The Echo | Issue 10 by SLP Echo

Hit the green with boys’ golf.

Underground music surfaces at

the

Page 9

Page 12

Friday, May 14, 2010 | Volume 81 | Issue 10 www.slpecho.com

Students offer advice on education reform

St. Louis Park High School | 6425 W. 33rd Street, St. Louis Park, MN 55426

Freshmen Marythere Villanueva and Joana Romero Juarez rehearse.

Abby Bongaarts and Sophie Nethercut | Sports Editor and Staff Writer

hen Al Franken strolled down Park’s hallways during his days as a high school student, he was probably not met by students eager to shake his hand or surrounded by a hoard of aides and reporters. But things have changed. U.S. Senator Al Franken and U.S. Representative Keith Ellison visited the high school April 23 and April 19, respectively, to gain feedback from staff and students about possible ideas for educational reform. While Franken and Ellison visited on separate days, both emphasized their primary reason for coming to Park was to see first-hand how a successful school operates. “I’ve been going around the state and actually talking to a lot to schools that are not doing so well. We need to replicate schools like (Park) that are doing a good job,” Franken said. Ellison also expressed his appreciation for schools like Park and stressed the importance of listening to students’ thoughts about educaYoung people tion reform. “It’s a joy always have good for me (to visit ideas ... I can lis- schools) beten to everything cause young always (students) told me people have good and carry it back to ideas,” Ellison said. “I can Washington. listen to evKeith Ellison | U.S. erything (stuRepresentative dents) told me and carry it back to Washington.” Social studies teacher Carley Kregness emphasized the goal of the visits was to create an open exchange of ideas between legislators and students. “It was more of an information exchange for him (Franken). He was trying to shape his opinions and get ideas from a variety of school districts,” Kregness said. During their visits, Franken and Ellison received tours of the school and had the opportunity to sit in and participate in various classes. While Franken’s tour included stops at the Multicultural Resource Center, the Echo room and the Theory of Knowledge class, Ellison’s tour consisted of stops at Admission Possible, regular and honors civics classes, an AP psychology class and a business class. Both tours were followed by round table discussions with students and staff, which focused primarily on education reform and the daily experiences of high school students today. Both Ellison and Franken added their thoughts the nation’s current education system. “I don’t believe education has gotten worse; it’s gotten better, but the needs of society have changed,” Ellison said. “We need to get together education professors, parents, administration and the business community and we need to have a solid look at what we need and set that blue print.”

Moving to a new beat Latinos emphasize diversity through dance, rap and poetry Mara Olson | Entertainment Editor

Photos | Paris Delaney

enior Latino Day organizer Sergio Moncada and his dance partner move their hips tapping the complex steps of bachata. They practice one of the dance styles in the show that will help represent diversity, this year’s focus. The Latino Day show will occur during periods two, three, four, six and seven May 21. By diverging from the traditional Cinco de Mayo date, organizers hope the show will represent its emphasis on diversity within the minority group. Moncada anticipates to portray the various countries represented within the show by altering the date. “Earlier there were a lot of people from Mexico, so we did Cinco de Mayo. But I asked a teacher why it’s that day when not everyone is Mexican–we have people from Panama, Chile and more,” he said. The Latino Day show aims to recognize the cultures of students from these diverse backgrounds, including origins in Honduras, Mexico, Ecuador, El Salvador, Paraguay, Puerto Rico, the Dominican Republic, Brazil and Chile. Junior organizer Ellie Mondragon believes the show embraces these multiple nationalities. “A lot of people think Latino, Mexican, Hispanic are all the same, and we want to show they are all different,” she said. In order to highlight these cultures, students will perform acts including rap, poetry, brief biographies of influential Hispanics in Latino culture and dance. “We are going to perform many dances such as bachata and hip-hop reggaeton. We have a lot of dances to represent each country,” Moncada said.

Learn to salsa - Cuban style 1 Step forward with 2 Shift weight to right foot

Step back with left foot

Latino day participants practice reggaeton after school May 5.

right foot

Shift weight on to left foot

Traditional bachata is a romantic partner dance from the Dominican Republic with intricate footwork and unique hip movement. Other dances incorporated in the show include salsa and merengue, each of which adheres to the walking hip motion and pops typical of Latin dance. “The reggaeton I think is going to be really pretty,” Mondragon said. “The choreography is a lot more complex and hard. It’ll be a better show, and we are adding the senior dance this year.” The senior dance will be performed by Moncada, Vanessa Ferrer, Olivia Diaz, Joel Liz-Fonts, Rosangel Sandovah and Elizabeth Santiago. The dance aims to honor the seniors, who began the Latino Day show as freshmen. Adult coordinator and Multicultural Resource Center adviser Oscar Reed looks forward to the senior dance, recognizing the efforts of the current seniors over the years. “I think (the dance) is appropriate since this is their last hoorah,” he said. The Latino Day show has developed significantly since 2006, now representing various countries and displaying diverse talents from about 35 students participating this year. “We have learned to express ourselves more over the years with the dancing. We are more of a family now,” freshman Marythere Villanueva said. Adhering to this family theme, many of the show’s acts involve large groups of participating Latinos as opposed to solos or duets. May 21, Latino students dance to the steps of their own music.

Break forward with left foot

Rock back onto right foot

Break back with right foot

Rock forward onto left foot

Continued on | 02 Source | justsalsa.com

Successful results of second blood drive

he second blood drive this year, April 23, had wide support from students and staff with 90 donations collected. Student Council organized the blood drive and advisor Jennifer Magdal is happy with its success. “Memorial Blood Center said it went really well. For our first time doing the drive inside it was fantastic,” Magdal said.

Choir and Park Singers to perform musical

or the first time, Concert Choir, Women’s Choir and Park Singers perform a musical in place of their annual spring concert. With more than 100 participants, the first annual Gala Fundraiser, “Fiddler on the Roof,” runs May 12-15. The final two performances are at 7 p.m. today and Saturday in the theater. Students tickets cost $8 and adults $15. For further information contact 952-928-6275.

Children’s First Ice Cream Social May 16

he annual Children’s First Ice Cream Social will be from 2-5 p.m. May 16 at Wolfe Park, this year with an added sparks fair. Karen Atkinson, head of Children First, explains a spark is a passion that drives a person to succeed. “What we are trying to do with the Sparks Fair is get people to understand how important sparks are in young people’s lives and encourage adults to nurture those sparks,” Atkinson said. Sebastian Joe’s will supply free ice cream, including a new flavor made especially for the occasion titled, “St. Louis Sparks.”

Strong contingency at state History Day

en of the 11 students who went to state finished with honors or placed in their category at state History Day May 1. Alex DeMarco and Alex Schillinger placed third in group exhibit board, followed by Emi Hasty and Abi Tupa who took fourth place. Kyle Klausing placed fourth in individual exhibit board, and Lydia Brubaker placed fifth in individual performance. Chloe Chong, Hannah Sieff, Nina Schroeder and Andrew Decker received honorable mentions as well.

IB primary years program authorized

News

Friday, May 14, 2010

News | Briefs

quila, Cedar Manor, Susan Lindgren, and Peter Hobart are authorized as IB/PYP (International Baccalaureate primary years programs. The district’s elementary schools are now four of 15 schools authorized in Minnesota. Superintendent Debra Bowers is happy to open this program into the primary and elementary levels and is proud of the dedication of the staff to make it possible. “I’m thrilled and excited for how hard our staff is working to provide differentiated programs. Most other schools that were authorized were told they needed to fix aspects of their program but we were authorized without having to change anything,” Bowers said.

“I think the advisory is really contructive. It makes us reflect on ourselves and our future.” Leni Bauer | 10

Continued from | 01

Ellison and Franken encourage discussion

ranken stressed the importance of creating quality curriculums that engage students while at the same time preparing students for standardized tests. “I agree that every kid should come out of school knowing how to read, write and do math. But are we doing this right? Are we doing this in a way that teachers can use this as a teaching tool?” he said. Ellison also talked about understanding tolerance and resolving conflicts peacefully as one of the keys to moving forward. “The age were moving into, managing and solving conflict well is the key to society,” he said. “If you guys can resolve conflict maybe the U.S. and Russia can resolve conflict.” Junior Marlisha Newelo attended the discussion and agrees conflict management is something we still need to improve on in Park, especially in regards to fighting. “As a whole, the violence and not solving problems with-

Photo | Madee Weisner

Senator Al Franken talks with students in the Multicultural Learning Center April 23. Franken visited St. Louis Park High School to talk with students about their ideas for education reform. out having to harm each other is something we could work on,” she said. After closing the discussion, Ellison seemed particularly impressed by what he had observed during his visit. “It would be great if you

can describe what you are doing and your secret to success,” Ellison said. “It would be great if others (schools) can replicate what you’re doing.” Assistant Principal Clarence Pollock also believes Franken was also impressed by what he

saw during his visit. “I was overall very very pleased with the visit. He (Franken) and his daughter both said they were very impressed with what we have been able to do and the students they had the chance to meet.”

From military service to school

Program to prepare students for future

Bier returns from Iraq, resumes job in technology department

Plan aims to increase college readiness, give back to community

Michael Tuschman | Staff Writer

Sam Vinitsky | Staff Writer

rom Kirkuk, Iraq to St Louis Park, Master Sgt. Mike Bier has landed back into civilian life. Bier returned from active duty in the U.S. Air Force as a flight sergeant this spring. He resumed his position in the technology department located in the At-Large Lab, where he had worked prior to his departure last September. Bier’s Air Force training allowed him to transition well into military life in Iraq. “The longer you’re in the military, the more time you have to learn to adjust to new situations,” he said. “Boredom was the hardest part, doing the same tasks over and over.” However, Bier’s return to to the United States proved difficult due to the shock of returning to a civilian lifestyle. “It was really hard to get used to the fast pace here,” Bier said. “Everything moves a lot slower there.” Master Sgt. Bier notes joining the military after Mike Bier high school can be rewarding for students who are ready for the experience, as well as those unsure of a career path after high school. “[Enlisting is] a good option as long as you are open to doing what you’re told,” Bier said. “It’s good for college because you come back with more self-discipline.” Bier originally enlisted in the military following high school, and after undergoing basic training, joined the Air Force Reserve. Last summer he was called into active duty. Students such as sophomore Nick Fortmeier hope to follow a similar path. Fortmeier’s interest in aviation as well as a strong family connection draw him toward military service. “I really want to learn to work with airplanes, and I’ve always loved watching air shows,” Fortmeier said. “Plus a lot of my family members, like my uncles, have been in the Air Force.” Other students consider the military because of the financial assistance it provides for college. Junior Dylan Gilbertson looks into Reserve Officers Training Corps (ROTC), which combines college and military service. Gilbertson recognizes the challenges of such a program, but beleives it will be beneficial. “ROTC will be more demanding because there is not alot of feedom in the military, but it will still provide a college experience,” Gilbertson said. Students like Fortemier, hope to learn more about the Air Force by talking to veterans or current soldiers. “It would be great to be able to talk to [Bier] and to really find out what it’s like to be in the Air Force,” Fortmeier said.

hough the end of high school may seem light years away for some, it is never too early to plan for the future. The counseling office follows this principle by recently starting a program to help students plan ahead. The program encourages students to contemplate their postsecondary options, and strives to offer help to students who are currently unaware of their options. It also attempts to serve the diverse needs of each grade level. Though the program explores many of the students’ options, assistant principal Clarence Pollock explains it focuses primarily on readying students for college. “The goal is to help prepare students to get ready for life after graduation,” Pollock said. Additionally, the program schedules meetings for each grade level to discuss future options after high school. There have already been two meetings, and a third will occur May 27. The program benefits students who previously would not have been thinking about college. Junior Nicole Muralt believes the program is helping her consider her college choices. “It’s good to feel like we’re not just sitting around; we’re being set on the right path,” Muralt said. The program also assists students who are already preparing for college. For junior Mairin McCuistion, the program has been valuable in planning her future beyond college, too. “I know where I want to go to college,” McCuistion said. “This program helped me think about things like my credit score. Things like that matter now.” However, not all students look favorably upon the program. Sophomore Lenny Cohn feels he gained little from the meetings. “I see what they’re trying to do with this program,” Cohn said. “I just don’t see myself getting anything out of it.” While freshmen through juniors have participated in the preparatory program, seniors have taken part in a completely different experience called “Pay it Forward.” Pollock said Pay it Forward is an attempt by the administration to unite the senior class and connect it with children in the district. “Pay it Forward is a way that seniors can work as a community and give back at the same time,” Pollock said. April 29, the senior class walked to Central Community Center and interacted with younger children. They read books, played games, sang songs and made art with them. Many seniors appreciated the opportunity to help the community, including senior Amy Byers. She felt she and her classmates bonded with the children. “We are role models to them. Now, they have a connection to the high school,” Byers said. From seniors who have their future planned to freshmen who have yet to consider their options, the counseling office programs attempt to put them on the right path.

“I like some of the lunches, but the cafeteria should have a better variety of fruit. The carrots are good, but I don’t like the steamed stuff.” Danielle Maldo | 9

Health

Friday, May 14, 2010

Serving up a recipe for revolution Programs step up to counter child obesity through school lunch

School lunch requirements:

Key recommended changes from the Institute of Medicine Fruits and vegetables considered as one group

Required daily amount increased

Vegetable

Recommended

2 servings daily including dark green, and other vegetables weekly

No requirement for whole grains

At least half must be whole grain rich

Whole, reducedfat, low-fat, fatfree milks (plain or flavored

Fat-free (plain or flavored) and plain low-fat milk only

Grain Milk

he everyday decisions students make in the lunchroom could have major impacts later in life. To protect today’s youth from a national obesity epidemic, new programs like Michelle Obama’s Let’s Move, Jamie Oliver’s Food Revolution, and the White House Childhood Obesity Task Force have encouraged reform. Locally, the Minnesota Farm to School program has taken the initiative to introduce fresh local foods into schools. According to Stephanie Heim, Farm to School coordinator, the school lunch program was started for the right reasons, but as America changes, it must follow suit. “We are dealing with an overabundance problem, and I would argue that many students now are still undernourished, but overfed,” she said. While the battle rages nationally, Minnesota programs like Farm to School work with nearly 100 districts to provide local produce including bison burgers and squash. This program ensures students know exactly where their food comes from, which is important to many, including chemistry teacher Janice Lane. “I found it eye opening that much of the food from programs such as the USDA come from just a few places in the country,” she said. Although these programs are growing, they must overcome some obstacles, one of which is the extra time, training, and number of people needed to prepare the food. “A lot of food service staff have grown accustomed to the heat and serve process, so training is usually required for them,” Heim said. Another issue is if students will like the food. “We eat a lot with our eyes, and if you don’t get the eye appeal right away you won’t get anywhere fast,” foods teacher Debra Bauer said. By introducing more fresh and whole foods into students diets, sophomore Gillian Maxson believes it will also aid performance in school. “I think what you eat really effects how your body feels and that affects how you do in school,” she said. While St. Louis Park hasn’t joined Farm to School, according to Kathy Milbrath, director of Park’s nutrition, there has been a quiet revolution during the last 10 years. “We have fresh food available here everyday, including salads with real spinach, tomatoes and feta,” she said. However, with virtually all trans fat in the Storiole, and the food service meeting all serving requirements, the final decision comes down to students. Freshman Kevin Buckhalton agrees student action is an important factor in starting reform. “I don’t really think those programs really help because kids don’t want to hear adults telling them what to do,” he said. “It would be more effective if they got other kids to talk about it.” Although the staff tries to provide the best meals possible, they encourage students to make suggestions. “We love sitting down with students and asking what they want in the lunches. Our goal isn’t to give food that is bad for you, it is to give food that is satisfying and tasty,” Milbrath said. Many agree the role of the cafeteria should be to teach students healthy habits for the rest of their lives. “The cafeteria is a learning place where we should be teaching important life habits every day,” Heim said. She emphasizes if students want to make the switch to more local produce or simply get different options, speaking up is important. “It is important for students to know that no act is too small, whether it’s choosing an extra vegetable at lunch or asking food service directors to maybe bring in locally sourced apples, everything adds up,” she said.

Fruit

Taylor Delaney | Design Editor

Current

Source | Institute of Medicine

Your | Perspective: “I would restock the vending machines with healthier items; take out the temptations.” -Molly Radke | 12 “We should use healthier ingredients to make all of the same lunches. The food tastes good, it just needs to be more nutritious.” -Dominic Reed |10 “I would use more vegetables and fruits that are fresher and more appetizing.” -Abdi Umar | 11

“I would add more fresh and healthy alternatives to the snack bar menus.” -Josie Verhassalt | 9

Features

Friday, May 14, 2010

Vantage | Point

attracts local student talent

Elena Potek News Editor

Cowards unite

’m a pansy. Wrists make me anxious. An appointment at the doctor’s office is a dreadful ordeal. My childhood nightmares were filled with needles coming into my room poking me. And by childhood nightmare I mean a nightmare I had last week. During bloody scenes in movies my brothers were supposed to tell me when I could look up again. They would say the scary part was over just in time for me to see someone lying in a pool of blood. On the playground my friends chased me with their wrists exposed because they knew I couldn’t handle it. In junior high I was the kid who left the room during the corny CPR videos because of the ketchupblood. My childhood What’s the | is fi lled with mempoint? ories like these, and I have my Thank your phobia to thank phobia for for filling my past priceless memowith entertaining ries anecdotes. But Therapy is these experiences enriching are nothing comFind comfort pared to where in the scary my phobia took moments of life me a month ago. My mom decided it was time to cure me of my problem so she sent me to see a therapist. It was an unusual experience to sit on a couch in front of a total stranger and talk about my deepest fears. I didn’t actually believe therapy would cure me of my phobia, and it was hard to think about what my life would be like without it. My phobia and I have been together since I can remember and I can’t bear to see it go. My analyst gave it her best shot in trying to cure me. Not that kind of shot, because needless to say that wouldn’t have gone well. For an hour we visualized a trip to the doctor’s office. The analyst made me explain frame by frame my feelings as I entered my car, drove down the highway, and sat in the waiting room for the doctor. Every time I started feeling anxious during the visualization she kindly asked me to find my happy place, and only after I was completely relaxed could I continue on to my appointment. The exercise was very beneficial, and by the end of my appointment I felt I might never fear blood or needles again. But the next day in biology class we talked about arteries and my happy place was nowhere to be found. Another trip to the therapist with couch time and visualization is in store. This whole ordeal made me realize something very important about my phobia. I’ve become comfortable with it and we get along surprisingly well. It’s hard to break us apart. During the years the experiences my phobia and I have had shared have created a close bond between us. Therefore I am willing to pronounce my pansiness to the world, because it is something I have learned to embrace. Be thankful for the entertaining experiences your fear gives you. The added excitement in life can be refreshing, and without our fears, life would be a lot more boring. I will continue to close my eyes from bloody movies, but it’s comforting to know if I want to sneak a peek, my phobia will always be there waiting for me.

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“Glee is really fun and it’s not cheesy like High School Musical.” -Erika Berg | 11

Three seniors submit videos to audition for show Sofia Gonzalez | Staff Writer

very year, hundreds of increasingly popular words become a part of the dictionary. One such word in American pop culture has boomed since last May: Gleek. A Gleek is defined as a passionate follower of “Glee,” Fox’s new television show. Of the millions of Gleeks nationwide, many now hope to participate as cast members for the second season of “Glee,” which will begin Glee | By the this fall. Any performer over the age numbers of 16, professional or amateur, • 16-years old may submit an audition video to “Glee’s” MySpace open casting or above to call web page. audition Three students seniors Paul • 13.7 million Hendrickson, Reeve Johnson and Moriah Stephens are among viewers for the the thousands who submitted return of “Glee” videos. in April The winners are picked based on who receives the most gold • 3,206: golden stars, and Stephens and Johnson stars Stephens, created a Facebook invitation to Johnson, and spread word of their bid. Hendrickson “My friends have all been have received making MySpace accounts just so they can vote for me. There • June 8: First has been great support and I apseason finale preciate it very much,” Johnson said. • 18 episodes to Stephens and Johnson have date worked to perfect their auditions, redoing their videos up to 30 • 8 p.m. when the times. show airs Hendrickson was less worried about perfection, and auditioned

merely for the experience. “I try my hardest, and I’m honest. Auditioning is an awesome opportunity no matter the gold stars I receive,” he said. Freshman Aaron Silberman gave them several gold stars. “They inspire me because when I see them perform, they make me want to do great,” he said. Silberman is not the only person who believes these seniors can make it on the show. According to choir director John Myszkowski, Johnson, Stephens and Hendrickson have qualities “Glee” has not yet seen. “Paul shows the journey of moving beyond people’s expectations, as well as the limitations that occur because of the expectations we place on ourselves, and the freedom one finds when those barriers are let go,” he said. “I think Reeve has great comedic gifts and is able to convey vulnerability. Moriah easily shares the conflicts of dividing your time between your academic goals and artistic soul.” Myszkowski said. Johnson sees different attributes in himself that could separate him from the rest of the people auditioning. “I have the ability to make fun of myself and still respect myself, two aspects that are part of the show itself,” he said. These elements to the show are what draw in Gleeks, but there is so much more to “Glee” that attracts viewers. “It brings new life to old songs,” Stephens said. “Adults think teens don’t Moriah Stephens appreciate old music, but the attention ‘Glee’ has received among young adults proves that we can.” Besides appreciating the revival of old songs, Johnson loves “Glee’s” portrayal of high school students. “I love the fact that the show is so real and stays true to what people are actually Reeve Johnson like,” he said. “Glee” might seem silly and superficial, but it has realistic benefits that go far beyond the television set. “Black teens don’t see musical theater as a performance outlet for them. ‘Glee’ is positive and doesn’t discriminate,” Stephens said. With every gold star they receive, the seniors come closer to shedding their Paul Hendrickson Gleek statuses and gaining stardom. Photos | Alex Kersten

Competitive spin on pastime Abi Tupa | Staff Writer

reshman Henry Klaverkamp is rising through the ranks of a sport typically shielded from America’s athletic spotlight: competitive ping-pong. Ranked 194 in the state of Minnesota and 1,029 nationally, Klaverkamp hopes to advance within the game, a dream he is furthering with each tournament he attends. How did you get involved in competitive ping- pong? I have a ping-pong table at home so I started learning from my dad and grandpa. [Then] I saw an article in the paper and started taking lessons. I’ve been playing for five years, but only the last year competitively. How does ping-pong differ from other sports? Anyone can do it. You don’t have to be super strong, but you need really good hand eye coordination and good reflexes. You don’t always play other kids, which I guess sets it apart from other sports. At tournaments there are people like 30 [years old] there. Describe a typical tournament’s events and procedures. For smaller tournaments there are

about 60 people and for bigger tournaments around 100. When you get there you’re put into groups of three or four people and usually by the second round you’re with people at your level. How would you describe the status of the sport locally or on a broader scale? There are a lot more places [for ping- pong] than you’d think. I know of a club in Minneapolis, and the one I go to is in Fridley. There’s a really big club in Rochester too. In the United States it’s mainly recreational and not very competitive. This summer you have the possibility of going to the Junior Olympics. What are your thoughts about this opportunity? It sounds a lot bigger than it is, not every state has representatives. It’s not as big because it’s just kids. If I went it would be really fun, it’s in a different state and I want to travel more. It would be fun to play new people and practice adjusting to different playing styles. How do you think ping-pong will be involved in your future? Do you have any goals for progressing in the game? I hope to practice a lot more and start coaching. Someday I want to go to Korea where you can make some money off the sport. It’s bigger in Korea, and a lot more competitive.

Photo | Arthur Elmer

Features

“I would go to Prom but it’s too expensive and I can’t afford it.” -Blake Holland | 11

Friday , May 14, 2010

Prom: good time on a dime Finding ways to save money on clothing and food for the most expensive night of the year

t for a e o t s Place ) cheap t s o m l (a

my house and we did pictures there, too,” Zahner said. “Mostly, it’s just a way for us to save money this year; we’re doing $10 each to pay for food. My parents like it. I think it’s fun to do and we don’t have to make reservations.” Besides dinner, attire can also be very pricey. One Ben Kahn | Copy Editor clothing company that specifically targets high school oing to dinner and dancing with your date in a students for Prom is Savvi Formalwear. Savvi attracts cave can make any night memorable, but you students by giving out $25 coupons for tuxedos, either might end up lamenting the hole in your wallet by mail or online. Their cheapest tuxedo package costs $59.95. Jason Binczik, store manager at the Southdale for even longer. For many students, Prom can cost hundreds of location, believes Savvi does a good job focusing its dollars when all expenses are totalled. Senior Marcus marketing on teenagers. “In addition to $25 coupons, when a student comes Edwards spent close to $400 for himself and his date in and sets up their deal they get a sheet with $30 off last year. “I think I spent like $60 per ticket, $130 on dinner coupons, and if they had out seven referrals, they get alone, the corsage cost like $20 and my tuxedo was a free tuxedo,” Binczik said. “That generates some word of mouth and encourages friends to come in.” around $110,” Edwards said. Ragstock, a used clothing store located in Uptown While prices for Prom tickets may not change, students can save money other ways for the event. Some and Golden Valley, also offers affordable deals for Prom attire. An entire tuxedo students have found ways to cut costs around $45 and dresses back on expenses by finding cheaper sell anywhere from $8 to $20. deals on food or clothing. Prom |2010 Some students also manage Thanh Do restaurant in St. Loutheir Prom budgets by splitting is Park is a popular destination for costs with their date or group, many students. This year it will offer • Who: Seniors, or by receiving help from their free desserts for Prom groups. juniors, some parents. General manager Youa Thao beunderclassmen Senior Elizabeth Santiago lieves Thanh Do attracts students • When: 9 p.m. is attending the Prom with her because of its affordable prices and midnight, May 22 boyfriend, but she will divide relaxed environment. costs with him as well as her “I think we’re casual, but we’re • Where: Wabasha parents. still considered a nice sit-down resStreet Caves “My mom offered to buy taurant,” Thao said. “We’re very me my Prom dress. She wantclose to schools. We have large por• Address: 215 ed that little privilege to buy tions so it’s easy to share, and our Wabasha Street her daughter her Prom dress,” staff is younger so I think that’s apSouth St. Paul, Minn. Santiago said. “(My boyfriend) pealing to students.” 55107 plans on paying for the tickets. Others avoid expensive restaurant • Transportation: If we go in a limo we’re goprices by cooking their own food. Provide your own ing to split up the payment for Senior Dominic Zahner and his that.” friends are eating at Cooks of Cro• Tickets: $50 at Though a cave may be a cus Hill in St. Paul where his parents lunch May 13-19 dark venue for Prom, it’s still work. This is not the first time he’s important to keep your financavoided expensive restaurants. es in the black. “Last year my parents cooked at

Cheap Cheap Average cost per person: $16-17 11390 Wayzata Blvd. Minnetonka, Minn. 55305 952-417-9880 7651 France Avenue S. Edina, Minn. 55435 952-844-0084

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Cheapest Average cost per person: $8-15 3005 Utah Ave. St. Louis Park, Minn. 55426 952-935-5005

Prestigious scholarship opens college gates Senior receives free tuition through Gates Millenium Scholarship Program

It’s an enormous relief. I was honestly stressing the whole year about how I was going to afford college. Now, I don’t have to worry about tuition and I even have extra money .

Emma Vitale | Staff Writer

ollege tuition: a barrier to success for many seniors. The money required to attend college is one of the most daunting obstacles facing high school seniors. Admission Possible is a program dedicated to helping students get into college, including member Joel Liz-Fonts, a recipient of the Gates Millenium Scholarship (GMS). Liz-Fonts, who will attend the University of WisconsinMadison in the fall, is one of 1,000 students nationwide receiving the Gates Scholarship. This prestigious fund provides financial aid for students of color interested in pursuing careers in math and science. The scholarship, funded through Bill and Melinda Gates, will pay for Liz-Fonts’ entire college tuition including, if he chooses, through his doctorate. “It’s an enormous relief,” said Liz-Fonts. “I was honestly stressing the whole year about how I was going to afford college. I was working and saving all my money-now, I don’t have to worry about tuition and I even have extra money.” To be eligible for the scholarship, students must have a GPA of at least 3.3 on an unweighted 4.0 scale and demonstrate leadership abilities through participation in community service or extra curricular activities. Aside from the financial assistance, the Gates Scholarship provides Liz-Fonts with connections to other GMS recipients and alumni. “There’s a great social networking factor of the scholarship,” Liz-Fonts said. “I can communicate with other recipients and hopefully form relationships with alumni that can help me secure a good job.” Senior Admission Possible coach Rachel Carroll stressed the importance of scholarships for students, regardless of the amount.

Senior Joel Liz-Fonts will be attending the University of Wisonsin-Madison next year on a full ride scholarship from the Gates Foundation. The scholarship covers all expenses through his doctorate.

Photo Illustration | Paris Delaney

“Scholarships make a huge difference in where students can go to college,” Carroll said. “Whether it is $500 or $5,000, a scholarship expands the availability of colleges for students, because they lower the amount of loans colleges have to give, which results in a much lower debt after college.” Carroll encouraged him because she saw his potential. “Rachel told me I had a good chance of getting the scholarship because of my grades and extra-curricular activities and that I should go for it,” Liz-Fonts said. “I had to write eight essays over winter break and make a profile of my GPA, outside activities, and leadership positions, but it was all definitely worth it.”

With many different types of scholarships available to students, Carroll urges students to spend time and apply for all available scholarships. “There are all kinds of scholarship opportunities for students, ranging from local ones to national ones,” Carroll said. “Joel is a great example showing that those who take the time and effort to fill and send out more applications are the ones receiving the scholarships.” Liz-Fonts’s example shows money is out there for college for those willing to pursue it, aided by the right guidance. For Liz-Fonts, high school education has been free of cost. Now, through the Gates Scholarship, college will be free as well.

In-Depth

Friday, May 14th, 2010

“It can do quite a bit of damage, but a lot of people don’t actually mean what they say.” -Sean Berens| 10

meets cyberspa Technology makes bullying easier Elana Vlodaver | Staff Writer

ven bullies as mean as Regina George and Nelson from “The Simpsons” kept their harassment off the Internet, but some students today seem to have trouble refraining from cyberbullying. Cyberbullying is gaining popularity among students. According to the Cyberbullying Research Center, more than 20 percent of teens experience cyberbullying sometime in their lives. The effects of cyberbullying appear most frequently during youth. The harassment frequently interferes with the student’s education. The National Education Association estimates 160,000 students skip school each day to avoid being harassed and bullied. Freshman Khadeeja Abdurrab believes cyberbullies target certain types of people because they are easier to harm. “It’s like if you’re different, you’re stupid,” Abdurrab said. The Yale School of Medicine concluded people who are bullied are two Bullies need an to nine times more likely to commit suiaudience. If nobody is cide. there to see that they’re Student tolerance to harassment and extremeness of the response depends on bullying, they don’t get self-image and psychological mood of the satisfaction they the victim. need. Psychotherapist Jonathan Bundt atJonathan Bundt tributes bullying to domestic problems, psychoanalyst usually from an adult or sibling of the bully. “It’s a psychological phenomena. People who abuse are those who have been abused themselves. (It is) a chain reaction,” Bundt said. Some people view the threats and comments when displayed online and then allow the bully to involve more people. Additional people respond to the bullying, feeding the bully’s sensation of success. “Bullies need an audience. If nobody is there to see that they’re bullying, they don’t get the satisfaction they need,” Bundt said. “The Internet expands your audience.” Ignoring the attack is a recommended response to cyberbullying. For those being bullied, Bundt suggests downplaying the situation, but not ignoring it. “Save what is being said,” he said. He feels this will stop the bully from continuing, but if the bullying does escalate, proof will be beneficial. He also encourages friends to stand up for the victim. Bundt believes telling an adult such as a teacher, parent or counselor is also a crucial part of handling the situation. Hateful comments appear everywhere to a victim because cyberbullies send them to multiple devices. The negative comments sent cause specialists to recommend restricting a teen’s access to electronics, hoping to cool the attacks. “Recognize that what you say, pictures you post, can’t be controlled once they’re out there,” Bundt said. “Cyberbullying has taken being unkind to a whole new level.”

The cons of a silen Scott Foltz | Copy Editor

epression, anger, fea chusetts high school repeated attacks, eve logical effects of cyberbullyi Yet when it comes to pun fusion. Many students know wha students seem to comprehen standing of the legal consequ “I know what cyberbullyi ally being done about it,” fr In Minnesota and many o harassment such as cyberbu Contrary to the beliefs of line harassment can lead to As Rick Anderson, former Against Children Task Force “Cyberbullying isn’t an a a message saying, ‘I’m goin shoot you tomorrow,’ that q a threat is considered a crim Anderson’s point is supp upcoming Prince case, as m ecuted for criminal harassm While the established sta threats protect students fro extent, there are many diffic ecuting cyberbullies. “A big problem is the dev of cases, it has to be proven sion of the device in question message was received,” And Freshman Danielle Mald student from another schoo volved first-hand and is unsa “The police came to my nothing ever really happene nitely need more laws.” While some like Maldo ca lieve schools must take resp Despite the calls for action, cipal Clarence Pollock, are o legal reasons. “There are certain laws w of speech. If it (cyberbullyin school building there’s not m Cyberbullying continues t tectors of both citizens and where the responsibility lies Responsibility will soon b called into session. Many ho against cyberbullying. Whatever the outcome, m to make students think twic the next message they send,

“Don’t say anything online you can’t say in person” -Leah Erickson | 9

ace

sequences nt crime

In-Depth

Friday, May 14, 2010

!"#$%&'#%'()'%$*'""+%&,-#%*./#0/1++.(2)%$#0("1$+.3 We do except there are certain laws we need to follow in regards to freedom of speech. If it (cyberbullying) happens on a computer not in the school building there’s not much we can do. It’s oftentimes looked into but we can’t necessarily suspend or anything. 4,5#%."1%#5#0%&,-#2%,*&("2%,),(2$&%*./#0/1++.(2)3 We have taken action and punished students for cyberbullying as inappropriate use of school computers. 6$%,2.%710&'#0%,*&("2%&,-#2%/.%&'#%$*'""+3

ar, violence and in the case of Massal student Phoebe Prince who suffered en suicide. The emotional and psychoing are unquestionable. nishment, the door often opens to con-

I will let (Police Liaison) Officer Kurt Bahr know, but then it’s his decision and he has to follow the laws.

at cyberbullying entails. However, few nd the tissue or have a general underuences. ing is, but I don’t think anything is rereshman Adil Jeilani said. other states, no laws specific to online ullying exist. f Jeilani and many other students, onpolice involvement and legal charges. r commander of the Internet Crimes e, explains. actual crime but if someone sends you ng to beat you up,’ or, ‘I’m going to qualifies as a threat and in any form me under the law,” Anderson said. ported by the accusations in the multiple students may be prosment, among other charges. atutes under harassments and om cyberbullying to a certain culties in identifying and pros-

There are two sides to the issue. I don’t want to be thought of as someone who censors everything, but at the same time there are some very hurtful things that are said on social networking sites.

vices themselves. In these types n the cyberbully was in possesn in the time period in which the derson said. do, who herself was cyberbullied by a ol, has experienced the difficulties inatisfied with the status quo. y house and asked me questions but ed to the bully,” she said. “They defi-

all for increased legislation, others beponsibility for punishing cyberbullies. school officials, such as assistant prinoften hesitant to take action because of

we need to follow in regards to freedom ng) happens on a computer not in the much we can do,” he said. to distress students and challenge prod the law, as many are left wondering and who will take action. be levied in the Prince case as court is ope the case will order a call for action

more actions appear necessary, if only ce about the possible ramifications of both for others and themselves.

!"%."1%/#+(#5#%8"0#%+,9$%"0%8#,$10#$%,0#%2##:#:%9'#2%(&% *"8#$%&"%*./#0/1++.(2)3

What should a victim do? Never respond to inappropriate comments. Always save the messages that you get, in case you need to use them later. Be sure to block or ban the person, then Officer Kurt Bahr report them to the site where the bullying happened. If the bullying continues, try setting up a new account. Always take advantage of privacy settings. If that still doesn’t solve the problem, it might be time to tell the school or the police. At what point should someone seek help? If there are any threats to physical harm or to kill tell someone right away. If there are instances where the victim is being blackmailed or extorted through images, that’s also a time to tell someone. If you start getting constantly harassed in such a way that grades start slipping and depression occurs, you must tell someone about it. Forty one percent of the victims don’t tell anyone about the abuse. What resources does a victim have? If the situation is serious enough, it can be reported to the police. If it’s been happening in school, it should be reported to the school administration. If the situation is extremely severe, there is the option of a restraining order to prohibit harassment. What action do the police take? It depends on the severity of the case and what the victim wants to do with it. Police action can range from a verbal warning to criminal charges that can get up to a felony if terroristic threats are made.

Sports

Friday, May 14, 2010

The Extra | Mile

Abby Bongaarts Sports Editor

A losing season

ins: 0 Losses: 24 No, this is not the record of the Minnesota Timberwolves. It’s the record of Park girls’ varsity hockey team this past winter. As someone who once participated in a fist-fighting brawl with friends over a bad trade deal in Monopoly, I am not exactly a fan of losing. My competitive feelings even emerged in the nerdy competition of History Day. So if someone had ever tried to tell me my least successful season would be the one I enjoyed and learned the most from, I would have said they were off their rocker. While I will never admit I like losing, I will concede I learned a lot from it after this season. I discovered success does not always need to be defined by wins and losses. One of the highlights of the season occurred in the section game against Blake, one of the top ranked teams in the state. Over halfway into the first period the Blake coach called a time out and started yelling at his players. While I couldn’t hear what he was yelling, it wasn’t hard to guess what he was mad about. They were playing a winWhat’s the less team, had | point? failed to score, and were getI hate losing. ting beaten to all the loose Positives can pucks. still be found Although in a losing season. we went on to lose, skating My favorite with a team season ended of that caliber up being the one still felt like an we lost every achievement, game. and I left the rink smiling. B e f o r e this season, I would have spent the night in a bad mood grumbling about the loss. I also learned how to go into games with a positive attitude knowing we were probably going to get pummeled. When we played Benilde this year the score was either 12-0 or 13-0, but I do not know the offiicial score because they stop increasing the number of goals on the scoreboard after nine. Instead of focusing on the big picture of the game and getting caught up in the score I learned to try to do little things right. Every time I went on the ice I tried to make at least one really good play. By working on the little plays I figured out how to get something out of every game, even after a brutal loss. The final lesson I learned during this season was fun. Although in past years the team was relatively successful in terms of wins and losses, this was the most fun I’ve ever had on a hockey team. I was lucky enough to play with girls who continued to work hard every practice and stay positive no matter what the scoreboard showed. Now, going into the spring season my JV lacrosse team has been very successful. We’re undefeated in conference play and even beat Benilde for the first time in a few years. Experiencing my first win after six months of losing was great, and it reminded me I will always love winning. However the things I learned such as remebering to enjoy aspects of the sport other than winning still apply. Losing every game during hockey made me learn to really appreciate a winning season.

1 2

“I think it’s really cool I got to go to high school with people who will probably be famous in a few years for athletics.” - Emma Foehringer Merchant | 12

Seniors to join NCAA teams Four students will play Division I and II in college

their camps over the summer, where I met some more representatives.” Ostrom, however, took a different approach to her recruitment. Next year, Ostrom will swim for Georgia Southern University. “I actually hired a personal reSam Dawson | Staff Writer cruiter,” Ostrom said. “He sent out emails to coaches, and then I took a ast year 10,388 Division I and II trip down to Georgia Southern (Unistudent athletes competed in the versity). I really got along with the National Collegiate Athletic As- coach, and I kind of loved it there.” Others, such as athletic director sociation. This year, four Park athletes will join the ranks of these college Andy Ewald who also helps students with the recruitment process, are excompetitors. cited about the seniors Seniors Greg collegiate athletic opHynes, Megan OsI am very proud portunities. trom, Mark Bearmon “I am very proud,” and Alex Koch will anytime we have Ewald said. “Any time compete in NCAA kids who compete we have kids who comprograms. in college, regardless pete in college, regardOstrom and Bearof the level. It really less of the level. It really mon will participate represents our school in in Division I while represents our school a positive way.” Hynes and Koch head in a positive way. Koch has the opfor Division II. portunity to attend a For Bearmon, Andy Ewald | athletic school with a strong Koch and Hynes, the director men’s basketball proprocess consisted of gram. Southwestern meeting with coaches Minnesota State Uniand recruiters, attendversity, where he will ing college-sponsored camps and waiting for calls and let- attend next year, competed in the NCAA Division II Final Four last seaters. Hynes, who will play quarterback son. “I really wanted to go to a strong for the University of Minnesota-Duluth (UMD) next fall, experienced a school, and they definitly can be,” Koch said. very typical recruitment process. These four seniors will join almost “A lot of them (scouts) started coming to school, and watching me 11,000 NCAA athletes, continuing play,” Hynes said. “Then I went to their athletic career.

Player Profiles

Senior pitcher Blake Swanson throws a strike April 20 to help clinch a 4-7 win against Fridley.

Photo | Art Elmer

Baseball swings for conference bid Improved hitting rescues team from slow start, propels winning streak Charlie Shapiro | Copy Editor

hey might not be the Minnesota Twins, but Park’s baseball squad is playng like the class of their conference. The team has won nine out of its last 11 games, including a streak of seven straight wins. After a victory against St. Francis Monday, the team sits in third place in the North Suburban Conference, with a 9-5 record (6-3 in the conference). After dropping the first three games, the team managed to string together a series of impressive wins, including games against perennial conference powers Totino-Grace and Irondale. These teams are ranked 10th and 16th in the state, respectively. Also, Park took down Burnsville, who was undefeated and ranked number one in the state at the time, April 17. “Our pitching and defense have been solid all year, but our hitting has really come on strong,” coach Chad Austad said. “Our first two games, we didn’t hit the ball at all.” After the first three games, Park had a collective batting average of .190, which Austad attributed to inexperience. Five plyers are new to varsity this year, and had never before face the more intense varsity pitching. “We had a really slow start, but then we started hitting, and a

lot of people caught fire,” senior captain Travis Gohman said. Senior Mark Bearmon, however, had no such hitting problems, as he started the season 14 for 25. Bearmon’s success at the plate has been key to the team’s turnaround. Another crucial factor to this has been the team’s constant drilling and batting practice, and the results are evident. “(New assistant coach) Geoff Boyer has been working with kids on the side, helping them with batting,” Austad said. “As the season goes on, seeing more live pitching helps too.” However, nobody on the team considers their success a surprise. “We’re starting to play at a level that I’ve known we could play at for a long time. I know we have a lot of talent on this team, and if we keep improving, the sky’s the limit,” Austad said. “But you can’t get complacent. You can’t just be satisfied with winning seven in a row.” Austad has no need to worry, as the players are hungry for more, and realize that a conference championship is in reach, assuming the team can maintain focus. “It makes each game more meaningful, so we bring a lot more energy,” Gohman said. With only two weeks remaining in the season, Park looks to maintain a serious bid for a conference championship. After that, the team hopes to peak in sections at the end of May. While Park has not yet cracked the top 10, the team is playing the game the way it’s supposed to be played: with passion and simplicity, and the wins have followed.

“I like watching baseball more than playing. If you’re not batting your not doing anything” -Drew Savage | 9

Sports

Friday, May 14, 2010

A-LIST | ATHLETES

Senior Andy Burnley reads the putt at the Majestic Oaks Golf Course on April 28. Park placed fith at the meet.

Boys’ golf third in conference

Who: Megan Duffy, 12 Sport: Golf

New coaching rule changes game dynamics Brandon Klugman | Staff Writer

ll of the components for a winning season are falling into place for the boys’ golf team, which is currently in third place in the conference after seven conference competitions and four invitational tournaments. The team placed second in the conference mid-season tournament April 26 at Bunker Hills Golf Course, and third at a May 5 meet where Park missed first place by only one shot. Part of their success is due to a beneficial rule change and strong leadership. The team is poised for high placement in both conference competition and the sections tournament. Head coach Greg Goddard is much more involved in matches this year, as a new rule permits him to be on the course with the golfers during competition. This allows him to offer advice during a round. In previous years, the coach had to wait on the sidelines. Goddard gives strategic advice and helps with refinements during competition, as opposed to suggesting major alterations in a player’s game. “It calms us down,” sophomore captain Matt Cichoski said. “It gives us a chance to talk to somebody during the round.” In addition to discussing their own games, players also get an opportunity to hear how their teammates are faring. “It’s nice to talk to him about how everyone else is doing,” senior captain Steven Boraas said. Although Goddard takes maximum advantage of his newfound freedom, he is careful not to be too overbearing.

“He does a good job of talking to you about a couple of shots, but not following you around for the entire round,” Boraas said. Additionaly, the team benefited from unusually pleasant weather early in the season, which allowed them to start practicing outside sooner than they expected. The season also started two weeks later than it has in the past, in order to ensure good weather for important end of season tournaments, a change Goddard supports. Goddard is also pleased with the leadership displayed by seniors Boraas and Andy Burnley, and Cichoski, because of their ability to motivate the team as captains. “I’m trying to lead by example by being serious when necessary, but also showing a good, positive attitude,” Boraas said. Boraas’s relaxed demeanor is especially important in bringing the team closer together and building solidarity among teammates, who represent all four grades, as well as one eighth grader. “I’m trying to get to know the younger guys, because when I was their age, I was intimidated by all the upperclassmen,” he said. With the season nearing completion, Goddard wants his team to peak soon, for the conference final May 17 and sections June 1 and 2. “I’d like to see them make it to the second day of sections,” he said. The way the season has been going, Goddard just might see his goal come true. Photo | SpencerButler

Synchro closes in on sections

What was it like receiving the Athena Award? I was very surprised when I was told that I was receiving it, I was just surprised to even be nominated for the award. I know my senior classmates are the ones that choose, so I’m very honored. My dad was really excited, he was jumping up and down when I told him. What was one of you proudest moments playing golf? Last year at sections, it was really hot out, like 98 degrees, and it was a tough course. I had a rough start but I ended up shooting my best score, 86, which brought me to the second round. I was really proud that I was able to overcome the weather and the bad start and turn it around. What would you say to those who think golf is boring? Golf is definitely not boring. It’s not super exciting to watch on TV, but it is exciting to play. It’s the hardest sport for me in terms of difficulty; I’m a very controlling person and golf is all about letting loose and relaxing. You have to stay focused for four to five hours at a time, and a lot of work goes into the one shot. It’s just the feeling of playing, you’ll have some bad shots and then when you finally get a good one in, it’s very exciting.

Team hopes its hard work and dedication will achieve results Hannah Sieff | Staff Writer

Photo | Paris Delaney

Senior Caroline Bergh is lifted from the water during the team routine in the meet against Hopkins May 4 at Hopkins North.

fter six and a half hours of school, most student athletes expect the typical two-hour practice and head home – except synchronized swimmers. The team practices three hours daily and most swimmers stay even later to practice their routines outside of the pool. In addition, the team has eight-hour practices every Saturday. “Synchro is a lifestyle, and it’s such a commitment,” freshman Maria Knudsen said. “You pretty much get used to only seeing your friends on Sundays and maybe Saturday afternoons if you’re not too physically drained to walk.” Though it may be difficult to squeeze in time for homework and friends, the team members understand why they have to practice more than most teams. “Synchro is a sport of perfection, so there’s always room for improvement,” Knudsen said. “We need to learn and adapt every single day.” Practices typically focus on skill work, strength and conditioning and choreographing their routines. “The team practices so long because of the varying components of what we do,” coach Jessica Gust said. The team is focusing on its mental performance by visualizing routines and figures. Figures are skill competitions done individually in front of a panel of judges. Senior captain Kaitlyn Steffenhagen feels the preparation has benefited the team. “It’s paid off, and our figures have improved a lot during the season,” she said. The team hopes this new method will provide a victory at sections and help them advance to the state competition despite the obstacles. “Because we’re such a small team, it’s going to be a lot harder than other years,” Steffenhagen said. “I try to put less emphasis on winning state and more emphasis on individually doing our best.” Even if the team doesn’t advance on to state, they are proud of the results achieved. “I think the hard work and long practices do pay off. Maybe not by seeing first place, but you get so physically and mentally in shape,” Knudsen said. The dress rehearsal will take place May 18, offering an opportunity for the team to try out their new suits and practice their routines before sections on May 20 and 22.

Name: Karl Switala, 11 Sport: Tennis How did you get started playing tennis? My brother and his friend went to a park to play once when I was ten. I tagged along and played with them and enjoyed myself. I’ve been playing ever since. What is the most intense match you’ve played? Last year at the Individual Section Tournament, I played doubles with Aaron Ziman. It was crazy, we just went off. I hit a shot where I was sprinting; I hit the ball, ran through the door, hit a women in the face, said sorry, and ran back onto the court. Somehow, the ball went over and we won the point. So it was also one of the most fun matches even though it was really intense; with that shot and Aaron’s three aces in a row, we played exceptionally well. Do you prefer to play doubles or singles? It depends on my mood. With doubles you get to share the experience and you have that extra help and support from someone else. With singles, it’s all on you whether you win or lose.

E.C.V.

“The census is really important so we can find out where the most densely populated areas are and fix the infrastructure there.” -Collin Reyerson| 9

Opinions

Friday, May 14, 2010

Our | Perspective: St. Louis Park Senior High School 6425 West 33rd Street St. Louis Park, MN 55426

When bad food attacks and man over-snacks.

NSPA All-American and Hall of Fame member; NSPA 2007 Pacemaker Award Finalist; JEM All-State; CSPA Gold Medalist; 2006 Gold Crown Winner.

Healthy eating is our responsibility Slap a bucket of ranch dressing on your pizza, worry about the consequences later. For many students, this symbolizes their attitude toward food. They purchase unhealthy foods in the snack bar like nachos and cookies, drown their pizza in fatty ranch dressing, and throw away their fruit while devouring their french fries. However, with high profile campaigns against childhood obesity, these unhealthy behaviors are drawing more scrutiny. Who is to blame for the surge in childhood obesity and these unhealthy eating habits? Although many are quick to point a finger at the cafeteria for supplying unhealthy foods, that criticism misses the point. In reality, students are the culprits. While cafeteria workers make efforts to supply students with fruits, vegetables and protein, students many times forego these options and choose unhealthy alterna-

tives at the snack bar. Some students also double their servings of unhealthy carbohydrates like pizza. Students need to be responsible for their eating habits. Parents do not have full control over their childrens’ diets while at the high school. It is the bridge between elementary school where parents pack their childrens’ lunches and adulthood when students must choose their own diets. Choosing appropriate healthful food is one of the major tests of high school – and students are failing. Even though the cafeteria does not provide the most healthy options all the time, it would be unfair to blame them completely. They only provide nachos, cookies and other unhealthy options because students want these foods. Should the demand for unhealthy foods decrease, cafeteria workers would stop providing them.

Moreover, the cafeteria workers are doing the best they can with the resources they are given. Cooking fresh food and offering healthier alternatives would mean hiring more workers and spending more money than the district currently allots. The only way to get healthier options and fresh food is for students to get involved in their government and demand funds for healthier options. One way to do this is to contact legislators and ask for additional funding for healthier options. Students should resist the temptation to eat unhealthy foods. Nutritionists at the high school want students to give them constructive criticism about what foods they like and which they do not. Students must get involved and demand healthier alternatives. Ultimately, it is a student call if we want to make the effort to eat healthy.

Census must include everyone Homeless and minorities may not be counted Hannah Sieff | Staff Writer

T To Prom in a cave. My date will fit right in.

To Soundset. How can it compete with the Taylor Swift concert?

To cyberbullying. You still can’t take my lunch money.

J.C., B.K., C.S.

he census: good plan, bad follow through. Required by Article I of the Constitution, the government must count all citizens in the United States every 10 years. The census decides the number of seats each state has in the U.S. House of Representatives, and also delivers federal funds for schools, hospitals and senior centers. Though the census claims to count every person in the United States, the government does not necessarily count people accurately or fairly. The census is mailed to every household in America, but what about those living on the streets? The Census Bureau attempts to count the homeless in three days at specified homeless shelters, soup kitchens and street locations. If the homeless are not at these locations during the three-day period, they cannot be counted. Not only does the census miss a notable amount of the homeless, but the Census Bureau excludes others from their process as well. Several languages are not offered on census forms, cutting out minority groups. Immigrants may not understand the purpose of the census or how it will affect them, so they choose not to fill it out. More than $400 billion per year is designated to cities based on the census’s results.

A miscount of minorities and the homeless results in less money for the community and therefore fewer school funds. With 10 percent of St. Louis Park’s population speaking languages other than English, significantly higher than the state average, how can we be sure everyone is being counted? As the next generation, we depend on the funding that relies on the results of the census. We need the money for our education along with other necessary public institutions, such as hospitals. According to the Minnesota Participation Project, there could be as small as a 2,000 person difference between keeping the same number of seats or losing a seat in the House of Representatives. Minnesota currently has eight seats, a relatively small number compared to states such as California with 53 or Texas with 32. Even a small miscount of Minnesotans could decrease the voice we have in politics. Legislators would not assess the concerns of Minnesotans as well if the number of representatives is reduced. Because inaccurate data affects citizens so much, the Census Bureau must offer more language options and provide explanations of the effects to minorities and immigrants. The government must also extend the period that the homeless can be counted in the census, as the three-day cutoff is clearly not enough. The Census Bureau needs to put much more effort into counting all citizens to maintain representation and funding designation.

How much do you really know about the census? Start here

At the time of the first U.S. Census (1790), the population of the United States could fit into Minneapolis.

The census allocates more money to communities than the Gross Domestic Product of Switzerland.

The census takes about 10 minutes to fill out.

So far, 90% of households have mailed back their 2010 Census form. 1. False 2. True 3. True 4. False

Source | http://2010.census.gov

Publication Policies The Echo is the official studentproduced newspaper of St. Louis Park Senior High School. It is published triweekly for the school’s students, staff and community. The Echo has been established as an open forum for student expression. The Echo will not be reviewed by school administrators prior to distribution, and the adviser will not act as a censor. Content represents views of the student staff and not school officials. The Echo will work to avoid bias and/or favoritism. We will strive to make our coverage and content meaningful and interesting to all our readers. We will make every effort to avoid printing libel, obscenities, innuendo and material that threatens to disrupt the learning process or is an invasion of privacy. We will avoid electronic manipulation that alters the truth of a photograph. Staff editorials represent the opinion of the editorial board arrived at by discussion and will not be bylined. Bylined articles are the opinion of the individual writers and do not necessarily reflect the views of the Echo staff or administration as a whole. The Echo welcomes reader input. Letters to the editor and suggestions may be e-mailed to slpecho@gmail.com or submitted in room C275. Letters must be signed and should be no longer than 250 words. E-mailed letters must be verified prior to publication. We will not necessarily publish all letters received and reserve the right to edit for length and clarity. Anonymous letters wherein the Echo does not know the identity of the writer will not be printed. Advertisements will be sought from local businesses. We maintain the right to reject any ads we believe to be false, misleading, inappropriate or harmful. The Echo does not necessarily endorse the products or services offered in these advertisements.

Art | Cali Nguyen

“We learned about paddling in Texas during small group communication. Apparently it was actually effective.”–Peter Bergquist | 11

Opinions

Friday, May 14, 2010

‘Old school’ punishment goes modern Michael Cork | Staff Writer

ways to maintain discipline in schools amid the increased violence in society. Though paddling is out of the question, adopting a more modern form of punishment at Park could help keep students in line, and enrich their learning experience. As students get older, control in the classroom sometimes gets out of hand. In grade school, students and teachers coexist peacefully, but in junior high student behavior begins to deteriorate, and these effects often transfer to high school. High school students have been in school for 10 years at the least, and often do not appreciate and respect the teachers, or are not motivated because of their lack of interest in school. Students are growing increasingly insubordinate, and teachers are losing control of the classroom. Unfortunately, teachers and school administrators deal with the constant fear of lawsuits and irate parent phone calls, which further inhibit their power to enforce the rules. Historically, teachers have had more control over students, and adopting

n 2010, normally the only way paddling comes up in conversation is with your grandfather’s classic opening line “when I was a kid,” or in a black-and-white film. However, in April the Temple School District in Texas, legalized, and some say encouraged, the use of paddling. These actions were met with much criticism, but according to the president of the Temple School, without paddling, no real consequences existed for kids. Believe it or not, corporal punishment, or inflicting pain as a way of compensation for misbehavior, is legal in 21 states. In the classroom, corporal punishment takes the form of paddling, which is the use of a wooden paddle to strike the buttocks as a form of physical punishment. Paddling is obviously not a solution that many in St. Louis Park would favor, and may seem irrelevant to our school district. However the paddling issue brings to the forefront the issue of effective

an updated form of punishment could benefit many people. At Park, we have punishments set up to deal with insubordination and student behavior, but are often enforced poorly. The administration needs to encourage teachers to ask students to leave the classroom if they can’t control themselves, or send kids to in school suspension if they continue to misbehave. We could also have harsher punishments for skipping class, such as immediately contacting parents or suspension. These harsher punishments would help students realize the consequences, and curb misbehavior by adding incentive to act appropriately. The use of paddling illustrates the limits that teachers should have over students. If more effective punishments were instituted, it would help decrease student misbehavior. However, the old school practice of paddling is surely not the solution, so no worries, your butts are saved. Literally.

Fast | Facts • 200,000 students were spanked last year at school • Black students are 1.4 times more likely to receive corporal punishments than whites • Highest rate of corporal punishment is Mississippi • Corporal punishment is legal in 21 states Source | CNN.com

Will merit based pay help our schools? Point | Counterpoint:

Florida Gov. Charlie Crist vetoed a bill April 15 that based teacher salary on students’ performances on standardized tests. The bill brings to the forefront the issue of merit based pay for teachers, teacher bonuses and tenure.

Yes: Teachers must be held accountable for their instruction

No: Merit based pay limits effectiveness in the classroom

Sonia Robiner | Staff Writer

Elana Vlodaver | Staff Writer

t is unfair to exceed your peers yet receive equal rewards. The same should be true of teachers. Paying teachers based on merit motivates harder work toward student success. This success measured by teacher classroom evaluation and standardized tests reveals the quality of an educator. Merit based pay benefits teachers by increasing their income as their students improve. Most professionals are paid based on success. If teachers are professionals, why should they be treated differently? This compensation method has been proven beneficial to educators. Teachers at Heritage Peak Charter School in North Highlands, Calif., receive average bonuses of $3,000 to $4,000 per year. This shows merit based compensation does not reduce salary but rather has the opposite effect. Closer to home, in 2005, Minnesota Gov. Tim Pawlenty proposed Q Comp; a program offering performance-based compensation for educators. Park’s application of the program, called the Alternative Teacher Professional Pay System (ATPPS), gives teachers the opportunity to earn about $2,000 in bonuses for participating in development workshops and developing goals. Last year when teachers voted to reinstate ATPPS, over 90 percent of the 350 district teachers voted to continue the program. Also, over 80 percent of the administrators involved in Q Comp agree the program has improved teaching and will lead to improved standardized test scores. However, that bonus system still does not

fully address the issue of student achievement. A real system of merit based pay must not simply provide bonuses, but also base the initial salary on teacher performance. Nationwide, 78 percent of teachers recognize some of their colleagues are ineffective. However, tenured teachers cannot be fired without due process, making it difficult for an administrator to fire a bad teacher. The problem is that teachers with tenure sometimes lose their educational zeal over the years. Salary should not be based on seniority but quality. Quality teachers are less likely to seek higher compensation in other professions because of the monetary benefits of meritbased pay. These bonuses will also help schools to attract motivated individuals to teach. Opponents of merit based pay believe few teachers would want to educate challenging students or those with disabilities if their pay was determined from students success. However, those opponents only focus on one type of merit based pay system: a benchmark approach. One of the possible options the district could consider is called the “growth model,” which measures student growth using a variety of methods. Under this program, teachers and district officials would set measurable standards in their classrooms and be paid partly based on their ability to meet those goals. Recognition for success should reward teachers through merit pay; this will promote further excellence in the teacher, students, and schools.

eachers may be stressing even more than students about graduation Minnesota Comprehensive Assessments (MCAs). The bill proposed in Florida would hold teachers to an unreasonable standard and harm student education. The accuracy of standardized tests in assessing student knowledge does not properly reflect the quality of teachers. If schools adapted a “benchmark system,” instead of teaching real knowledge, teachers may change their entire curriculum to teach test taking skills, hoping to increase their pay. Classes would turn into test prep courses instead of engaging subjects. At a time when 41 percent of people surveyed by National Public Radio think schools should offer a wider range of subjects, a merit based pay system would only hinder that. In Park, the problem becomes even more pronounced. MCAs only assess content curriculum in reading, writing, math and science. Should the district institute a merit based pay system, social studies teachers, physical education teachers and others would not be able to be assessed. Realistically, a benchmark based merit pay does not make sense. Merit based pay also has the potential to disadvantage special education, AP and IB teachers. Under a standard benchmark merit based pay system, which solely looks at test scores, teachers who teach students with behavioral issues and learning disabilities may receive less pay due to their

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students’ lower test scores. Teachers who specialize with special education students help them improve their skills; they are often successful, yet, the students still may not meet state standards. In addition, under a different proposed merit based pay system, AP and IB teachers could be disadvantaged. Known as the “growth model,” some people believe this program would reward teachers for student improvement, not student achievement. However, students in, say, IB Math HL usually have high test scores and thus have less room for growth compared to students in grade level classes. No matter if merit based pay is part of a program for special education teachers or AP and IB teachers, students do not benefit. ATPPS, the district version of Pawlenty’s Q Comp program, allocates bonuses to teachers who participate in teacher development conferences, creates classroom goals and meet them. This program only adds up to about $2,000 on top of the teacher’s base salary if the teacher participates fully in the program. The teacher is given benefits for succeeding with students, instead of having their whole salary revolve around their student’s testing abilities. Thus, even though many say this program has been successful, it would be a mistake to assume a general merit based pay system would have the same effect. Merit based pay would show the student’s level and test taking skills, not teacher ability.

Friday, May 14, 2010

“I feel like rap talks about my life. I can relate.” – Yoni Israelson | 11

Entertainment

Minneapolis makes a scene in underground hip-hop world Nico Johnson | In-Depth Editor

he roaring cities of New York and Los Angeles tend to be synonymous with the hip-hop business, but the quieter streets of Minneapolis have also made their mark on the industry. If it weren’t for the underground artists in Minneapolis, the Soundset Festival likely wouldn’t exist. The festival is promoted and run by Rhymesayers Entertainment (RSE), an indie record label started in 1995 in Minneapolis. The show features more than 40 hip-hop artists. Headliners such as Atmosphere, Method Man and Redman, Wiz Khalifa and Brother Ali have received international acclaim. Several other artists featured debuted in Minnesota, including new musicians arriving for this year’s show. “I’m looking forward to this year in particular since there’s going to be a great lineup with a lot of new talent,” junior Chris Knudsen said. Despite featuring underground music from somewhat obscure artists, Soundset remains a highly anticipated event. For many, the festival serves as the epitome of the underground hip-hop scene. “It’s bringing together the culture of indie hip-hop, with a lot of great artists all in Several one place,” senior Danacclaimed artny Cain said. Cain enjoys the ists to be featured music such artat Soundset began ists release due to its realistic as local rhymesayers. nature. “ [ T h e Founding member of artists] talk Doomtree, graduatabout real ed from Hopkins High School. things, tell stories, attended and detail

P.O.S.

Brother Ali

Robbinsdale Cooper High School.

political views, instead of just talking about women and drugs,” he said. RSE translates the success of its artists into a unique show. Sophomore Lauren Keiser attributes Soundset’s success to the efforts of the label. “They really brought out underground rap, and they have their own vibe,” she said. “The whole thing is fun, a ton of people show up, and it makes for a great environment.” RSE began in Minneapolis and stays close to its roots. The label opened up its own shop in Uptown, Fifth Element, with its recording studio above. Having its headquarters in Minneapolis allows RSE to reach out to local teens, making them a part of their “Street Team.” Street Team is used to further RSE’s marketing by finding individuals to spread posters, fliers and stickers to a variety of public venues, and by publicizing events through social networking sites. Street Team members have been crucial for the upcoming Soundset show. “The best way to be direct and connect with our fans is through the Street Team,” RSE’s product manager Kevin Beacham said. “It’s connecting with the heart and soul of the fan base.” Beacham considers teens a part of this intrinsic group. Junior Aidan Sigel-Bruse, a member of the Street Team, agrees. “For hip-hop right now, it’s all about the kids. They’re the biggest demographic,” Sigel-Bruse said. “Spreading the word is a great When? way to get us more interested in May 30 from 11 this music.” a.m. - 8 p.m. Beacham considers the Street Team a valuable resource. Members of Street Team have the poten-

tial to become interns for RSE, and finally, employees for the label. In addition, RSE offers a college course through the Institute of Production and Recording in Minneapolis and promotes open-mic nights at Fifth Element. “It’s all about finding ways to connect with the community, and teens and college students are the heart of that community,” Beacham said. Due to these audiences, Beacham considers the show one of a kind. “In general, an event of this magnitude is unique. It’s rare for Rhymesayers to get 15,000-20,000 people together in one venue, especially such a large collective of people who are passionate about hip-hop,” he said. RSE focuses on creating what Beacham calls genuinely good music, which provides for the best marketing. “Hip-hop is almost 30 years old, so being 100 percent original isn’t the goal,” he said. “But music, in its most simple terms, comes down to innovation and creativity. It’s about adding your own flare; taking other music, flipping it, and making it your own.” While Minneapolis may not be the loudest voice in hip-hop, it is certainly become a conWhere? testant for the most unique.

Canterbury Park in Shakopee, Minn.

The hip-hop group

Atmosphere began in

Minneapolis.

American hip-hop duo

Eyedea & Abilities

What?

originated in St. Paul.

A festival of hiphop, with performances from more than 40 rhymesayers

Toki Wright is

from St. Paul.

May 18

By Mara Olson May 14-16

The longest-running musical, “Cats,” will be performed at the Orpheum theater in Minneapolis. Tickets start at $19.50.

The indie electronica beats of 3Oh!3 and Cobra Starship will shake First Avenue in Minneapolis beginning at 5 p.m. Tickets available through TicketMaster starting at $24.

May 24 Nickelback will play at the Target Center with music from its latest album “Dark Horse.” Tickets available through TicketMaster starting at $43.

Cost?

$35

May 28

Jake Gyllenhaal stars in “The Prince of Persia: The Sands of Time,” the newest film from creators of the “Pirates of the Caribbean” series. He plays as a prince who aims to protect a magical dagger.

June 1

Just in time for World Cup fever, the new video game “Pure Futbol” will be available for Xbox 360, PlayStation 3 and PC. The game emphasizes realistic physical play. Cost $59.99.