October 8, 2014

Vol. IX

October 8, 2014

Issue II

New Students on Campus

by James Edson

Ever since the beginning of the school year, the students of AHS have realized that something is different; there’re more of them! In fact, there are about fifty more students than last spring, bringing the total enrollment to over a thousand students. What has caused this sudden influx of students to AHS? Are they exchange students? Are Californians discovering that Oregon is a cheaper and less crowded place to live?

In September of last year, there were 1001 students enrolled at Ashland High School. This September there are 1011. So are there only 10 new students? Well, not exactly. Last spring, the number fell to 960 enrolled students, due to students either dropping out or moving away. So in reality there are about 50 more students than last year, which explains all the new faces on campus. However, this still doesn’t explain the increase in class size.

The perception of larger classes, as it turns out, is illusory.

This year, the state of Oregon has increased the standards required for graduation. In years past, students needed to pass the state tests of reading, writing, and math, but since the passing scores for these exams have been raised, the system has shifted to sovmewhat of a proficiency based system. Every student must perform to state standards on any number of assessments, including either the SAT, PSAT, ACT, AP exams, Work Keys (career ready math skills), or other, more individualized assessments.

Not every student at AHS is prepared to meet these heightened state standards, however, so to help these students meet them, new classes have been created that serve to give extra support in trouble subjects. In total, eight periods of support classes have been added to the school’s class schedule, including Writing Lab, Math Lab, Geometry Lab, and Algebra Lab. With the addition of these new classes, however, there are no more teachers than there were last year. This means that some teachers have to restructure their classes to accommodate these smaller support classes. Some classes, especially the ninth grade Humanities blocks are particularly overloaded. In addition to all of this, the class sizes differ more than in years past, mainly due to the sheer number of electives available. Chinese classes, for instance tend only to have fourteen students, while Foods classes tend to be filled up.

For returning students, there are probably a number of factors that make it seem like there are more students than last year. There are 250 freshmen we might not know, seven exchange students we definitely do not know, yet around 50 students who are new to the district. Class sizes only seem bigger because teachers have adjusted their schedules to teach more support classes than last year. Finally, with last year’s seniors leaving for college and this year’s freshmen stepping on campus for the first time, returning students can definitely notice a change.

Sierra Webster (12), new to Ashland High School, poses for The Rogue News. photo/design by Katy Barnard

by Ia Balbuena This past homecoming, Ashland High School has kicked outdated, gender-restricting traditions to the curb. In the former tradition, the election process of homecoming court followed quite strict guidelines; circle five boy and five girls from every grade on your ballot. Any paper that had an imbalance of circled names on either side of sexes was disregarded completely, limiting our school’s diversity, and restraining our student body’s ability to break out from the customary cookie-cutter structure of a male king and a female queen.

“Really the big change, to be honest, is language, more than anything; it’s updating a tradition. There are a lot of little changes that we can get bogged down in the details of, but really the changes came about from trying to update a tradition so that it’s more inclusive, so that nobody is left out, and so that it involves more people.” says Sam Scharf, the advisor of Ashland High School’s Leadership staff.

Scharf continued, “We [leadership] started thinking about what homecoming represents, and who do we want to represent, and so we wanted to change it from a popularity contest that really pigeonholes people into being boys or girls and makes these strange pairing of boys and girls, into a thing where it’s less about popularity and more about the students who represent Ashland High School in a positive

Avram Rosewood (9), Nick Popp (10) and Parker Richmond (10) show their grizzly pride on red and white day.

way. Instead of two per class, there’s three per class now. We took away [from the ballot] the boys and girls list, because some people don’t necessarily fit in those lists, and [instead] put it in alphabetical order.” By doing so, the students were given the freedom to choose any ten names from the entire class, regardless of gender.

The “Grizzliest Grizzlies” (the homecoming court from each class), along with their peers, tore up the dance floor at the “All Around the World” themed dance last Saturday. The dance, held in the large gym, was decorated with blue parachute-like canopies, an international picture booth decorated with twinkling lights and a ten foot tall Eiffel Tower structure; all thanks to Leaderships’ time and dedication. Students who overheated from busting too many moves were provided with water and were able to purchase frozen yogurt--another one of Leaderships’ brilliant ideas.

Although there were doubts about the success of such a dramatic change, the trial run was triumphant. Ashland High School is an innovative community that many students do not realize they are blessed to be a part of. Our student body is making positive and revolutionary changes, which is something to be proud of.

Our school board has taken note of leadership’s great efforts and will recognize them later this month.

Sydney Norvell (12), Shashi Penn (11) and Myla Norvell (10) dressed alike from head to toe for twin day.

photos by Katy Barnard and Spencer Hills

Brighton Litjens (11), Veronica Pascual (12), Ella Smith (12), Sydney Meyers (12), Grace Crary (12) and Holly Walden (12) huddle together with tiedye-filled spirits.

Karl Kemper (athletic director) and his kids Jackson and Lexi show their pink day pride with other AHS staff: McKael Kenfield (science), Michelle Zundel (principal), Allison French (wellness), Becky DeSalvo (science), Tammy Anderson (math), Lisa Sobotka (math), Brenda Paustian (math), Eric Sullivan (learning center) and Marissa Watson (math).

Jackson Richmond (12) and Kianna Stupakoff (12) pose in their nicest attire on formal day.

Left: Parix Fox (12) and Autumn Ekwall (12) boogie down at their last high school homecoming.

Below: Aidan Peterson (11) and Ember Mann (11) dance-it-up with style at Homecoming.

Brielle Preskenis (12), Gray Lunn (12), Clara Honsinger (12) and Ray Impara (11) all hold up Ryan Hoe (11) in a monkey onesie at the Homecoming dance.

by Lhiam Howard

What does wellness mean to you? Exercise? Health? To Libby Edson, the school’s new yoga instructor, it simply means “treating the cause over the symptoms”. According to her, modern Western medicine is about curing the visible problem rather than delving deep into its cause. That’s where Ashland High School’s new Yoga class comes in.

Edson started doing yoga in her 30’s, but she wishes that she’d done it all of her life because of how it’s helped her deal with stress. For her, it’s all about mindfulness; a state of calm reflection and relaxation with focus on the present. She’s right when she mentions its importance to everyday life as researchers at Brown and Cambridge Universities have found that five minutes of mindfulness leads to a reduction in stress, depression, and anxiety while also improving focus and athletic ability.

While it emphasizes the importance of things like mindfulness and good eating and sleeping habits, the class stays true to its name and focuses on the physical aspects

of yoga too. Since yoga is an individual practice, the class allows each person to work at their own pace while still emphasizing common techniques.

While the mental benefits of the class are often subtle, the physical ones are anything but; there’s a reason that the last winners of the Superbowl (The Seahawks) practice yoga on a daily basis. As a brilliant cross-training technique that can be applied to almost any sport, Yoga makes you more flexible while also dramatically increaseing your muscle mass and athletic capability.

This year, Coach Hall has instituted yoga sessions for his Wellnesss classes and occassionally includes his football team in order to take advantage of the impact that yoga practice has on athletic performance. Yoga class with Libby Edson is after school on White days, Monday through Thursday and during the second TCB of every week.

photos by Spencer Hills

Wellness at AHS According to Coach Hall, “The goal of the [Wellness] course is to promote and inspire students to choose lifetime fitness and wellness as a way of life.” Throughout the course, the Athletic Department hopes to stimulate students to participate in individual athletic activities such as walking, dance, yoga, martial arts etc.; things that they can use to stay healthy for the rest of their lives. This class is a step forward with the Ashland High School curriculum- linking students with guest fitness and wellness teachers from the local community.

“Nature has a funny way of breaking that which does not bend.”

-Alice Walker

On the Road to Equality

By Payton Onesti For a country that has always struggled with racial injustice, some might say we have come a long way. Unfortunately, recent events prove there is still a lot of work to do. Until The United States has completely moved away from racial inequality, the country has not come far enough.

On August 9th, 2014 an eighteen year-old, African-American boy, Michael Brown, was shot and killed by a white police officer. This act of violence was not the only major event that has happened recently in the town of Ferguson, Missouri, but it has had a domino effect with more tragic casualties than anyone could ever imagine.

Ferguson is a predominantly black community with approximately 52.41% of the population being of African-American descent, and 44.75% being white or caucasian. So what makes this shooting different from the thousands of gun violence related deaths that occur daily?

Though the circumstances are still in dispute, any scenario is deeply unsettling. Police accounts say Brown was moving toward the armed officer in a way that could be interpreted as a threat, while witnesses say he wasn’t moving at all and had his hands in the air when the shots were fired.

According to private investigators the conflict started in the officer’s car, while Brown was leaning through the window and talking to the officer. They believe the first shot was fired from inside the car, and when Brown tried to run away the officer got out of the vehicle and fired at him.

As a result of this atrocity, mass protests have been overwhelming the town leaving about 163 people behind bars. As protesters began to demonstrate violence, police immediately began to push back. In one night officers fired tear gas into a crowd of protesters and two men were killed.

This only angered the community more and violent outbreaks happened on and off until Governor Jay Nixon ordered the Missouri National Guard to begin its withdrawal from Ferguson. Tensions have calmed since the removal of law enforcement, but the battle for justice has not come to an end.

For the people of Ashland, this is hard to comprehend. About 89.3% of people who live here are white, and only around 1.7% of the population is

black or African American. That difference is extreme and because of that difference, it was hard for the people of Ashland to be able to relate their lives to those in Ferguson. When news of the shooting spread around the country, the general reaction was fear and devastation over another death due to racism.

Before the start of the 2014-15 school year, Ashland High School staff participated in a course called Diversity and Inclusion Training, the goal being to recognize and tend to the needs of minority groups on campus.

“Ashland High School hasn’t done Diversity and Inclusion Training in probably 20 years, so we felt like it was time to look at our school through an equity lens and include everyone,” states principal Michelle Zundel.

Zundel hired Carmen Morgan, who works with a company called LIDR (Leadership Development in Interethnic Relations) that is based in Los Angeles, California. The company sends Morgan all over the country working with organizations on diversity and inclusion issues.

The task at hand was for the staff to locate their personal areas of privilege, such as class, race, and religion, and then locate themselves on an identity wheel. “We had to ask ourselves questions like, what is white privilege? Because your skin is white you walk through the world in a different way,” explains Zundel.

Something white people don’t always realize is how different things must be for people of color in a town such as ours. “You are free to wear a hoodie during the day, or at night, or around a police officer. You wouldn’t think twice about it, but if you were African American, you might.” says Zundel. So, basically, white privilege is having the ability to walk around in the world and not have to worry about your race.

The teachers and parents are trying to learn to communicate in a more unbiased, non-discriminatory way. Every race issue in the United States is part of the national discourse of diversity and inclusion. “I think that in preparing students at Ashland High School to go out and be members of the world we have to address issues of diversity, and to be able to locate our own places and privileges,” shares Zundel.

The Ice Bucket Challenge A Boatload of Fun?

Watered Down Activism?

photo by Katy Barnard

By Wyatt Thompson-Siporen Lately, a torrent of Ice Bucket Challenge videos have been washing over news feeds and flooding the interwebs, but how did this fishy trend come to be?

Unfortunately, nobody really knows. Finding the first person to dump water on their head for charity proves harder than locating patient zero after a zombie outbreak.

Though its origins are somewhat enigmatic, the ALS Ice Bucket Challenge (IBC) has accomplished some amazing things in a very short period of time.

The IBC has raised awareness about amyotrophic lateral sclerosis (ALS) or Lou Gehrig’s disease-named for the baseball star of the 1920’s and 1930’s. The disease is a lethal, degenerative brain disease for which there is no treatment or cure. For multiple ALS charities, the Ice Bucket Challenge has increased donations by up to 50 times the normal amount of money received in the same time frame. From this point of view, the IBC seems like a fantastic way to raise money and awareness to help combat a terrible disease.

However, some feel very differently. Since its inception, a litany of complaints has been thrown at the IBC. It has been deemed a water waster, and a thief from

other charities. So what’s a little bit of wasted water anyway? It turns out that the amount of water dumped is more than just a little bit. As of today, over 6,000,000 gallons of water have been poured out in the name of the IBC; that’s 19,000 household’s daily water usage. Normally this wouldn’t be so bad, but that much wasted water doesn’t go unnoticed during the drought that currently affects a large portion of the US. Others have pointed out that the IBC has caused people to donate less money to other charities that need the money more. These critics of the IBC feel that the money should have gone to a charity that would benefit more people, rather than the proportionally tiny population of 12,000 Americans with ALS. At the end of the day, there are valid arguments both for, and against the IBC. Those who choose to douse themselves with freezing water are by no means evil, and it’s certainly OK to be a conscientious objector to the fad. But if one does choose to participate, it’s of the utmost importance that they know why they’re taking the Ice Bucket Challenge. It certainly isn’t for fun.

-Arts and EntertainmentThe Rogue News honors the arts and plans to highlight many of the talented artists in the high school community.

by Morgan Vann and Jonathan Clarke

Sonora MindlingWerling

Q: How did you first get into art?

A: My Grandmother was my first introduction to that: she did costume work for the Denver Art Museum and different festivals. Growing up around her and seeing what she was working on was what eventually got me excited about doing what I’m doing. She both inspired me and introduced me to the art community from a very young age, and offered me different concepts of what art could be.

Q: Tell us about the art piece you chose for us to show.

A: The style is a little bit like pop-art. It’s somewhat like Andy Warhol; he worked more with photography and people, but he also used vivid and neon colors with his work, which is definitely like this piece. The medium is acrylic paint marker with an acrylic based aerosol paint, just used really lightly.

photos by Jonathan Clarke and Morgan Vann

Lars Filson

Q: When did you first become interested in art?

A: Ever since I was homeschooled and could hold a crayon. I could spend a lot more of my time on things I wanted to do, like art.

Q: What style of art do you enjoy the most?

A: I like a balance between realistic and imaginary creature design, like frogs with eight legs.

Q: Why do you like art?

A: It helps me make sense of the world around me like if I have this idea in my head of something and I can’t figure it out so I sketch it.

Q: Tell us about your artwork above, “The Human Cow Bird”?

A: Well it represents what humanity is; where we have someone else take care of our problems which is what the Cow Bird does by laying eggs in another birds nest.

Chautauqua Poet Event

by Abigail Mizera and Allayana Darrow

On behalf of The Chautauqua Poets and Writers Organization, it is our pleasure to present our latest literary guest, the 2013 National Book Award Winner, Mary Szybist. Szybist will be the next in a long line of writers whom Chautauqua Poets and Writers (CPW) has hosted every year for the past nine years. In the most recent years, CPW has hosted Richard Blanco (the latest inaugural poet), Juan Felipe Herrera, Francine Prose, and many other world-renowned authors. Every time an author visits Ashland, they bring a unique perspective to the workshops.

Szybist will conduct a teacher workshop during the afternoon of October 23 and read a selection of her poetry in the Mountain Avenue theater the same evening. She will also conduct a student workshop on October 24 at Ashland High School.

Mary Szybist is most widely known for her book Incarnadine which won the 2013 National Book Award for poetry. She has also won numerous fellowships including one from the Guggenheim Foundation, the National Endowment for the Arts, the Rona Jaffe Foundation, the Witter Bynner Foundation in conjunction with the Library of Congress, and the Rockefeller Foundation’s Bellagio Center. Her work has appeared in publications such as Best American Poetry, The Kenyon Review, Poetry, Ploughshares, and two Pushcart Prize anthologies. Her first book Granted won the 2004 GLCA New Writers Award and was a finalist for the National Book Critics Award. Szybist now teaches at Lewis and Clark College (Information provided by maryszybist.net).

Chautauqua Poets and Writers, an organization that began as a student project at Ashland High School, has planted its roots in the Rogue Valley and has become a staple of the literary scene in Southern Oregon. The organization has grown since the mid 2000’s thanks to the support and dedication of students, librarians, teachers, literary enthusiasts and generous community members. CPW is mainly supported by donations from Friends of the Ashland Library, Ashland Springs Hotel, Oregon Humanities, The Pyle DeForest Charitable Foundation, Ashland School District, Oregon Writing Project, Southern Oregon University, Jackson County Cultural Coalition of the Oregon Cultural Trust, Bloomsbury Books, TTTD Productions, and Jubilation Press.

GSA

by Em Loewenstein

QSA

Photos by: Eli Turner

This year, Ashland High School’s Gay-Straight Alliance was renamed Queer-Straight Alliance. This change to more inclusive terminology was attempted before, but due to discomfort with the word “queer,” the changes did not go through until this year.

Despite some degree of uneasiness, however, it was time for a change. “We wanted to have a more inclusive name,” said club co-president Mackenna Greene. “Gay Straight Alliance excludes most sexualities and gender identities; Queer Straight Alliance is much more inclusive.”

“Queer” is a catch-all term for those who fall under the MOGAI umbrella (Marginalized Orientations, Gender Alignment, Intersex), but it has an undeniable history as a slur. The MOGAI community has reappropriated the word, but for older generations, its use is still uncomfortable. However, many people are warming up to the idea of using the word as an identity rather than an insult.

“The movements that aim to reclaim violent language have my admiration,” said Ms. Thommen, the advisor for QSA. The name change has been a positive experience for many. “One friend admitted that they had been unsure they were welcome at the club in the past because they didn’t identify as ‘gay,’” said another of the club’s co-presidents, Ariana Johnson-Black. “They told me that the name change made them feel more welcome. That is what we are hoping for, to make sure everyone knows they are welcome and accepted.”

QSA is a safe space where queer people can share stories and advice, and where anyone can discuss queer topics without fear.

The club also tries to bring awareness for the queer community. Members give presentations on sexual, romantic, and gender orientation in freshman health classes; host the Gender Bender dance at Science Works; and participate in Day of Silence, a day during which participants don’t speak, protesting queer bullying and the silencing of queer voices.

“We seek to educate ourselves and those around us and by that, create a better, safer place for queer folk,” said Johnson-Black “But really, the club is created each year by the people that devote time and passion to it.

I hope I am doing them justice, because we have, and have always had, some truly incredible people.” At QSA, the aim is to create a comfortable environment in which to discuss queer topics, and the club welcomes queer people and allies alike. Ms. Thommen said, “Many times a kid who does not identify with the hetero-normative constructs our society has created find themselves isolated both at school and at home.”

“QSA provides a listening/ sharing community where people can feel supported and heard.”

- Nikki Thommen

QSA members gathered at their Thursday lunch meeting in En-1, including club co-presidents Ariana Johnson-Black (bottom left) and Mackenna Greene (bottom center)

A Matter of Acceptance

by Em Loewenstein

The change from Gay-Straight Alliance to Queer-Straight Alliance isn’t the only way Ashland High is becoming more accepting of queer individuals. Last year, the single-stall bathrooms in the PE building were made unisex, and this year, the Homecoming Court has become gender neutral, with Grizzly Royalty instead of Kings, Queens, Princes, and Princesses. Additionally, some student surveys passed out at the beginning of the year asked for a student’s preferred pronouns. These are just a few examples of genuine effort on campus to be inclusive of all identities, and queerphobia of any kind isn’t tolerated by either the staff or many of the students on campus.

Many queer teens feel safe at AHS. However, there are still ways the school could become more accepting.

In the past, queerphobic language in classrooms has put students on edge.

“I have experienced homophobia here,” Ariana Johnson-Black said, and her experiences are nothing new. Erin Parrish-Harlow, who graduated from AHS in 2013, confessed, “Someone did speak out against my sexuality… they thought that anyone who wasn’t straight was abnormal.”

Some students have noticed course material in their classes that is old-fashioned. Commonly, queer identities are ignored in lessons even though they are present throughout history.

“We are not an oasis of acceptance,”

We need to be better.”

-Ariana Johnson-Black

While many applaud Ashland High School for its inclusion of queer youth, others also acknowledge that there is still room for growth. There is a distinct lack of queer authors and historical figures in class discussions.

Many queer individuals seek representation and education, not only to provide some degree of validation of their identities, but also to better educate peers. Awareness creates a safer environment, and school is the first place expected to promote understanding of diverse people.

Luckily, AHS is working hard to become safer and more comfortable for students of all sexual orientations and gender alignments.

The Queer-Straight Alliance works with health teachers to educate students about the queer community, and currently the club is hoping to bring about gender-neutral caps and gowns for graduation. The club also plans to present in health classes at both the high school and the middle school. Our teachers are also trying their best to be inNikki Thommen, QSA club advisor clusive of the school’s diverse student body. Some classrooms display “Hate-Free Zone” signs, and most instructors are open to corrections on any exclusive language they might use.

As AHS acknowledges and fights obstacles that queer students face in their day-to-day lives, the school shows remarkable tolerance.

With every passing year, students and staff alike become more openminded to the queer community. “There is a lot of work to do,” said Johnson-Black, “but I think we are on the right track.”

Let’s Be Rational.

Retakes?

Get Real!

by Mimi Schaefer-Sharp

photo by Katy Barnard

This is advice to all AHS students currently enrolled in a math class: the math department has had a significant policy change and is no longer permitting test retakes. This dynamic new procedure promotes good study habits and encourages students to get help before the test from teachers and tutors (Hint: come to Student Tutor Center (STC) in the IVC on white days after school) who are available on a regular basis to help outside normal classroom hours.

Mrs. Anderson, a Geometry, Algebra and Calculus teacher said, “As teachers we are trying to make test taking as realistic as possible. In this way we are being more proactive rather than reactive.” She’s implying that waiting until the night before the test to try and commit every single theorem to memory will only create bad habits in the future. Each individual has the responsibility and potential to take tests seriously and not underestimate their value by prioritizing the latest episode of Breaking Bad. The sooner students realize that retakes are disadvantageous, the better math students they will become.

Besides, what’s better than retakes? Extra credit. And I’m not talking about a couple problems each semester; I’m talking mega points that teachers assign each and every week! To earn extra credit students complete half sheets of problems and have them corrected in the STC. If this doesn’t give students an incentive to do well, then I don’t know what does. The real world will not be lenient on assignments and will never hand someone a retake or extra credit points, so please use this opportunity to a personal advantage. Just imagine someone is a doctor performing surgery on a patient and accidentally removes the incorrect vital organ. This clearly inexperienced doctor will not be given another chance, resulting in their malpractice insurance skyrocketing.

Life rarely hands out repeats, and that is exactly what this new policy teaches.

Not allowing retakes is benefiting all students preparing them for upcoming tests, college and post high school livelihoods. The math department just hit a whole new level of realistic expectations--but don’t panic--we’re all in this together and the ultimate goal is that we will help each other get through it.

This brings me to my last point: create study groups. It’s a tactic that works on all varieties of homework assignments.

I feel by now all readers must be awestricken by the information I am rambling on about; however, it contains incredible possibilities that will potentially and proactively change future study practices into life skills that are exponentially more beneficial than retakes. It is every individual student’s responsibility to realize what kind of help they need and make a decision to follow through and receive that help by putting all preceding embarrassment and excuses aside. In the futuristic world outside of high school (meaning college and beyond), retakes simply doesn’t exist. Teachers are preparing you for the real world, so anticipate your homework and don’t wait until the passing period before the test to study. Try to understand what you are learning and use the resources provided to get help! Remember these words from Mrs. Paustian, “If you study you’ll be fine!”

by Jessie Harrower

In the real world, second chances don’t come as easily to us as they should.

After hearing that the math retake policy was no longer in place, my math anxiety increased tremendously. I understand where the math department is coming from, but many students may start to be increasingly concerned for their math grades this year. It feels as though students varying in levels of mathematical understanding are being put under pressure to learn at the same comprehension rate regardless of their ability. There is also the feeling of heightened expectations to succeed, and if one doesn’t meet these new expectations it leads to failure. For instance, if a student doesn’t have the time to go in after school to the Student Tutor Center and get the extra help they need, it is likely they will fail the test. I recognize that Ashland High School has quite a few mathletes, but math is certainly a weakness for some and it is important to recognize that.

As a student who struggles with math, I know that no matter how much extra help I get, I will continue to grapple, especially as the year progresses and the math gets more complicated. Unfortunately, sometimes conflicts arise and it is hard to find the time to receive the help one needs. I am sure that this applies to many other students aside from myself. I understand that math is a strong suit for many students, but for those students who struggle in math rely on the retake to save their grades.

Test anxiety is a common illness and the only alleviation is the retake policy. Students who suffer from test anxiety may experience headaches, stomach knots, profuse sweating, and a rapid heartbeat. Their thoughts may become jumbled and unorganized, resulting in forgetfulness. As if adolescents don’t self-doubt enough already, this additional pressure magnifies the test anxiety resulting in an increase of insecurities.

Albert Einstein once said “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Einstein implies that metaphorically, math is the tree and the struggling students are the fish. Students that don’t come to class on the day of the test or seek the extra help, will not excel in their course and could potentially be cheated out of future opportunities simply because they scored poorly on a couple of math tests. As for the students who try their best, attend every class, and accept the extra help - all the while still struggling - I believe this policy is in no way fair or advantageous.

Overall, the current education system is raising future generations to become prone to atelophobia (the constant fear of imperfection). Students have all grown up thinking that second chances don’t exist in the real world. Why is this the case? Not only do students deserve second chances at high school math tests, but they deserve second chances in the real world as well. We are all human, and humans are prone to make mistakes in life. Hell-o! Not one person on this planet is “perfect”, and to punish them for messing up one time and not giving them a chance to redeem themselves is absolutely disheartening.

by Katy Barnard The Student Tutor Center (STC) is the best place to work on homework, do math extra credit, fulfill detention, get questions answered and work alongside fellow students. Mrs. Anderson, head coordinator and math teacher extraordinaire, describes STC as a place for “not just the kids who are struggling, but for any kid who wants to do well and to provide that place where they can come, and they can study.” Upperclassmen tutors are ready and willing to help you with your work and explain anything from solving for X to editing an essay. The tutors are experts in all levels of math, science, English, social studies, French and Spanish. Senior David Lehrburger likes to be a tutor because “it’s really fun to help kids and re-see all of the things [he] has learned in high school.” It’s a great way to be productive and have fun. Sophomore Amelia Zeve likes the STC because “[she] feels genuinely comfortable asking for help.” Zeve also credits the STC for helping her fully understand Algebra. Come join in on the studying white days after school and during TCB in the IVC.

SOMETHING OLD & SOMETHING NEW

by Amora McConnel and Dale Fulton

This year, we welcome six new teachers to the staff at AHS. Little do you know... these teachers were once students too! Read on to find out how these teachers experienced their own four years in high school.

Mr. Parowski

Ms. Johnson

now

Question: Why did you start teaching?

Answer: I was 14 when “Welcome Back Kotter” came on TV, and I just thought that show was pretty cool, and I said when I grow up I’m going to be a Social Studies teacher. I just started this because my kids are in high school. It would be nice to see them for a few more years before they move out.

Question: Have you had any outrageous hairstyles?

Answer: My hair used to be two feet past my butt (maybe 18 inches), in a braid. My wife’s grandma wouldn’t come to the wedding, because she said she couldn’t tell who the bride was.

Question: Where do you see yourself 10 years from now?

Answer: I want to travel the world. I haven’t thought beyond that.

Question: Why did you start teaching?

Answer: I was traveling in Africa, and I was looking for a job. I found a teaching job in Morocco. During that time teaching in Morocco, I realized that I loved to teach. Before that job, I had no idea what I wanted to do for a profession. Once I fell in love I carried on teaching for the next 35 years.

Question: Do you have a role model?

Answer: My biggest role model is a teacher at my school, she speaks French and Spanish. My school has 109 students, kindergarten through 12th grade. I have a very large class of 15 people. But finding this teacher in our tiny school that spoke both Spanish and French was incredible, and I really love and admire her.

Question: Where do you see yourself in 10 years?

Answer: Honestly I don’t have much of an idea really. All I know is that I will go to college, and that I will get an education, because it is expected of me.

Question: How many languages do you speak?

Answer: I speak French and Spanish pretty well. I also speak a little a little Arabic and a little Japanese.

Mr. Sullivan

Question: Why did you become a Special Education teacher?

Answer: My little brother had an IEP, and that never held him back.

He graduated from OSU, and is a construction management engineer. I know what kids are capable of with the right support.

Question: If you could tell your high school self one thing, what would it be?

Answer: Dude just let it go, it will be OK. Everything is going to work out alright. Don’t be afraid, and take opportunities.

Ms. Simm

Question: Why did you start teaching?

Answer: In high school, I participated in a mock trial. Later on I taught a fairy tale themed mock trial for an elementary school. It made me realize that I enjoy working with students. I have also gone to France many times, including when I was in high school.

Question: What is your music background?

Answer: I was in three different bands in high school, they were mostly punk bands. But now, I’m in a bluegrass band called Jumping Honey.

Ms. Ponder

Question: Why did you start teaching?

Answer: To be honest, I was studying to be a doctor, occupational therapy, and I kind of got tired of school. A lot of the pre-med and P.E. matched up, so I went into the teaching field. I love sports and physical activity, so that’s why I chose P.E. Question: If you could live anywhere, where would it be?

Answer: San Diego. I could teach P.E. on a beach school, and it’s hot there.

Ms. Trolley

then

Question: Why did you start teaching music?

Answer: I have always loved music, and been involved with it. And it has been a big part of my life. The thing I didn’t know, was that I wanted to be a teacher. I learned that I loved working with kids through being a counselor at summer camps. After being a counselor in college, I realized that I wanted to work with kids.

Question: Who is the funkiest musician to grace this world?

Answer: That is a really tough question because funk is different.

There is this jazz band called Medeski Martin and Wood. I think they are the funkiest.

Question: What music do you listen to?

Answer: Ramones, The Dead Kennedys, and The Who. The Who is my favorite band. The Who is famous for destroying all their instruments.

There is a famous one where the drummer snuck triple the amount of gunpowder into the drum set, and it actually exploded. The lead guitarist became half deaf after that. But it was pretty awesome.

Question: What is your form of transportation?

Answer: I have a 1992 Toyota Corolla, (smiles) with two twelve’s in the back.

Question: What does it mean to be cool?

Answer: To me, the coolest people are just the ones not afraid to be themselves, accept who they are, and put it out there whether they are extreme or not. These are the kind of people I think are cool, and the people who get along with everyone.

Question: What is the style of clothes you wear?

Answer: Tight t-shirts, and baggy jeans with some sneakers. I have died my hair every color, then I just buzzed it off.

Question: What is your form of transportation?

Answer: My little red Dodge Omni.

Question: Do you have a job?

Answer: I work at Pappy’s pizza. Mostly at the register but occasionally get to make the pizzas. Also, I work at Fred Meyers.

Question: Do you have a role model?

Answer: Probably my mother.

Question: Where do you see yourself in 10 years?

Answer: I have no idea, I know the things that I enjoy doing, but I don’t really know where I am headed, or where I will end up.

Question: What music do you listen to?

Answer: I mostly play classical music, so I listen to a lot of classical music. And I also listen to pop. Around the house my dad likes the blues, and folk music, like Bob Dylan.

New Faces in New Places This year Ashland High School is proud to host seven incredible Foriegn Exchange students. The Rogue News crew went around to interview each one. Here’s some information about them!

By Gabe Lehrburger Wenjun Luo is a Sophomore Chinese exchange student from the Hunan province. He is in love with the Fast and Furious series and has seen all six movies! Luo joined the crew team and loves going out to lake after school. Luo is interested in the “American style” and is intrigued by the differences between Ashland and his home. One of the things that Luo misses most from China is spicy food! He hopes to improve his English and learn more about “the American lifestyle” while here at AHS.

Pablo Sabroit is a sophomore from Spain who decided to participate in an exchange program in hopes of improving his English and meeting new people. Saborit is an avid tennis player back home, and wanted to try something new while here in the states so he’s now playing for the Grizzly’s soccer team! [Some of his favorite activities, Saborit loves skiing and video games.] Although he misses his family and friends, he can’t wait to find out what Ashland has in store for him and experience all that it has to offer!

Queenie Wang is a senior from China. She often swam back home, and plans on joining the swim team this winter. Wang is thankful that the Rogue Valley Mall nearby,. She enjoys shopping on weekends, and it is something she loved to do in China. Wang is eager to take Anatomy and Jewelry Making this year, as neither class is offered back home. She wants to improve her English and to make plenty of new friends this year; she’s already well on her way to accomplishing both goals.

Chris Beyer is a junior from Germany who is here because he “wanted to experience the American high school like seen in the movies”. So far, he enjoys his new teachers, classes, and friends. “The teachers here are much closer to the students,” Beyer said. He is taking new electives that aren’t offered back home in Germany [to expand his experience,] while here in America, Beyer hopes to visit the big cities like New York, Seattle, and Portland!

Elena Higuera is a sophomore from Spain. She likes the sports here “because at school in Spain they don’t offer sports,” she explains. [The size] is one major difference between Ashland High School and Higuera’s school in Spain. Back home her school has only 400 students, and the same people are in every class. Although Higuera misses her family, she is currently involved in Interact Club and is interested in meeting new people and making new friends.

Giampaolo Disilvio is a senior from Italy who is excited for his upcoming year at AHS. Basketball is a passion of his, and he can’t wait for the season to start. When asked “What is the biggest difference between Ashland and Italy?” he responded: “I like the people here. They are much friendlier.”

Disilvio decided to do an exchange program this year after hearing his father’s stories about traveling to America on exchange when he was growing up.

One of Disilvio’s main goals while here is to have fun! “The experience is what really matters most.”

He said.

Chun-Joong Kim is a sophomore from South Korea who loves to dance and did so every day back home. Kim likes his new classes, saying that Guitar for Fun, Woodshop, and P.E. are his favorite courses so far. Back home, Kim had to go to school from 7am – 11pm and is happy to have more time on his hands in America. Kim has started a dance club which meets at lunch on Fridays in the Rose Studio and afterschool white days in the gym. He hopes to get more people to come and dance!

Photos by Spencer Hills

R oller D erby

M ountain B iking

Clara Ireland (10) prepares for an impact with jammer Isabella Ruikis (10).

Keltain Reece-Sullivan (11) kisses the sky on his bike.

photo submitted by Clara Ireland

photo submitted by Keltain Reece-Sullivan

by Christine Impara

by Christine Impara

Most of us have been roller skating before, but a whole other world exists beyond the gleeful spirals and falls of elementary birthday parties. It’s roller derby: a sport of intensity and speed. A Roller Derby team consists of four blockers and one ‘jammer’. The objective is to get your jammer through the defending line while preventing the other team’s jammer from breaking your ranks. If you fall during a round you have three seconds to get back on your feet before the referee intervenes. Most rounds are an hour long with a halftime at the 30 minute point.

For sophomore Clara Ireland roller derby is “friendship at its finest.” Although some may be apprehensive about the extent of physical contact inherent in the sport, Ireland loves it, “I can hit my friends as hard as I want and I actually get praised for it.” She says. Roller Derby athletes are predominantly women but don’t be discouraged gentlemen, there is a rising culture of male roller derby or “Merby” or athletes. For anyone interested in participating in Roller Derby, Ireland intends to start a club; she says its “good for teenage angst.”

Surrounded by a culture of bikers, Mount Ashland is host to some of the best trails in the northwest. Athletes with their bikes in tow come from all over to participate in competitions on the mountain. Within the sport there are a host of different disciplines including enduro, freeride, cross country and downhill. In a downhill race, racers are released individually, similar to ski racing, and their times are recorded.

“I’m addicted to speed,” announces junior Keltain Reece-Sullivan who won his division in last year’s Mount Ashland Spring Thaw, an annual race hosted by the mountain. Avid mountain-bikers like Reece-Sullivan are hoping to catch the eye of sponsors at events like the Spring Thaw. Sponsors provide gear for their athletes and keep an eye on their performances to ensure that their company is represented well.

Every season is mountain biking season so if the allure of the mountain entices you, contact Ashland Mountain Adventures. AMA shuttles bikers (and their bikes) up to the trailheads multiple times a day. Don’t deny the need for speed any longer!

Gymnastics Elasta-girl Willa Moen (11) demonstrates her skills.

photos submitted by Willa Moen

by Ellie Stanek Gymnastics is a very demanding extra-curricular sport: Practices are five days a week, and last for at least three and a half hours. At the YMCA, Willa Moen (AHS Junior) is one of their gymnastic stars. “I started when I was four, took a break, and then came back to it,” says Moen. “My ultimate goal is college gymnastics.” There are two main groups within the program. First, the Optionals, this group includes Moen and other girls who are at a high enough level to create their own routines for competitions. Second, the Compulsory, the compulsory group is given their routines, which are the same for every other compulsory group across the U.S. A normal practice starts with warm ups like running laps. Next, there are 20 minutes of stretching, including splits, bridges, achilles’ tendons, and wrists. It’s important for gymnasts to stretch as much as possible before practice because they work their muscles in such a vigorous manner. “Throughout practice, we rotate through all the events. Then, at the end of practice, we do conditioning. Conditioning includes pull-ups, leg lifts, running, pike ups, climbing rope, stationary bikes, etc... We focus a lot on abs, arms, and legs,” explains Moen.

The program requires full commitment and dedication. The gymnastics

group goes to six or seven meets in a season, traveling to places like Portland and Eugene. At the competitions, the optional group competes separately from the compulsory because judging is different according to the routines.

Each gymnast starts their routine with a 10.0 value. The judges take point deductions as they watch. Breaks in form, such as unpointed toes or bent legs each count as a deduction. Falling off the beam, bars, or touching the ground after a tumbling pass on floor is a large deduction. At the end of the meet, they have a score for each event out of 10. At the awards ceremony, you get placed based on those scores.

As you can see, Moen loves her sport. She’s a very devoted gymnast who pushes herself to improve every day.

“It’s pretty nerve-wracking before a meet. We all get pretty nervous, but once you’re actually competing, it’s really fun!” - Willa Moen

The Invasion of the Cervidae

By Skylar Zundel

A former visitor, now a permanent, albeit unwelcome resident, has become the topic of heated discussion. For some years now, deer have overtaken the yards, parks, and streets of Ashland--munching on anything vaguely edible and crossing the barrier of what is acceptable in terms of proximity.

An attack like one made by a mama deer on a human to protect her fawn is very rare, only one such instance has occurred. However, they are wild creatures--not domesticated, so the official guidelines are to not feed or interact with them whenever possible. In the past outraged community members have come up with solutions such as hunting them from trees, but this was deemed too dangerous.

Tourists that come to stay are part of the minority that still view the animals as cute, cuddly and tame. They are delighted to see them out and about crossing the streets or meandering through yards. Locals, for the most part, aren’t fooled by their wide-eyed stares and will commonly run screeching after them without concern for what witnesses may think of as a crazed display. So let’s take a look into the mindset and actions of some of these fuzzy spotted Bambi to discern just what it is that makes them tick.

In my observations of these mammals, they seem (for the most part) to keep to themselves. Not to say they’re stand-offish, quite the opposite actually, but they are definitely content with themselves and don’t appear to feel insecure. Evidence of this is in the way they expose their

bodies openly for all to see. Their apparent disdain for all social norms astounds even the most understanding nature-lovers.

Even the fences that homeowners put up can’t keep them out. Wandering throughout the city makes for interesting encounters of the most undesirable sort. The key is not to make eye contact or corner them into a place they can’t get out of.

The fragile balance of coexistence between humans and deer comes to a head with the new fad of deer world; eating photinia hedge, recently bloomed flowers, expertly manicured grass, and pretty much anything that looks green and nature-y. Humans play a huge part in this struggle for coexistence as well, due to the extension of our living quarters into the deer’s natural habitat.

An average day for a deer is equally exciting as every other day. With a brain the size of a chicken patty, they aren’t able to retain memory for too long. So all of their decisions are made on a whim, not through any sort of mental process. So they cross the street without pushing the walk sign, take without asking, and get into someone else’s personal bubble.

In the end the only thing to do is leave them be and hope they reciprocate the same courtesy. This is a problem only natural selection can take care of. In the end, it’s us or them.

“I don’t have to take a trip around the world or be on a yacht in the Mediterranean to have happiness. I can find it in the little things, like looking out into my backyard and seeing deer in the fields.”

-Queen Latifah