Echo Issue 7 2014-2015

s senior Bird Feeder manager Amra Mucic stocks the sparse shelves of the in-school food shelf, she comments on the decrease in donations and the increase in demand.

“Our requests have increased a lot,” Mucic said. “Usually before the winter break we would have maybe six to eight (requests), but now we get more than 10.”

Adviser Sophia Ross said this year the Bird Feeder has received nearly twice as many food requests as last year.

“They’ve doubled compared to last year, and I don’t know if it’s just because of awareness of this service or if students really are in need,” Ross said.

While more students are requesting food, fewer students are donating, according to senior manager Fiona Gabay.

“Donations have been really slow lately,” Gabay said.

Ross said the decrease in donations may be because of the recent lack of publicity for the food shelf.

“We really haven’t had any requests

chowan sold 604 yearbooks this year, nearly making its 700-book goal according to Echowan adviser Julianne Herbert.

The self-sustained yearbook put in its order to its publisher, Balfour, Jan. 27. Herbert said selling yearbooks is not easy.

“It’s a struggle every year to sell yearbooks and to pay our cost, which is around $57,000,” Herbert said.

Echowan’s staff recently put up posters around the school, made school-wide announcements and posted on multiple social media sites, including Twitter, Facebook and Snapchat encouraging students to order their yearbooks before its Jan. 21 deadline.

Senior sales manager Gabrielle Martinez said despite the struggle to sell enough yearbooks, she believes next year’s content will be just fine.

“We started off pretty strong with sales, then had a pretty long lull,” Martinez said. “But as of now, we should be fine with our sales for next year’s book.”

Although Echowan did not meet its goal, it still sold enough books for next year’s yearbook to go without any cuts or major changes, such as being printed in

black and white, going without baby ads and have major cutting according to Herbert.

Herbert said the senior baby and business advertisements help to keep the cost down.

“We fundraise mainly in ad sales and baby ads, and we recognize that $65 is a lot of money, but these funds help to make the cost of the book much lower than what it would be without them,” Herbert said.

Herbert also said Balfour sends about 40 extra yearbooks in case of damages, which allows for some students to buy their yearbook in the spring when they are distributed.

Senior Michael Scheie said Echowan’s posters around the school really encourage students to buy.

Scheie also said he likes the yearbook because it can bring back old memories.

“It’s a good thing to help people remember what happened

for donations or we haven’t had any food drives or we haven’t done any big PR pushes,” Ross said.

Freshman Isaac Wert said he felt discouraged by the decline in donations.

“It upsets me that people are less willing to assist their community, and feed those who do not have food,” Wert said.

Ross said she encouraged students in her community service classes to come up with ways to increase donations for the Bird Feeder.

“One of their jobs in class was to do some brainstorming on how we could plan another food drive or how we could get more donations,” Ross said.

Mucic said students can help out by donating or by getting the word out to places such as their churches, mosques or synagogues and by inviting the Bird Feeder to events at these places.

“We would always love to come by and talk about the Bird Feeder,” Mucic said.

Mucic said the food shelf needs cereal, macaroni and cheese, rice, canned chicken, bread, peanut butter, and fruits and vegetables.

According to Mucic, by donating and spreading the word, students can help the Bird Feeder accomplish its mission.

“It’s a food shelf operated by students for students to increase the community vibe in St. Louis Park, but also to help the students who really need it,” Mucic added.

throughout high school,” Scheie said.

Unlike Scheie, freshman Alondra Liz-Fonts said she did not buy her yearbook.

“I didn’t buy it, because it was just too expensive for a yearbook,” Liz-Fonts said.

Martinez said she believes the yearbook allows students to

look back on their high school lives, no matter how old they are.

“When you’re looking back at your yearbook 20 years from now, it’s cool to see what you looked like and what you did and to show your kids the boy you kissed freshman year,” Martinez said.

rika Mareck waves to teachers and students as she enters her office in the Learning Lab, ready to talk through equality problems with staff.

Mareck is one of three equity coaches employed by the district and has an office at both the high school and PSI. The equity coach program, started at the high school last year, was designed to create school environments that provide equal opportunities for all students, according to Mareck.

Mareck said the change to district-wide services has improved the bigger picture.

“I’m really enjoying getting the whole landscape of the district, seeing the strengths that we have and also the growth areas,” Mareck said.

Mareck said her role as an equity coach provides a voice for teachers to talk with about topics such as the achievement gap and racial issues.

Junior Aerial Lark-Ingram said she thinks specifically IB classes are not as equal as others because people of color are expected to do worse than white students.

“People of color (in IB classes) have less equal opportunities than other ethnicities because there are such low standards,” Lark-Ingram said.

Junior Dominique Robinson said she thinks the coaches are important, but there is more that could be done to make classes equitable.

“I think the idea is great, that teachers are getting another voice on how they’re doing,” Robinson said. “But now knowing this, it seems that they need to work with teachers (more).”

Business teacher Kara Mueller said her equity coach is a resource she can talk to about problems in her classes.

“I feel safe to go to these people and be very authentic and be very open,” Mueller said. “I like that, feeling that I have someone to go to because I don’t have all the answers.”

Mareck said in the future she hopes to see the program grow in a positive direction.

“It’d be nice to see it expanded, however that looks,” Mareck said.

hen looking at the course book for 2015-16 classes, students may notice an addition to the science courses: Engineering I. Al Wachutka and Dan Ruzek will be team-teaching the Engineering I class next year, following the model used by Benilde-St. Margaret’s to implement a three-year engineering program.

According to Wachutka, a few reason influenced the decision to bring the program to Park, including the fulfillment of the Cargill grant and focus on standards.

“The science standards have a fairly strong engineering focus, and there are only a few courses that really look hard into engineering,” Wachutka said.

The class is intended for sophomores because they will be able to participate in the three-year program.

Wachutka said the program will include little classroom instruction, focusing on hands-on and applied work.

Students will spend class time working through the class in segments called modules.

“I can see each year there will be less and less classroom instruction,” Wachutka said. “By year two and three, there will be very little of that because there will be a lot of discovery and problem solving.”

Sophomore Jessica Kasper said she thinks this is a good option for students who learn in different ways.

“Some people learn better by actually doing the work instead of just sitting in a chair,” Kasper said.

Wachutka said he believes the program will open up more career possibilities for students and help them understand the engineering and design side of things.

“It’s just another avenue to look at because the science department doesn’t have anything in this vein of things,” Wachutka said.

Freshman George Hare said he thinks the class will build on his existing knowledge.

“Engineering would be a way to expand some of the skills that I’m already picking up on in programs, such as robotics,” Hare said.

According to Wachutka, all students are welcome to sign up for Engineering I for the upcoming school year.

Students need to be motivated workers.

“The audience has to be a fairly motivated group of individuals, if they want to be successful,” Wachutka said.

ith an increased crackdown on pass and door rules, second semester marked a change in enforcement of rules regarding door security, according to grade level coordinator (GLC) Joe Yaeger.

Signs are now prominently located on the pool doors, explaining they should not be used before or during the school day.

Yaeger said this change was motivated by an increased amount of safety for students, especially for females in the girls’ locker room near the pool doors.

“The biggest thing is the safety aspect, especially since the girls’ locker room is right there, so close to the pool doors,” Yaeger said.

This change, however, was not met with contempt from many students.

Freshman Malaika Bigirindavyi said she does not agree with locking the doors before school because of the hassle it causes her.

“My mom drops me off at the pool doors in the morning, because it’s close and I have to walk around the school in the morning, making me late to class,” Bigirindavyi said.

Junior Jarrett Walsh said he agrees with the change for security reasons, but that it is an inconvenience for students.

“I can see how it’s a good idea, but it’s also a lot harder for students to get around and be on time to classes,” Walsh said.

Although the school has an open campus to seniors, Yaeger said it’s still important they leave through the proper doors.

“Seniors still have to leave through the circle doors,” Yaeger said. “Closing the pool and athletic doors during the day has a direct correlation with the number of underclassmen leaving during lunch because GLC’s are able to stop them.”

Senior Nick Behnken said he feels this change makes the school less inviting for students.

“It makes (the school) feel like a prison,” Behnken said.

According to Yaeger, GLC’s posted in the B1 hallway are not only door monitors, and if students are found to be continually breaking this rule, there can be consequences with the school.

“Someone is posted in that hallway in the morning,” Yaeger said. “If it is a continuous problem, consequences can vary from ISS (in school suspension) lunch, and can escalate from there.”

hen junior Tess McQuillan described her first date, the first words that came out of her mouth were, “it just kind of happened.”

“It was freshman year and we went sledding at Browndale Park.

I thought just as friends, but as the night went on it turned into a blur, and I suddenly realized we were kissing,” McQuillan said.

McQuillan isn’t alone in her relationship pattern; many teenagers and young adults aren’t sure how to define the line between dating and a hookup.

The Echo conducted a survey of 388 students and found 39.2 percent of students had hooked up in the last year.

Health teacher Allison Luskey said she agrees hookups are common occurrences among high schoolers.

She said the rise of hookups and casual relationships portrayed in the media are factors that attribute to the rise of hookups between teens. “ I don’t blame

students for hooking up,” Luskey said. “Sex and acts leading up to sex are not necessarily seen as part of a deep relationship in the media; instead it’s shown as ‘that’s so great now I’m moving on,’ not a healthy relationship.”

Luskey said what the media doesn’t show is as important as what it does.

“We don’t see communication. We don’t see a couple work through struggles. We don’t see the emotional closeness many times, that’s why we need to speak up and say that what we see in the media is not realistic,” Luskey said.

According to the American Journal of Psychology, casual hookups have shown a negative effect on students’ mental health.

However, contrary to these findings, 62.3 percent of students surveyed by the Echo said they think it’s healthy for students to hook up, while only 37.3 percent of students think it is not.

Luskey said she believes the act of hooking up can be influenced by multiple factors, including the use of alcohol and the decrease in interpersonal interactions through technology.

“I think the hookup culture is hiding behind something else. It may be that a person is hiding behind alcohol or their cell phone,”

Luskey said. “We are lacking in face-to-face communication, which is a powerful thing that can deepen relationships. It’s also something we are hardwired for.”

Senior Eddie Diaz and his girlfriend have been together for almost five years, and said having open communication is key in maintaining a healthy relationship.

“I equate a relationship more to being best friends, and obviously other stuff comes with that,” Diaz said. “Every couple goes through a stage where things are hard, but that is what tests if you can stay together or not. Being able to reason with them and understand them is just as important as being there for them.”

Diaz said a partner makes life’s challenges more manageable.

“I hit a run where I was depressed and she was always there for me,” Diaz said. “It made me realize the important things in a relationship.”

Now, Diaz and his girlfriend call each other every morning and night so they can talk about how their days were. He said this is much more meaningful for him than just a hookup.

The numbers show not all Park students are looking for long term companionship. Many believe hooking up is a healthy option. But according to McQuillan, it leaves more to be desired. She said a solid relationship requires more than just the physical; a solid friendship is just as important.

“If you want a legit relationship, you need a friendship or some sort of background with the other person,” McQuillan said.

grew up in two different cultures.

When my friends are at my house, they always comment on how weird it is that my parents speak to me in Russian, and that I answer back in English. For the most part, they’re right.

Being a first-generation natural-born American in my family, I experienced school and society differently than my parents did.

As a Jew in the Soviet Union, my dad did not have many opportunities growing up. My parents immigrated to the United States to build a better future for my brother and me, and for themselves.

When I was younger I hated being Russian. I was different.

My parents made me take Russian language classes with my cousins, and we complained constantly, convinced these classes were useless. I cringed at the thought of telling people I was not like them.

I was always embarrassed by the food I brought to lunch in elementary school. I would look at the other kids’ peanut butter and jelly sandwiches with envy.

I was constantly overwhelmed with questions of “what IS that?” from the kids at my lunch table who saw my syrniki, which is a pancake made of a cottage cheese mixture.

The employees at the tree nursery look at us weirdly when we buy a tree after Christmas for the Russian New Year and my parents serve weird food to my friends.

All of these situations I went through when I was younger built an aura of embarrassment around me. This prompted me to try to hide my heritage when people asked.

I thought I would lose my friends if I told them who I really was. I was so immersed in the ways my heritage made me different, that I completely forgot about how my heritage introduced me to new people and how it is a part of who I am.

Through the years, I’ve learned to embrace it fully and have come to enjoy my different heritage. In reality, it’s awesome being different. I get to experience a whole different culture in my home, I can speak a language that’s not taught in schools, and I have interesting food to bring to lunch.

Sometimes it’s challenging to be different, but I learned to embrace it fully and to remember that my friends will still love me even if my mom tries to feed them fish eggs.

ccording to senior Black History Month coordinator Amira Warren, this year’s performance is more relevant than ever from her past two years putting on the production.

Warren said the title of the performance is “Black Lives Matter.”

“The title sprung from Ferguson, but it is mainly from the Black Lives Matter groups in Minnesota

tudents can look forward to attending this year’s Sno Daze dance at the Earle Brown Heritage Center, a refurbished barn.

Sno Daze has been at the Bayview Event Center on Lake Minnetonka for years, but Lindenberg said she thinks the new location will entice more students and get them interested in attending the dance.

“It’s got an old barn look to it, but it’s a newer building and a popular wedding venue,” Lindenberg said. “We’ve tried to get in

and what they are doing for Minneapolis,” Warren said.

Warren said one aspect of the performance will be students talking about their experiences regarding racism, and why it’s important to them.

“I see people in the halls and they lightly brush off racism, and for black people, it is a cycle,” Warren said. “If you experience it more than once, you know you aren’t imagining it. It’s real.”

Performance adviser Chris Weaver said people need to understand the perspective from black Americans.

“My hopes are that we do this

in the past, but it’s usually pretty booked up, so we’re excited to have it there.”

Student Council is also hoping to get students excited about the Oscars-themed dance, according to Lindenberg.

Despite these new components, many of the Sno Daze week activities will remain the same.

Student Council officer junior Jessica Schmidt said she thinks the combination of new elements and old traditions will help enthuse students about Sno Daze.

“A lot of what we want to focus on right now is keeping the good traditions and the traditions that everyone likes, but then throwing in new stuff to keep people interested,” Schmidt said.

Sophomore Megan Aune said

show every year and people walk away with questions or different ideas about what it means to be black or who black people really are and what our history is like,” Weaver said.

Senior Nadia Mohamed said she took part in the performance last year and said Black History Month has the power to start a dialogue and celebrate diversity.

“It is important for our school to celebrate this month because we all get lost in the white culture and we forget that there are other cultures,” Mohamed said.

“I think it is a great thing for us to celebrate being black.”

she enjoys the Sno Daze events during the week and is especially looking forward to the dance.

“With all your friends there, it’s a blast, and I like the music,” Aune said.

Since Sno Daze dance attendance last year was especially low, partly because of overlap with a hockey game, Student Council members are focusing on increasing student participation.

“I think a big part of boosting dance attendance is going be the pepfest, and really getting people excited and having good attendance throughout the week,” Schmidt said.

The dance will take place from 8-11 p.m. Feb. 21 and students can begin to buy tickets during all lunches Sno Daze week for $20.

Weaver said in our country, many people often take advantage of black people, and in turn their views on them are distorted and inaccurate.

“People need to be aware of what’s happening to all of the people in our country, and what’s happened to them,” Weaver said.

According to Warren there will be a show featuring three videos, T-shirts for sale and information will be displayed about black history throughout the school through February.

The performance will be during fourth and sixth hour Feb. 20 in the Auditorium.

Keelyn Jones, BMX biking, an off-road style of biking that involves racing and stunts.

I was 13 years old, and my neighborhood friends all started (BMX biking). I did not like it at first, but I stuck with it and I began to learn how to do it.

how you feel when you ride. If I am stressed out, I bike and it is a different feeling and acts as a stress-reliever. I take it very seriously.

At the skate park since it is cold out right now, but I usually like to ride on the streets in downtown.

We do tricks on our bikes. I like the park riding because it is more fun.

It is a way that you can express

I like the community feel and how a lot of my good friends are involved.

I have learned you can make good relationships through the activities you do.

There are a couple every year, and I usually have to travel to go. I ride on a team, so I get to do it for free.

They are categorized by classes, like professional, but I started in beginner and went up to pro.

I want to ride more and have more fun with it. I think I take it too seriously, so I want to have more fun.

I have not gotten that many inju-

ries. I got a couple of concussions and rolled ankles, but nothing that bad. The hardest part is the recovery, because it is hard getting back to normal. It takes such a long time, and you still hurt when you are riding after the injury.

When I got first in a Gatorade Free Flow contest. That is where they pick a couple skate parks every year and hold contests there. I only won in the intermediate category so it was not a big deal, but it gave me a good feeling.

o first-generation college-bound students such as senior Fatoumata Jaiteh, FAFSA Night gives her a chance to get help with her college finances.

“The grants and scholarship from FAFSA (Free Application for Federal Student Aid) means paying for my future and it alleviates stress,” Jaiteh said. “It gives you hope that they are willing to support people going to college and they are willing to pay for it.”

For seniors, scholarship deadlines are approaching, including the FAFSA, which opened Jan. 1.

The FAFSA is an application that families with students entering college complete in order to receive financial aid from the government based on their income. This also includes opportunities for loans and workstudy.

Senior counselor Laura King said timing is essential regarding the FAFSA forms.

“Generally what you’re going to want to do is complete it as close to the first of the year as possible once you have your tax information, because there is a lot of financial aid money out there,” King said. “However, it’s on a first-come, first-serve basis, so you want to get that done quickly.”

In the past couple of years the school has put together a night for students, parents and teachers to come together and work through the long process of getting the FAFSA application done.

I wear soft knee pads, shin pads, helmets and ankle guards to prevent from rolling ankles.

My biggest idol would have to be Chad Kerley. I look up to him for how he always progresses and has fun with riding.

I will continue it as long as I can, but usually a lot of people get injured and cannot ride as much.

“We have new outreaches to families to try and make completing the FAFSA more accessible,” King said.

Some of those outreaches include daycare, Somali and Spanish interpreters and change in the date for greater accessibility.

It was originally on Sundays but is now held during the week.

Senior Ikran Ali said although she cannot make it to the night, she still likes the idea behind it.

“I think it’s nice because people who aren’t in College Possible or don’t have the opportunity to learn about FAFSA are given a night to learn what they need to know,” Ali said.

FAFSA Night is 4-5 p.m. and 6-7:30 p.m.

Feb. 18 in room B225.

Social Security 000-00-0000

PASSPORT

ane’s mother gave her up at a young age, and she had to grow up quickly. If you ask her about it she’ll tell you it’s shaped her identity and made her stronger at the end of the day. Her family and her living situation are just her reality.

Jane, whose name has been changed to protect her identity, was homeless for two years. This winter, she rented her first apartment. For her, homelessness consisted of spending nights with various friends and family members.

“People probably do know that there’s homeless people, but they don’t recognize it because it’s not something you can always see. Homelessness can be different for everybody; some for the worse, some not,” Jane said.

At Park, 30 students have disclosed to counselors they are homeless or highly mobile. Once students move to two different schools in one academic school year, they are classified as highly mobile. Counselor Heidi Cosgrove said this number may be even higher.

Despite this, Cosgrove said most of the student body does not recognize the problem.

According to Jane, the lack of recognition stems from the taboo surrounding the topic of homelessness.

“It’s something that should be recognized but you don’t want to be like ‘oh are they homeless?’ It’s not something you’re going to typically look for,” Jane said.

The Wilder Organization conducted a survey in 2012 and found that 46 percent of all homeless individuals are under the age of 21.

The high school utilizes many resources to assist students struggling with lack of reliable shelter, according to high school counselor Heidi Cosgrove.

Cosgrove said the school is able to help with transportation and nutritional needs.

By noting students in the school system as homeless or highly mobile, they are able to receive free and reduced meal options. Additionally, depending on their location, they can receive bus transportation pickup or bus cards.

Despite the struggles associated with her living situation, Jane said she has made sure school remained one of her biggest priorities.

“For me, school is a big

thing because I’ll be the first out of my mom’s kids to graduate high school,” Jane said. “My two older siblings didn’t graduate, so for me to come to school everyday or for me to come to school trying is really a big thing.”

Jane said she plans to continue her education at Normandale or another local community college to obtain her two-year degree before transferring to a university to complete her four-year degree.

“I definitely want to take my life to the next step. I’m hoping that I can get into college and like college and want to keep going with college, because it’s a new life out there,” Jane said.

Jane said high school counselor Laura King has been providing her with academic support as well as setting her up with resources to take care of personal needs since she became homeless two years ago.

“The school gave me a student bus pass to get to school on the city bus and that helped a lot because they’re quarterly passes. That’s a few months to get around and get to work. Whenever I needed pads (and other feminine products) or extra toothbrushes, having the resources to get all of that stuff helped,” Jane said. “Being able to have effective counseling with Ms. King is so helpful in a world like today; going through all of this stuff, it can drive you crazy.”

According to Cosgrove, the school can help with nutritional and transportation difficulties these students may face, but programs dedicated to helping homeless teenagers are better equipped to handle housing issues.

Jane said she primarily eats meals at school and frequently picks up food from food shelves so she can cook on her own.

Teens Alone, a free and anonymous program, provides support and shelter for homeless youth, advocates for keeping families together, reunifies separated families, puts individuals in contact with safe housing and keeps teens in school. It recently opened the first homeless dropin youth center in the west metro, The 915. It provides health care services, counseling, food and housing services, access to laundry facilities, lockers, help obtaining legal documents, clothing and reliable legal advice.

Sarah Klouda, case manager of homeless youth, has worked with teenagers for 15 years and became involved with Teens Alone a year and a half ago. She is now in charge of putting teenagers in touch with housing programs. Teens Alone does not currently have a housing program, but they have established partnerships with lo-

cal shelters to connect with the right resourc is in high demand an come by, according to “Currently, in t area, there are onl shelter beds for a v number of youth in n 17 percent,” Klouda Klouda emphasiz Alone staff members young people to set goals, and a big pie is encouraging them keep school a priority “When we do kn able to reach out ers and give them so ground about what t is dealing with,” Cosg “If they’re not able to thing done at night o up until 3 (a.m.) tryin are really good about them academically.”

Cosgrove said she ations to reach out to help accommodate th touch with Teens Alo “The tough part is a homeless or highly “Sometimes for a stu and detail that they’re ation, there’s a lot of of shame that they fea Jane said she belie “I feel like if you should share your te telling your story will next thing in their life Despite the stigm said she believes the r risks.

Many people don

t teenagers ces. Shelter nd hard to o Klouda. the metro ly enough very small need, about said. zed Teens work with t personal ece of that to always y. now, we’re to teachome backthe student grove said. o get someor are really tired because they were ng to find a place to live, our teachers t helping them out and working with

e encourages students in these situo a staff member so the school can hem, as well as makes sure they get in one. s if we don’t know if a student is in y mobile situation,” Cosgrove said. udent to come to any staff member e homeless or in a highly mobile situdisappointment that they fear, a lot ar, a lot of ridicule that they fear.” eves students should tell their story. u’re still able to walk and talk you estimony with the next person. You l make somebody else appreciate the e,” Jane said. ma around homelessness, Cosgrove rewards of seeking help outweigh the

n’t recognize students are struggling

with the daily dilemma of finding a place to sleep.

Sophomore Natalia Simonett said she thinks people don’t recognize homelessness because it isn’t talked about.

“It’s not something people in our school talk about a lot. It’s super secretive.

In our school I feel like it’s something people keep to themselves,” Simonett said.

Homeless students are encouraged to inform a trusted teacher or counselor in order to ensure they get the assistance necessary to remain academically successful. Students in need of food, shelter and other necessities can reach out to Teens Alone for help at (952) 988-TEEN (8336).

s a Nordic skier, a common question I get asked is “what’s so appealing about skiing up hills?” Sure, they seem like a lot of fun to ride down, but why challenge that concept and do the opposite?

I have to admit, I probably ponder this question daily as I begin my workout and the first hill comes into sight. However, after some self-reflection and experience climbing up hundreds of hills, I finally figured it out.

I start off, knowing the hills are there waiting for me. As much as I try and forget, it’s hard to ignore them and the physical and mental challenges they pose.

Then I reach the base. From the bottom they seem impossible and blown out of proportion. I usually start questioning myself and my self-confidence begins to fade.

Finally the climb begins. I start breathing harder, swear to myself inside my head uncontrollably, but eventually get into a rhythm and begin to tackle the terrain.

Then comes the final push.

The horizon approaches and it becomes all the only thing I can think about.

I muster up all the strength I have left and slowly but surely, reach the summit. Upon making it I’m flooded with positivity and instant gratification.

Although hills, like any other challenge we commonly face in life can seem ominous, the sense of achievement that comes when they’re over is incomparable to anything else.

In one of the last ski races I had, just as I began climbing a hill, I wiped-out. As I had just lost a lot of speed and momentum, I immediately started questioning myself. Of course, this is the exact opposite of what I should have done.

It’s easy to see a daunting problem come at us and want to run away or psych ourselves out. What’s hard is facing the problem head on and taking control of the situation.

In the end, that’s why I do Nordic. It gives me the opportunity to gain a sense of accomplishment in overcoming challenges and boosts my self esteem, no matter how big or small the hill.

uring the next year, students will need to take a trip across the street to see what the improved stadium has to offer.

In mid-December, the Hennepin Youth Sports Program decided Park will be one of 13 capital grant recipients this year. The school will receive $121,000 to improve stadium conditions and has a year and a half to complete the project, according to Athletic Director Andy Ewald.

The program began in 2009 and is part of the Minnesota Amateur Sports Commission, which provides funding for youth sporting purposes in cities across the county. The organization has given $14 million in grants for construction, renovation or expansion of youth sporting facilities.

The School Board met Feb. 9 to discuss options on what the money will be spent on. School Board chair Julie Sweitzer said spending must be prioritized.

fter a loss in the annual Duluth tournament during winter break, the team is having more success, beating Richfield, Como Park and Chaska.

Sophomore Bauer Neudecker said he believes the team, with a record of 8-12-3, improved since the start of the season.

“With sections coming up, we want to play well and compete evenly with the teams,” Neudecker said. “By doing the little things during practice will make a big difference in how we play during games.”

Neudecker said the players are hoping for a decent section ranking to beat the first team they play in sections.

“We are ready for sections, and I am hoping that we can make it through two section games, possibly three,” Neudecker said.

Coach Terry Keseley said he thinks the players have been working hard and their

“We received less than the full amount we applied for, so the administration has been looking at what parts of the proposed project should go forward,” Sweitzer said.

The Board decided students and members of the community who use the stadium will benefit most from improved concessions, new bathrooms to replace the current port-a-potty situation and a new sound system, according to Sweitzer.

The improvements that will be added next year, along with the addition of the turf field in 2012, are ways the school is trying to increase use of the sports complex.

“The stadium is used frequently now, which was exactly our intent, and the improvements will make it more functional,” Sweitzer said.

Freshman Peyton Morrison said he believes the grant will provide people with a more comfortable way to view sporting events, which may increase attendance.

“The improvements will hopefully make the people who come to games more comfortable,” Morrison said. “As an athlete, I hope these new improvements will bring more people to events.”

For more information on the program, visit the Hennepin County website.

positive attitude has helped keep spirits high throughout the season.

“In order for our team to be successful these last few games, everyone has to bring their best game and be competitive and challenge each team with a positive work ethic,” Keseley said.

According to Keseley, the team has shown positive attitudes despite a losing record that has brought them closer, on and off the ice.

Senior captain Teddie Hoppman said he believes that the team is getting better at working together.

“We’ve had ups and downs. It’s frustrating that we are just pulling together now, but we are getting better at playing more as a team,” Hoppman said.

The team’s last regular season game against Benilde-St. Margaret’s is at 3 p.m.

Feb. 14 at the St. Louis Park Recreation Center.

“Because of our school’s rivalry I think that will fuel us for our game against them.

We are looking for a good outcome if we all play our best games,” Hoppman said.

Section seeding will take place Feb. 15.

espite last season’s difficulties, the boys’ basketball team continues to work for a winning record and potentially a higher section placement than last year.

The team is currently in seventh place in the conference, with a 9-14 record, according to Minnesota Basketball Hub. After leading the team to eight more wins than last year, the boys captains, seniors Wes Johnson, Nick Kjos and junior Ray Whitlock helped the team pick up another win after beating Richfield, 68-61 Jan. 30.

“As a team we didn’t play too well, but we ended up holding them off and getting the win,” Johnson said.

Mykal Howard was the leading scorer for the Richfield game.

The boys also beat South Saint Paul by 11 points Jan. 28. Junior captain Ray Whitlock was the top scorer for this game.

“Mykal and I both played about the same. We hit one three-point shot, had a couple jump shots and had free throws.

We mostly scored from layups or jump shots,” Whitlock said.

Despite sealing a couple wins at home, the team lost Feb. 10 to BenildeSt. Margaret’s 76-64.

Although the last regular season game is not until Feb. 20, preparation for the end of conference play and section competition is in full swing, according to Johnson.

“Our coaches go out and scout the

ith fewer than three weeks until section placement, practice time and intensity accumulates as the team prepares for post season competition.

Assistant coach Daryl House believes the work ethic brought forth by head coach Massie has helped the team improve throughout the season.

“Coach Massie has continued to inspire a consistent work ethic. All the girls have worked together to become a fundamentally stronger team for playoffs,” House said.

Senior captain Carly Donald said she believes additional practice hours will help the team complete all it needs to work on for the end of the season.

“With the end of the season coming we have added more practice time to try and be the best team we can be,” Donald said. “There have been optional morning practices to help with our shots and our evening practices have been running long trying to fit everything in.”

In addition to the increased practice hours, the team has found motivation

I started skating as soon as I could walk; some of my first memories have been on the pond.

other teams before we play them so they can come to us with a game plan,” Johnson said. “We get together as a team before our games so they can go through plays with us to prepare.”

Head coach Dave Breitenbucher believes the end of the season will be challenging but, he remains optimistic.

“We are in the toughest section in the state. At this point in the season, it’s all about us getting better and sticking together as a team,” Breitenbucher said.

With three games left in the season, the captains plan to keep the rest of the team fully focused until the end.

“We need all the wins we can get, because we were predicted to be second to last in our conference and we want to prove everybody wrong,” Whitlock said.

The next game is 7 p.m. Feb. 13, at home against Robbinsdale Cooper.

despite an unfortunate injury of a team member, according to Donald.

On Jan. 9, senior captain Autumn Ballesteros had an unexpected end to her season.

“A shot went up, and I went up for a rebound against another girl. We bumped into each other while in the air and I landed straight legged and heard a variety of pops and cracks,” Ballesteros said.

These noises were what doctors diagnosed as a torn ACL, MCL, cartilage and sprained LCL. These injuries will prevent her from playing sports for the remainder of her high school year.

This has damaged the team with the loss of one of its captains, however according to Donald, they still look to her for motivation.

“Autumn is an important part of the team and still brings a lot of energy and positivity. We have had to adapt without Autumn giving other players the opportunity to play hard,” Donald said.

Ballesteros is looking forward to sections and is confident in the team’s potential.

“I think we have a good chance at winning our first section game. We just need to keep working hard,” Ballesteros said.

My dad played goalie in college and has been the SLP association goalie coach. He’s been helpful teaching me the game. It’s been really beneficial being in the same house as someone who knows the game so well.

I tried it when I was younger, I could have made squirt C as a forward or squirt A as a goalie.

My goal is to start leading the program in the right direction, so whether it’s this year, next year or the year after, SLP hockey will be a better program.

The second half of this season we are focusing on the little things such as fundamentals, discipline and showing up to play. This includes the effort we put into either a game or practice and making sure we do the small things right.

A lot more people are willing to go. It takes away one of the big reasons for people to not attend games. It’s always fun to play with a big home crowd because we play with more energy. We’ve gotten good support from fans, and it’s a great atmosphere.

I want to play junior hockey and hopefully Division 1 after that. I want to make it as far in hockey as I can, hopefully make a living from it.

The team is a lot more tight knit; the chemistry is better than in the past. We have a lot of talented players, so it’s fun to watch.

St. Louis Park Senior High School 6425 West 33rd Street St. Louis Park, MN 55426 Peter Johnson Ivy Kaplan Madisen Lynch Natalie Vig Zach Tronson Noa Grossman, Noah Robiner & Erin Wells Jackson Eilers, Hannah Goldenberg, Jonah Kupritz & Emily Tifft Carolyn Guddal Harry Steffenhagen & Cedar Thomas Harrison Barden & Natalie Sanford Andy Magill, Albie Sher, & Amira Warren Emily Melbye Sara Tifft Maddy Bremner Max Kent & Shoshana Leviton John Kinney Hannah Bernstein Joe Brandel & Neda Salamzadeh Neda Salamzadeh Ori Etzion & Amina Mohamud Adna Aideed, Mara Bacig, Kaylee Chamberlain, Brigid Duffy, Zoë Eilers, Shayan Gilbert Burke, Malik Grays, Sari Hattis, Abby Hickstein, David Hope, Jamie Halper, Kate Huber, Brita Hunegs, Celene Koller, Josh Mesick, Julia Nathan, Polina Pekurovsky, Conrad Phelan, Noa Raasch, Loni Rutherford, Olivia Sieff, Daniel Vlodaver, Heather Westwood & Zoe Kedrowski Allison Cramer

s the St. Louis Park School District sets goals and strategic plans for the next five years, it is crucial students are involved in the planning process.

There is no better way to gain student perspective on issues than to involve them in planning processes.

The upcoming world cafes will be a great first step in allowing students to voice their opinions on issues regarding the school, district and community. Beyond the world cafes, student involvement on the core planning team for strategic planning will give students maximum influence in matters regarding their education and the future of the school district.

However, it is not just the responsibility of the school to ensure positions for students on this core planning team. It is even more so the responsibility of students to take action, contribute to the world cafes and apply to fill positions on the core planning team.

Reserving spots for students on these committees is meaningless if students do not take advantage of the opportunities provided for them.

Offering students the opportunity to influence the future of the district is only beneficial if students

are willing to step up and devote the necessary time to serving on this committee and making legitimate contributions to discussions and planning.

The district’s plans for involving students in the strategic planning process are commendable, but they shouldn’t just stop with the core planning team.

While the school has been proactive in providing students the opportunity to contribute to the

strategic planning process, it will be just as important to include students in the selection process for a new principal.

Student involvement in public panels is the first step, but the soon-to-be-created interview board should feature student voices and opinions.

Student perspectives are invaluable when it comes to determining new school leadership, as this leadership will affect their educations.

tokely Carmichael, Modjeska Simkins, T. R. M. Howard, Mary McLeod Bethune, Septima Clark. These are only a few important black leaders many students don’t learn about in school.

Although the initial intention of Black History Month was good, it’s time to incorporate black history into the curriculum in all classes rather than condense a group’s history into one month.

According to the NAACP, the idea for Black History Month came from Carter G. Woodson when he declared the second week of February as Negro History Week. He felt black Americans needed to know their own history to successfully participate and thrive in society.

This week was expanded into

a month when Gerald R. Ford declared February Black History Month in 1976.

Almost 40 years later we have done little to expand on the teaching of black history.

Schools teach little about the accomplishments and contributions of black Americans. Many specific curriculum benchmarks center around the slave trade and are only found in history requirements.

Besides the slave trade, schools often center black history teaching around the civil rights movement.

However, a 2014 report from the Southern Poverty Law Center shows schools are failing at covering even that.

Part of the report evaluates civil rights coverage as a state standard.

Each state is given a percentage grade on a weighted scale and then assigned a letter grade to the corresponding percentages.

An A on this scale requires a score of 80 percent or up, which

only three states have achieved.

Additionally, 20 states received a failing grade of less than 20 percent. Minnesota barely passed with a score of only 26 percent, giving it a D. “These states should significantly revise their standards and resources so students have a satisfactory and comprehensive picture of the civil rights movement.

In general, these states are missing several key areas, covering the movement incidentally or haphazardly.” This advice is offered by the Southern Poverty Law Center to any state that receives a D. Students should talk to their teachers to push for a wider representation in the teaching of American and world history in all their classes.

Teachers need to explore different ways of incorporating black history into lesson plans year-long and administration and School Board need to offer support for such efforts.

Student involvement in these processes is a two-way street. It requires efforts from the school to offer students positions, but it also requires initiative from students to volunteer to fill these positions and make legitimate, quality contributions to the process.

With the many changes currently taking place in our district, there’s no better time to give students a chance to voice their opinions.

Scott Meyers Quad Graphics Lori Keekley

The Echo is the official student-produced newspaper of St. Louis Park Senior High School.

It is published tri-weekly for the school’s students, staff and community.

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 emailed to slpecho@gmail.com or submitted in room C275.

Letters must be signed and should be no longer than 250 words.

Emailed 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.

To hooking up: If I’m not, no one should be.

To low yearbook sales: Maybe we don’t want to remember this place.

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.

NSPA All-American and Hall of Fame member; NSPA 2011, Print Pacemaker Finalist, 2013, 2014

To Sno Daze in a barn: The cows won’t be the only ones acting like animals.

National Print Pacemaker Award Recipient; 2014 Online Pacemaker Finalist, JEM All-State; CSPA Gold Medalist; 2012, 2014 CSPA Silver Crown, 2013 CSPA Gold Crown, 2015 CSPA Hybrid Crown Finalist.

D.H., D.H., B.H.

welve days before the State of the Union Address, President Obama announced his proposal to make two years of community college free.

The proposal requires students attend college at least half-time, make steady progress toward a degree and maintain a 2.5 GPA in transferable academic programs or job training.

In a country where the national student loan debt has surpassed $1.2 trillion, this proposal would benefit 9 million Americans per year, saving a student $3,800 on average per year, according to The White House.

According to graduation records, last year Park sent 54 students to community colleges.

That means an annual savings of $205,000 for Park families if the proposal is passed.

During the next decade, the projected total cost would be around $60 billion, practically pocket change in a federal budget which allocated $496 billion for defense in 2014 alone.

Free community college isn’t going to be another federal handout the poor can depend on. It approaches the task on a national, state and local level and pushes students to work hard, work smart and work consistently to receive assistance.

Better education leads to better, higher-paying jobs, which leads to more state and federal income taxes, which leads to increased allowances for programs and initiatives. The government and the economy benefit from an educated workforce.

To be perfectly honest it’s unlikely this proposal is going to make it past a Republican-controlled Congress. Yet at the very least, it ignites a dialogue about equitable domestic funding, the state of higher education, and what the American dream looks like in the new economy.

n Obama’s latest State of the Union address, he outlined a bold plan to create free community college options for all citizens. This would be a fantastic idea, if it would work.

The plan is ambitious and well-meaning, but it ultimately fails to address the underlying issues and economic scenarios of the nation’s post-secondary education crisis.

To begin with, Obama’s plan fails to clear some basic financial hurdles. Nothing is free, someone must be paying for it.

According to the administration the government will put up the dough. But if the government suddenly begins paying for everyone, that money must be coming from somewhere, and our cash-strapped nation can’t afford it. The redistribution of

wealth could also have unintended consequences. Middleclass students who can no longer count on their savings may be forced to use government aid as well, increasing the pool of needy students.

If implementation is a problem for the plan, outcome is an even larger warning. There is mounting evidence that subsidized community colleges do not accomplish their goals.

In order to look at what may happen, it helps to look at California, which provides free enrollment to two-thirds of its students. The Golden State teaches us that increasing attendance does not increase college graduation. Since the adoption of the system, attendance has surged but graduation rates have dropped, as students no longer feel the cost of dropping out.

President Obama’s plan is adorably utopian, but fails to provide a source of funding and won’t have the desired outcome.

We all want to help the nation, but we need a way that works.

hat used to be a day spent between two people has now become a media day for extravagant gifts between significant others.

This type of advertisement and media field day is one of the biggest reasons why Valentine’s Day is a day dreaded among many people.

This year, the National Retail Federation (NRF) anticipates the average American will spend $142, which is an $8 increase from last year.

This number is ridiculous and does not measure the ammount of love.

An increase in sales this year follows a pattern of flashier and more expensive Valentine’s Days, according to the NRF. Equating Va l e n t i n e ’s Day with a day to give gifts and prove love for someone, which is clearly more popular among people living in the United States, undermines the true meaning of the holiday.

This meaning is the idea that love of all kinds should be celebrated.

According to consumer science specialist James Mourey, Valentine’s Day is a tradition that dates back 1,000 years.

But the appearance of cards didn’t occur until 200 years ago. Gift giving wasn’t an extensive phenomena until 50 years ago when the industry expanded with the beginnings of commercialization.

People 1,000 years ago knew what the true spirit of the holiday was. Valentine’s Day should not be about how much money is spent, but the amount of love for another, whether that be a friend, a family member or a significant other.

Students should return to the traditions of 1,000 years ago and spend Valentine’s Day not trying to flaunt their love, but enjoying the company of people.

unior Jonathan Ayele waited for his honeycovered Muddsucker waffle while enjoying the relaxing atmosphere at Black Coffee and Waffle Bar Jan. 3. When Ayele’s food arrived, he snapped a picture of his plate and posted it on Instagram.

Photos such as Ayele’s have filled social media ever since the local venue rebranded in February 2014, according to general manager Heather Feider.

She said the shop, originally called Muddsuckers, rebranded to better reflect customer interest.

“It started 10 years ago as a coffee shop that served waffles as well as other breakfast and lunch dishes,” Feider said. “Over time, the waffles became more of a marquee product due to customer popularity.”

After Muddsuckers rebranded as Black Coffee and Waffle Bar, sales increased, according to Feider.

“As word of mouth spread about our unique brand of coffee and waffles, more and more people have come to check us out,” Feider said.

Feider said the popularity of the Black Coffee and Waffle Bar can be attributed to the food and the environment.

“It’s a fun, unique environment where you can

The Katherine E. Nash Gallery presents “WonderWomen,” an exhibit featuring pieces by female artists inspired by comics, animation and popular culture.

Admission is free.

Omnifest is back at the Science Museum of Minnesota, showcasing films about space, World War II, butterflies, the deep sea and dynamic landscapes. Admission is $8.

low-key hangout with your friends and enjoy yummy food and drinks,” Feider said.

The breakfast bar gives its customers the opportunity to build their own waffle starting at $8 and to add toppings for 50 cents each. Toppings include chocolate chips, mini marshmallows, graham crackers, cinnamon, powdered sugar, whipped cream, and a variety of fruit, nuts and sauces.

Sophomore Sydney Smith visited Black Coffee and Waffle Bar and said she enjoyed building her own waffle with bananas, chocolate and caramel drizzle. “(The waffle) was big, pretty and tasted good. I think it’s worth it, especially because you don’t get waffles like that usually,” Smith said.

The restaurant also has specialty waffles on its menu such as the “One Bad Pig” and the two most popular, the “Fat Andrew” and the “Naughty Waffle,” according to Feider.

“As far as drinks go, we have a super tasty Dogwood espresso,” Feider said.

Other big sellers at the restaurant include mochas, lattes and cappuccinos, according to Feider.

Ayele said he plans to return to the relaxing environment, well-priced food and unique waffles of Black Coffee and Waffle Bar. “I would go again to Black Coffee and Waffle Bar. I thought the food was good and definitely affordable,” Ayele said.

Black Coffee and Waffle Bar is open 7 a.m.-10 p.m. Monday-Thursday and 7 a.m.-9 p.m. FridaySunday in the Como neighborhood of Minneapolis.

Brave New Workshop presents “Fifty Shades of Gravy,” a comedy show poking fun at pop culture and politics. Recommended for ages 10 and up. Admission is $18-36.

The Minneapolis Institute of Art is featuring “The Habsburgs” on loan from Vienna, containing rarely seen masterpieces from the famous European dynasty.

Admission is $10-20.