January Special V99 by The Newtonite

The Newtonite v Thurday, January 28, 2021 • Volume 99

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

HyFlex begins in high schools Pandemic proves no despite mixed levels of comfort barrier for cafeteria Jacob Zalis As North rolls into HyFlex, students and faculty are split as to whether the decision to return to the building is a safe and reasonable one. The new HyFlex model has unsurprisingly caused a divide among the student body. Some students feel that the plan is rushed and unsafe, and therefore are choosing to stay home, while others look forward to returning to in-person learning and the opportunity to finally meet teachers in person. “I do not think it is safe to be in public in such large numbers as of yet,” said senior Jadon Thomas, who will be staying virtual. “If you look at any graph, especially in the Newton area, you can see the number of COVID-19 cases only going up. It just doesn’t seem safe at all to me.” Senior Asher Weglein voiced similar concerns. Although his parents made the call of staying virtual for him, he said that he would “have decided the same thing at this point with the cases being so high in Massachusetts.” But, many students, like sophomore Luke Andrews, hope for a return to life before the pandemic. “The main reason I wanted to do HyFlex is probably to get back to normalcy,” he said. “HyFlex seems pretty safe. It doesn’t really seem like you’ll ever be in a scenario where you’ll be at a high risk of getting COVID-19, so, because of that, I feel like it’s important to get back to school and start getting back to the schedule before COVID-19.” While 59.5 percent of students chose to return to the building usby

ing the HyFlex model, a little over 39 percent chose to remain virtual, according to data from the School Committee. Thomas added that, while the necessary information to make an informed decision is now available, it was not at the actual time of the decision-making. “It all seemed very vague and very up in the air, and so it was hard for students to get a full grasp of what was actually going to be happening within the next week or so,” he said. “I feel like that information should have been readily available.” To answer student concerns, house deans hosted a Zoom Q&A session about the HyFlex model Tuesday, Dec. 8. However, according to Thomas, many of the deans’ responses seemed “reminiscent of a politician.” He added, “A lot of people had their questions answered with ‘That’s not within the purview of the deans and the principal,’ and that response came up so often, the question started to turn into, ‘Well, what is within the purview of the deans and principal?’” Math teacher Caroline Vuilleumier said she is feeling a lot better about returning to the building with students because of the amount of useful information being distributed to teachers from the administration. “We’ve been learning about all the tech setup and all of the safety measures, literally everything that we need to know when students come back in the building for HyFlex,” said Vuilleumier. She added that while North could have finished the year virtually, going

in-person is “an added bonus.” As the transition to HyFlex progresses, and students and teachers prepare for the first day of in-person learning, principal Henry Turner said he thinks, with the big change, “we need some time to make sure we have the right technology for our teachers and students, and that we provide enough support for our teachers, who are dealing with some various challenges for this transition. I worry about the human impact that this change will have on our staff.” Senior Eric Jamsri said that although he would like to return to the building, “It’s much safer for us to stick with distance learning.” He added, “Distance learning has been working so far and transitioning into the hybrid plan is a lot more work for teachers and students. Not only that, it puts both parties at a greater risk.” Physical education and health and wellness teacher Lauren Baugher will be returning to in-person learning. She said teachers need a medical excuse to not return to the building and are otherwise only able to stay home by taking an unpaid leave. “I think that, in order to keep people safe, it’s keeping people home,” Baugher said, “I get that kids are missing the social piece. As an adult, I miss the social piece so much.” She added, “As teachers, we get energy from kids, so it feels like kind of a one-sided relationship a lot right now, but I do think overall our physical, mental, and emotional health is the number one priority. I think if we spent the whole year

Ian Dickerman

A cafeteria worker helps provide meals for students and faculty in the building, as well as for any families in Newton. Read more on page 3. doing remote, we would be more than fine.” Baugher added that she believes there will be criticism regardless of what the administration chooses to do. “I think we need to be cognizant of the fact that people are trying to do, right now, what they think is best for others, and I think

wthat’s a really hard place to be when it’s something as serious as a pandemic,” she said. Through the rough transitions, however, Andrews said he’s hopeful for the new year. “I’m excited to see my teachers in real life,” he said. “I’m actually pretty optimistic, I think it’s going to work out well.”

Seniors look to make the most of unique final semester Dea Cela As seniors dive into college decisions, the switch to HyFlex, and the uncertain future ahead of them, they are embarking on their last semester at North, one that many hope to be filled with typical spring activities and classic high school memories. The cancelation of last spring’s semi-formal brought uncertainty surrounding typical senior celebrations, such as prom, graduation, and senior skip day, but the increased stress that came with a virtual college application process made many seniors look to their final months as an opportunity to rekindle their high school experience. “I wish we could have typical senior spring activities, but the likelihood of them going forward traditionally seems unlikely,” said senior Bella Lecona. Senior Kate Ellison said she hopes for an active and special spring semester after “a really different” college application process. Many seniors, like Ellison, are looking forward to the spring, should it go on as planned with COVID-19 safety protocols to encourage connections between students. by

“This year feels very fragmented to me. It’s so hard to socialize on Zoom classes so you have to make an effort to reach out to other people,” said senior Kaylee Sommers. Senior class president Kevin Wu said that given the stress COVID-19 has added to seniors, instead of fundraising, the Class of 2021 will “shift focus towards building up the class and making sure that kids get what they need, kids feel support, that there is still this community that persists despite everything that’s happened.” According to Wu, the grade’s officers are organizing events such as a softball tournament, Sixth Man shirts, and a game of Assassins, with modifications to ensure student safety. Wu added, “We’re living in a difficult time, both in our role as students and as citizens of this country. We want, as a student government, to emphasize community through the events that we run and the importance that as students, during Term two, we feel supported. That is what we want to try and give back as a student government.” Senior Andrew Chin said he hopes to have a senior spring that celebrates his time at North.

“Events like senior skip day and prom should still occur but with a modified plan based on protecting students,” said Chin. Barry House Dean Aaron Sanders said the class officers are trying to survey the senior class to see what events could take place. “The main thing is maintaining some sense of community for the Class of 2021,” he said. “With five or so months left, we are making the best of the situation we are in—it’s not going to be perfect and

Rachel Kurlandsky

Seniors watch as their teammate kicks the ball to right field during the Class of 2021 kickball tournament on the baseball field Saturday, Nov. 21, 2020.

New baseball coach Meet new varsity baseball head coach, James Greeley, as he prepares to lead the team.

Teacher spotlight: Sheldon Reid Read about Jubilee Singers director Sheldon Reid, who makes students ‘expand who they think they are.’

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things are going to look different— but we’re still working to build positive memories from senior year.” Students like senior Juliette Catlin understand the difficulty of having to plan events with strict safety regulations. “It’s hard to have a whole grade, especially of our size, gather for these activities, but I really respect the people planning them and their efforts in making them as similar as possible to the events that have taken place in preceding years,” she

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said. According to vice principal Amy Winston, many people call her the “eternal optimist” as she hopes for a successful senior send-off. “We learned a lot through what we did last year in terms of having a combination of in-person and virtual so we can meet a lot of different needs,” Winston said. “We have to think creatively about what we can do outside, even if it means renting lights again for the stadium so we can do some senior events out on the field in the spring.” Winston added, “We have started talking about graduation, but we just don’t know if we’ll be able to have thousands of people together.” Regardless of the difficulties of their last two years at North, many students remain grateful and hopeful for a good ending to the school year. “COVID-19 has ultimately affected our senior year in terms of the activities and interactions we typically have, but I personally feel that it’s a good compromise to make to keep our community safe,” said senior Hannah Huff. “I think that there are ways that you can still interact from a social distance and still make your senior year special.”

‘Lost and Found’ A look behind the scenes of the Theatre Ink show that highlights BIPOC experiences.. Page 7

opinion

2 v The Newtonite, Newton North

Thursday, January 28, 2021

District’s hybrid decision rushes return to building As students and teachers walk into North for HyFlex instruction, some will no doubt hope to reconnect with peers and colleagues. However, those returning to the building may not have the sense of community

editorial they anticipate. Most can agree that remote learning has improved since last spring. Yet, concerns over Newton Public Schools (NPS) plans for the standard of education, safety, and equitability of HyFlex learning appear to have limited the portion of our community this new model will reach. Back in July, 80 percent of families indicated that they were interested in a hybrid system, according to a School Committee survey. The elementary schools started the year in-person, and the middle schools followed with a hybrid model in October. The high schools stuck to virtual learning because of space and staff limitations. When the high schools provided their HyFlex plan last month, the School Committee reported that less than 60 percent of students followed through on their eagerness to return to in-person learning. With better planning, the district could have encouraged more students to return. While a number of concerns could have caused this decline in interest, a few issues stand out. One deciding factor expressed by students was the danger of contracting and spreading COVID-19. According to the City of Newton’s website, there has been an average of 30 new cases per day in the first weeks of 2021, while back in September, there were only an average of three new cases per day. Additionally, as of January 13, among in-person and hybrid NPS students and staff, there

have been 112 cases this school year alone. The implementation of a testing program might have attracted more students to return to the hybrid model. The Newton Teachers Association (NTA) and the Massachusetts Teachers Association (MTA) have been pushing the state to implement a surveillance testing system since the summer. Only just recently, Governor Charlie Baker introduced a surveillance testing program that would begin sometime in February to help isolate and quarantine any cases in schools. Newton has now opted into the program, perhaps months too late. North has shown an improvement in how remote learning is executed, but balancing both online and in-person instruction in the new HyFlex model will likely diminish standards of learning. Teachers’ focus becomes on technology, not students. While there are multiple reasons students may opt to stay virtual, it’s particularly alarming to see the disparities in the groups choosing not to return. One would have hoped to see North’s usual level of diversity through the hallways. Yet, less than half of Asian, Black, and Hispanic students are returning. In comparison, 67.4 percent of white students chose the hybrid model. Without a lower number of cases of COVID-19, surveillance testing to catch them, and a greater sense of equitability, it’s not surprising that many students have opted not to come back to school. The plan for high schools to return to the building was rushed and poorly thought out. Unfortunately, because of this poor planning, students won’t be seeing as many friends in the hallways. The safer and more understandable solution now would be to continue improving on the distance learning that the community has lived with these last few months.

Ian Dickerman

From left to right, junior Bronson Baskin and seniors Coral Lin and Michelle Azad work on a project in the design room Wednesday, Jan. 13.

North should utilize Dobbs Ferry model to support in-person socializing Grace Beecher With the HyFlex start date finally here, staff and students who chose the model are returning to the building. There is a level of excitement surrounding the hybrid model as it offers many positives: being able to learn in person, seeing friends and classmates, and having in-person interactions between students and staff. by

column Yet, amidst the excitement, lingers the concern of whether HyFlex will succeed. With advantages of the new model also come challenges, the primary one being the risk of contracting COVID-19. Recently, the countr y has been experiencing high levels of COVID-19 cases, which sparks concerns of students and staff contracting the virus at school. In January of this year, Newton averaged approximately 30 cases per day, while in September there was

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 — Jacques Abou-Rizk and Sophie Murthy Managing editors — Griffin Bond, Maya Demissie, Helen Xiao, and Amy Xue Arts editors — Grace Beecher, Emma Burns, Ella McCreary, Sophie Fredberg and Arjun Shatkin Features editors — James Dun Rappaport and Kathy Mitchell News editors — Anika Bhawalkar, Dea Cela, David Feng, Maxwell Lu, and Yahel Tamir

Sports editors — Anderson Freed, Mark Hemment, and Maxwell Lu Graphics editor — Ruchik Trivedi Photo manager — Ian Dickerman Business/advertisements— Griffin Bond and Isaac Tang Advisers — Tom Fabian and Derek Knapp Photo staff — Adam Dinjian and Rachel Kurlandsky Social Media coordinators —Sophie Fredberg and Amy Xue

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 January print special, the Newtonite publishes a special for graduation, on the first day of school, a club special, a spring special, and a graduation special, except during a pandemic. To place an advertisement in the online or print version of The Newtonite or to contact us by phone, please call 617559-6273. Readers can also reach us at thenewtonite@gmail.com.

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.

an average of approximately three cases per day. With the increase of cases, it is highly possible that too many students will test positive and the HyFlex model will be shut down. However, a hybrid plan failure does not mean that students have to go completely online again. Emily Prenner, a School Committee member, presented the Dobbs Ferry model in a Q&A with Superintendent David Fleishman and Chair of the School Committee Ruth Goldman on November 19 when deliberating what model to choose for Newton high schools. Dobbs Ferry is the name of a town in New York that first implemented this model. The Dobbs Ferry model keeps a remote structure except on Wednesday, which becomes an asynchronous day. Wednesday can then be used for in-person field trips or other activities at the school. It also focuses on providing daily in-person after school activities for students. In December, North attempted a similar model with these asynchronous Wednesdays and some opportunity for reverse field trips. However, the Dobbs Ferry model has more structure and availability for teachers to have reverse field trips on Wednesdays, and more emphasis on in-person extracurriculars, while the December plan had an emphasis on academics. The Dobbs Ferry model would naturally be more effective than the plan in December, which was thrown together with an informal and unclear structure. On the other hand, the Dobbs Ferry model will provide more concrete times for students to meet. The North deans held a Q&A session to answer questions about the HyFlex model. In it, they stressed that in the model, in order to keep students and faculty safe, school could not be a place for socialization. This minimal opportunity for social interaction is evident in how lunchtime, a general student socialization period, would have to be spent alone for indoor eating. During lunch, students will sit in uniform rows with forward-facing desks spaced six feet apart. Additionally, the HyFlex model requires the student population to be split in half, and students cannot choose

to be in a cohort with their friends. While students are still entering the building in the Dobbs Ferry model, they are avoiding the arguably most unsafe time in a school day: lunch. Even with the spaced out individual seats in the cafeteria, lunchtime requires students to take off masks in an indoor area. Students can also eat lunch outdoors or grab food in Newtonville, but the administration cannot oversee whether or not students are social distancing properly. In my conversations with students at North, they did not miss sitting in a classroom for seven hours a day. They missed the opportunity for social interaction with their peers. In this way, the Dobbs Ferry model could provide more opportunity for student socialization than the hybrid model, as in-person time would be linked to clubs, athletics, and theatre. There, students would have the opportunity to socialize with others sharing their interests. Despite these advantages of the Dobbs Ferry model, the HyFlex model does provide the opportunity for in-person learning. Yet, while the Dobbs Ferry model can not provide in-person classes, the reverse field trips still allow students to see teachers in person, have live labs, and enjoy in-person learning at least once a week. Additionally, a concern of the hybrid model is that teachers will be required to balance in-person and virtual students at the same time. Because teachers must plan lessons that are compatible with both groups, the activities they can plan are limited. Instead, the Dobbs Ferry model avoids these issues, as it allows teachers to focus on one group of students, whether virtual during the school day or in-person from reverse field trips. The unpredictability of COVID-19 naturally raises concerns and skepticism about providing a hybrid schedule. Still, as illustrated by the Dobbs Ferry model, there are possibilities of retaining the joys of in-person schooling while ensuring the safety of students and staff. Moving forward, it is important to remember that school is not only hybrid or nothing. There is an in between option that provides some real benefits that could help students feel more connected to the school without the risk of going hybrid.

Thursday, January 28, 2021

opinion/feature

Newton North, The Newtonite v 3

Capitol Hill riots are warning for US democracy Yahel Tamir When politicians proclaim “democracy,” it usually means little. It has always been a common word of usage for those who have come to take it for granted. Today, in the United States at least, that is not the case anymore. by

column On Wednesday, Jan. 6, the world watched in horror as riotous mobs descended onto the United States Capitol, wielding Trump symbols and carrying Confederate flags, while violently attempting to overturn a democratic election based on false conspiracies propagated by their president. It was a surreal scene for the “leader of the free world,” drowning in the shame of political division and a weakened democracy. Some political observers insisted that such an insurrection would never occur, considering our democratic traditions and institutions were still strong enough to withstand the onslaught of the past four years. Originally, I had always viewed the United States, despite its shortcomings, as a representation of an exceptional democratic

experiment that much of the world still looked up to. It was only on this day that I realized how frail and vulnerable our experiment truly is. What made matters worse was that this terror, anarchy, and senseless violence was all encouraged by the president of the United States. Donald Trump had the almost full support of his party; a party that took no issue with his constant lies and false claims after he lost a fair and democratic election. In this sense, the Capitol Hill riots revealed how willing this party was to overrule democracy in order to reimpose Trump’s presidency. But, to many elected Republicans, despite knowing these claims were false, they insisted on continuing to allow this undemocratic phenomenon to materialize and encourage the reinstatement of a president voted out by the American public. With only one clear motive, a significant portion of Trump loyalists and house Republicans favored preserving their personal political agenda and career gains over the two centuries-long democratic legacy of the United States. Many hours after the riots, the halls of the Capitol were brimming with light, and the certification process of the president-elect resumed. There was a sense of resiliency on

Capitol Hill, signaling that democracy remained in America. It had remained, but it stood as fragile as it ever was. Perhaps it survived because the alternative would be the death of a historic democratic ordeal, resulting in a country with its citizens suffering and its historical political crisis turning into a deadly disaster, posing a threat for bloody conflict. Maybe democracy remained as a symbol of the enduring belief in American recovery. After the events of Jan. 6, American democracy has been sustained, but it holds on by a tiny thread. Bipartisanship is now more critical than ever before to ensure that anybody aspiring to destroy the democratic process must be held in check. Beyond this, the danger of such a situation occurring in the future is not to be ignored. In fact, many countries around the world have had strikingly similar scenes as the United States, ones in which authoritarianism swiftly gains control, and democracy recedes. Luckily for our country, Trump and his supporters were unsuccessful in attempting to overrule a fair election and overturn democracy. But, the threat of someone else doing so still stands. A more controlled and conniving Trump will.

In reflecting about the Capitol Hill events, it must be seen as either the beginning of long-term destruction or a chance to rebuild. The century-long tradition of democracy that brought the United States together no longer stands intact, but instead remains at its breaking point, at risk of being irreparably broken. But, there is still a single yet crucially important action in mending loyalty to the country: the action of loyalty to the Constitution, and not ever to a single man. We, as citizens and students,

interests us for our future,” said senior Bruce Burba. “As students, we need to be more cognizant of what we are learning rather than the grade we are receiving for it because in the grand scheme of things, the grade on that one test or essay is really not all that important.”

By focusing their energy on highly academic courses, students at North may come out of years of school still not knowing skills such as how to save money or how to live sustainably. According to sophomore Naomi Goldstein, countless other skills such as how to vote, mindfulness, empathy, or how to be an anti-racist need to be emphasized more in North’s curriculum. “The main goal of school should be to learn about the environment around you, how to navigate it successfully, and how to think for yourself as a member of a larger community,” said Goldstein. “We need to form a genuine connection with the people around us, and use our community and the discussions we have to find the best ways of learning for ourselves.” Situ noted that some of the activities he engages in during class “may not be as important as learning to buy a house or have a job. We should try to practice what we are learning in school in real life. For example, we should apply what we are learning in math to calculating tax rates.”

North’s electives do give students some opportunity to learn less-academic material and more real-world skills. However, many of these electives are either “no-level” or not offered in the AP or Honors level, and are therefore less appealing to students caught up in this competitive environment. Hall sees students being preoccupied by the prestige of where they apply. However, according to Hall, what a student does in college is far more important than the name of the college they do it at. “Being admitted to a ‘top university’ does not mean you are going to automatically be a millionaire on Wall Street.” Instead, who takes advantage of opportunities and works hard, even “at a less selective university, has a greater chance of getting that Wall Street job,” Hall added. Students who overemphasize the importance of attending a 4-year university tend to overlook other opportunities that might allow them to engage in their own interests as well as learn how to affect one’s larger community. Gap years and community college are com-

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have the responsibility to uphold our democracy for the future. Many students at North are already eligible to vote and have the power to ensure that such an incapable president is never able to threaten U.S. democracy again. Being informed and educated is crucial in our ability to maintain the integrity of our government, and we should never refrain from being so. After reflecting on that day, I was finally forced to question the unthinkable: What if democracy had lost?

Emphasis on college leads to poor student decisions Kathy Mitchell and Helen Xiao Down the hallway next to the main office, college counselor Jillian Hall welcomes students into her office regularly to discuss the looming topic: what to do after high school. Despite her title as a college counselor, during these meetings, Hall said she makes a point not to assume every student wants to go through the college process. “I often open a college and career appointment with something along the lines of, ‘What do you picture yourself doing after you graduate from high school?’” she said. “We strive to make all students feel confident and comfortable in talking about any post-secondary paths.” Despite Hall’s approach, the culture at North promotes attending a 4-year college as the best path to a successful future. This culture is driven by both societal norms and the rigorous school curriculum. According to the NNHS School Profile for the class of 2020, 87.4 percent of students chose to attend a 4-year college after high school. The common belief among students at North is that grades and test scores are a direct reflection of their intelligence and potential. As a result, students often like to compare their achievements against those of others, creating a toxic and competitive environment. “You might be sitting in class, and the person next to you has all A’s, they are taking all honors, they are working multiple jobs, and they are doing some super elaborate volunteering outside of school,” said junior Rebecca Yao. “You might have this feeling of, ‘Oh, I’m not good enough.’” The general emphasis on college can also lead students to make misguided decisions about what to focus on while at North. For example, students often focus on making choices based on what they think colleges will be impressed by, rather than working to discover their true passions. “Sometimes we get so wrapped up in one essay or test grade that we forget what we are really in school for: to discover what by

“The main goal of school should be to learn about the environment around you, how to navigate it successfully, and how to think for yourself as a member of a larger community” - sophomore, Naomi Goldstein

This culture at North certainly contains a lot of competition and peer pressure among students. Additionally, colleges such as Yale University state that they are “interested to see that you have challenged yourself with difficult coursework.” As a result, students sometimes take incredibly rigorous course loads with classes containing difficult learning material. “I am taking AP computer science, and I would be lying if I said I was that interested in it,” said Yao. “It’s literally like hieroglyphics to me. Some things in the course are enjoyable to learn about, but my approach was that it would look good for colleges if I took it.” For junior Ethan Situ, the curriculum of many courses he has taken at North have become so demanding that emphasis now seems mostly on memorization rather than learning for the sake of improving oneself intellectually. “Especially in history, students try so hard to remember the facts, but they don’t see the overall significance of the historic event,” said Situ.

monly looked down on at North, but can provide students with many opportunities without being saddled by crushing student debt. According to the New York Times article, “Readers Tell Us: Is a Gap Year Worth It?”, Claremont McKenna student Kenlyn Mirbach took a gap year before attending college, during which he was able to work, volunteer, and take a class at a community college among other activities. According to Mirbach, “you will learn more about yourself during your gap year,” as well as “develop more skills that will serve you in life: resilience, self-reliance, courage and patience,” than during your first year of college. Hall explained that by pursuing personal interests rather than what might look good for colleges, students will not only feel fulfilled, but will also have a much better sense of who they are, what type of post-secondary plan is the best for them, and where they will be the most successful. “It’s important to follow your passions, dive deep into the things that excite you and be true to yourself.”

Ian Dickerman

Seniors take notes on laptops and by hand during a reverse field trip for Middle East, Asia, Latin America class (MEALA) in the Film Lecture Hall Monday, Nov. 23, 2020.

features

v 4 The Newtonite, Newton North

Thursday, January 28, 2021

Volunteers target food insecurity in pandemic Kathy Mitchell People in cars, people on foot, people with bicycles, and people with shopping carts form a line three days a week outside North as volunteers and teachers greet food-insecure families with a smile and provide them with free meals for the day. Meals are distributed from a table set up in front of the theater entrance every Monday, Wednesday, and Friday from 10 a.m. to 12 p.m. Access to free or reduced-cost meals for students has been disrupted as a result of COVID-19, potentially decreasing both household food security and student nutrition intake. In response, the North cafeteria staff have been working since last spring to provide families with the meals they need. According to carpentry teacher Garett Tingle, who helped distribby

ute meals from March until late June, “Many families did not know about the meal distribution at first. On the first day, only 40 meals were served. The next day, 42. From then on, the number of meals served each day increased from 70, to 85, to 120, to eventually 400.” Tingle added that it was important for some North teachers to be in the building to support the Whitsons staff, who were serving 3,0004,000 meals a week before the summer. “The folks at Whitsons do their job with a lot of love and a lot of care. They are all working so hard,” Tingle said. “You go in the back of the cafeteria and it looks like Santa’s village!” North partners with Whitsons to provide food service in the Newton Public Schools. According to the North website, Whitsons demonstrates a “strong commitment to

sustainable food and environmental practices.” Meals include a “variety of menu options, featuring wholesome and natural ingredients.” Chef manager Maria Meade has a group of workers in the kitchen that prepares the meals, and another group out in the serving area packing the bags. “We have been doing this since March, and we have worked through the summer and vacation weeks,” said Meade. “It makes you feel really good to be able to help people and make a difference during this time.”

“The folks at Whitsons do their job with a lot of love and a lot of care. They are all working so hard. You go in the back of the cafeteria and it looks like Santa’s village!” - carpentry teacher, Garett Tingle

Cafeteria workers prepare meals for distribution to the community Wednesday, Jan. 13.

After the meals are prepared and packaged by the cafeteria workers, the volunteers come along. These volunteers from the City of Newton Health and Human Services Department took over the job of Tingle and other North staff in passing out meals. On each day that food is given out, the volunteers distribute a complete breakfast and lunch to every family member and additional meals if the families request them.

mas, he had virtual meetings with them. He also added that he communicates with his friends virtually all the time, which he had not been doing prior to the pandemic. The restrictions COVID-19 has put on student activities may also contribute to increased phone screen-time. According to Minassian, “all of my clubs are virtual, and it is tiresome to spend more time on Zoom after classes.” Students use their phones for social media, texting with friends, unwinding and watching Netflix, or even just playing games. Minassian added that this is how he and his friends spend their free time. “Especially virtually, being online is one of the only ways I can spend time doing fun activities with my friends,” he said. Whether for recreational or educational use, the effects of being on a screen can be detrimental. Qian-Tsuchida said that her eyes grow sore “especially when I’m working on school work or my own things later than usual.” According to the American Optometric Association, computer screen syndrome, caused by excessive computer use, can result in eyestrain, dry eyes, and headaches among other discomforts. A proposed remedy to these sore eyes is blue light glasses, which are non-prescription and widely available online at varying prices. These glasses are purported to filter out the harmful blue light of screens, and reduce eye soreness. Many students have tried these glasses to combat the fatigue of constant screen usage. Senior Isabelle Magrè said, “I had to get screen glasses because my eyes were hurting so much at the end of the day.”

However, according to Magrè, the glasses had little effect. A New York Times Wirecutter article states that there is scant evidence, aside from personal experiences, to prove that blue-light glasses actually reduce eye strain and improve vision. Beyond eye soreness, excessive screen time can also lead to sleep deprivation, according to SleepFoundation.org. Minassian said, “I have more trouble falling asleep. Now I can only fall asleep when I’m exhausted.” He added that his sleep issues started as online school began to take form. Students need sufficient sleep, especially as teenagers, as lack of sleep is not only harmful to learning but also can affect growth. According to an article by the Connecticut Children’s Medical Center, “a person’s growth may be affected by not getting the full amount of sleep.” The study also said that getting the appropriate quantity of sleep will help students to focus in school. Although excessive screen time can have these harmful effects, it is often unavoidable as the majority of student work is online. To combat school-related screen time use, vice principal Amy Winston said, “we are continuing to encourage teachers to mix up the instructional strategies they use in class to include some asynchronous work, reading books and articles.” Screenless assignments can benefit students as Magrè, Minassian and Qian-Tsuchida all said that they miss doing work on paper. In particular, as the school is transitioning to a hybrid setting, Winston added that teachers are searching for ways of “getting more papers into students’ hands.” However, increasing paper handouts may not be the most vi-

Ian Dickerman

On holidays or long weekends, families receive extra meals. Only one family member must be present to pick up the family’s meals, but additional family members often come. “Anyone can come by, we don’t ask questions,” said Meade. “They tell us how much food they want, we give it to them, and then they come back in a couple days.” Director of Social Services in the Health and Services Department Meghan Kennedy added that the dedicated group of volunteers does a majority of meal distribution. “If there are gaps in the schedule and city staff are needed to step in to cover, we all participate and do whatever is needed to make sure the program runs smoothly and people are able to access food,” Kennedy said. The Health and Human Services volunteers ask how many children and adults there are in each family. “For all of the meals distributed to children, Whitsons is reimbursed from the state of Massachusetts,” said Kennedy. According to Kennedy, the state has put forward legislation that allows every child in the Newton Public Schools system to receive free meals up until September of 2021. As for adults, the City of Newton pays for their food, which is why food for adults and children must be kept separate. As of Friday, Jan. 8, the program has served about 325,000 meals. According to Meade, before COVID-19 struck, the cafeteria staff was able to cook all kinds of foods and offer many different stations to students in the cafeteria.

Now, they must prepare more basic food that can be packed and given out to families easily. “We do the best we can to keep some sort of an assortment of foods so that we can please each and every person that comes by,” said Meade. According to Tingle, in helping all of the families in need, he observed that there are more food-insecure families in Newton than one would think. “They cross all kinds of racial barriers and income barriers,” he said. Meade said that many of the people in need are young mothers who were forced to quit their job in order to stay home with their children. “We wish that we could do a lot more to help, but we are so happy that we can do this for them,” she added. For Tingle, the meal distribution was an educational experience, and he felt it was his responsibility to help out. He said that he was lucky to have his job, and he wanted to do what he could to be there for the families and adults who may have lost their jobs or were struggling. “It was a small part, but it was a part,” Tingle said. “I feel very blessed to be in the position that I am in. I work in a great school system, my family is healthy, and I can put food on the table.” Tingle added that while passing out meals, he and others were able to put the families at ease. “It was amazing to encounter a family and not only give them their meal, but also give them a smile or tell them a joke,” he said. “We were not robbing people of their dignity. We were just there to lift them up.”

able solution. According to biology teacher Christopher Hillenmeyer, the use of handouts in a virtual setting “lacks equity for everyone. I understand why students would want to work with hard copies, but not everyone has access to printers or feel comfortable enough to go into school to pick up materials.” Besides strategies of mixing up teaching formats, Hillenmeyer noted that “the nature of the world we are in right now unfortunately means we have to be on screen for most of school. I think the best thing for students to do now is to walk away from other devices.” It is almost certain that the current remote learning will continue to expose students to large amounts of screen time. With effort from the administration and students, it may be possible to create a remote environment with less required screen time. One way to decrease recreational screen time is for students to monitor time spent on apps by setting time restrictions on them, said

Minassian. Similarly, Qian-Tsuchida added that students could benefit from setting “a routine, so that you have a form of deadline for screen usage.” Winston said that texting and other forms of communications with friends may increase student recreational screen time. As she advises her own daughter, “calling your friends instead of texting and Facetiming can help get students off of their screens. It’s not much, but small things like this can help.” Despite the negative effects of increased screen time, some students have recognized its benefits. Qian-Tsuchida added that increased screen time has helped her as she has been able to find “a lot of cool, interesting, and helpful websites and games to play, and I’ve become very productive in the creative stories that I’ve been writing.” Minassian said that while online school is not perfect, students should be cooperative. He added, “I guess now I’m better at using my computer, but that’s about it.”

Students battle increase in computer screen time James Dun Rappaport Junior Nareg Minassian rubs his bleary eyes. His face is illuminated by his laptop’s bright screen, as he glances over at the time. It is 11 p.m.: nearly 14 hours since he first opened his laptop for remote classes. Whether on a computer or his phone, Minassian said the majority of his day has involved looking at a screen. Exhausted, he closes his computer, ready for bed before another day glued to the screen. The increase in screen time that virtual school causes is especially problematic. On top of close to seven hours spent on Zoom every standard school day, students have to complete homework, the majority of which is online. According to Minassain, “in total, I do about two hours of homework online everyday.” To put this in perspective, children from five to 17 should spend no more than two hours a day on screens, excluding homework, according to Dr. Ameera Nauman, a pediatrician in Alton, Illinois as quoted in The [Alton, IL] Telegraph. In this time of virtual work, avoiding an excess in screen time is simply impossible. Learning requires spending time online and students staring at their screens. On top of computer use for school, phones are another major contributing factor to screen time. According to freshman Elizabeth Qian-Tsuchida, “my phone screen time says five hours daily, but it never feels like that long.” For Minassian, he says he spends about seven hours on his phone daily. These high numbers may be partly due to increased virtual communication. For example, Minassian said that rather than seeing family on Thanksgiving and Christby

Ian Dickerman

Senior Jacob Viveiros takes notes on his laptop during a reverse field trip in the Film Lecture Hall Monday, Nov. 23, 2020.

Thursday, January 28, 2021

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Newton North, The Newtonite v 5

Thursday, Janua

6 v The Newtonite, Newton North

Community anticipates A Mixed Response The HyFlex plan evokes a range of emotions and opinions among students across the grade levels. With about 70 percent of freshmen coming back, they will be the largest grade attending class in the building. “I have a lot of trouble paying attention during school at home,” said freshman Daniella Clark. “I know I will be more focused when I am actually learning face-to-face with a teacher.” Seniors, however, have the largest percentage of students staying remote, with more than half the class staying home. “I am concerned about my safety. I think it’s an unorganized and unwise decision,” said senior Bailey Evans-Williams. “At this point in the year, we’ve just become accustomed to online, and there is no reason to go back because we are about to leave the school.” Still, students in all grades have wrestled with the decision to return. Freshman Deanna Tartaglia said she also

Hybrid o thinks students can have enough social interaction without participating in hybrid. “Since I do sports for North, I already get to see other people and get out of my house without doing hybrid,” Tartaglia said. “I don’t think North is making the hybrid plan the safest it can be, and now the numbers are already pretty bad.” On the other hand, some students believe that in-person will be worth it. “I am just excited to be able to see people in person after so long,” said junior Benjy Steinberg, who chose the hybrid plan. “I find it easier to get to know your teachers if you can actually speak to them face-to-face,” said sophomore Nejma Reza.

Disparites In Returning In many ways, the in-person learning experiences in the HyFlex model will not fully reflect the diversity of the school community. According to data from the School Committee, white students are much more likely to return to school than BIPOC students. “I wasn’t very surprised when I heard that,” said junior Ashlynn Saint-Preux, a Black student at North. Saint-Preux, who plans on staying virtual, added that in her case, transportation was one reason she chose not to participate in the hybrid model. “Being on a bus with 40 to 50 kids everyday coming from school is not ideal,” Saint-Preux said. While nearly 60 percent of all students are returning to the bulding, only around 40 percent of Black students are. The same School Committee data also suggests that lower-income students were less likely to choose hybrid. Free/Reduced Lunch eligibility at North can indicate economic status, and the same data shows that only 44.7 percent of those eligible for Free/ Reduced Lunch chose the hybrid option. On the other hand, of students not eligible for Free/ Reduced Lunch, a much higher 62.1 percent chose the hybrid plan. Finally, students enrolled in EDCO or ELL were also less likely to choose the hybrid model, with only 37.5 and 44.2 percent, respectively, choosing to return to the building, significantly lower than the overall percentage returning.

Compiled and written by Kathy Mitchell, Arjun Shatkin, and Helen Xiao

With almost 60 percent of studen about 40 percent opting to stay home, of these two groups of students is lik While content covered in class wi both distance and hybrid students, Drake said that teaching plans are li teacher to teacher. “I think one of the strengths of ou do things, that people aren’t being fo said. “I think you’ll see teachers exp of figuring out what’s the best fit for is really good.” Freshman Julia Chavez-Dwyer s hybrid is a good opportunity to meet o difficulties with the model. “It migh will get used to it, and it will hopeful Sophomore Ariela Heimlich, on th the classroom would affect her lear provides a safety that the hybrid ofte for learning. It’s not healthy to be lea don’t feel safe.” Students in hybrid and distanc difficulties, socially, according to Dr worse, the hybrid groups will just hav interaction,” he said. English teacher Emily Lew said m ways for distance students to be equall She said that one way she plans to en to the Zoom class before people who it clear that we’re trying to fully int focused on students who are in front Lew also said her past reverse fie styles of learning might contrast in th “I felt like there was a difference b physical handouts in front of them them, obviously, and then students handouts that were posted on Schoolo into on a Chromebook, rather than h feel like there is that disconnect there Math teacher Kanchan Kant said and hybrid learning will both be usin Desmos, and Classkick to help provid

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Newton North, The Newtonite v 7

making move to HyFlex

or Home

nts choosing the hybrid model, and , the learning and teaching experience kely to have its share of differences. ill be for the most part the same for , history department head Gregory ikely to vary from class to class and

ur school is that there’s no one way to orced to do it a certain way,” Drake perimenting as we go along and sort r them and their class, which I think

said that for many freshmen, going other students, but acknowledged the ht have its complications, but people lly work out,” she said. he other hand, said feeling unsafe in rning. “I think that the virtual plan en does not, which can be beneficial arning in an environment where you

Teaching Challenges North’s switch to HyFlex presents a handful of logistical challenges for teachers, who are preparing amid their own feelings of concern and excitement for their return to the building. History department head Gregory Drake said one part of his preparation is arranging the technological components of the classroom. He said that he and other teachers have worked among themselves to simulate classes with the hybrid model in mind. “We were sort of trying to mimic what it would be like, both for those in the classroom, and then we sent one teacher into another room

to be a distance student,” Drake said. On top of understanding the technology, many teachers are recalibrating to in-person teaching. “For me, it has been adjusting to teaching in the classroom again after a very long time,” said math teacher Kanchan Kant. English teacher Emily Lew said that COVID-19 spikes, especially after the holidays, are something that she is concerned about going into the hybrid model. “Everybody’s health comes first,” Lew said. “I would really be deeply saddened to see anybody, teachers or students, become ill.” But Lew spoke of her excitement to see students in-person again after so many months. “It’s been wonderful to just be in the energy of the school again,” she said. “What we miss the most is our students. That’s what we love most about this job, any single day, even on the bad days, hands down, the best part of this job is the students.”

ce learning will surely have their rake. “I think that, for better or for ve more opportunities for that casual

many teachers are focused on finding ly incorporated into class discussions. ncourage this is by opening questions are in the classroom “to really make tegrate the class, that we’re not just of us.” eld trips have indicated that the two he classroom. between my in-person students having writing, also having me in front of s at home who are working on the ogy,” Lew said. “That they’re typing having a physical piece of paper, I just e.” that for her classes, kids in distance ng the same programs, such as Kami, de equality for assignments.

Staff Accomodations Many non-teaching staff members have been working in the building since the beginning of the school year. As North transitions into HyFlex, these staff members’ roles and responsibilities will be altered to accommodate and ensure the safety of themselves and the increased number of people in the school. Campus aide Nickole Mitchell stressed the importance of students “stepping up to the plate, just so everyone stays healthy.” She added, “We’re just going to have to be more alert. If you’re not in the classroom, there’s no hanging in the hallways, and we understand that’s going to be a big challenge because students have their old habits.” For custodians, they will be cleaning bathrooms and other high-traffic areas three times a day when students come back instead of once. Additionally, custodians will wear a variety of protective equipment, according to vice principal Amy Winston. Cafeteria staff will continue to package and hand out lunches for both in-person and remote students. According to chef manager Maria Meade, there will be two instead of just one pick-up station for lunches to “accommodate more students and keep social distancing, as well as provide faster flow of students standing in lunch lines.” The pick-up locations will be in the cafeteria and by the main office. Meade added that cafeteria staff will pre-wrap and pre-bag meals to avoid cross-contamination.

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8 v The Newtonite, Newton North

Thursday, January 28, 2021

METCO students face hurdles with HyFlex return

Griffin Bond This year, everyone’s classroom is different, and distance learning has undoubtedly made it more difficult to connect with the community and other students. Yet, for the 61 North students who are a part of the METCO program, distance learning provides a new set of challenges. Since its founding in 1966 with only 50 students, the Newton Public Schools (NPS) METCO program today is the largest in the state, with an approximate enrollment of 415 students per year, according to the NPS website. For many of these students, because they don’t live in Newton, their connection to the community comes primarily through school. Not having access to the building and its resources makes it hard to feel connected to North. “Feeling a part of the community obviously needs to involve access to the community,” said METCO Engagement Specialist Elvin Cardona. While feeling disengaged from North has affected many students, according to Cardona, there are subtle ways that METCO students are specifically led to feel as if they do not belong. For example, if extracurricular activities do not make timing accommodations for METCO students, he said, “those things can send a message that, ‘we don’t necessarily know you’re there.’” According to Cardona, extracurriculars and other school activities need to have built-in considerations for METCO students, especially amid the pandemic, otherwise these students may begin to feel invisible. The first step in engaging METCO students is making sure they are aware of the school activities that are happening. Senior Chika Udemagwuna said, “I feel like METCO by

students are the last to hear about a lot of these activities.” Among the issues that METCO students face, transportation can prove difficult everyday. Junior Joshua Tackie said one challenge of coming into school as a METCO student, especially during distance learning, was having to stay for the entire day and wait for the bus. Even when Tackie had only one morning class, he said he needed to stay until the after-school bus. Tackie added that having to stay the full day makes METCO students less likely to take advantage of in-person opportunities. Athletics are one of the few

“Feeling a part of the community obviously needs to involve access to the community.” - METCO Engagement Specialist, Elvin Cardona

in-person opportunities that have remained available to students during virtual school. The major issue of transportation, as Tackie said, however, heavily affects METCO students’ involvement in North’s sports teams. “School ends sometimes at 3:55 and then practice is at 4:30,” said sophomore METCO student Jose Teixeira. Teixeira swims and plays baseball for North. “It is a bit of a drive, so I have to rush out of the house, and I may be a bit late to

practice or a meet.” According to athletic director Tom Giusti, “We are looking to make sure that we’re taking care of all of our student population, and we’re making sure that practices are accessible and scheduled appropriately so that people can get there.” For the first three months of school, there was no late bus. However, with an increased level of METCO participation in winter sports, the school began running a late bus when tryouts for the winter season started in early December. But transportation doesn’t only affect sports. Data analyst Meghan Smith, the club coordinator, also acknowledged the difficulty in transportation with clubs. Smith stressed that the few clubs meeting in-person must be accessible to all members. “I want to make sure that any student who wants to participate is able to participate,” she said. Udemagwuna, who is a part of the show Lost and Found, said “there were times where we would have to rehearse in person, and it has been hard for me to get to school to be able to do that.” She added that Theatre Ink was flexible, allowing her to rehearse virtually if she couldn’t attend inperson rehearsals. “We’ve guaranteed any student, whether you live in Boston or not, that we will get you a ride home,” said Theatre Ink director Adam Brown. In the past, Theatre Ink has provided Ubers, but Brown said, with the pandemic, that is not an option for all students. What often helps in providing connections are student-to-student interactions. However, since the pandemic started, according to Tackie, it has been even harder for him to

Greeley brings wisdom, experience to baseball Maxwell Lu Oak Hill teaching assistant James Greeley has been named the new varsity baseball coach following the departure of math teacher Joe Siciliano, who retired last year after 52 years of teaching and coaching. According to athletic director Tom Giusti, Greeley’s unique coaching style sets him apart from others. “James is the type of person that praises loudly and criticizes softly,” said Giusti. “The thing that stuck out about James in particular was that he is a teacher-coach. He is involved in education in Newton, so he is very familiar with the community aspect in general.” Senior Zander Gilmartin, who will be a captain this spring and has worked alongside Greeley at the Garden-City Baseball Camp, said that Greeley’s energetic nature showed through the atmosphere he created. “At the camp, he was always able to get kids who never even played baseball excited about the sport,” said Gilmartin. “He would always light kids up and bring new energy to whatever he was doing,” Gilmartin added. Greeley grew up in Newton and graduated from North in 2006. He earned a bachelor’s degree from the Massachusetts College of Liberal Arts in 2012. After college, he coached baseball at North as an assistant coach, but transitioned to Oak Hill soon after. Greeley continued to coach at local colleges, where he said he gained a comprehensive experience of the mentoring process. “Coaching at colleges was meant by

to be an exploration period for me,” he said. “I had to think about what I wanted my experience to look like. Did I want to be coaching college my whole life or did I want to be back at the high school?” According to Greeley, North’s close-knit environment prompted him to return. “I really feel like I’m at home at North,” he said. “There is a different feeling showing up to the field everyday and being able to positively impact these teenagers that are in the same position that I once was.” Due to COVID-19, last year’s baseball season was canceled. While most of this season’s schedule remains undetermined, Greeley aims to make the best out of the current situation. “I’m looking forward to getting back out there, getting to know the kids, and having fun in general,” said Greeley. “We don’t know what everything will look like, but we just need to make sure we are improving everyday.” Despite the pandemic, Greeley hopes to maintain a competitive spirit at North. “The main goal is to just compete, whether that’s during practice, games, or anything else,” he said. Giusti added, “Greeley wants to instill in you a tenacious mindset of always working hard and giving it your best.” Giusti said that he is confident Greeley will have a positive impact on North athletes. “I know that James will be thoughtful in coaching and mentoring the athletes,” he added. “He wants to give back to the community that gave him so much.”

the

Jacques Abou-Rizk

The late buses prepare to leave the Theatre Entrance and head towards various parts of Newton and Boston to drop students off Tuesday, Jan. 19. see North kids in person because he does not live in Newton near many of his friends. Teixeira added that since he needs a ride home, he often has to leave early when hanging out with friends because of his parents’ schedule. As the district prepares to move into the hybrid model for the high schools, the distance of METCO students from North once again poses a problem. According to Cardona, the school needs to be flexible by allowing METCO students to switch cohorts, or giving them access to the building if they need to be dropped off early. Cardona added that North is allowing METCO student-athletes to be in-person all five days of the week. METCO, in partnership with the Boston Public Schools, also offers unlimited MBTA passes to students. According to Teixeira, being in school all five days will make it much easier to attend after school activities like sports. But, across both high schools, 57.8 percent of METCO students will continue with distance

learning. That percent is far higher than the 39.3 percent of all Newton high schoolers who are choosing to stay virtual. “Ease of access,” said Tackie, is the main reason he thinks many METCO students have chosen distance learning. Tackie, who chose the hybrid model, again said the inconvenience of transportation was a main drawback. “Committing to hybrid is me committing to waking up at five to be ready for the bus,” Tackie said. He added that teachers are doing a good job of accommodating students with various circumstances. “They’re doing their best to make sure that every student can be presented with the same strong education,” he said. Cardona said that teachers and administration have to listen to METCO students. He said, “One of the things that’s really important is to include them in current processes—privilege their voices in current processes. And, allow those voices to be influential in the directions that we go.”

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