportunity to be competitive and win something on behalf of your school.” “Hopefully it will give a chance for some kids to socially come out of the woodwork a little bit, and have something they are a part of,” he said. Virtual schooling has made it

Arjun Shatkin Spontaneous Generation, presented by Theatre Ink, aims to take improv into new mediums during the pandemic. Actors will utilize quick-thinking and collaboration to entertain their audience. The show, directed by seniors Mikayla Alford and Jacob Silberman-Baron, will run April 8, 9, and 10. It will be livestreamed, with actors performing live in the auditorium. Spon Gen is a collection of improv games, which are often inspired by audience suggestions. According to Alford, the cast plans on finding new ways to incorporate the audience’s ideas into the show. “A big part of this is asking the audience for suggestions and inspiration,” said Alford. “We’ll have someone on the laptop who will ask direct questions to the audience to keep that same level

of involvement as best we can.” Alford added that Spon Gen will feature much of the same content, but there will be a few changes. The performance will not include singing games and those that require physical participation from the audience. Rehearsals for the show have taken place in person at North, following social distancing protocols. Silberman-Baron said that an important strength of the cast is its ability to collaborate successfully. “We’re pretty good at working as a whole,” he said. According to Silberman-Baron, the cast excels at taking improv suggestions and running with them. Some of his favorite improv games to do with the group are “Open Scenes,” in which any actor can join a dialogue at any time, and “Spinoffs,” where one person takes an aspect of a short scene, be it a character or a line, and suggests a

new setting with that character or line as the focus. Many members of this year’s group are new, which poses some challenges. However, according to Alford, the group has quickly developed chemistry with one another. She added that preparing for the show has been centered around grasping different techniques of improvisation. “Since the cast last year did have a lot of seniors, it’s a pretty new group that hasn’t worked with each other,” said Alford. “It’s really been learning the fundamentals of improv and group work.” She added, “I love improv rehearsals because it’s really an excuse to just laugh with each other.” In terms of the audience, Alford said, “We just want them to laugh. The reason we perform is for you guys to have a good time.”

Spontaneous Generation rehearses in room 164 on Thursday, March 18.

‘Spon Gen’ encourages camaraderie with improvisation

Sudoku

Bridget Gilmartin

March 2020

March 2021

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