Issue 8

The

Students struggling with

dyslexia work harder to keep up

By Grace Berry

Junior Amy Kruse

AP enrollment increases

By Mike Stanford

Internet safety Goodbye “Glee”

Students can face reGlee creator and percussions from inap

Prospect alumn Ian propriate social media Brennan reflects on posts. To read more his career. To learn

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13 Entertainment 8-9 In-Depth

Volume 54, Issue 8

Friday, April 10, 2015

801 West Kensington Road, Mount Prospect, Illinois 60056

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Prospector

Executive News Editor

Junior Amy Kruse was in Written and Oral Communication class her freshman year.

She excelled in Cambria Myers’ class and Myers told her class that any students with As in the class could talk to her about moving up. Since Kruse had 98 percent in class, she hoped to switch classes.

Myers said, ‘Yeah, you’re going to honors,’ and waved her hand like it wasn’t a big deal, but it was a huge accomplishment for Kruse.

Kruse was excited to have all her hard work pay off. She was diagnosed with dyslexia when she was in third grade and has had to work twice as

hard as other students to keep up.

Dyslexia is a common learning disorder that makes it more difficult for people to read, write and speak. According to Dyslexia Help, one in five people has dyslexia, a disorder that varies in severity.

It does not affect intelligence level and has nothing to do with work ethic. (see “Dyslexia”, page 2) When Kruse was diagnosed, it didn’t come as a shock to her family. She didn’t really understand what dyslexia was when she was younger, but her parents were glad that they finally knew how to help their daughter with the difficulties she was having in school.

“My parents always told me when I was younger in kinder-

Executive News Editor

Freshman Brendan McGovern did not need much time to realize he needed change. By the end of the first week of his regular-level Written and Oral Communications class, McGovern, now a sophomore, knew he could try more.

“I was like, ‘I need to get out of this.

This is a joke,’” McGovern said. “We learned what a noun was the first week.

It was kind of depressing.”

By the time course recommendation day came around, McGovern had established strong grades in his classes, so he decided to move up to Honors World Literature and Composition and Advanced Placement (AP) World History.

McGovern was part of a trend. Next year, enrollment in Honors and Advanced Placement (AP) has been increasing and will continue to increase next year. As high-level classes experi-

garten, I would cry at school because I would understand what we were doing,” Kruse said. “But I would be really frustrated because I wouldn’t be able to do the letters or the numbers.”

Kruse’s father Alan has dyslexia as well but didn’t know it until much later in his life.

He remembers struggling in school, too.

“The emotional stress can be very difficult if you can’t spell or you can’t remember numbers,” Alan said. “The basic things that other people do [that you can’t] can kind of be embarrassing.”

According to mayoclinic. org, younger children with dyslexia face problems like reading more slowly, difficulty seeing similarities and differences in letters and words and remembering sequences.

Special education teacher Rebecca Boorman helps kids with dyslexia in different ways.

Many need help editing papers or small accommodations like extra time on assignments.

She explained while one as-

ence increased enrollment, teachers need to adapt to teach a large variety of different skill levels in one class.

According to counselor Lynn Thornton, the increase stems from a district-wide goal aimed at providing more students the opportunity to take Honors and AP classes. The goal was in response to increasingly competitive college admissions with hopes of providing Prospect’s college-bound students a better shot at their dream schools.

Originally, the plan was to encourage students who had taken mostly regularlevel courses in their early years of high school to try more difficult electives, like AP Economics or AP Psychology.

However, shortly after instituting the initiative, teachers across the district started recommending more students for higher level classes, core and elective. Even the scores required for

signment may take 5 minutes for an average student, it could take 15-20 for a student with dyslexia.

Boorman explained some kids have a class similar to a study hall with her where they can get help and others may just see her after school for help when they need it, but it depends on the student. Since dyslexia has a spectrum in severity, some students need more help than others, but a lot of kids with dyslexia are in mainstream classes.

“There’s a lot of people that have dyslexia that you would never know have struggled with it,” Boorman said.

When Amy was younger, her parents tried to preserve her drive to do well in school because dyslexia affected her self-esteem.

Kruse believes her self-esteem was affected by dyslexia when she was younger. She used to think she was dumb because she couldn’t learn the way other kids could learn.

“Now I’m kind of proud of [my dyslexia],” Kruse said.

eighth graders to be placed in high-level classes were decreased.

According to Honors World Literature and Composition teacher Karen Kruse, as this continued to happen, an expectation for students to be in Honors and AP classes developed. Not being in high-level classes was stigmatized.

While some students were able to thrive in the face of new challenges, others struggled. However, Kruse believes the problem of struggling students did not lie in their intelligence,

“But when I was younger, I didn’t want to tell anyone, and I didn’t think I was smart.”

Remediation is a process many children go through when diagnosed with dyslexia.

Hours of tutoring and special classes can help patients overcome some reading deficits.

Kruse went through a five-year tutoring program with a special instructor using the Susan Barton method.

Kruse started the tutoring after she was diagnosed in third grade and stopped in middle school. The program was a lot of work, but it paid off. It improved her reading, grammar and spelling. She also believes she can speak better because the program taught her how sentences were formed.

Even with extra help and some accommodations from the school, Kruse has always had to advocate for herself.

Dyslexia affects Kruse every day. It takes her longer to do her homework, and she has to work harder at it.

See DYSLEXIA, page 2

but rather their motivation.

“There are kids who end up in honors because they like the sound of honors,” Kruse said. “They theoretically want to try honors, but they don’t have [the] work ethic.”

McGovern agrees and believes having good time management skills to handle the pace of classes is crucial.

Before the initiative was put in place during the late 2000’s, Honors and AP

See ENROLLMENT, page 3

Soccer star Freshman Alex Budnik plays goalie on the US national U14 soccer team. To read more about his experience on the team, turn to ...

15 Sports

2

April 10, 2015

In case you missed it ...

Women in STEM gains popularity

prospectornow.com

News

Early grads jumpstart future

By Jack Gabriel News Editor

PARCC test finishes first round of testing

Kimmy Schmidt sings refreshing song

DECA performs at state competition

#bethepower briefly affects students

A guide to Van Gogh

Around 20 students graduate early each year, with 19 students in 2012, 22 students in 2013 and 17 students in 2014, but this year was different. Only 13 students graduated early this year, a downward trend that college counselor Diane Bourn thinks will continue because of the increase in dual-credit classes being offered at Prospect.

According to Bourn, students who graduate early do so for one of two reasons. Either they want to jumpstart their education and get college credit, or they are done with high school and want to get out.

Former Prospect student Evy Ohrstrom who graduated in December 2014 falls into the first category.

GO CYCLONES: Former Prospect student Evy Ohrstrom is enjoying her first semester at Iowa State Uni“I wanted to graduate early so that I could get a head start versity. She was one of 13 seniors who graduated early this year. “Making friends and adjusting to my roomon college courses and take ing situation were definitely the two biggest adjustments,” Ohrstrom said. (Photo courtesy of Evy Ohrstrom) courses related to what I wanted quirement that states students drawbacks were not more im- get a head start. to do,” Ohrstrom said.

“I knew that once I was clasmust complete eight semesters’ portant than the opportunity to According to counselor Todd worth of English, so Ohrstrom start taking courses related to sified as a college student, I Soderwall, in order for a student would be able to get research took both British Literature what she wanted to do. to graduate early, he or she has According to Bourn, most and internship positions that I and Advanced Composition to finish all their graduation during first semester of her se- students who graduate early go could not get [as a high school requirements and get a form to Harper and not a four year student],” Ohrstrom said. nior year. signed by In college, Ohrstrom joined university.

Ohrstrom their parents “Very, very rarely do I ever World Vets, an organization says the deand counselor “I do not regret my cision was hear of anyone starting at a that provides international vetapproving the an easy four year university in Janu- erinary aid, and is going to travdecision. decision at all. I knew not one, but with ary,” Bourn said. “[Students el to Nicaragua with them over According help from who graduate early] don’t do the summer for a field service to Bourn, if a I was ready for college, her parents, that because they would have project. student wants and I am having such Ohrstrom feels that she made she evaluated had to apply with the senior to graduate the right choice in graduating the pros and class the year before.” early, he or an amazing time that I Ohrstrom was an exception early; however, according to cons of gradshe needs to Bourn it is not a common deciuating early to this trend. start think- could not imagine [not “I had originally planned sion at Prospect. and decided ing about it “I think that [Prospect] disthat the pros on taking classes at Harper, during their graduating early]. ” but I learned that [doing so] courages graduating early a outweighed junior year so the cons. The would make me ineligible for little bit because there are so that he or she cons includ- the scholarships I had gotten, many great reasons for staying can plan their Evy Ohrstrom, ed leaving so I decided that I would start the full four years,” Bourn said. schedule acHowever, Ohrstrom believes friends a at Iowa State a semester early,” cordingly.

December 2014 PHS grad her it was the right choice for her.` semester ear- Ohrstrom said.

Ohrstrom “I do not regret my decision Ohrstrom is currently douly and being did not face younger than ble majoring at Iowa State Uni- at all,” Ohrstrom said. “I knew any problems because she had the other freshman who had an versity in animal sciences and I was ready for college, and I’m already finished most of her extra semester to adjust to col- biology and plans to become having such an amazing time graduation requirements by a veterinarian after college. that I could not imagine [not lege life. the end of her junior year. All However, for Ohrstrom, these Graduating early allowed her to graduating early].” that was left was the English re-

DYSLEXIA: Disorder sparks creativity CONTINUED from front page

Cinderella provides non-classic feeling

Underground top four in Illinois

When Kruse tries to read, letters switch in her mind. She has to reread sentences often because words will get mixed up. While working on math problems she will not write down the right numbers or equations that she is thinking about in her head.

“I can’t just write a paper and [have] it be OK,” Kruse said. “I have to have everyone look over it, check my grammar because I don’t understand it [and] check my spelling. [In] math, I have to get extra help, [and] I have to work extra hard at it because if I don’t, I’ll just fall behind.”

While dyslexia has many negative connotations, according to austinlearningsolutions.com people with dyslexia are more out-of-the-box thinkers.

What is Dyslexia?

Hawking movie proves moving, confusing

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Dyslexia is a learning disorder characterized by difficulty reading, but there are often many other symptoms: -Difficulty spelling -Difficulty to sound out unfamiliar words -Difficulty seeing similarities and differences in letters and words -Difficulty doing math problems -Difficulty memorizing things -Trouble learning a foreign language

“A lot of people with dyslexia are really creative. I’ve noticed that even Albert Einstein had dyslexia ... that helps me a little bit.”

Amy Kruse, junior Kruse agrees because, for instance, when esting and I think that helps me a little bit.” she writes an essay, she has a different proKruse believes her dad also motivates cess than everyone else. She her to keep working. She exby A k my Kr r o w t might have to skip words ar us plained her dad is someone because she can not rememwho just loves to learn, but ber them or choose a word growing up, he would get Ds she does remember how to in his classes because of his spell. learning disability. She be“[Dyslexia] helps me problieves both her parents are lem-solve because things don’t amazing support systems. always work out,” Kruse said. “[My parents will say], ‘I “I can’t always do that math don’t care about the grade. problem the way I’m supposed to You’re not a grade,’ and I think because my brain doesn’t think like that really helped me,” Kruse said. that, so I have to do it a different way.”

“I have high standards for myself, Outside of core classes, but they’ve been really actos by Cassidy Selep o h Kruse believes she actually p cepting towards me saying, benefits from having dyslexwell, ‘You’re trying and ia by being able to be more that’s what matters, not creative. She is in 3-D Art the grade.’” and works at Thrown ElKruse believes dysements pottery shop in lexia shapes her life in Arlington Heights. She many ways. believes her ability to prob“[School is] about learnlem solve makes her art more ing,” Kruse said. “Everyone adaptable. learns differently. I think dys“A lot of people with dyslexia are lexia makes [learning] harder for really creative,” Kruse said. “I’ve just me, but if you work at it you can do noticed that even Albert Einstein had dys- anything. [Dyslexia] does not stop you from lexia, and actors do too. I think that’s inter- learning.”

e

prospectornow.com

Freshman enrollment escalates

By Jack Ryan News Editor

Sophomore Lara Fakhouri walks in to her fourth period Advanced Algebra II class talking to her friends.

Just like any class, the teacher walks around and helps students if needed. The only difference between her class and others is there is not enough time, and there are too many students who need help.

The problem stems from the fact that there are 30 students in the class and not enough teachers to help everybody.

“It [is] just sometimes annoying because your hand is raised for a while, [but] the teachers are good about going around and helping you,” Fakhouri said. “It doesn’t irritate me that much, but I know it ir-

ritates some kids a lot.”

Fakhouri’s problems in her math class add up to just one effect of the increased enrollment Prospect has seen this year.

Prospect hosts 2,185 students. Next year, the freshman class will be 60 students larger than it is now, making Prospect’s freshman class an increase from 546 to 606 students and Prospect’s total population go up to 2,245. According to Assistant Principal Luke Pavone, Prospect will become the largest school in the district.

Not only has locker space become an issue, but so have class sizes — the average class now has 28 to 30 students.

Pavone hopes the district will allow Prospect to hire additional staffing to bring class sizes back to between 25 and 28

data courtesy of illinoisreportcard.com

Feeder schools see enrollment increase

Enrollment (students)

South ‘12 South ‘13 Lincoln ‘12 Lincoln ‘13 Feeder Schools

teachers could expect a homogeneous group of students with similar ability levels. However, according to Thornton, as more students were added, classes developed disparity in ability levels.

With more types of students in their classes, teachers continued to use the same material as years prior. As a result, many students that would have been in regular classes before struggled.

According to Thornton, many teachers responded to the growth in the programs by trying to reform their curriculum to help less-inclined students while continuing to challenge top students.

The changes meant some students learned the material at a dramatically faster pace than others. Some top-level students began to deal with boredom

3

IT’S GONNA BLOW!: In the past two years Prospect has seen an increase in the amount of students who attend. The freshman class of the 2015-16 school year will increase by 60 students, raising the enrollment of Prospect from 2,185 to 2,245 students. “Quite honestly, in a school our size, with over 2,200 kids, while, yes, it’s a lot of students, you don’t necessarily see the full impact of [increased enrollment],” Pavone said. (photo illustration by Cassidy Selep) students.

Although the building is already more crowded than ever and Prospect is physically the smallest school in the district, and Pavone thinks Prospect will be able to accommodate another population increase.

According to Pavone, Prospect has had an influx of students the last couple years because of the increase in enrollment at the middle schools that feed into Prospect: South, Lincoln, Friendship and St. Raymond (see “Feeder Schools See Enrollment Increase”).

Pavone and the rest of the administration are finally seeing the children of families who moved to the community 10 years ago to enroll at Prospect.

Pavone has already been forced to add more lockers to the senior hallway to accommodate this year’s freshman class. As enrollment increases next year, the administration’s first goal is to make sure that everybody has a locker.

Tradition holds that seniors have lockers on the first floor, but increasing freshman en-

ENROLLMENT: AP classes welcome more students

CONTINUED from front page

April 10, 2015

News

while others continued to struggle.

As time went on, Thornton believes teachers were able to resolve the problems and accommodate all students.

“We went through some growing pains, [but] teachers have found a way to still maintain the integrity of their curriculum,” Thornton said.

While the difference in learning pace was present in honors and AP classes, Assistant Principal Scott McDermott believes the problems were unavoidable.

“That’s not any different than any other class,” McDermott said. “That’s what education is. You’re going to teach to the population that you have in class and make adjustments based on that.

You’re always going to have kids that understand things quicker than other kids.”

McDermott also believes limiting the amount of students in honors and

Like Pavone, Fakhouri has rollment has made it difficult for the administration to keep seen Prospect’s hallways become tighter the last two years. this tradition around.

She thinks that it is a good Junior Zoe Neff supports the tradition and thinks the idea to add more lockers as administration should try and long it does not affect the size keep it alive. In her opinion, of the hallways and difficulty seniors deserve special treat- of students getting to class.

While class sizes have inment during their last year.

“I think they should [keep creased and locker space is dethis tradition around] because creasing, Pavone is not worried senior year is pretty hard, and heading into next school year.

“Quite honestly, in a school I think that seniors deserve to get their lockers to be more ac- our size, with over 2,200 kids, while, yes, it’s a lot of students, cessible,” Neff said.

Unlike this year, Neff will you don’t necessarily see the finally be able to go to her lock- full impact of [increased ener and switch out her books rollment],” Pavone said. throughout the day, which will then lighten her carrying load.

Next year, 300 more iPads will be at Prospect, allowing evHave joint pain or sleeping ery student problems? Buy our herbalto have one. based supplements!

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“I don’t see how much larger [Honor and AP classes] are going to get without seriously damaging the quality of what [is taught] in class.”

Karen Kruse, English teacher AP programs would be harmful to the student population.

“I don’t think honors and AP classes should be an elitist group,” McDermott said. “I think it’s something that should be available for any student to obtain, and I feel our [district goals] really speak to that. Everyone should be able to have an honors or AP experience before they walk out of here.”

However, Kruse is still worried about the small percentage of her more-gifted students not challenged by her curriculum.

“I can think of names [and] faces that I can think of as people that [make me think], ‘I don’t know if they learned anything from me this year,’” Kruse said.

Junior Alex Morikado agrees and feels he experienced being bored by an overly simplified course in his Honors Biology and Honors Chemistry classes.

He credits a large gap in ability levels for oversimplifying the curriculums.

Going forward, Kruse worries about the effects continued growth could have on her teaching.

“I don’t see how much larger they are going to get without seriously damaging the quality of what [is taught] in class,” Kruse said. “[If] more kids [continue to] want to try honors, we’re going to have to start saying, ‘We can’t teach these texts anymore. They’re too difficult for most of these kids.’ And then those high-level kids will really be bored.”

4 April 10, 2015

Schools victim of

inequitable funding

Elai KobayashiSolomon

The Staff

prospectornow.com

Opinion

Know what you’re fighting for

Staff Editorial

Once again, gay rights are a hot-button topic. An Indiana Law, the Religious Freedom Restoration Act, is prompting national uproar.

The act’s original wording prompted fear from a portion of the lesbian, gay, bisexual, transgender, queer and asexual (LGBTQA) community and allies. They wondered if the guise of “religious freedom” would allow business owners to refuse service to LGBTQA patrons. Using the “slippery slope” argument, extreme opponents of the act started to portray it as something it wasn’t.

One Chicago Tribune cartoonist even compared the law to segregation, illustrating a separate water fountain for “gays.” Everyone from the governor of Connecticut to Miley Cyrus has taken their turn to Tweet about it. Apple CEO Tim Cook spoke out

against the law in a Washington Post Op-Ed, and Angie’s List is refusing to expand their Indiana campus. Indie band Wilco cancelled an upcoming Indianapolis concert upon discovering the act, but they’ve since rescheduled.

Because of the massive backlash, Indiana politicians have since reworded the act to grant protection to LGBTQA citizens, though the governor has yet to sign the bill. Indiana democrats insist the provisions aren’t nearly enough; instead, they want the act repealed completely.

Regardless of the wording of the bill, it should have been looked at in context from the moment it was proposed. Indiana is no special snowflake, no villainous new breed of homophobia never before seen by the eyes of man. Nineteen other states have similar laws — Illinois included.

A recent trend has left many overcome these adversities.

Let’s say the state decided policy makers, politicians and rich people with expen- to eliminate funding for textsive briefcases annoyed and books. We Knights wouldn’t falter or lose our spirit; in fact, scratching their heads. we’d be resourceful enough to Whiners.

They’re everywhere. They recognize there are plenty of seem to be increasing in num- textbooks online that we could bers, and they manage to com- easily access on our $400 iPads.

If they cut funding for plain, criticize and snivel about absolutely everything. Even desks? Again, Prospect would persevere; if we worse, many of took down all of these whiners grumthe flat screen TV’s ble about things around the school, we’d be better off they would provide not thinking about, a writing surface like racist cops or that would be more dead Iraqi children. than adequate.

Some of these nitIt’s obvious that pickers even find the a lack of funding time to moan about or money is one of our schools. Last the last things Prosyear, Philadelphian pect has to worry teachers and parabout. However, this ents took up arms Opinion Editor isn’t the case for the after a “doomsday budget” was passed, eliminating funding for, among other things, paper, textbooks, athletic programs and librarians.

Closer to home, Chicagoans marched through the streets upon hearing Mayor Rahm Emanuel’s decision to close 47 Chicago schools because of funding issues, displacing about 12,000 students and leaving over 2,000 educators unemployed.

What a bunch of crybabies.

Unlike many inner-city public schools, Prospect isn’t a school of whiners. If our budget got slashed, instead of standing around moping on street corners, we Knights would gather in our $4 million, newly renovated commons and intelligently discuss ways to

whiners in Philadelphia and Chicago; providing their students with iPads and Chromebooks would be about as much of a realistic solution as waiting for the ghost of Albert Einstein to descend from the heavens and provide math classes free of charge.

As a matter of fact, countless public schools around the nation are victims of a flawed funding system that leaves schools like Prospect rolling around in a sea of iPads, complaining about the lack of a giant indoor pool while others have to choose between having a janitor or a librarian.

Public school funds come primarily from three sources: the federal government, state and local funds. However, according to Associate Principal

ONLINE MANAGING EDITOR Beth Clifford

EDITORS-IN-CHIEF Ellen Siefke Kelly Schoessling

MANAGING EDITOR Aungelina Dahm COPY EDITORS Caroline Binley Krzys Chwala

ASSOCIATE EDITOR-IN-CHIEF Shreya Thakkar ONLINE EDITOR-IN-CHIEF Jack McDermott

ONLINE ASSOCIATE EDITOR-INCHIEF Lauren Miller ONLINE EXECUTIVE EDITORS Eva Schacht Mary Kate Moloney Molly Mueller ONLINE EDITOR Spencer Ball

BROADCAST EDITOR Alyssa Duetsch NEWS EDITORS Grace Berry Mike Stanford

These laws haven’t yet been used to ban LGBTQA individuals from public drinking fountains or ask them to stand on busses.

When Kansas passed an almost identical bill last year, just as clearly aimed at LGBTQA discrimination, no one blinked. Few tweeted or protested or raised a single eyebrow. So why are people so upset this time around? The answer seems to lie in the villainization of a bill that, in all likelihood, would have been completely harmless.

Sure, there may have been individuals eager to abuse this legislature, Bible, Quran or Torah in hand, and they deserve no respect nor sympathy, but they were few and far between.

We, the Prospector, understand the temptation to get lost in trendy protest and support compelling arguments

without looking at the full picture; however, it is crucial that students are able to discern the difference between an oversold story and a legitimate human rights violation.

Anger, especially in the context of gay rights, is valid. Look at Yemen, Uganda and Saudi Arabia, just three of the countries where homosexual intercourse is punishable by death.

Remember Bri Golec, Penny Proud, Taja DeJeus, Yazmin Vash Payne, Ty Underwood and Lamia Beard, the seven transwomen who have been killed in America this year. By all means, demand change.

But demand it because you know what you’re fighting for, and you’re able to argue for it on your own. Make sure you know your argument and the context surrounding it, not why Miley decided to tweet about it.

Cartoon by Veronica Holloway

Greg Minter, federal and state funds constitute a minute portion of the overall budget a school receives. Rather, a majority of a public school’s budget is provided through property taxes.

In District 214’s case, for the 2014-15 school year, the district was provided an astounding budget of $196.5 million. While the $13 million from the state or the $5 million from the government are nothing to laugh at, 90 percent of the budget, or roughly $177.4 million, came from local sources.

Because of this system, depending on the property wealth of a community, schools like Prospect boast gleaming buildings and equipment while schools in poorer communities are struggling with outdated equipment and unpaid bills.

This may be when one would expect the state to come swooping down like a balding, pale, slightly overweight Superman

and give a helping hand and a stack of Benjamins to these struggling schools.

Unfortunately, being an avid capitalist, this Superman doesn’t approve of hand outs.

According to a report by the non-profit group The Education Trust, many states still provide the least amount of funding to school districts serving students with the greatest needs. Illinois is the perfect example of this. A recent report

by Rutgers University professor Bruce Baker gave Illinois a big, fat “F” for funding distribution and classified us as one of the many states with “flat” or “regressive” funding distribution policies that ignore the need for additional funding in high-poverty districts.

There are some whiners, coincidentally many of whom are wealthy and educated, who claim money or funding simply does not matter in education. If you are motivated and

intelligent, it shouldn’t matter whether the school you attend is good or bad, overfunded or underfunded.

However, this couldn’t be further from the truth. Another report by Baker, titled “Revisiting the Age-Old Question: Does Money Matter in Education?” found that schooling resources which cost money, including class size reduction or higher teacher salaries, are positively associated with student outcomes. Surprisingly, having a used textbook published in 1980 and a teacher with a degree in hamburger-flipping doesn’t really help you understand how the Earth’s atmosphere works.

Nobody likes annoying, tiresome whiners. But there are definitely things worth complaining about, and an unequal public school funding system that keeps the rich wealthy and the poor uneducated seems as though it warrants a whine or two.

Jack Gabriel Jack Ryan

Devin Prasad Ryan Molini Peter Fusilero

exchange of ideas and opinions. The Prospector is published by students in Journalistic Writing courses.

Some material is courtesy of MCT Campus High School Newspaper Service.

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OPINION EDITOR Elai Kobayashi-Solomon FEATURES EDITORS Flynn Geraghty Rachel Parks IN-DEPTH EDITORS Diana Leane Shannon Smith Katy Ryan ENTERTAINMENT EDITORS Abby Sunu Isabelle Rogers Garrett Strother Marci Kiszkiel SPORTS EDITORS

VISUALS EDITOR Cassidy Selep PHOTOGRAPHERS Amanda Downar Gianna Honcharuk ADVISER Jason Block Mission Statement The primary purpose of the Prospect High School Prospector is to report news as well as explain its meaning and significance to our readers and the community. We, the Prospector, hope to inform, entertain and provide a school forum for the unrestricted

Letters to the Editor Drop off letters to the Prospector in the box in the library, in Rm. 216 or email letters to prospectornow@ gmail.com. All letters must be signed. Limit letters to 400 words.

The Prospector reserves the right to edit letters for style and length.

prospectornow.com April 10, 2015 5 Opinon

With Aungelina’s countless number of jobs and Ellen’s countless number of

extracurriculars, our days are pretty hectic. Here is why each of us has stuck to

either having a job or not and how that has furthered our success.

By Aungelina Dahm

By Ellen Siefke

What we have

learned to value the most through our jobs and activities

Jobs or extracurriculars?

Managing Editor

Editor-in-Chief

Tax season will be something I dread until I have a kid and get an $8,000 return.

This year I scrambled to get, yes, five different W-2 tax filing forms for my tax return. At one point in August, I had four jobs just to keep me and my mom above the water.

All the while, I never had a second to think what my life would be like if I wasn’t supporting myself on my own income.

Since the day I turned 16, I have been applying for jobs, paying my own bills and treating myself to a mani-pedi once in a while if I have the extra cash. My jobs were just another thing that took up time after school and during the summer, but they built a level of independence and maturity I don’t think I would’ve attained otherwise.

Starbucks, Ultramax, Star Cinema Grill and the Rolling Meadows Park District provided me with more than just a friendly atmosphere and money. I was able to learn what it was really like to become an adult.

Because of my situation at home, I was forced to grow up quick. My mom didn’t make enough to buy us a meal, and my dad wasn’t going to send us money to pay the rent. If I wanted to eat, I had to work. It was as simple as that.

I got my first job at the Nelson’s Sports Complex pool, and that was enough to stock the fridge.

But I still needed a way to get to my job, so I started working at Star Cinema to save up for a car. Meanwhile I shared a car with my mom, but because we both have busy schedules, it was becoming almost impossible to get to where we needed to be.

I wanted to continue my career in dance with my company Hip Hop ConnXion, but it required not only dedication to time, but also class fees and dues as well.

Every six months, I would take about $260 out of my paycheck just to keep dancing and do what I love.

When it started to become a struggle for me to pay, I was told that I would no longer be able to dance if I didn’t pay.

Thankfully because my director knew how hard I worked and how bad I wanted to dance, he offered the option to stay after every rehearsal and deep clean the studio for an hour. Even though that covered about half the amount I had to pay, I still needed to cover the other half, which is why I got my job at Ultramax.

Now that I had the money to eat, I rarely every had time to sit down and have a meal. Ultramax’s seven hour shifts after school took up my time during the week, and Star Cinema Grill kept me until close around 11:30 p.m. on weekend nights.

Being a full-time member of Hip Hop ConnXion took around 20 hours a week out for my weekend and weekday rehearsals and performances, and the Prospector has sure kept me busy as its Managing Editor.

Because I never really had time to be a teenager anymore, my friends stopped asking me to hang out, saying that I was “always busy” and “rejected their invitations.”

Looking back at it, I was glad I had that time to grow up faster than my peers.

While my friends were out making fools of themselves at parties, I was able to build a stable income for myself and start a secure future.

I admit I pushed myself to the extreme. I had to wake up and realize there were better opportunities where I could have more free time and enjoy being at work a little more while still making the same, or more, amount of money.

That’s why last August, I applied for my job at Starbucks and left my other three jobs. Since then I have been able to make more money, work on a more stable schedule with better hours, hang out with my friends more often and plan for my future. Heck, I already started my 401(k) retirement fund.

Finally I got to a state of comfort. Car insurance, a car payment, a phone payment, saving for college, gas, food and helping my mom with rent are now all included in my budget.

And even though I live paycheck to paycheck, I wouldn’t change it for the world.

With Starbucks, I know I can transfer to a different location at the University of Kansas next year so I can continue my job, potentially move up the ladder, and make more money until I start my real career.

Yes, I was somewhat forced to get a job in order to help my mom, but I didn’t have to get four, and I definitely didn’t have to work as hard as I did to try and work my way up the ladder at Starbucks to receive as much money and benefits as possible.

It’s because being self-sufficient by the age of 16 was something I took extreme pride in. This gave me a permanent motivation to strive for nothing shy of greatness.

My life was more or less planned out by age 8.

Inspired by numerous books and cool pictures courtesy of the Des Plaines Public Library, I knew I would become a firefighter.

I would graduate high school, go to “firefighter school” (whatever that happened to be) and spend the rest of my life valiantly saving my fellow citizens.

Needless to say, that dream faded. My parents were quick to inform me that my first job would probably be waiting tables or taking orders at a fast food joint; I slowly learned to accept this.

Even though I wasn’t looking forward to it, earning money would be nice, and it would help me transition into the adult world.

Except here’s the thing: I don’t have a job yet.

Instead, during my high school years, I have relied on occasional babysitting and chauffeuring teammates to earn a little cash.

And I’m OK with that.

It’s not as though I avoid having a job. In fact, over the summer, I considered applying to places like Oberweis and Capannari’s. The real reason I don’t have a job is that I don’t have time.

Running cross country and track, being Editor-in-Chief of the Prospector and taking four AP classes, all while trying to live a normal teenage life, leaves little time to sit down and relax, let alone work.

Just last week, my Monday consisted of school, three hours of practice and an hour-long guitar lesson, all of which ensured I didn’t start homework until almost 9 p.m.

I have thought long and hard about ways to fit in a shift. I have reached the conclusion that investing in Time Turner technology development and waiting for a miracle is the only possible way to do so.

I suppose I could try working a few hours on the weekends when I have free time.

Call me lazy, but I kind of like being able to relax or read a book at home on a Saturday night.

Fitting in a job would add stress to a time dedicated to relaxing, effectively ruining its purpose.

That being said, I understand the value of working and that for some people, having a job can develop maturity and a sense of responsibility. Just ask my colleague to the left about her experience.

In my case, extracurricular activities have helped me become more responsible and mature.

Being on the Prospector has taught me the importance of making deadlines and holding myself accountable for my story and page, which, believe it or not, is a pretty big responsibility.

Cross country and track have helped me develop a solid work ethic, both on and off the track.

They have also taught me to be accountable, especially when assigned workouts while on vacation.

Even classes like math and physics taught me the art of endless patience, considering it took what felt like years to understand the point behind nodal lines and figure out what all those delta and epsilon symbols meant.

When I go off to college next year, I will know that my extracurriculars helped shape me into the person I am now.

That being said, I will be getting a job this summer, now that I won’t have so much going on.

It won’t be putting out fires like in my youthful dreams, and if my parents’ word is any good, it probably won’t be something I particularly enjoy.

But it will be something, and that something is a necessary part of growing up and entering adulthood, no matter when you start it.

6

April 10, 2015

Features

prospectornow.com

From homeschool to high school

By Kelly Schoessling Editor-in-Chief

When senior Sarah Glauberg sat down with her parents in 2012, she asked for something most teenagers would cringe at: she asked to go to school.

Until that moment, Glauberg had been homeschooled by her parents Carmen and Brian. Carmen admits her first reaction was shock.

“In all honesty, I was shocked because I was thinking, ‘Oh my gosh, is she ready? Is this really what she wants to do?’” Carmen said. “But I talked with her, and if anything, Sarah was very ready.”

Glauberg’s parents started homeschooling their three children while living in Des Plaines to ensure they were positively influenced and prepared for the real world.

“One of the things that we thought was that homeschooling was a chance for us to set an example for our kids on what it’s like to be in a more adult world at a very young age,” Brian said.“Children are very perceptive, and if they’re surrounded by adults rather than peers that are lacking in more adult behavior and maturity, we think that the children will be able to grow up and make it on their own a lot sooner because they’ve gotten a little bit better of an idea of how to function in an adult world.”

Once the family moved to Mount Prospect in 2012 to be settled in a better neighborhood, Glauberg’s parents were impressed by Prospect’s reputation and ultimately agreed to let Sarah and her 14-year-old sister Beatrice try public school.

Their daughter Danielle is still cur-

SAVED BY THE BELL: Senior Sarah Glauberg poses as her younger self with parents Carmen and Brian during homeschool. Glauberg was homeschooled until her sophomore year. (photo illustration by Beatrice Glauberg) rently enrolled in homeschool.

While the thought of starting public school for the first time at age 16 may seem intimidating, Sarah was optimistic.

“I wanted to go to school ever since I was little and saw everyone else going to school, so I wasn’t really scared at all,” Sarah said. “I wanted [to go to public school] for such a long time, and I felt so ready.”

Although Sarah was excited to start her first day of public schooling her sophomore year, she didn’t know what to expect because it was her first time inside any high school ever.

“I thought I would be insanely stupid compared to everyone else,” Sarah said.

“I was very intimidated, especially in my math class. Everyone was so much farther ahead than I was, so that was probably the scariest thing was worrying that people would look at me like, ‘Oh it’s that stupid homeschooled girl.’”

According to Sarah, she’s experienced many remarks from students with the misconception that people who are homeschooled are lazier and less intelligent.

However, Sarah’s typical day of homeschooling started at 8 a.m. Carmen was responsible for teaching history and literature during the day, and Brian would teach math and science after he came home from work.

Carmen and Brian used Saxon Math

with guided lessons while also using interactive educational websites that allowed them to open files on their computers to venture through different chapters, review guides and tests.

However, Carmen and Brian believe their children’s education was responsible for teaching their children much more than basic studies.

“It was an opportunity to serve the community as well,” Carmen said. “We taught them how to function and be a part of their community. We took them to visit the sick. I taught them how to make meals so that they can deliver to people who are homebound or in nursing homes. They were all-encompassing life experiences.”

According to Carmen, having her daughters interact with other kids while growing up homeschooled was essential.

“That was one of one of the biggest concerns we had heard from people and family members: that they might not be well socialized children if they’re not with other kids, but it was far from the truth,” Carmen said. “They were always with other kids in the neighborhood, other homeschooled children and kids in their congregation. They had friends, so socialization wasn’t an issue,” While Sarah’s education hasn’t always been typical, she’s happy to have a public education. While most students trudge from class to class waiting for the day to end, Sarah couldn’t feel luckier.

“I hate it when I hear people in the halls saying, ‘School is horrible,’ and, I mean, I’ll admit that I complain about school, but you guys have no idea what you’ve got,” Sarah said.

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75.0% have one parent who smokes 12.5% have both parents who smoke 6.25% have a sibling who smokes 6.25% have parents and siblings who smoke

Junior Emily Waltrich hung out with friends in downtown Arlington Heights after sixth grade when, seemingly out of nowhere, a woman approached her.

The woman came up and asked, “Do you have a cigarette?” When Waltrich replied that she did not smoke, the woman said, “Oh, well you smell like it so you must.”

Waltrich’s clothing often smells like smoke because her parents and 23-year-old brother smoke around the house.

“People probably assume that I smoke, but I don’t,” Waltrich said. “I really don’t, and I never will. It’s disgusting.”

Waltrich is not the only one with family members who smoke.

In fact, 24 percent of Prospect students endure the effects of secondhand smoke. (see “Students in smoke”) The secondhand smoke leaves an odor on Waltrich’s clothing, which she has struggled to disguise.

“I try to hide it the best I can,” Waltrich said. “I have a lot of perfume, but it doesn’t work all the time. It makes me very self-conscious.”

According to Waltrich, she is “around [smoke] 24/7.”

“All my mom wants to do is smoke, smoke and smoke,” Waltrich said.

“My mom and dad smoke. My brother smokes. All of his friends smoke. My uncle smokes. My dad’s friends smoke, and they come over all the time. … I’ve been around smoke all my life.”

Waltrich acknowledges her mom has tried to quit by taking Zyban, a medication that helps decrease cravings and withdrawal symptoms, but it was unsuccessful.

According to Dawn Waltrich, Emily’s mother, she tried to quit to escape the addiction.

“Out of all the stupid [things] I’ve done in my life, there’s only one thing I would never do again, one regret, and that’s picking up a cigarette because it is so addicting,” Dawn said.

According to Dawn, her children constantly try to get her to quit. Nevertheless, she has not done so.

“Every once in a while I do feel guilty about it,” Dawn said. “[But] truth be told, I blow it off because of all the knowledge I have about the risks and repercussions, I’m being honest with myself: I still enjoy a cigarette.

Until I stop enjoying a cigarette, I’m not going to [B.S.] anybody and say, ‘Oh, I’ll quit for you.’ or whatever.

I enjoy it.”

During her pregnancies, however, Dawn did not smoke, which she attributes to being a “hormone overload batman.” As soon as she gave birth, she began smoking again.

“The moment I delivered, I literally was like, ‘Wheel me outside for a cigarette,’” Dawn said. “My [obstetrician] actually wheeled me out of the hospital. He had a cigar in celebration of the baby, and I had a cigarette.”

According to health teacher Cristen Sprenger, the health program has tried to get parents involved by having students write letters to family members who smoke, telling them about the effects smoking has on their lives.

Sprenger specifically remembers having one student say her parents successfully quit because of how well-written her letter was.

“You’re not going to get every student to react that way, but to get something like that was satisfying,” Sprenger said Although Dawn acknowledges her

addiction, she does not believe it has friends were not alany other effect on her or her chil- lowed to come over bedren’s health. cause they smoke.

“There are a ton of factors that afAlthough she offered to fect somebody’s health, but I think not smoke in the house, whatever is going to take you down she says the other parents is going to take you down because of were “not willing to sort your gene pool, not the way you live of accommodate that.” your life,” Dawn said.

“I have four of my own According to Sprenger, being ex- kids. I don’t need to worry posed to secondhand smoke for a lon- about other parents and other ger period of time can lead to asthma, people’s kids,” Dawn said. “It’s bronchitis and infections, in addition not my issue, and it’s not my to being more susceptible to disease. problem. … If someone wants Emily attests to this as she says she to overlook things they don’t was often sick as a child. like, great. If they don’t, [that “[Being sick] was not pretty, is] their choice and may but my mom just lit up a they rock on.” e in a smo v i l s t n e ke-f cigarette,” Emily said.

Dawn was ud t s r e t “I felt so sick. I actumost upset that c ts in smo e e e n p e s ally threw up afher actions ke ud ter she did. I got were affectSt a whiff of [the ing the way of children with family smoke], and I her kids was just like, were treatmembers who smoke ‘I can’t.’ I was ed. also start smoking sick, and my “There mom smokare a lot of children without family ing definitely of people members who smoke didn’t help.” that do a lot also start smoking However, of things,” Dawn does not Dawn said. s t n believe her chil“That doesn’t de of Prospect stu bers dren were sick mean my kid m e more often than needs to be have family m other kids. judged or that who smoke She also does other kids need not believe secondhand to judge my kid smoke on its own has a for actions she big impact on people’s lives, is not partaking citing other pollution in the in.” area.

Emily’s dis“If you live in the sticks gust of smoke where Jesus left his shoes and has gotten to you smoke, or you live in the the point that city where you don’t smoke, you she cleans the might as well smoke because house to get rid you’re breathing in [smoke] eiof the smell. ther way,” Dawn said.

“I usualEmily does not share this ly clean the perspective. She always figured house. I’m not smoking was unhealthy, and even kidding,” when her sister Nikki, who is Waltrich said. four years older than her, told “I go down on her about the effects of secondmy hands hand smoke that she learned in and knees, health class, she was not surand I clean prised. it.”

“I was not shocked at all. I She knew it was coming,” Emily said. “I dreams of a smoke-free life, knew it was very bad for me. I mean, especially when she is home it affected me in major ways. It affect- alone with no one smoking. ed my voice and the friends I made. I “That’s the best time,” always had to tell them, ‘Hey, my par- Waltrich said. “I get to open ents smoke, and so does my brother.’ It the windows. For once, I was very hard.” don’t have to smell that According to Dawn, she took a blow stuff.” when her youngest daughter said her

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Copy Editor

7

April 10, 2015

graphics by Krzys Chwala

prospectornow.com Features

Students endure secondhand effects

from family members smoking

By Krzys Chwala

Out of all the

[things]

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[I have]

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a cigarette because it’s

– Dawn Waltrich so addicting.

Favorite food?

Biggest fear?

Favorite color?

The subjects

Junior

Blue Bugs Cupcakes Kenny Hsiao The Boyfriend 4

Junior Lexi Ice Cream Drowning Blue Mussatti

The Subject

Junior Kit Ice Cream Yellow Snakes Fitzgerald

The Best 4 Friend

Who Knows You Better?

Favorite dance style?

Favorite pair of shoes?

Middle name?

Ballet

Steve Maddens

Nicole

4 Jazz

Converse

Nicole

Jazz

Sperrys

Nicole

4

4

The results

x Winner

8

April 10, 2015

prospectornow.com

In-Depth

digital age leads to unexpec Social media not all fun and games

By Rachel Parks Features Editor

*Name changed for confidentiality One spring day during ‘14 grad Jake Ward’s* junior year, he received a note telling him he had to meet with Dean of students Mark Taylor immediately.

Someone sent a Vine video to one of the deans, and although he didn’t post it himself and there was no alcohol in the Vine, he and his friends had clearly been drinking. “[The dean] wanted me to confess to it,” Ward said.

“He peer pressured me into saying I was drinking, [even though] if I said I wasn’t drinking I would still get in trouble.”

Although he admitted to drinking, he doesn’t believe he should have gotten in trouble for it. It was disappointing for Ward because he didn’t have a Vine himself, and someone was trying to get him in trouble by sending it to the dean.

Ward was coded and unable to play his spring sport for five games.

“It sucked, especially because [I felt] like [the deans and my coaches] were already disappointed,” Ward said. “They already made

the decision before [I] even came in there that [I was] going to get in trouble.”

Because teachers and staff members do not actively search students on social media, Taylor says students typically get in trouble for content on social media when another student sends something to a teacher or the dean. Punishments for posting inappropriate content–things that violates the guidelines in the student handbook–on social media range from a phone call home to a suspension or expulsion from school.

Football coach and social studies teacher Mike Sebestyen has seen students get in trouble for several incidents involving social media through inappropriate pictures and comments on Twitter.

Taylor advises students not to post anything on social media that violates the student handbook. Although there are no rules in the handbook that explicit-

ly set guidelines for social media, general rules should still be followed on the internet. For example, no aggressive behavior or behavior that violates federal law, such as underage drinking, should be posted.

In addition to the possibility of getting in trouble through Prospect, colleges sometimes search social media.

“In the past [the decision would just be based on] what is provided to the colle ge,” college counselor Diane Bourne said. “Now, other things are being factored in that you didn’t submit, and that can be a little scary for a student.”

In general, Bourne says to avoid the same things mentioned in the handbook, like pictures of partying and drinking.

“Not only are you breaking the law, but you’re putting out there that you’re doing something that your

coaches, [school] code, parents and employers [disagree with],” AP Psychology teacher Daria Schaffeld said.

Senior Lilly Anderson* sometimes posts things that could get her in trouble, like a picture on Instagram with an alcoholic drink in her hand. She doesn’t care, however, because her mom follows her and knows that she drinks. Although she can still get in trouble through the school, she doesn’t believe that punishment for this is necessary.

“I don’t think anything should happen to [students who do this], like detention or [expulsion],” Anderson said. “If you’re not representing Prospect, wearing Prospect apparel or saying that’s where you go to school, they shouldn’t be able to punish you [because you’re outside of school].”

In cases where students have been caught, according to Sebestyen, it has been because football players send him content or show him things either to get someone in trouble or to express concern.

Although it isn’t school policy for teachers to search students on Twitter and other social media, that doesn’t mean colleges won’t. According to a 2011 survey by

Kaplan Test Prep, 26 percent of colleges reported looking up applicants, and 35 percent of these reported finding content that negatively impacted the students’ applications.

In general, Anderson thinks colleges shouldn’t look at social media because if they find something bad, they may overlook the positive aspects of the student.

However, Schaffeld disagrees.

“It’s only private if you

keep feld thing sciou priva W feld post “J said. tell you’ thou Som your how

roommate selection revolutionized b

By Shannon Smith

Executive In-Depth Editor Looking for a college roommate, senior Jessica Motylewski went on University of Missouri’s incoming freshman page on Facebook. She made a post and quickly came in contact with multiple girls she could room with.

Within a day, Motylewski talked to seven girls, but she didn’t “click” with any of them because they all seemed the same.

On the second day, she saw a post by a girl named Clare Curwen that stuck out to her because it was more unique than the others. A lot of the posts Motylewski saw said something like, “I like to workout and watch Netflix.” Curwen’s said she liked to do yoga, which was more interesting to Motylewski. It also seemed like they had a lot in common.

She reached out to Curwen that night, and they hit it off right away. After messaging each other for a day, they exchanged phone numbers and facetimed for two hours the next day. After facetiming they decided they would room together.

An increase in technology has led to more students choosing roommates on websites like Facebook or other roommate matching apps, like RoomSurf or RoomSync. With the help of roommate pairing apps, more students have more comfortable living arrangements, which can be a factor in being successful in college.

A study in 2011 by psychologists from

several universities like Michigan State University and Rice found that one of the top five reasons freshmen withdrew from college was because of conflicts with roommates.

As a result, colleges are paying more attention to students’ roommate situations.

Many colleges offer specific dorms like substance-free or gay-friendly housing to make living arrangements more comfortable for students, and many schools advocate finding roommates online.

For Motylewski, choosing her roommate beforehand eased a lot of her anxiety for college.

“I wanted to know what I was getting into before [I left for school],” Motylewski said. “College is a big step, and it’s nerve-wracking for everyone. I wanted to know something beforehand.”

Now that she has chosen her roommate, she has someone to go through the rest of the steps with, whether it’s reminding her to turn in a form or having a friend at orientation.

Although there is a trend among many universities to let students pick roommates, many schools see the value in having the school match roommates. Schools pairing roommates refrain from homogeneity, which is when someone chooses a roommate that resembles him or herself.

According to the New York Times, many universities think college is a time for students to step out of their comfort zone and meet new and different people.

French teacher Jenna Sandstead attend-

ed Indiana University Bloomington and she was randomly assigned a roommate her freshman year in fall of 2004. She was nervous, and she even contemplated requesting a single room because her sister had a bad experience her freshman year. “[But] I decided that I was someone that liked to be around people, so I went out on a limb,” Sandstead said. “I was really nervous, but from our first emails back and forth it seemed like we were going to get along, and it turned out really well.”

Sandstead and her roommate had extremely different backgrounds. Sandstead is from a small town in Indiana whereas her roommate was from Beverly Hills, California.

Stanford University takes this one step further by assigning roommates to all students and not revealing who they are until move in day. This is done to prevent students from requesting to switch roommates before school starts.

Initially Sandstead thought random assignment was a better option because she believes students may miss out on the experience of living with someone new. “[Students are] missing that fear of the unknown and getting to overcome it,” Sandstead said. “That gives you a lot of self-confidence and self-esteem to know that [you] came into this situation [not knowing] someone. It was really scary, but [you] did it and it worked out.”

Sandstead sees that students are using the tools they have to their advantage, and in the end, they still are going to have to

FRIEND ME: Many c their incoming freshma mate. (photo illustratio

learn to live with someo “On the other hand, doing wherever you mee though it’s online, you’ kind of organic building Sandstead said.

Motylewski continue tionship with Curwen talk as often as they d

prospectornow.com

April 10, 2015

In-Depth

cted dangers, consequences

social media connects students, teachers

p

it private,” Schafsaid. “When you post gs, you’re making a conus choice to become less ate.”

Ward agrees with Schafafter a social media got him in trouble.

Just be smart,” Ward . “You don’t need to the entire world what re doing and what your ughts are all the time. metimes just keep it to rself. It doesn’t matter many likes you get.”

by technology

colleges set up Facebook pages, like University of Missouri, for an. The page gives students the oppurtunity to find a roomon by Cassidy Selep)

one new. , that’s what you’re et this person. Even ’re doing that same g of a relationship,”

es to build her relaonline. They don’t did when they first

started messaging, but they occasionally snapchat and text. Overall, Motylewski isn’t concerned that they won’t get along. “[My roommate] doesn’t have to be one of my best friends,” Motylewski said. “If she ends up being one, that’s awesome. If it ends up being the worst thing ever, then I [will] have a funny story to tell.”

Social media accounts regarding schools, from prom pages to water fountain reviews, populate Twitter and Facebook and enforce the connection between education and technology.

Students and teachers are given iPads, opening up more possibilities for interaction, which tends to occur over social media sites such as Twitter and other third parties the school has no supervision over.

District policy states that teachers are expected to follow the same rules of interaction with students as they would follow in the classroom “regardless of the ever-changing social media and personal technology platforms available.”

Social science teacher Frank Mirandola thinks this connectivity is not a nuisance, but simply another tool for teachers to use.

“It’s an evolution of the relationship between teachers and students,” Mirandola said. “I think the nice part about Twitter is that it’s very public. I feel very comfortable sharing successes in my classroom.”

However, he still adheres to restrictions and does not follow students on their social media accounts.

While there are some school-sponsored social media sites such as Schoology, some teachers use less-supervised sites like Twitter as a means of teaching real life lessons.

American Studies teachers Mirandola and Jason Block have students use Twitter to create an account for a fictional political candidate and use it to demonstrate their knowledge of effective propaganda methods.

Sometimes social media can be used for less professional interaction between school figures and students. For example, there was controversy surrounding the interaction between District 214’s Twitter account and students regarding snow days, where students expressed their opinions on school being cancelled, sometimes in profane language. However, AP World teacher David Schnell attributes this to the facelessness of 214’s Twitter account.

“If I had put out, ‘There’s no school tomorrow,’ or, ‘There’s school tomorrow even though it’s cold out,’ I don’t think my students would act as aggressively to me,” Schnell said. “It’s all built on your personal relationship with somebody. The less you know them the more free you are to be aggressive or

rude.”

There is also the titular social side to social media.

Schnell keeps two Twitter accounts, one that his students can follow and one for his own use. While some teachers take many precautions, there is still a judgement call around every corner. For a professional account, Schnell advises to tread lightly.

“Anything that’s lighthearted or more fun in that forum has to be very innocuous or G-rated so there’s nothing that can be misconstrued,” Schnell said.

However, when it comes to personal accounts, things get a bit more complicated.

Schnell posed the scenario where a graduated student friends a teacher on Facebook. Schnell asserted that it’s fine since they are no longer a student at the school, but they still have friends that are in high school. This means that it is very easy for high school students to see these interactions.

“I think it’s a very complicated world, especially from a teacher’s perspective where you’re not trying to be inappropriate with or around students, but you never know when you’re with or around students,” Schnell said.

9

10

April 10, 2015

Librarian finds calling

By Gianna Rossi Staff Writer

In middle school, Christie Sylvester never enjoyed reading. However, with a high school librarian for a mother and a father passionate about reading, it was difficult to avoid. “[My mother] would bring all these books home,” Sylvester said. “We would have boxes and boxes of books.

It really intrigued me because I would start to look at all of them, and I was like, ‘This sounds good.

This looks good.’”

As a junior in high school, reading caught on in Sylvester’s life. She got a job at the Arlington Heights Memorial Library in the children’s section. Whether it was shelv-

ing books, helping patrons or managing the summer reading program, Sylvester was surrounded by books. By senior year, she decided to follow her mom’s footsteps and become a high school librarian.

“Seeing my mom work and how she functioned as a librarian, [along with] working with children and adults at the library, really cemented [my choice],” Sylvester said.

Later on, Sylvester at-

tended Northern Illinois University and received her master’s degree in library science.

She began her journey as a certified librarian at Prospect in the fall of 1999 by student-teaching for former librarian Cheryl Petrone.

prospectornow.com

Features

STORYTIME: Christie Sylvester shelves some of her favorite books in the KLC. As a Prospect librarian, Sylvester’s main goal is to turn students into lifelong readers. (photo by of Cassidy Selep) The two enjoyed each other’s company, and Sylvester viewed Petrone as a mentor.

Sylvester’s former coworker Petrone shares many of her own qualities. For example, their teaching styles are similar. Both believe that communication is a wonderful way to learn.

Most people would think that librarians go around telling kids to be quiet, but Sylvester and Petrone encourage communication.

“Nowadays, people listen to their phones all the time.

There is music, [and] you talk to your friends,” Petrone said.

“I think that is just a great way to learn.”

“We just clicked. You will

meet people in life that you just click [with],” Sylvester said.

“You have similar philosophies and similar attitudes.”

Then in 2008, when Petrone retired from Prospect, Sylvester took over Petrone’s position as head librarian.

Sylvester not only checks out books but also helps teachers pick out books or give presentations to their classes about using Prospect’s data research resources.

Sylvester also enjoys interacting with high school students and doing service within the community. She is currently involved with Student Council and helps them plan events such as Haunted High School.

Sylvester is also involved

with the preschool program.

Every Tuesday during third hour, Sylvester goes into the classroom and reads a story to the children. It is one of her favorite things about her job because the children’s excitement is indescribable.

“Some of the best compliments I have ever had in my career are from little children,” Sylvester said.

In any way, Sylvester enjoys being there to help kids in the library and even beyond, such as with out-of-school conflicts.

“My purpose is to educate students to be independent learners, to be lifelong learners” Sylvester said. “That is really our ultimate goal as teachers.”

More to maintenance men than it may seem

By Flynn Geraghty Features Editor

After the 2:50 bell resonates through the halls, most students whip their backpacks over their shoulders and clear out of the building. But when the school day ends, the night janitors begin their work.

Throughout the day, students discard wrappers and crumpled-up balls of paper on the floors, scribble messages and doodle pictures across the dry erase boards. Yet, when they return the next day, the floors are shiny, the boards are clean and the cafeteria is set up for the show choir concert that night.

The night janitorial staff work under the cover of darkness, doing their job and leaving the school ready for the next day.

The 17 members of the Prospect maintenance staff work on different shifts throughout the day. The first shift takes place from 6 a.m. to 3 p.m. The second shift goes from 3 p.m. to 10 p.m., and despite it being after hours, things are still interesting.

SQUEAKY CLEAN: Janitor Ken Bragg cleans the empty halls of Prospect from 3 to 10 p.m. According to Bragg, “Prospect has this homey, lived-in feeling to it and I think that’s what makes it such a great place to work.” (photo by Cassidy Selep) “During second shift, there’s always stuff happening,” janitor Ken Bragg said. “Parents, teachers, coaches, meetings. There’s always somebody to run into.”

Then, the third and final shift begins. This shift goes from 10 p.m. to 6 a.m.

Before he was transferred to second shift, head janitor Mago Casas worked third shift, and it was no picnic.

“Third shift is rough because you go home and you try and sleep and you’ve got your neighbor mowing his lawn.

It’s tough,” Casas said.

“But, when I got hired, [third shift was] the only choice [I had].”

Casas says having a fami-

ly makes the third shift especially hard.

“When [my kids] were little, it was harder,” Casas said. “I only got to see them on the weekends. Now, they’re grown up and they don’t need daddy anymore.”

Bragg, on the other hand, still has children at home, ranging from 6 to 27. When Bragg is at home, they’re at school; when they come home, he’s left for work.

“I don’t see the kids as much. That’s the bad thing,” Bragg said. “And I kind of miss them during the day, but you look forward to seeing them on the weekends. I get to see the wife more.

We can hang out and do things while they’re at school.”

Along with being away from his family, Casas thinks the third shift can be

spookier than working when students are around.

“My first night working here, I got scared because it’s you by yourself in this old building,” Casas said. “You hear toilets flushing and you freak out a little.”

Being alone in the building was frightening at first for Bragg, too.

“Back in the day, the preschool used to be the art room,” Bragg said. “There were all these weird noises in there, and you’d always see something out of the corner of your eye. And you would go, ‘What the heck was that?’ But, you had to clean it anyway.”

When he finishes his shift, Bragg goes home. He arrives around midnight and is able to have the house to himself for a little while. “[My family is] upstairs sleeping [when I get home], so I can just hang out and watch TV before I go to sleep,” Bragg said. “I love to watch some ‘Breaking Bad.’” While the job isn’t easy, the maintenance staff agrees that they have a duty that needs to be fulfilled. “[If the maintenance staff didn’t show up], your room would be dirty,” Casas said. “There would be garbage all over the floor. When you walked into the room, you wouldn’t want to be there.”

Casas always appreciates when their hard work is noticed.

“We get compliments from teachers, and they make me feel good,” Casas said. “You feel like you’re doing your job.”

However, others aren’t as kind.

“The worst [part of my job] is [cleaning up] the stuff that was done on purpose, like graffiti,” Bragg said. “You just see it and you go, ‘Come on. Now you’re just trying to make my life harder.’”

Despite this, the members of the night janitorial staff are still happy to be working here at Prospect.

“I had been to this building before when I was a kid,” Bragg said. “My brother used to be a groundsman back in the 70s. I always liked it. Never thought I would work here, but I do now.

Prospect has this homey, lived-in feeling to it, and I think that’s what makes it a great place to work.”

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Features

April 10, 2015

11

Apps cause catfish-y business

Online dating causes rise in false identities

Schoenbeck met his wife Mary Kate through Match.com in 2010. At the time he joined Match.com, catfishing was unheard of. As a result, he was never *Name changed for confidentiality concerned that Mary Kate wasn’t who Junior Jenny Hoening was browsing she claimed to be.

Although Schoenbeck wasn’t worher Hot or Not app when she found a guy she thought was attractive, so she ried about a false identity or his safety, “hotted” him. He “hotted” her in re- he also met Mary Kate in public. He turn, and their two finger-taps led to a met her at the Arlington Heights Public Library where she was grading papers seven-month relationship.

Hoening messaged him through the since she is also a teacher.

Using the internet to meet Mary app after they “hotted” each other, and after talking over the phone and Face- Kate was very accessible and feasible Timing for a week, she met him in per- with his busy schedule.

“It was difficult for me to meet new son. Hoening took precautions to make people because teaching [took] up a lot sure he was who he said he was. of [my] time,” Schoenbeck said. “For However, many people who turn to the internet for relationships end me to extend myself outside of the norup “catfished.” Due to the increasing mal circles that I would run through, popularity in social media and dating [online dating] was the most convenient websites, catfishing, luring someone and most effective way to do that.”

The internet is also an easy way to into an online relationship through a fake profile, is becoming common. Ac- meet people for junior Troy Kelly*. Kelly messages strangers who have intercording to a recent survey, 40 percent of Prospect students have lied about them- acted online with his friends.

A common way Kelly finds people selves online and 46 percent have been to message is by lied to be another looking through person online. who liked a How dating apps work When Hoening friend’s photo. decided to take the Overall, Kelly has Tinder next step and meet contacted about the guy she was Swipe right or left de1700 girls ages 14 messaging, she unpending on if you find to 18 and has spent derstood the risk. the person attractive. about 72 hours For safety, each Matches can message messaging them of them brought each other. altogether. four friends, and “I feel a lot of they met in public.

Hot or Not people [at ProsOnce the situation Determine whether pect] are the same, was deemed safe, or not a profile is atand I felt I could they went back to tractive.

The most popfind different perHoening’s house to ular profiles in the area sonalities and difwatch a movie. ferent mentalities can be viewed and Going into the through online messaged. meeting, Hoening and outside of the was nervous becommunity,” Kelcause she didn’t ly said. know the most basic things about him, Hoening, Schoenbeck and Kelly dissuch as his height or other aspects of his personality. In the end, it wasn’t covered a major challenge that accomawkward, partially due to Hoening panies meeting people online is getting talking to him on FaceTime before- to know them on a personal level. The three found meeting face-to-face is nechand.

In addition to Hoening meeting essary to truly befriend someone.

When Schoenbeck met Mary Kate, someone online, science teacher Paul she was taller than he thought she was,

By Diana Leane

Executive In-Depth Editor

LIAR, LIAR PANTS ON FIRE: Catfishers interest their victims by lying about their age, school and profession among other things. An anonymous junior who has lied online lied because, “I wanted a lot of people to get to know me and hear my name and be like, ‘Oh, I know him, too.’” (photo illustration by Cassidy Selep) and he realized he had no idea how she talked, walked or laughed since these were things that couldn’t be captured online. Prior to the meeting, Schoenbeck exchanged three emails with her.

“She has a lot of things in common with me, so we connected as much as you can through an internet relationship before meeting face-to-face,” Schoenbeck said. “At some point, to really see if you actually like somebody, you have to meet them in person.”

For Hoening, she wasn’t able to fully get to know her boyfriend’s personality until meeting him in person. As the relationship progressed, she realized he frequently ignored her.

Kelly has never catfished because the profile he uses to meet girls is his real profile, but he has lied to girls he messaged about his age, school and ac-

tivities. For example, he once told a girl he played football at the University of Illinois.

He lies because he wants people to remember his name. When girls found out, they sent him angry messages questioning why he lied and ceased talking to him.

Despite the downsides and dangers to meeting people online, the internet gives people with busy schedules like Schoenbeck the chance to easily meet people. “[Dating sites] definitely help encourage you [by making] connecting easier,” Schoenbeck said. “If I didn’t have the option to do internet dating, who knows. It’s tough to say if I’d still be single or if I would’ve met somebody else.”

A week throughout America Students traveled throughout the U.S. and the Caribbean during spring break.

Freshman Jack Hempleman Vacation spot: Colorado Favorite part: “Being with my family and having a good time.

We [skied] in the woods a lot.

A lot of people there were on vacation, so they’re all happy.”

Sophomore Brooke Wilson Vacation spot: California Favorite part: “For my birthday, my aunt and uncle took me out to their favorite sushi place. The truffle edamame was really good and it was probably something I won’t [find in Mt. Prospect].”

Junior Jon Branch Vacation spot: North Carolina Favorite part: “Visiting the University of North Carolina and going fishing in the mountains [was awesome].”

Senior Sabrina O’mara Vacation spot: Bahamas and California Favorite part: “[I] played the Hunger Games for four hours.

There was a bell tower that we would ring when we died so it sounded like the cannon in the movie. At the beginning, we were in a circle and played the audio clip of the countdown. It was the most fun thing I’ve done in my life.”

Freshman Annie Walsh Vacation spot: Florida Favorite part: “Going fishing with the guide [was the best]. I really needed the break after all the homework and tests I had. It was really nice to have that time away from my life in Arlington Heights.”

12

April 10, 2014

prospectornow.com

Entertainment

Spring musical takes chances

By Marci Kiszkiel

Entertainment Editor When deciding on what would be this year’s spring musical, the production staff of Prospect chose “The Producers” for its humor. Acting teacher Jeremy Morton believes that the student cast members have what it takes to take on this production, which will take place from April 29 to May 2.

“We as the production staff thought that we had a really talented group of performers at Prospect who understand comedy and musical theater, so we wanted to pick a funny show,” Morton said. “And ‘The Producers’ is not only funny, but it’s hilarious, and it has won the most Tonys in history because of its humor, and we’re very excited about it.”

The Mel Brooks production “The Producers” is the story of Max Bialystock and Leopold “Leo” Bloom, two theatrical producers trying to make their fortune by overselling interests in terrible Broadway musicals. However, their get-rich-quick scheme proves to be a flop itself, as their show, “Springtime for Hitler,” winds up a success.

Although the musical takes on a more lighthearted tone than the 1968 film, it still features subjects of sexual themes, Nazism and purposefully stereotypical characters.

However, cast members such as sophomore Ben Marshall who plays Roger DeBris, a flamboyantly homosexual theater director, believes that the musical is more than its controversial themes and that the focus should be the bigger picture rather than the details.

“I think [the audience needs] to get the overall message at the end because [the musical is] a funny show. It’s not a very deep show, but it pushes a lot of boundaries,” Marshall said. “At the end of the day, it’s a love story, and it’s about trying your hardest.”

Being involved in theater since he was 6 years old and Prospect’s production of “Shrek: The Musical,” Marshall enjoys involvement with theater and planned on auditioning for the spring musical regardless of what the production was going to be.

His only concern is being able to pull off a lovable character that finds himself in problematic situations within the play, making the audience feel conflicted.

However, Marshall was completely comfortable with playing Roger because he understands that he’s just playing a role and trusts Morton to respect actors’ limits.

Senior Allie O’Connor feels similarly about her character Ulla Inga Hansen Benson Yansen Tallen Hallen Svaden Swanson Bloom, a stereotypical Swedish actress looking for a role in Max and Leo’s musical and a firm believer in flaunting it if you’ve got it. O’Connor has never played a character quite like the confident Ulla, and her main concern is pulling off a realistic Swedish accent.

O’Connor planned on being involved in the musical regardless of the content since she’s been in every production at Prospect since her freshman year. Although she’d known “The Producers” existed prior to auditions, she looked

SETTING THE STAGE: Sophomore Ben Marshall (left) and Junior Andrew Pittman (right) practice their lines as Roger DeBris and Carmen Ghia in “The Producers.” The satirical musical takes on controversial themes, but Marshall looks forward to his perfomance. (photo graphic by Calla Flanagan) into the production more in-depth to prepare for auditions.

O’Connor believes that in order to understand the show, audience members need to consider that the production is satirical.

“I think [the audience] should realize … the central premise of the show is that the two producers are trying to make a show that will be bad, so they choose the show called ‘Springtime For Hitler,’” O’Connor said. “It’s a show meant to fail.”

Cast members and parents were required to sign a form indicating they were comfortable with the musical.

Marshall’s parents had seen “The Producers” on Broadway in New York and loved the show themselves. O’Connor’s parents are frequent audience members to Prospect productions and are excited to see how the student actors will pull the musical off.

According to Morton, the stage will be full of sets and cast members, but freshman stage crew member Caitlyn Harrington isn’t worried about completing the set for the play. The crew has been working on it for several months and anticipate it will be completed for the show.

As opening night approaches, Marshall looks forward to performing with his fellow cast members, and O’Connor looks forward to being a part of a such a unique production.

“I think our kids are so talented, and I can’t wait for people to watch and see the talent and humor and give us two hours of their night to go to a play that’s absurd [and] funny,” Morton said. “They’ll have a great escape from whatever troubles they may be having because this show about putting on a show will be memorable and incredibly funny.”

Public transportation ideal for concerts, festivals Trains, busses, cabs, oh my! ay safe

How to st

By Isabelle Rogers

Entertainment Editor

Stay alert. Attackers pick victims that are on their phones and oblivious to their surroundings. Disconnect to stay safe.

Never count your money in public.

People are more likely to rob you if they know you have money.

Never travel alone. Safety is in numbers, so grab a trusted friend for all your adventures.

Never get in an empty train car. The more people you are with, the less likely it is that you will get taken advantage of.

YouTube star Sam Pepper released a “prank” video September of 2014.

This video displayed him pinching women’s butts as they turned around to show him directions. One by one, accounts of Sam Pepper raping and assaulting young women were publicized. One victim’s account of depicts that Sam Pepper groped the young girl’s breast in broad daylight while she was waiting for the train after a YouTube festival.

As festival season rolls around, the weirdos come out of hiding to converse with the masses. Most people have a story — some more severe than others — about weird people on public transportation. Because public transportation has become a more popular way to travel, here are some safe public transportation options.

Metra: One of the first options is taking the Union Pacific Northwest Metra line (the line closest to Prospect). Because Metra has two stations within two miles of Prospect, taking the train is one of the most popular methods of transportation used to get

to festivals.

Some festivals have ticket offers that include train passes specialized for the week of the festival. Students also get reduced fare — about $3 — when presenting a student ID when buying tickets the station’s ticket booth.

Because the trains get increasingly hectic, Metra increases surveillance during the weeks of popular festivals, such as Lollapalooza and Taste of Chicago, in order to keep customers safe.

During normal weeks, alcohol is allowed on the trains, but on big weekends, Metra does not allow alcohol on the premises to keep riders safe.

In addition, conductors are trained to watch out for suspicious activity, and during the weeks of festivals, more conductors are on duty. Some of the newer cars have features like an emergency intercom button that allows you to talk with a staff member immediately.

Senior Brendan Tranter prefers to use Metra to get to concerts and festivals. Tranter and his friends fill up the last car of a train and spend the ride hyping each other up; they call this the “Rage Car.”

“Being with everyone, getting there at the same time and being together is the best thing about taking the train [to festivals],” Tranter said.

Uber: Uber has also been gaining popularity recently. It’s a cab service that lets you pick what type of car you want to be picked up in from an app on your phone. The service offers rides in vehicles ranging from everyday cars to luxury vehicles, and the prices vary depending on the chosen car and length of the drive. Once you reserve a car, you get a text from the driver, and you can pull up their file to see more about them.

Junior Gianna Honcharuk always uses Uber if no one can drive her to the concerts and festivals she attends.

She feels that Uber is a lot safer and less awkward than most taxi services.

“Sometimes [Uber] is a lot easier when [public transportation] is the only option,” Honcharuk said. “[Uber has] a lot of discounts. They call you when they arrive, and they are where you want them to be. The whole [service] is a lot more chill [than a regular taxi service]. You feel cooler getting into a black SUV versus the back of a yellow minivan.”

prospectornow.com

April 10, 2015

Entertainment

13

From Prospect to McKinley ‘96 Prospect grad, “Glee” creator reflects on his career

“I wasn’t surprised that [Brennan] would go do something amazing like that,” Scolaro said. “He was a true entertainer from the inside, and he was just a genuinely good kid.

It wasn’t until 2005, when he I’m very proud of him.”

By Shreya Thakkar was 27 and pursuing an acting The day of the series preAssociate Editor-in-Chief career in New York City, that miere, Scolaro held a viewing party at her house, and she After filming the final scene show choir reentered his life.

News had broken that Bren- has followed the series all six of “Glee” on the very auditorium set where the show began, a nan’s Prospect show choir di- years. She likes its comedy and crew member announced that rector had been arrested for enjoys looking for similarities set location was wrapped and sexually abusing a student. between the show and Prospect ready to be dismantled. At that Brennan told his then-girl- that Brennan may have purmoment on Feb. 22 ‘96 Prospect friend about the news, and she posefully embedded.

As a part of his job, Brengrad and “Glee” screenwriter mentioned something similar and creator Ian Brennan real- happened at her high school; nan, along with co-creators the choir teacher eloped with Murphy and Brad Falchuk, ized he didn’t want to visit the show’s sets afterwards because a student, and they are still to- wrote the entire script for all 121 episodes, each 45 pages it would be too hard to see the gether.

Brennan thought it was so long. Looking back on his time empty stages.

Later that day, another crew bizarre that he wanted to write on “Glee,” Brennan acknowlmember read off a list of ac- a screenplay about a show edges that the show kept him tors who were wrapped for the choir. He ended up including very busy. His mother, Charseries. It was then that Bren- this scene in the pilot episode man Brennan, says she usualnan realized the show was over. of “Glee” (see “Prospect refer- ly only saw him three to four times a year.

“Everyone was there, and it ences in ‘Glee’”).

“I was like, ‘Well that’s real“Even when the show [was] was a very cathartic moment,” ly interesting,’” Brennan said. at its apex and it was like the Brennan said. “That’s sort of “Something just clicked in my biggest thing in the world, we when I think it hit everybody that it was finally over. In a head, and I was like, ‘That’s the in a lot of ways were isolated first scene of a movie.’” from it because we were worklot of ways, those kids, or not He mulled over the idea for ing so hard,” Ian said. “It was kids anymore, grew up together. And all of us came from nine months, carrying around never really a big party. There relative obscurity. When we a notebook everywhere to jot were certainly those moments of celebration, but for every all showed up that first day, down any ideas, and in July of 2006, he sat time you patted yourself on the everybody down and back, there was just as much was pretty wrote the anxiety about all the work we unknown. screenplay. had to do. You’re behind it, And now Then in late [and] there’s no one else doing everybody 2007, Brenit, [so] all eyes go to you. You leaves the nan had have to know where the story show with a lunch with is going.” burgeoning a friend of Although Ian may not miss career.” a friend the heavy workload, he will That sewho hapmiss the cast and crew. ries finale pened to go “It’s really like a family. I aired on to the same mean, it is a family,” Ian said.

March 20 gym as “It’s a bit like graduating high marking Hollywood school. There are some people the end of screenwritwho you are going to stay in the show’s er Ryan contact with, and there are othsix-year Murphy. A er people who you love just as run. week later, much but will just sort of float Brennan Brennan re- away. And knowing that that’s got the idea SELFIE: “Glee” creator Ian Brennan ceived a call the case is very sad.” for the show from MurHowever, Ian is thankful for from his (right) takes a selfie with Dot-Marie experience Jones (left). Jones plays Shannon Beiste phy saying having met cast and crew memhe wantbers. He never expected the levas a part of on the show. ed to turn el of success he has achieved Prospect’s Brennan’s idea into a TV show. and believes his parents and show choir. He wanted to write “Then it was off [to] the rac- mentors he had at Prospect as about a show choir because he es,” Brennan said. key pieces of his journey. found it “inherently funny.”

Brennan believes his route “I don’t know what my life “I had always thought [show choir] was funny and goofy in a to becoming creator of “Glee” would have been like if I had a of parents. way that was sort of strange,” was “highly, highly unusual” different set them supBrennan said. “I never under- because “there’s no other show To call portive stood the outfits, and it just runner in Hollywood who is kind seemed like a throwback to an- would have cared about this idea.”

But Murphy was of an other era with the tuxedos and in choir in college, For underthe jazz hands and the choral so he was able statearrangements. There is just advice from ment,” something that is so specifical- to relate to the script.

Ian ly weird, which is what fasci“Glee” creator Ian Howevsaid. nated me.”

“They Brennan accredits Prospect er, Italian Brennan on how to reach never once teachers like former theater di- teacher and questioned rector John Marquette and his former va- your career goals, visit [my aspiraparents for inspiring him as a riety show Prospectornow.com director Lyn tions as an achigh schooler. tor]. They never While at Prospect, Brennan Scolaro wasn’t once thought it was a was heavily involved in speech surprised when she bad idea.” and theater, and after gradu- heard about his success.

Reflecting on her support, ating, he even second-guessed Scolaro got to know Brennan his involvement in through his comedy acts in the Charman says it was because variety show, and speech team. she wanted to be happy and Prospect show choir.

TRAPPED: As one of the three “Glee” screenwriters, ‘96 Prospect grad Ian Brennan uses his own high school experiences as inspiration for the show. “When I’m writing scenes I invariably picture Prospect High School,” Brennan said. (photos courtesy of Ian Brennan) was more like a little theater had faith in his talent.

“I guess we both think that company, and it was awesome. people need to follow their pas- It honestly felt no different sion, and that’s when you’re opening night at Prospect than happiest,” Charman said. “We opening night at plays I did never doubted that he would in New York City or opening be successful … There was no night at the Goodman or when reason knowing him not to “Glee” premiered.”

As the have confi“Glee” chapdence that ter in Ian’s he would do “Opening night at life closes, well.” he appreciIan also Prospect [felt no ates the imbelieves different] than opening pact it has Prospect made, not was vital in night at plays I did only in his nurturing life but in his talent. in New York City or the lives of “It’s a opening night at the the show’s credit to millions of that place. Goodman or when fans.

I was sur“I don’t rounded by “Glee” premiered.” expect to really good Ian Brennan, ‘96 PHS have anothteachers all er project around and grad and “Glee” creator that will had really hit as big good menas [“Glee”] tors,” Ian said. “It was just a flat-out good did,” Brennan said. “I don’t school ... and that’s just price- think you can replicate a show or a movie hitting a cultural less.”

It was Marquette that in- chord as hard as “Glee” did. I spired Ian to act, which then never expected that. I wanted to write about show choir beinspired him to write. “[Marquette] really cared,” cause I thought it was funny.

Ian said. “You could see he was That’s all. I didn’t expect it to passionate about it. He really be a big thing or for it to win loved theater and plays, and it awards. I didn’t expect it to made your own passion for it move the cultural conversation OK. So it was less like we were in any respect.” high schoolers doing plays, it

Prospect references in “Glee” Show choir director on the show, Will Schuester, is based off of former Prospect theater director John Marquette. “[There is a bit of Marquette in Schuester],” Brennan said. “My mom, [my sister and a lot of my friends are] teachers. There is a kind of person who -- and this comes through in a character like

Will Schuester -- where there really is no ego ... Some people are willing to devote their lives to seeing that spark in kids. That’s something that we try to work into the show thematically. I want the show, in part, to be a kind of ode to teachers.”

In the pilot, the previous choir teacher is said to be fired for sexually abusing a student. That is

based off of Brennan’s former Prospect show choir teacher who was sent to jail for that in 2005.

There were also other references in the pilot.

“When I’m writing scenes I invariably picture Prospect High School,” Brennan said. “One of my classmates got rolled down a hill in a port-a-potty, which is terrible. That never happened to me,

thank God. There were the drive-by eggings. I remember my honors physics teacher, who was a fantastic educator but a bit [humorless]. One class nailed all his lawn furniture to the roof. [All of these scenes ended up in the pilot episode].” information courtesy of a 2009 Chicago Tribune interview with Ian Brennan

14

April 10, 2015

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April 10, 2015

Sports

15

Budnik represents his country Freshman star’s soccer career takes off into international boundaries, worldy experience

and meet kids from all over the world such as Italy, Croatia and France.

“It’s just crazy to see the Ivanka Budnik never imagined this would happen to her different lifestyles,” Alex said. son. The little toddler she used “Just to see how much they valto watch run up and down the ue soccer and treat it almost as soccer fields at Windsor Ele- a way of life is amazing.”

Despite being a freshman mentary School is now playing on the world stage, with “USA” and having to travel a lot during the school year, Alex across his chest.

The journey for freshman still dedicates himself to his goalkeeper Alex Budnik is academics.

“It’s all about personal resomething of a dream for most.

In March of 2013, the Unit- sponsibility,” Alex said. “You ed State national team’s scouts have to keep up your grades saw Alex play at a ID2 show- despite all the traveling. When case in San Diego. Both Alex it comes down to it, you have to and his mother credit and find the time to get it done.”

His teachers are very underthank his Sockers FC club coach, Achmad Gad, who net- standing and help coordinate worked and presented Alex the his assignment due dates.

“They give me a little leniopportunity.

With the chance of a life- ency on deadlines and usually give me updates on Schoology time presented in front of him, through the iPad,” Alex said.

Alex took full advantage.

Out of the 25 goal keepers “It’s a lot easier to communiat the showcase, he was one cate with them.”

Ivanka commends Alex’s of two selected to be invited to play for the U14 United States early education at Northwest Suburban Montessori in Arsoccer team.

When the Budnik family got lington Heights for helping the news, Alex’s mother was in him get off to a good start.

“His academic foundation disbelief. was set as “It’s truly a toddler,” an accomIvanka said. plishment,” “He’s my hero. He “He’s very Ivanka said.

“To me if amazes me every day on disciplined and knows somebody what eduwas to tell and off of the field.” cation is all me this was about.

He going to hapunderstands pen to Alex, Ivanka Budnik, mother in order to do I would not well in socbelieve it. cer, he has Our whole intention of taking Alex to to do well in school. To mainsoccer was to enjoy the sport, tain his grade point average as have fun and make friends. a freshman with all of his AP Anything that came above that and honors courses, it’s truly was more than we could ever remarkable. He’s my hero, he amazes me every day on and ask for.”

Being a part of Team USA off the field.”

Even with a rigorous schedhas its perks, as Alex has gotten the opportunity to travel ule that consists mostly of school and soccer, Alex’s moth-

By Peter Fusilero Sports Editor

FRESHMAN PHENOM: Freshman Alex Budnik looks to kick the ball away from the goal during one of his Sockers FC club games. Budnik has played goalie for the U14 U.S. national team since March of 2013. He has had the opportunity to compete in Italy and France. (photo courtesy of Ivanka Budnik) er says he still gets treated like a normal kid.

“We still want to make sure he is a child and still has a high school experience,” Ivanka said. “We encourage him to go spend time at the football games, the basketball games and that he is involved in his high school life.”

As for Alex’s soccer life, his goalkeeper coach, Albert Martin, has been there first hand to see Alex’s skills develop.

“When I started coaching Alex when he was nine years old, you could start to see talent,” Martin said. “You could always tell at an early age he had the potential to be something that would give him the ability to develop into a really good goalkeeper.”

According to Martin, Alex has really developed into a leader over the years.

“A lot of things Alex has improved upon was because of his experiences traveling,” Martin said. “I remember the first cou-

ple times he went away it was difficult for him because he was a quiet kid. For the sport of soccer and the position he plays [he] has to take charge.

That’s the position as a goalkeeper. I think both the travel and the position he plays has definitely helped him develop into that leadership personality. He might not have to make many saves one game, but he still has to manage the game.

Managing the game takes a lot of personality, leadership and the ability to communicate.”

Martin believes Alex still has to work on the physical and mental aspect of his game.

“A lot of the times the taller goalkeepers struggle with lower type skills. It’ll always be an area where we can work with his ability to get up and down as quickly as possible,” Martin said. “If he makes a mistake, does he have the ability to forget about it knowing that in a shorter amount of time he’ll need to make another [play]?

You can’t let an error affect what’s going to happen next.”

Looking forward, Martin believes that Alex’s time with the United States national team will dictate whether he goes collegiately or right to the pros.

As for Ivanka, she is just taking the process one day at a time.

“Right now where he is going to be in four years is up to God, it’s in God’s hands,” Ivanka said. “We want to make sure he is happy and healthy. I do believe he does have a bright future. Whatever his goals are, I believe he will attain them. If it is a pro career in soccer we are fully supporting him in that.

If he’s meant to do something else, we will support him 100 percent and guide him through the process.”

For now, Alex is optimistic, but he understands nothing is guaranteed.

“We will just have to wait and see,” Alex said.

Parents relay interest in athletics to next generation

By Ryan Molini Sports Editor

Junior swimmer Faye Barry remembers getting her picture taken on the life guards’ chair after graduating swimming lessons at age 8.

Barry has always had a special gift when it comes to water. Growing up swimming in pools and lakes, Barry graduated from swimming lessons in just two weeks.

Barry’s roots of swimming date back to her lake house in Lake Geneva since before she can remember. The house has been in her family since her mother, Zee Barry, was growing up.

“It’s a place where we can enjoy swimming together and have friendly races,” Faye said.

Both Faye and her mom feel the lake has contributed to both of them being good swimmers.

“I’ve always said that lake swimmers are really strong swimmers,” Zee said. “[Swimming is] very natural and comes second nature to [lake swimmers].”

Faye feels her connection with her mom and her childhood memories have resulted in her participating in the same high school sport her mother did.

Zee, like many parents of Prospect athletes, played the very same sport their son or daughter currently does as a Knight. These parents can sometimes be seen as a major influence on their kids’ choice to participate in the same sport.

CHIP OFF THE OLD BLOCK: A then-junior Zee Barry (left, pictured middle) poses for a team picture for the 1986 Highland Park swim team. Junior Faye Barry (right, pictured far left) poses after taking 6th place in 200 yd medlay relay at the MSL JV conference meet. Faye credits her interests and origins of swimming to the impact swimming has had on her mother and her family. (photos courtesy of Faye Barry) Although never a Knight, Zee grew up and attended Highland Park High School where she participated on the swim team.

Even though the team didn’t live up to expectations, it was Zee’s first time swimming competitively. She found herself excelling in sprint events such

as the 50m freestyle.

Like her mother, Faye also specializes in freestyle, but she also does backstroke.

Due to a recent shoulder injury, Faye has been restricted from certain strokes like the butterfly for competitive swimming.

Both Faye and her mom have suffered from the hereditary shoulder injury, shoulder bursitis, preventing them from competing in butterfly stroke events.

Faye’s connection with her mom through swimming is more than just in the pool, and she credits her success in high school competitive swimming to her family ties to the sport.

“She motivates me to try harder when I don’t want to,” Faye said. “She’s the one that signed me up for the swim team [at Pioneer] and brought swimming into my life.”

Similar to the Barry family, senior basketball player Katie Olson has had the tradition of playing basketball in her extended family as well as her immediate family.

Olson’s mother attended St. Joseph’s High School and played up to her senior year. Olson sees many similarities in her career as her mother’s as they were both guards in high school.

An added bonus Olson has had as a connection to Prospect basketball is her older brother and ‘13 grad Colin, who played four years in a Prospect uniform.

“It was fun watching him play in games,” Olson said. “It made me proud to be his little sister.”

Olson alongside Barry feels she will continue the tradition of athletics in her future family.

“Eight out of 16 grandchildren have played [basketball] on my mom’s side [of the family,” Olson said. “[I’ll] make my kids [play].”

SPORTS Friday, April 10, 2015

On ProspectorNow.com ...

Spring sports are just getting started.

Be sure to stay caught up in the latest team news for each spring sport. From tennis to baseball to track, visit Prospectornow.com to read about your favorite teams.

Track welcomes new coaches

By Devin Prasad

Executive Sports Editor When the boys’ track team did a circuit workout of four laps, many of the runners were struggling to finish.

Each lap included stair climbs, sprints, crunches and push-ups. After the second one, senior Sam Garcia, among others, felt the pain of head coach Frank Mirandola’s workout.

In his first year in the program, Mirandola has brought new changes, including training exercises such as his “Mirsanity” and “Sparticus” workouts.

The team went through speed training in December two days a week, and Mirandola encouraged the runners to join the weight lifting gym class so they could work out during school.

“We’ll strategically put [tough workouts] in our practice plans to challenge [the athletes’] mindset of whether or not they’re physically and mentally strong enough to handle the challenges presented to them,” Mirandola said.

“We put [tough workouts] out there as kind of measuring sticks to see how we’ve grown as a team and more importantly as an individual.”

Mirandola has also worked on building the bond between runners. He created a slogan, “Everything to Win,” and

MAKING STRIDES: Sophomore Aileen White (above) and senior Mike Tomasetti (right) compete at the MSL Indoor Invite at North Central College March 21.

is also working to improve the runners’ mindsets during races.

“It’s not just a physical competition, it’s [also] a psychological one,” Garcia said. “I think that is what [Mirandola] is really instilling in us.”

So far, they have placed third at the indoor MSL invite. At the meet the team won the 4 by 800 meter relay thanks to seniors Mike Anderson, Greg Suarez and juniors Luke Filipic and Teddy Eckhardt with a top 100 time in the country of 8:02.62. In addition to Garcia, seniors Vinny Lai and Mike O’Malley and junior Brady Schwartz finished second in the 4 by 200 meter relay. Suarez, Eckhardt, Filipic and junior Matt Cozine won the 4 by 400 meter relay.

Individually at the meet, Garcia and Lai finished fourth and fifth respectively in the long jump. O’Malley finished second in the 55 meter hurdles and third in the high jump. Sophomore Billy Matzek placed fifth in shot put.

For runners like Garcia, having Mirandola as head coach allows them to make a more personal connection.

Aside from being head coach of track, Mirandola is also in charge of the Underground.

Mirandola wants to make every athlete feel like they are a part of something and that they have something to contribute to the team.

“He knows me as a person, not just an athlete,” Garcia said.

Garcia has seen the team undergo many cosmetic changes as well. They have received new jerseys and new warm ups. Eckhardt calls the new changes “the blue circle revival” because the athletes call themselves the “blue circle.”

Like Mirandola, Pete Wintermute is making his debut as head coach this season for the girls’ team after coaching exclusively distance for several years.

With Dave Wurster retiring last year, he is now the distance and head coach.

According to senior Catherine Sherwood, who holds the long jump and triple jump school records, this season the team has had shorter warm ups so they can have a greater focus on their specific events through one-on-one work with specialized coaches.

With Wintermute having to coach distance runners specifically, he has relied a lot more on his assistant coaches.

“We’re fortunate. We have one of the best assistant coaching staffs in

the state,” Wintermute said.

“We’ve got a long jump coach, a triple jump coach, a high jump coach. ... We have a coach for almost every specialty, which really gives a lot of one-on-one time with the kids.”

It has seemed that the specialization for the girls has paid off as they too took third at the MSL invite. At the invite, the 4 by 200 meter relay team of juniors Maya Mason, Jessica Skudlarek, Carolyn Ryan and sophomore Autumn Stone finished third. In the 200 meter dash, Mason and junior Cassidy Selep finished second and fourth respectively.

Mason also won the 55 meter hurdles. Sophomore Brooke Wilson finished third in the 1600 meter run. Skudlarek won the high jump and Selep finished third. Selep also placed second in pole vault, and junior Angela Roman finished fourth in shot put.

“I think this indoor season was probably the most fun,” Mason said. “I was able to become closer with a lot more of my teammates which is probably why we had so many different things succeeding. When you’re close with a teammate, you and that person work better together. So if I’m able to become close with everyone I run with, more personal records can be set.”

Sherwood and Garcia, on the other hand, believe that the indoor season is a way to work on growing mainly as an individual rather than a team.

Girls’:

They, like Mason, also feel it is important to try to to set personal records so they are ready for the outdoor season. The girls set five records in winter track, and the boys set one (see “Indoor track records”).

“Setting records is honestly the best feeling,” Mason said. “It’s really humbling to be able to have my hard work pay off and show people what my teammates and I can do.”

According to Mirandola, indoor track is a way for both teams to stack up against MSL competition.

It also prepares the athletes physically, mentally and emotionally.

According to Sherwood, all off-season work is preparation for the outdoor season. The goals for both teams in the outdoor season include winning the division, doing well in conference and ultimately moving to state. The boys hope to represent Prospect in the Stogie Relays meet on April 11.

“Ultimately our goal is to perform when it matters most, which is running for state medals at the state meet,” Wintermute said.

Indoor track records

• Jr. Jes Skudlarek 5’ 7” in the high jump • Jr. Maya Mason 8.36 sec in 55m high hurdles • Mason 26.60 sec in 200m dash • Mason, Skudlarek, fr. Annie Walsh and jr. Carolyn Ryan 1:28.1sec in 4x160 relay • Mason, so. Autumn Stone, Ryan and Skudlarek 1:49.68 sec in 4x200 relay

Boys’:

• Srs. Mike Anderson, Greg Suarez, jrs. Luke Filipic and Teddy Eckhardt 8:02.62 sec in 4x800 relay

WATER BREAK WITH ALYSSA CACINI Q. What has been your role on the team, and how has coach Jim Adair helped you fill that position?

A. Coming in, I definitely wanted to make a big impact and really fill my role on the team. Coach Adair has really helped me with my confidence and [has] given me a lot of opportunities.

Year: Freshman Sport: Softball Position: Pitcher Travel Team: Elk Grove Heat See FLU, page 2

Q. When did you first start playing softball, and when did you start to take it seriously?

A. I started when I was about six or seven.

When I was 10 I started to play travel and I kind of realized this is something I wanted to do.

Q. What has the team chemistry been like, especially coming on as a freshman?

A. The girls have definitely been pretty welcoming. We have a really good chemistry, and that really helps us when we play. It’s a huge component for the game.

Q. Was it your goal to be a varsity softball player as a freshman?

A. When I played travel [softball], that was always my goal because I was playing up.

When I tried out, I was a little nervous, but I started to see that I could hang with the older girls.

Q. Being a pitcher, who really taught your mechanics and helped you learn your love for pitching?

A. My mom actually helped me a lot. She gave me lessons, and she really researched to teach me the right way. She still catches for me, and I owe a lot to her because she has made a big difference in my pitching.

Alyssa Cacini