Every fifth block, some unsuspecting students sit down at the tables near the Wall of Honor to do their homework. Soon after, a staff member will approach them.
‘You’re not allowed to be here. Don’t you have someplace to be?’
This plays out often and is especially evident on Tuesdays when teachers are in fifth block meetings.
The library becomes noisy as tables and couches are filled, despite its original purpose as a study area. If we want to respect that original purpose, it’s not an ideal space for a group of friends to hang out and chat. Even the cafeteria feels awkward to many students; no matter how much room there is, it will always be the place where we eat lunch, not study.
Right now, a lot of people don’t go to fifth block because they feel like they need to have a reason to stay. Having a communal space for students to study together, hang around after school, play games, and interact will inspire them to use fifth block resources to their fullest.
A shared communal space will also solve the issue of too many separate pockets of activities. Students find it difficult to attend multiple clubs when they’re all around the school. Consolidating the space will encourage inter-club collaboration and prevent students from feeling isolated.
Having a communal space for students to study together, hang around after school, play games, and interact will inspire them to use fifth block resources to their fullest.
But where else can students go without getting kicked out? What happens to those who need to stay at school to pick up a sibling later or can’t get a ride home from their parents until three p.m.? What if they are an athlete and have a match?
Right now, the library and cafeteria are the only public spaces students can flock to during fifth block, which is the reason why these spaces become crowded or inefficient.
While they are a nice start, there isn’t enough space to hold the students who want to stay after but don’t really have anywhere to go.
Imagine if at least some of our activities could be held in one communal space.
According to an article by the Project of Public Spaces, having a public space for students to connect can encourage them to interact with their peers despite having different classes, experiences, and interests.
The Strath Haven bubble is a microcosm of our society. In the same way political and socioeconomic divides prevent communities from interacting, the forced separation of our pockets of clubs, academics, and hangout time draw invisible lines.
School is supposed to teach us how to establish interpersonal connections just as much as academics—skills essential to becoming active, engaged members of society.
Even the cities many of us will one day call home are defined by their communal areas. Philadelphia would not be Philadelphia without the Reading Terminal Market, Fairmount Park, or
Take Five:
How do you spend your fifth block?
Dyllan Leaf ‘28 Reporter
“I don’t think I stay for the fifth block very often. I don’t really like staying for fifth block, but if I do, it’ll be to make up some work, maybe get some help with projects or anything.”
“Me and my best friend Molly come to the library, and we sometimes get to talk to our other friends, and sometimes we study, sometimes we just get to sit and talk.” Sloan Squires ’27
“I’m a part of some of the clubs here, like the feminism club, mental health club and other stuff. If I’m not attending the club, I’m either in Camerata or in the library studying with my friends.”
Broad Street seconds after Super Bowl LIX’s final score is announced.
In the same way those areas unite Philadelphia, we need an area for students to connect and strengthen Haven’s community.
It should be acceptable for students to stay during fifth block even if they don’t know what they are going to accomplish yet. Making school space more accessible will inspire students to branch out and make use of other fifth block resources.
In college, there are more opportunities to interact with new peers because of these flexible after-class times and sociable public spaces.
In our high school, some students will never have a chance to meet people outside of their grade or people with different interests just because their schedule doesn’t allow for it. Regardless of whether we use the time for socializing or productivity, fifth block is student time. It’s also the only time of day we can socialize without the constraints of A-B-C lunch.
Reset the blue couches back out on the second floor. Reopen the tables by the Wall of Honor or the auditorium. Give seniors a chance to leave Strath Haven with the courage to use communal spaces as an opportunity to experience a diverse environment outside their comfort zone.
Students should feel that they are welcome to and should stay after. It’s time for Strath Haven to rethink the way we use our spaces and create an environment that encourages collaboration rather than isolation.*
>PAGE 12: All the demands on one common time
“I’ll usually play my violin [during] orchestra, and sometimes I’ll play basketball in the gym. Or sometimes I will go to the library to study or stuff like that.”
“I usually study and do homework at the library until I have to go to track practice, which is after fifth block.”*
About The Panther Press is the student-run publication of Strath Haven High School in Wallingford, PA. The Panther Press publishes 500 copies bimonthly in print and is distributed to classrooms and students at Strath Haven High School. The publication is also online at www.shpantherpress.com.
The goals of The Panther Press are to inform, educate, and entertain the student body, faculty and staff, and community readers.
We strive to report and analyze issues that concern students in a manner that is fair, objective, responsible, and accurate.
Through the use of journalism, technology, and workplace skills, the students who lead and create the newspaper develop as critical thinkers and communicators.
All content published in the newspaper and on the Panther Press website is created by Strath Haven students for a primary audience of students, with the understanding that our publication also reaches a broader audience that includes teachers and staff, families, and community members.
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Please consult the ABOUT page on our website for additional information.
Submissions
All Strath Haven students are welcome to learn the basics of journalism and become contributors to The Panther Press. Interested students should join the Schoology group to learn about upcoming meetings and training sessions.
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All contributors are listed in the bylines of stories that appear in print and online. Photography, graphics, art, illustrations, and other creative work will be given attribution. Unsigned editorials, when published, feature the byline of the Editorial Board
REPORT CARD
AA+
SNOW DAY(S)
+ More days off for sledding!
+ It looks like a winter wonderland
- Teachers have to reschedule class planning :(
BLACK HISTORY MONTH ASSEMBLY
+ Humor was on point
+ Teachers dancing with students onstage was so fun
+ Very well-planned storyline and performances
B B-
NEW SEMESTER, 3RD QUARTER
+ New classes, new faces, new friends :)
- We haven’t had an actual full week of school yet
- January and February felt loooong
BATHROOM STALL STORIES
+ Very informative
- Not actually a story?
- Not noticeable yet
- Need to be mounted so they are not damaged
Editors
Social Media
The Panther Press maintains social media accounts on Facebook and Instagram (@shpantherpress). The editors-in-chief, managing editor for web, and social media editor manage the social media accounts in consultation with the adviser. We encourage community members to follow us on social media for online posting and discussion of student news. Our staff members do their best to ensure that social media content is accurate and verified. Any inaccurate information will be corrected with corrections acknowledged.
Social media participants should remember that anything posted in response to The Panther Press social media is public and reflects on our publication, our school, and the poster. Replies and comments will be screened for defamation, profanity, or libel.
Editors in Chief Evelynn Lin ’25
Matteo Ventresca ’25
Managing Editor, Web Matthew Ramirez ’26
Managing Editor, Print Kaitlyn Ho ’26
Haven Happenings Editors Evie Fernandez ’27 Clark Kerkstra ’27
Sports Editor Lavanya Dixit ’27
Haven Arts Editor Josie Wieland ’26
Health & Sciences Editor Mia Fagone ’26
Detours & Opinions Editors Luci DiBonaventura
Kelly Montague ’25
Devin Bradford ’28
Lucas Elliott ‘27
James Wang ‘28
Making the call: The process behind snow days
A snow day means fun for students, but the decision-making starts before they grab their sleds.
Matteo Ventresca ’25 Editor-in-Chief
As snow covers the high school hill, students grab their sleds and turn the hill into a playground. However, a difficult process occurs behind the scenes before they enjoy a day off. It’s a process that determines whether students bring their backpacks to school or drag out their sleds.
Many students hope for a snow day without knowing what goes into that decision. Administrators do more than just check the forecast. The process starts days before and may include waking up at three a.m.
“We’ll have others around the district getting up early, checking roads,” Interim Superintendent Dr. Jim Scanlon said. “I make calls to overnight policemen that are driving roads in the night to give me an idea of what the roads are like. Our facilities guys are in, making sure we got salt, plows, and everything down,”
When the weather is easier to predict, Scanlon and other superintendents from schools in Delaware County meet on a call to discuss whether they will close, delay, or keep school open.
“Then, you go, and you put messages out. You send text messages, emails. I do a phone call,” Scanlon said. “That’s early in the morning for some storms when you know it’s coming.”
The messages are sent via email and phone and posted on all the district’s social media platforms. Ms. Rachel Riley, the Director of Communications, communicates the closure or two-hour delay to the community, including NBC10 and FOX29.
“Dr. Scanlon likes to record his voice for
the snow closure,” Riley said. “I think it’s such a nice personalized touch to hear that voice. [In] his last one, he said, ‘enjoy the snow,’ ‘get out and go play,’ and things like that, which I think is really fun.”
If possible, Scanlon prefers to make the call the day before.
“It gives parents an opportunity if they have to make daycare arrangements because they might have to go to work, especially if you have younger kids,” Scanlon said. “It’s hard to do it when you’re scrambling at five in the morning.”
There’s no limit to the number of snow days allowed. Or rather, there isn’t a maximum. In 2024, the state school code changed, meaning a school district can decide whether to have 180 school days or 990 total instruction hours.
For the 2024-2025 school year, the district scheduled 182 school days, counting two snow closures. There is no limit on the number of snow closures a district can count, but this year has only two days built into the calendar.
If the number of closures exceeds the estimated number, the district will have to add days to the end of the school year.
“I worked in a district where we would schedule 186 days of school, so we built six snow days in,” Scanlon said. “If we didn’t use them, we got out a week early. It’s pretty convenient.”
There is a way around exceeding the estimated closures built into the calendar. It’s called a Flexible Instruction Day (FID). According to the Pennsylvania Department of Education, a FID is a program available to public schools as an alternative to instruction
OPINION
if a circumstance prevents it. A FID program may be online, offline, or a combination of both.
A district must apply to the Pennsylvania Department of Education to provide instruction under an FID. According to Scanlon, the WallingfordSwarthmore School District will apply for FIDs for the 2025-2026 school year.
“The deadline [to apply for FIDs] is June 30,” Scanlon said. “We couldn’t do that this year but we are going to apply for next year just so we have that in the arsenal.”
Post finals review: what can be improved?
With the first semester over, let’s revisit what went well and what issues persist year after year.
Claire Salera ’27
Detours & Opinions Editor
Being buried in textbooks, flipping through your notebook, and flashcards for the tenth time in a row are all a part of what studying for semester finals look like.
Students must look back at entire curriculums for their classes in preparation for final exams, worth ten percent of a student’s final grade. Is this stress worth it, or is there something that can fix this recurring issue?
Memorizing entire courses for one exam per class is quite tedious, but it is something that students are put under pressure for every semester, on top of other academic commitments.
“I felt very stressed out, and it was on top of the keystones as well, so it felt like a lot to take on all at once,” Freshman Scarlett Rein said.
But enough about the stress element. When it comes down to it, are finals fair? Sophomore Rheya Singh disagrees.
“It’s messed up because your grade can only go down [from finals], it can’t go up,” Singh said. “Someone who has math second block has [less] time to study than someone who has it fourth block.”
“It’s really messed up because your grade can only go down [from finals], it can’t go up.”
Rheya Singh ’27
Studying for all of this time leaves students stressed and can affect aspects of physical health. According to an article by Embark Behavioral Health, finals can cause stomach pain or headaches and can take a toll on long-term student mental health.
“Finals stress can affect any student but can be especially challenging for high school juniors applying to colleges, as their grades will be important to their applications,” the article stated. “This can cause students to worry excessively, leading to difficulty concentrating, negative thinking, and self-criticism.”
I enjoy having the two half-days and would certainly not want to have all of my finals in one day, but is there a more convenient way to ensure equal study time for all classes? It seems unlikely, but a possible solution would be to improve study habits.
“I enjoy using flashcards, and I also like teaching someone else, like sitting my brother down [to review] environmental science,” Rein said. Nonetheless, junior Orli Schoff thinks the brief study window that finals provide is not ideal.
“More time should be built in for teachers to review,” Schoff said. “I wish there was more time in school to study.”
While the concept of our finals is imperfect, how we do things around here makes sense. Still, different practices in the future could help decrease student stress and improve our finals.*
While students dump ice in their toilets, administrators are hard at work, ensuring they make the best decisions for their staff, students, and families. “If you’re not following on social media, you should. We also have a full website dedicated to inclement weather,” Riley said. “So, if you have any concerns about your school schedule, two-hour delays, where buses go, and things like that, you can always check out the website.”*
Ada Marie Johnson Staples 2008-2024
Matteo Ventresca ’25
Editor-in-Chief
Junior Ada Johnson passed away on December 12, 2024.
According to the service program, Ada was born on June 6, 2008, to Desiree Staples and Terrance Johnson.
She was preceded in death by her mother Desiree Staples, grandfather Stephen Staples, and great-grandparents Paul and Verna Staples.
Ada was known by friends for her loving nature and ability to make people laugh.
“We would walk down the street to the bus every day, and she was always waiting for me,” sophomore Daija Bradwell said. “She was also obsessed with sunsets a lot. We were walking down the street, and she’d just take a picture.”
Ada was an avid writer, visual artist, and musician. According to English teacher Mr. Robert Zakrzewski, she often came to his classroom before school to play his guitar. This allowed Ada and Zakrzewski to communicate in a less formal manner.
“One thing I take away is she was a kind and loving, creative young woman and someone who was so sensitive, felt and saw a lot of hard things, but she gave back a lot of beauty to the world,” Zakrzewski said.
Ada’s service was held on Saturday, December 28, 2024, at Temple Baptist Church in Chester, PA.
The Haven community keeps Ada’s family and friends in our thoughts.*
SLED OR BED • Junior Isaac Lothrop sleds outside the high school on Tuesday, January 21. That day was a final exam make-up day, meaning students who already completed their final exams had the day off. PHOTO: MATTEO VENTRESCA
As administration bolsters “Screens Off, Minds On” initiative, Haven contemplates fate of cell phones
As the school board considers the electronic device policy, some in the community wish for even more—a total ban.
Clark Kerkstra ‘27, Mia Fagone ‘26 Haven Happenings Editor / Health and Sciences Editor
As students returned to school for a new semester following a long weekend for finals, a new fixture could be seen adorning many classroom walls: caddies for storing phones.
The School Board presented a new proposed electronic device policy at the February 12 School Board Policy Committee meeting, along with data from parents, students, and teachers via both focus groups and surveys.
The policy failed to move forward after multiple board members and community members criticized keeping phones at lunch and between classes.
Three of the six board members present at the meeting expressed support for a total ban of phones for the entire school day, including lunch.
The proposed policy and accompanying administrative regulation would have put into writing many of the goals of the “Screens Off, Minds On” initiative at the high school, mandating designated storage areas for cell phones in each room and laying out a progressive discipline tree.
The discipline tree would lay out discipline such that after the fifth time a student is caught with their phone out, they may face consequences such as detention or suspension, with warnings and minor disciplinary actions for prior violations.
“Especially in classes where you have upperclassmen, I don’t understand why you’re telling adults to put their phones away.”
Still others see the initiative as unjustly punishing students who may not have problems with excessive cell phone usage.
“I don’t like it,” sophomore Jayden Peki said. “I feel like it’s punishing everybody for a problem that only a few people have. While I think it’s a big problem for some people in the classes, I feel like everybody’s getting the same treatment for something that only a few people are doing.”
LaPira believes that as the years go on, the problem should improve as more students who were subject to phone restrictions come into Strath Haven. Under Dr. Christopher Matsanka, Strath Haven Middle School has adopted tighter phone restrictions, including a reduction on phone use outside the classroom.
“I have felt all along that it’s going to take time,” LaPira said. “Because if you keep in mind, there’s much tighter procedures in the middle school than there used to be, and in the high school there are some kids who are juniors and seniors.”
“As long as we just listen to each other’s perspectives, I think the answer is somewhere in the middle. We will be flexible with it.”
The policy would also have included smartwatches and earbuds, treating them similarly to phones. It would also have continued to allow students to use phones at lunch, however, which was a point of contention for many at the meeting.
Mr. Andrew Benzing Principal
The board will return to discuss a revised policy again at the March Policy Committee meeting. It was not clarified whether the revised policy would include a total ban or not.
The new caddies are an element of the “Screens Off, Minds On” initiative. Introduced at the beginning of the year, the initiative aims to enforce the District’s electronic device policy, (Policy 237) which prohibits use of cell phones in class while allowing the devices to be used during non-instructional time such as lunch.
“I think that we’ve started off strong with it,” Assistant Principal Andrea LaPira said. “Students have sort of tested the waters a little bit. I think we are trying to build a refocus on it.”
The administration reminded students of expectations during an energetic assembly on January 24 featuring games and trivia. The assembly, despite largely serving as a reminder for students to stop gathering in bathrooms and using phones, took on a fun edge under new principal Mr. Andrew Benzing.
“I think our student body is generally a top notch group,” Benzing said. “They value education, so it doesn’t always have to be put your phones away, it can be a conversation like ‘read this article.’”
Some seniors oppose the initiative and feel that they should not have the same restrictions as freshmen students, who they see as less mature when it comes to self-discipline.
“We’ve been through the wringer for four years,” senior Cecily HeiseyTerrell said. “We know how to pay attention, how to get our work done and how to not be on our phones. Freshmen, however, should all have to put their phones in phone jail. I know it’s unfair, but also phone jail, [it’s] kind of funny.”
Some students are addicted to their phones, and oppose the initiative for that reason, and yet many, like Peki and Heisey-Terrell, oppose the initiative due to other grievances.
“I like the idea [of “Screens Off, Minds On], but I don’t like it in practice,” freshman Fenton Orsetti said. “Maybe I don’t use my phone in class, but I like to have it around me. Also, can we get rid of eHallPass?”
LaPira and Benzing also hope to reduce the number of students taking their phones to the bathroom, an area where electronic devices are expressly prohibited under district policy.
“We don’t want people gathering in the bathrooms. We want kids to be engaged during instructional time,” LaPira said.
Benzing attempted to remedy that issue in the assembly by masquerading with fellow administrators as teenage miscreants misusing the bathroom and installing “bathroom literature” that may provide alternative entertainment for dopaminestarved students.
“Especially in classes where you have upperclassmen, I don’t understand why you’re telling adults to put their phones away.”
Emily Reilly ‘25
Changes to the initiative going forward include making phone caddies available for any teachers who desire them, though they remain optional and teachers retain the right to manage enforcement in their own classrooms.
“We have 100 teachers who are managing their classrooms in a way that makes the most sense for them, and we want to value and respect that,” LaPira said.
The administration believes the initiative is working for most students, even if some need additional guidance.
“Most of our kids, when they know there’s an expectation, they’re following it,” LaPira said. “We don’t have a huge problem with defiance or difficulties. I feel grateful for that all the time, and I’m really proud of our students for that.”
Student reactions to the initiative have been mixed, with some objecting to the crackdown while others acknowledge some level of enforcement may be necessary.
“I personally don’t like it,” senior Emily Reilly said.
AFor Benzing, much of the magic is in messaging to the students in an engaging manner.
“We’re trying to find really creative ways for kids to be mindful of the impact of these devices,” Benzing said.
nd a growing body of research is making that impact clear. In an article authored on Frontiers for Young Minds and originally published in the Translational Psychiatry journal, researchers presented data from studies on the effects of phone usage on teenagers’ ability to pay attention to tasks.
“Our findings suggest that people who use smartphones excessively are more easily distracted because their brains do not efficiently use the brain network responsible for attention processing—how your brain focuses on specific things while ignoring others,” researchers reported in the article. “This study helped us understand the brain mechanisms behind why it is harder for excessive smartphone users to focus on the task and why they cannot ignore irrelevant information.”
On October 29, Interim Superintendent Dr. James Scanlon held an educational cell phone forum to learn more about the impacts of cell phones from experts,
teachers, students, and community members.
A parent group, “Haven Hold the Phone,” has been lobbying for a total ban on cell phones, where students would not be permitted to use cell phones during lunch or between classes. This year, cell phone restrictions have swept the nation, and in January, New Jersey Governor Phil Murphy called for a statewide cell phone ban in New Jersey Schools.
Parent advocates in favor of a ban have claimed that having cell phones during non-instructional time encourages anti-social behavior and negatively impacts mental health, and have cited Yondr pouches as a method of locking away phones for the day.
Opponents of a ban, meanwhile, contend that phones are necessary for communication between families, particularly for purposes of extracurricular activities and transportation or emergency situations.
“I use my phone to talk to my parents about how I’m getting home, what I’m doing when I get home, and how I’m getting to school the next day,” Heisey-Terrell said. “It is something I paid for, something I use. I don’t think the school should be able to monitor that, and there’s probably a law, and we could probably make a whole Moot Court case about it.”
The possibility of infringing on personal property troubles Benzing as well.
“Philosophically, I kind of have an issue with that,” Benzing said. “This is somebody’s personal property, these things are $1000 each.”
Benzing believes that a total ban policy for phones would be challenging to enforce at Strath Haven and that a middle ground can be found between the two extremes: no phones at all throughout the day and complete technology freedom for students.
“As long as we just listen to each other’s perspectives, I think the answer is somewhere in the middle,” Benzing said. “We will be flexible with it.”
The current guidelines that go along with the “Screens Off, Minds On” initiative at the high school are meant to increase engagement in classes while still setting boundaries for phone usage by students. Administrators note that a ban, being very different from the current policies implemented in the district, would be difficult for students to receive.
“The whole goal all along has been respectful and responsible use,” LaPira said. “It’s not about trying to control students or take away something that they want. It’s about knowing [the] time and place [for using phones].”*
CAUGHT IN THE CADDY • A phone caddy hangs on the wall in room 202. Since the start of the spring semester, students put their phones in the pockets during class time. PHOTO: MIA FAGONE
Delaware County Technical School (DCTS) offers alternative pathways, opportunities for students
As course selection approaches, students contemplate whether to attend or not.
Darcey
Strachan ‘28 and Fiona Seale ‘28
Reporters
DCTS offers career and technical education, preparing students with real-life experience for potential future careers or setting them up for college.
The tech school has two main campuses in Aston and Folcroft, where students from multiple schools, such as Strath Haven, can choose from one of their 22 programs.
DCTS offers programs such as health sciences, welding, cosmetology, carpentry, and numerous others, preparing students for careers after high school, tailored to every student’s interests and opens pathways for all.
“If you start in 10th grade and you go all the way through [and get] certified, you have certifications to go out into the workforce as soon as you graduate,” career and college counselor Mrs. Kristin Dunning said. “We also have lots of students who go to the tech school, who graduate from high school and go on to college to continue their study in these fields.”
Often, DCTS offers a more advanced and technical version of classes you can take at the high school, giving a handson aspect to what a student is specifically interested in.
“I go to the Teacher Presentation Academy, I really like it just because I took the childhood classes here,” senior Jordyn Thurmond said. “I like teacher prep more so in the fact that it teaches a broader age.”
DCTS programs offer an in-depth and complex look at real-life jobs. Senior Paula Hagan, a student in the Medical Career program, describes the clinicals and medical rotations they perform to gain experience.
“We are paired with a doctor or nurse, and we just get to follow them around,
help them with anything. We also get to interact with patients,” Hagan said. “We went to a lab and we were able to take blood samples. It’s really cool to see how that works.”
Students can either have an a.m. or p.m. schedule. Students who have the a.m. schedule get on the bus to their campus as soon as they get to school. First and second blocks are spent at the tech school. For p.m. schedule students, their tech school blocks are during third and fourth blocks. The Medical Career program is just fourth block. While tech school can be an enriching opportunity, attending can also be a large commitment when it comes to scheduling and time.
“Because of the new hospital that we changed to, it’s a little further than it usually is. We have to leave our third block 20 minutes early, so I have to miss 20 minutes of my third block every day,” Hagan said. “And then we also have to eat lunch on the bus. That’s kind of annoying sometimes.”
Tech school students who have two blocks of their program every day give up four blocks for each year they attend. They can miss out on taking electives at the high school.
“I do wish I could have electives because sometimes teacher prep can be a little intense,” Thurmond said. “With our writing assignments, it’s intensity, intensity, intensity and then coming back to school it’s core class, core class. And that’s just my entire day.”
As well as taking up blocks that would be filled with electives, students may not get the opportunity to take certain classes.
“Since med careers is fourth block for the whole year, I can’t take any AP language classes because they’re always fourth block,” Hagan said.
Despite having to make some sacrifices, attending DCTS can be an interesting experience for many, with a different environment than regular high school.
“I like seeing the different school cultures. And I think it goes to show that we’re neighbors but we don’t really know anything about each other,” Thurmond said.
However, applying to DCTS does not force students to attend, and the application process is relatively simple. Some programs, like the Medical Careers program, might be more academically rigorous and selective, but many are
accessible and open to beginners.
“It’s fairly simple to apply. And even if you apply and get in, you don’t have to go,” Hagan said. “It’s better to just apply and then drop it later.”
If you are interested in applying to DCTS, applications are open until February 28. If you have any interest in the programs available, information is available on the DCIU website.
“And for people who don’t love sitting in classrooms, this is a fantastic opportunity to shake up your day and do more handson learning,” Dunning said.*
THE WALL: CFO discusses participation in music programs, switch to financial career
Have you ever stopped to catch a glimpse at the Wall of Honor? We continue a series on noted alumni with a CFO originally bound for a career in music.
Mark Ball ‘26
Reporter
Kathleen Sharman ’79 originally planned to do music as a career while taking on accounting as a backup.
Sharman attended college at George Washington University to receive a Bachelor of Business Administration with a concentration in accounting. However, while working as an accountant for a trash hauling and recycling company, she became the chief financial officer for the South Jersey Transportation Authority.
Officer at Greater Orlando Aviation Authority: Orlando International (MCO) and Executive (ORL) Airports, where she is responsible for strategic planning and financial performance.
“When you’re in a financial leadership role, you have to know about finance, but you also have to know about motivating people and leading people.”
Kathleen Sharman ’79
“The big advice I have for younger people that I meet in my career is just try. If you get an opportunity, go for it. Don’t be afraid,” Sharman said.
Since then, she has been the CFO for the Georgia State Road & Tollway Authority and the CFO for New Jersey Transit. Sharman is currently the Chief Financial
“Sometimes I joke when I’m speaking at conferences that I’m a serial CFO,” Sharman said.
According to Sharman, at the time that she took on her first job as CFO for the South Jersey Transportation Authority, the governor of New Jersey ran on the platform of consolidating the New Jersey Turnpike, the Garden State Parkway, and the Atlantic City Expressway. As a result, other, more experienced candidates did not want the job of CFO because they thought that two of the three CFO positions would disappear in one or two years.
“For me, because I was at a different
point in my life, I’m like, well, I’ll take it, because even if I only have it for two years, it’ll lead me to something else. I had that job for sixteen and a half years, so you just never know,” Sharman said.
During high school, Sharman was all over the music department. She was the lead in the school musical during her junior and senior years, played the cello, and was the captain of the drill team.
“When you’re in a financial leadership role, you have to know about finance, but you also have to know about motivating people and leading people. Over the years, those skills were developed, but they started in high school leading my drill team,” Sharman said.
According to Fred Mason, a retired police officer after 34 years, Sharman was one of the most intelligent people he knew in high school. She was smart, honest, and spoke her mind.
“I assumed she would be in that position in life from day one. As soon as she graduated high school, I assumed that she was going to be at that level of employment,” Mason said.*
SHARING INFORMATION • On Friday, February 5, a DCTS representative, Shannon Mathews, gave a presentation to freshman and sophomores, informing them about the tech school programs and encouraging them to apply. PHOTO: FIONA SEALE.
KATHLEEN SHARMAN ‘79 PROVIDED BY K. SHARMAN
NEW YEAR, NEW OPPORTUNITIES
Nine new courses appear in the 2025-2026 Silver Guide, representing a range of new opportunties for students. The Panther Press staff took a closer look at each of the new classes.
Choral & Advanced Choral music
Dyllan Leaf ’28
Choral director Mrs. Lindsey Reinhard Silva
will teach Choral Music and Advanced Choral Music starting in the 2025-2026 school year.
Silva currently directs three choir ensembles at the high school, works on the spring musical as music director, and teaches Vocal Music.
“My hope is that they would become an additional ensemble that would perform in winter and spring concerts with the rest of the choirs,” Silva said.
This course will replace Vocal Music, a fall course Silva currently teaches. Vocal Music is more independent and student-driven, while the new Choral Music classes will be more groupfocused.
“In a choral music class, you think about individual musicality, in addition to how your individual musicality contributes to the work of a group,” Director of Secondary Teaching, Learning, and Innovation Dr. Leslie Pratt said at
Mythology & Folklore
Kate Santee ‘28
J
ump into an exciting class of myths and fairy tales next year taught by English teacher Mr. Matthew Morris. This class is open for all grade levels and will be following myths and folklore while analyzing storytelling.
On Monday, November 18, new Silver Guide course additions were approved by the Board of School Directors. Next year, these classes will be available for the appropriate grade levels to sign up for.
Morris shares what he will be focusing on.
“The class is about stories that we tell and that we’ve always told and how all humans are similar to each other in a way, and it really gets into how stories worked a long time ago,” Morris said. Through this, Morris shares his interest in connecting previous stories to modern-day
Physics & AP Physics 1
Darcey Strachan ‘28
I n previous years, Strath Haven students interested in taking a physics class had the option of taking Physics CP, Physics H, AP Physics C: Electricity and Magnetism, and AP Physics C: Mechanics of Motion.
In 2025-2026, a non-leveled Physics class and AP Physics 1 will replace Physics CP and Physics Honors. Adapting the Physics program allows for students to take a one-semester AP science course with few prerequisites.
“It’s a big time commitment to take an entire year of AP chemistry or an entire year of AP biology. This is a one-semester physics course that most of the student body can take without special prerequisites keeping them from trying,” physics teacher Mr. William Rothenbach said.
According to the 2025-2026 Silver Guide, AP Physics 1 will be open to 10-12 grade students who have successfully completed Environmental Science, Biology, Geometry, and who are currently enrolled or have completed Algebra II. The non-leveled physics class has similar prerequisites but without the math requirements. The other AP physics courses are calculus-based and require a previous physics course.
“There are a lot of students who are not going to study engineering in college, but they’re going to have to take a college-level physics class,” Rothenbach said. “So why don’t we offer these
the November 6 Educational Affairs meeting. While the change will require adjustment from music students, many have expressed their excitement about these new opportunities.
“I think it’s going to be different, but I think more people will want to do it, and it’s a good way to bring the choirs into everyday singing life,”
freshman Shira Jasner, who took Vocal Music during the fall semester, said.
The regular Choral Music course is open to any student who wishes to take it. To enroll in the advanced section, students must complete Choral Music or be a member of the Silvertones.
“I’m so excited that we’re bringing choral music into the school day, and giving students the opportunity to dive deeper into it within their block schedule,” Silva said.
•Choral Music (1.0 credit) Grades 9-12
Choral Music is a choral performing and study class that meets during the school day. Students will have the ability to develop their own vocal technique within a group setting, learning about their voices and how to sing successfully in a choir. A wide variety of choral literature will be studied, exploring the intersection of music and cultural heritages across musical eras. Students will also improve their ability to read music notation. This group will perform at the winter choral concert alongside Strath Haven’s other performing choirs. All students at any skill level are invited to take this course. Students are given the opportunity to audition for and participate in PMEA district, regional, and state chorus festivals.
•Advanced Choral Music (1.0 credit) Grades 10-12
Advanced Choral Music is a choral performing and study class that meets during the school day. Students enrolled in Silvertones have the option to automatically enroll into Advanced Choral Music; other students who have successfully completed Choral Music may register for this course. In the Advanced Choral Music class, students with a solid foundation of vocal production will continue to develop their own vocal technique within a group setting. Students will study and perform a more challenging repertoire of choral music literature across time and place. Students will also improve their ability to read music notation fluently and expressively. This group will perform at the winter and spring choral concerts alongside Strath Haven’s other performing choirs. Students are given the opportunity to audition for and participate in PMEA district, regional, and state chorus festivals.
PREREQUISITE: Successful completion of Choral Music or concurrent enrollment in Silvertones.
ones. The class will explore how stories from various cultures, including fairy tales and urban legends, have evolved and continue to influence contemporary storytelling.
“When we do the folklore half, it’s a lot of thinking about stories like fairy tales and folktales, while also connecting it to the modern stories that we tell today, whether that be strange stories you hear online, or urban legends, or stories passed down by your family through generations and traditions,” Morris said.
Freshman Elizabeth Iversen finds the class and its topic interesting.
“A lot of current stories and plot lines revolve around original myths,” Iversen said.
•Mythology & Folklore (1.0 credit) Grades 9-12
Mythology and Folklore invites students to understand myths, folklore, and archetypes as they relate to cultural values, literary works, and popular culture in ancient and contemporary society. It also provides students ways to analyze contemporary storytelling, including memes, urban legends, and conspiracy theories. The class is for those who wonder what Hercules and Quetzalcoatl have in common with TikTok and Mothman.
•Understanding America Through National Parks and Places (1.0 credit) Grades 9-12
students the opportunity to take an algebrabased physics course?”
Although Haven offers two other AP physics courses, students may be hesitant to take them due to the math or prerequisites. This course makes it easier for students to obtain college credit for physics or to take an additional AP class.
“I would encourage students who like science and want to continue to pursue sciences but maybe math intimidates them from taking the other AP Physics classes. Also, students who are thinking of going into science that know they’re going to have to take a couple of science classes in college and want to satisfy a credit,” environmental science and physics teacher Ms. Kathleen Freeman said.
As course selection approaches, some students are debating whether or not they should take this new class.
“I’m interested in it to get a foundation for the job I want to do, which is to be a doctor,” sophomore Sophie Grossman said.
Whether you choose to take this new course because you enjoy science, want to take an AP class, or just want to try something new, taking this course may be valuable to consider.
“I’m really excited to take the new course,” sophomore Ella Brook said.
American Stories through Parks and Places will examine the historical, cultural, social, economic, artistic and innovative legacy of America’s National Parks & Places. In this course we will center the voices of marginalized peoples whose histories can be told through National Parks & Places. Students will gain an understanding of the origins and history of the National Park Service, but also how preservation & conservation efforts have had an impact on Americans who live and/or visit these protected places. Beyond the park, students will have a chance to understand how protected places represented the struggles & triumphs of Americans throughout history. Students will demonstrate understanding through collaborative assignments and project based learning, as well as have a chance to visit National Park Service parks and places in the greater Philadelphia area through field trips throughout the semester..
•Media for Publications (1.0 credit) Grades 9-12
This course will teach students how to evolve photo storytelling into content that is ready for publication in a variety of formats, including yearbook, print newspaper, online student news, and social media. Students will learn the basics of journalism, photojournalism, print design, and digital media while producing feature content. Students may optionally submit content for publication to consideration to the student editors of the school newspaper and yearbook. Students who complete this class will be prepared to advance into media leadership in student publications as well as to use visual media to tell compelling stories in any field or area of study.
•Physics (1.0 credit)
Grades 10-12
Designed to challenge science students and develop critical and analytical thinking skills, this course focuses on fundamental physics concepts, emphasizing inquiry-based learning, real-world applications, and deep conceptual understanding. Enrolled students will explore topics such as forces and motion, energy transfer, waves, electricity and magnetism, while incorporating cross-cutting concepts like systems and patterns, stability and change, and scale, proportion, and quantity. The course emphasizes scientific and engineering practices, including planning and conducting investigations, analyzing data, constructing explanations, and developing solutions to problems.
PREREQUISITE: 1.0 Credit each in Environmental Science and Biology.
•AP Physics 1
Grades 10-12
AP Physics1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of physics by developing models of physical phenomena through inquiry-based investigations. Students build their understanding of physical models as they explore and solve problems in these content areas: kinematics; forces and translational dynamics; work, energy, and power; linear momentum; torque and rotational dynamics; energy and momentum of rotating systems; oscillations; and fluids. After completing this course, students are required to take the Advanced Placement Physics 1 exam offered through the College Board.
PREREQUISITE: 1.0 Credit each in Environmental Science, Biology, Geometry and concurrent enrollment in Algebra 2.
•Civil Engineering & Architecture (1.0 credit)
Grades 9-12
Students learn the fundamentals of building design, site design, and development. They apply math, science, and standard engineering practices to design residential and commercial projects and document their work using 3D architectural design and modeling software. Students will develop skills in engineering calculations, technical representation, and documentation of design solutions according to accepted technical standards. Building enthusiasm and a fundamental understanding of the role, impact, and practice of civil engineering and architecture as it relates to building design and development is a primary goal of the course. Depending on the results, students who complete the end-of-course exam may be eligible to earn three credits through the Rochester Institute of Technology, which can be used at RIT or transferred to other universities.
PREREQUISITE: Engineering Essentials or ComputerAided Drafting and Design or Interior Architecture.
•Fundamentals of Education Grade 12
The Fundamentals of Education course is designed for students who have completed Exploring Childhood and Advanced Childhood. In this advanced course, students deepen their understanding of early childhood education, focusing on key areas including curriculum and instruction, social-emotional learning, progress monitoring, and kindergarten readiness through hands-on experience with preschool-aged children. Students will explore the diverse roles within the education field, engaging with teachers and connecting with various classrooms to gain a broader perspective on child development and educational strategies. A significant component of the course is creating an individualized learning guide, where students will develop a thesis statement at the beginning of the semester. This thesis statement will serve as a personal guide, helping each student to pursue and build a specialized path through the course.
PREREQUISITE: Successful completion of Exploring and Advanced Childhood and departmental approval.
Understanding America Through National Parks & Places
Clark Kerkstra ‘27
Have you ever wondered why America’s national parks are important besides from being tourist attractions?
It turns out there’s a class for that. A new social studies elective has been introduced at Strath Haven, “Exploring America Through National Parks and Places.”
According to the Silver Guide, the class will focus on exploring American history through the lens of national parks and places, centralizing the voices of those marginalized people who can be represented through stories of parks and places.
At the November 6, 2024 meeting of the school board’s Educational Affairs Committee, Director of Secondary Teaching, Learning, and Innovation Dr. Leslie Pratt explained the course to school board members, who approved the course along with other new electives on November 18 during the November school board meeting.
“[It’s] this idea of having a course that thinks about historical, cultural, social, economic, and artistic legacies of a place, and uses that as a
Media for Publications class
Claire Salera ‘27, Anabella Larin ‘27
Calling all photographers and future journalists!
Photography teacher Ms. Kate Plows will teach Media for Publications starting in the 2025-2026 school year. According to the 2025 Silver Guide, the new course will “teach students how to evolve photo storytelling into content that is ready for publication.”
All students can create content that may be submitted to the school newspaper and yearbook, while learning the basics of using photo technology, captioning photos, and journalism. This sets it apart from the school’s photography classes, which cover less writing skills.
The Media for Publications class will act as an extension of pre-existing newspaper and yearbook clubs. However, it is open to anyone who wants to learn about photojournalism. Members of the yearbook and The Panther Press are not required to take the class, and the class welcomes students who do not work with the publications.
Civil Engineering and Architecture
Darcey Strachan ‘28
Starting in the 2025-2026 school year, students who have completed the prerequisites will be eligible to enroll in Project Lead The WayCivil Engineering and Architecture (PLTW- CEA) class. This course covers structural integrity, environmental considerations, site planning, and sustainable building practices.
PLTW-CEA class is available to students as early as ninth grade. To enroll in this class, students must have completed either Engineering Essentials, Computer-Aided Drafting and Design, or Interior Architecture.
Technology teacher Mr. Page Brown will teach the class. Students in the course will use industrystandard software such as AutoCAD and Revit. It is the next step in architecture for students who took Interior Architecture while also expanding on engineering for prior Engineering Essentials students.
According to the course outline on Project Lead the Way’s website, students will progress
jumping off point to talk about stories of people who are sometimes relegated to the margins in a history textbook,” Pratt said at the meeting. While the course went through the entire Social Studies department, Modern World History I teacher Mr. Jonathan Pitts was the primary author. According to Pitts, the idea for the course was inspired by students in his US History class two years ago and eventually evolved from an idea to the course it now is.
“The course started as an idea around the origins of the national park system, but as I started to think about how the course could be richer and more inclusive, I wanted to not just make it a course where we’re limited to talking about Teddy Roosevelt,” Pitts said.
The course description promises that students will have an opportunity to visit National Park Service parks and places in the greater Philadelphia area through field trips throughout the semester.
“I love taking photos and I want to improve my writing…this class will help with what I do during yearbook,” sophomore and Haven Yearbook member Noah Henderson said.
Already teaching photography media classes and advising the yearbook and The Panther Press, Plows is certainly a busy and involved staff member. Nonetheless, her inspiration for teaching these classes stems from her own interests.
“I thought I was going to be teaching graphic design, but then my schedule turned into all photography and at the same time, my interest in photography started to really turn into a passion,” Plows said.
With no prerequisites, the class is open to anybody interested in anything related to photojournalism.
“If you’re interested in learning how to use your camera and your voice to tell a story, this is a good class for you,” Plows said.
from completing structured activities to solving open-ended projects and problems that require them to develop planning, documentation, communication, and other professional skills.
“They’ll get a chance to look at and design the exterior of buildings. So what the building is going to look like, what the ground is going to look like, and what the traffic patterns will look like, that kind of thing,” Brown said.
According to the 2025-2026 Silver Guide, students who complete the end-of-course exam could earn three credits through the Rochester Institute of Technology, in which the credits can be used there or at other universities.
“This would be a great class for anyone who’s interested in civil engineering or architecture,” Brown said. “It’s a high school level class. I’m not going to make people into an architect, but it’s the first step in an architecture career.”*
The open course selection window is from February 18 - March 7. During this time, students select their core courses (English, Math, Science, Social Studies, World Language) and enough electives to ensure eight credits during the school day. Students also select fifth block music courses at this time, if they plan to enroll.
The Panther Press reached out to the Family & Consumer Science Department for more information about the new Fundamentals of Education class. We hope to report on this course at a future date.
Students navigate guidance counselors taking on entire grades
New counseling system switches things up for staff and students, with each counselor taking responsibility for a grade.
Joya
Nath ’28, Morgan Matthews ’28
Reporters
The 2024-2025 school year brought on a shift in the counseling system at Strath Haven High School, as guidance counselors now take responsibility for entire grade levels.
With this came another significant change, this time in the career counseling world. Seniors now have a separate counselor, Ms. Kristin Dunning, to handle all post high school matters.
In past years, the entire student body was divided alphabetically between four counselors. Now, counselors take on one grade level each, following them throughout their high school experience. This is with the exception of ninth graders, who stick with their eighth grade counselor for freshman year before entering the cycle.
counselor is usually busy with a bunch of stuff,” senior Sophie Lin said. “It’s very hard to schedule a meeting with [Ms. Jennifer Salvage], so having someone like Ms. Dunning to focus specifically on college and career planning is very helpful.”
“It’s different in a way, because now you’re focusing just entirely on that grade and some of the goals that are there.”
Mr. Travis Edwards Counselor
“It’s different in a way, because now you’re focusing just entirely on that grade and some of the goals that are there,” tenth grade counselor and K-12 counseling department chair Mr. Travis Edwards said. Counselors have felt that working with one class allows them to offer more tailored and individualized support to students.
“It allows us to provide very specific resources for a very specific class,” Edwards said.
Some students have also felt the change has welcomed a more personal relationship between counselors and students, especially in the world of career counseling.
“I think that it’s definitely very helpful, because the
Having a College and Career Counselor has placed a line between more personal and professional questions that students may have. Currently, seniors have Ms. Jennifer Salvage as their grade level counselor and Dunning as their primary career and college resource.
“It’s a lot easier to find [Dunning] and ask her to answer specific questions so that I can leave other matters to Ms. Salvage,” Lin said. “It’s just way more efficient.”
Dunning’s role as Career and College Counselor allows grade level administrators to focus more so on small group issues while she covers career resources.
“Whereas the school counselor works very individually with students and sometimes in small groups, Mrs. Dunning is also collaborating with us as class counselors to provide things like access to college fairs, college representatives and people that come in, and career resources” Edwards said.
However, some students have felt that the system has become more indirect and unbalanced.
“Honestly, the whole experience feels a lot less personal, but I understand that drop-in sessions and hours have been
Mock Trial competes at Penn Tournament, shares experiences
Mock Trial started their season by challenging fellow high school teams at Penn.
Evie Fernandez ’27, Anabella Larin ’27 Haven Happenings Editor, Reporter Haven’s Mock Trial team traveled to the University of Pennsylvania for their first official tournament on January 17 and 18. Members of the team competed in a total of four rounds.
Mock Trial is a competitive club based around law, both criminal and civil. Every year, a new trial is brought up and teams are invited to compete. On the team, you can either be a witness, who acts out a part, or an attorney, who works to win their trial through persuasive speech and by questioning both their witnesses and other teams.
“You’re trying to argue whether or not someone should go to jail. So there’s pretty high stakes,” senior captain Olivia HeiseyTerrell said.
Their prosecution team won a match and lost a match, and on defense, they won once and tied once.
“It was great. I’m very proud of our performances,” Olivia said.
“Overall, that’s two out of four decisive wins, and one team, which is a pretty good record for a tournament that has over 50 teams [competing].”
Olivia has been competing with the team as an attorney since her freshman year.
“My mom did it when she was in high school, and when I told her that there was an interest meeting my freshman year, she was like, ‘Okay, you have to go to that.’ So, I gave it a shot, and I made some really good friends there. That motivated me to stick
with it. Here I am, my senior year, still doing it. It’s pretty worth it,” Olivia said.
Mock Trial allows students to gain practical skills that they can apply in real life in addition to trial court.
“I think for me it helps a lot with public speaking skills, because I suck at it, and it causes me so much anxiety to get up and speak in front of a group of people. It’s still really difficult, but doing it two times a week for four hours is very helpful,” sophomore Pearl Ricci-Upin said. “I think it’s also helped with my writing skills in a different way, more like professional and analytical writing.”
The club also helps to inform members about the legal system.
“Not a lot of people in the United States, especially young people, are up to date with all the laws and how the actual court systems work, which I think sets people up for failure if they ever have to go to court or have to be part of a jury, which everyone does at some point in their life,” senior Cecily Heisey-Terrell said.
The club will continue to practice, preparing for their regular season competitions, beginning on February 12.
“Everyone should join Mock Trial, even if they think that it’s a lame nerd thing and that they wouldn’t like it…It helps you with your public speaking. It’s a very practical option,” Cecily said.*
made a lot more accessible,” senior Linden Corbett said.
The issue of recommendation letters was another factor that pushed for the change. Responsibility to write the letters initially fell on grade level counselors in addition to their other duties.
“I could definitely tell that [this] year, Ms. Salvage was a lot busier, because she had to write recommendation letters for 300 people,” Lin said.
Dunning’s position helps to alleviate some of that pressure.
While the counseling change has felt prominent for upperclassmen, the shift did not ultimately have much effect on the younger side of the school.
“Every single person uses a counselor junior and senior year, but freshman and sophomore year, many people don’t use it as much. I feel like it just makes more sense that way,” junior Maisie Strachan said.
The responsibility of counselors can vary based on the amount of students that fall under their umbrella.
“It can be a little different because it depends on the class size,” Edwards said. “I won the lottery in some ways. My joke is that our junior class right now, class of 2026, is small, which is very abnormal.”
Strath Haven strives to achieve and maintain a solid counseling system, and Edwards believes the current shift is a big step towards achieving support for students.
“As students and families have feedback, I think it’s important that we just continue to communicate, because as we enhance our resources and support for folks, we do that with all stakeholders,” Edwards said.*
Speech and Debate team flourishes in Pennsbury Falcon Invitational
Overnight tournament included five Tournament of Champions bids by Strath Haven.
Savvas Zeibekis ’26 Contributor
From January 31 to February 1, the Strath Haven Speech and Debate team traveled to Pennsbury High School to compete in the Pennsbury Falcon Invitational.
Strath Haven bulldozed through the competition, with a total of five Tournament of Champions (TOC) bids earned in this tournament. Sophomore Lavanya Dixit won a bid in varsity LD, junior Colin Foster and sophomore Earvin Yi won bids in varsity public forum, junior Casper Stockman won a bid in original oratory and informative speaking, and junior Zachary Pita won a bid in extemporaneous speaking.
Public Forum (PF) is a debate event where you and a partner construct a well-put-together argument debating a “resolve”, which is the topic of debate that is changed bi-monthly. Lincoln Douglas (LD) is a more philosophical form of this, where you are solo in debates.
Original Oratory (OO) is an event where you get a physical slideshow on what is typically a canvas, and memorize a 10-minute informative speech while utilizing your visual aid.
Competitors are judged on the relatability, importance, and originality of their presentation. Informative speaking is very similar to this, but without a visual aid, and also judged on how articulate, engaging, and smooth you are with your delivery at both a vocal and physical level, per the NSDA.
“I was very excited but the whole day was a blur and each round just kind of... happened,” junior Colin Foster, who won a gold bid, said.
Foster did not think he was going to make it to the semifinals.
“We [Foster and Yi] had never made it that far. But when the gold bid became an opportunity, a potential opportunity, I became very focused on getting it… We were very happy,” he said.
Foster admitted that not much preparation was put into their performance, even saying that his partner didn’t prepare at all.
“If everybody isn’t that well prepared, then someone like Earvin, who’s just very good at thinking on his feet can do very well,” Foster said, speaking highly of his partner.
Competitors at the invitational earned the most TOC bids Strath Haven earned at a tournament this year.
Apart from the outstanding performances, team members celebrated senior Sophie Lin’s birthday in the hotel, feasting on cake and Raising Cane’s chicken, a true meal of champions.
Since then, the team has performed on February 7-9 at the University of Pennsylvania Invitational, garnering 4 TOC bids. The team is looking forward to NCFL and NSDA qualifiers, a set of tournaments that can send competitors to nationals.*
TEAM SPIRIT • Team members take a team photo mid-tournament on February 1, 2025. PHOTO: SAVVAS ZEIBEKIS
WSSD reacts to PowerSchool data breach
The breach of the education software giant could have exposed student data from many districts nationwide, including Wallingford-Swarthmore School District.
Clark Kerkstra ‘27
Haven Happenings Editor
PowerSchool has been hacked.
The company, whose software WSSD utilizes for many different purposes including grades and Schoology, discovered a data breach that could put students’ personal information at risk in some districts that use PowerSchool.
The data could include names, grades, grade levels, and addresses of current and former students. Parent and guardian names and addresses could be compromised as well.
According to Interim Superintendent Dr. James Scanlon, WSSD was one of the districts impacted by the data breach. Scanlon announced the leak in an email to staff and parents on January 9, informing them of the breach.
“We certainly understand that this is private information that we would not want someone to have, and that any cyber breach is upsetting and concerning,” Scanlon stated in the email. “Both cyber and physical security are priorities that we continue to focus on. We are working with PowerSchool to provide any additional information as it becomes available.”
According to a letter the company sent to a Georgia school district published in a local newspaper, hackers gained access to customer data through PowerSource, one of the company’s customer support portals.
“While we are unaware of and do not expect any actual or attempted misuse of personal information or any financial harm to impacted individuals as a result of this incident, PowerSchool will be providing credit monitoring to affected adults and identity protection services to affected minors in accordance with regulatory and contractual obligations,” the letter stated.
“The particular information compromised will vary by impacted customer. We anticipate that only a subset of impacted customers will have notification obligations.”
Scanlon assured the community that social security numbers and passwords were not part of the breach and could not be accessed. PowerSchool’s Student Information System product, which Strath Haven uses for grades and scheduling, was the only product affected.
“PowerSchool seems to believe that anything that was
Students
taken is destroyed. That’s what they’re telling us, and until we hear otherwise, that’s about all we know at this point,” Scanlon said.
The scale of the breach remains unknown, however, and may vary from district to district. Menlo Park City School District in California reported that student and staff data dating back to 2009 was accessed.
Toronto District School Board, which serves the largest district in Canada with some 240,000 students, said student data dating back to 1985 had been compromised. Lower Merion and Haverford were affected by the breach as well.
In North Carolina, 312,000 teachers’ social security numbers were exposed by the breach.
PowerSchool representatives told Technology Director AJ Cetroni that the data was unlikely to be made public.
“According to PowerSchool, they’ve taken all the appropriate steps to prevent the data from being authorized moving forward, and that they have been told that the information that was secured was deleted and that they don’t believe that it’ll be replicated moving forward,” Cetroni said.
Some students were disconcerted by the breach, particularly addressing data that may have been part of the compromised student information.
“I don’t want some dude pulling up to my house,” sophomore Jackson Bloom said.
Others saw the breach as another reason for moving away from Schoology, a PowerSchool product that WSSD switched to last year from Google Classroom.
“I would say [the breach] is really bad and we should just go back to Google Classroom,” sophomore Adam Hardy said. “There’s really no point in the switch. I think we should switch back, because all the [assistant] superintendent did, [before] they left, was switch us to Schoology, and then they left.
Former Assistant Superintendent Dr. James Conley spearheaded the selection of Schoology as a new learning management system for the district. Conley exited the district in June after two years in his role to serve as Assistant Superintendent in the West Chester Area School District.
participate in Special Olympics Polar Plunge fundraiser
The event was a splashing success as students came together to support and fundraise money for Special Olympics programming.
Evelynn Lin ’25 Editor-in-Chief
“ 3…2… 1… Plunge!” the emcee shouted into the mic. Sounds of splashing and squeals of how cold the water was filled the lively atmosphere as small groups of students jumped together into the pool filled with cold water.
On January 31, 134 Haven students traveled to Citizens Bank Park in the heart of Philadelphia to take part in the “Cool Schools” Polar Plunge, which features teams of K-12 students who plunge and raise funds and awareness for Special Olympics together, according to the Special Olympics website.
Participants had the opportunity to jump into a freezing cold pool of water and mingle with people from other schools. They also could play games like cornhole in an area towards the entrance, and some stands provided sandwiches and snacks, and Polar Plunge t-shirts, which participants could obtain with red and green tickets.
The plunge is a fundraiser that raises money to help with Special Olympics programming, such as Unified Sports.
At Haven, each student was required to donate a minimum of $25 to the cause. Strath Haven raised a total of $6,857, according to Life Skills and Autistic Support teacher Ms. Sarah Holt.*
Others cited the data breach as a reason to question the investment in PowerSchool products.
“Our school pays a lot of money, so [PowerSchool] should do better,” senior Ian Cheshire said. “We pay PowerSchool too much money on Schoology that is wasted. Not too concerned personally, because it wasn’t like social security numbers and stuff, but it is concerning that the school would do that and not have a reaction against PowerSchool to make sure this doesn’t happen again.”
Cetroni sees the data breaches as a spur for WSSD’s evolving cybersecurity procedures, even though the district was not responsible for the breach in this case.
“I think for the district, our cyber security procedures are always changing to match any kind of technical change in the world,” Cetroni said. “As far as this incident in particular, it was nothing against any procedures or policies that were internal. It was on PowerSchool’s side, so there was nothing WSSD credential-wise that was compromised.”*
French and German Clubs celebrate Swiss Day
Despite a fondue shortage, the Swiss-themed event promoted culture and community among students.
Matteo Ventresca ‘25 Editor-in-Chief
On Thursday, January 30, the French and German Clubs joined forces during fifth block to bring a taste of Switzerland to room 204.
Both clubs contributed fondue, cheeses, and bread. As soon as fourth block ended, a hungry crowd flooded the room, eager to try the food. However, the food vanished within minutes, leaving some to resort to vegetables instead of fondue. Despite the shortage, students enjoyed the Swiss celebration.
“I’m so glad that this many people come and want to participate in French Club and German Club and that we’re getting all of this interaction and support,” senior French Club President Paige Katsapis said. “I’m so grateful even if there’s challenges with it.”*
POWERSCHOOL PROBLEMS • A Chromebook displays the PowerSchool sign-in page. WSSD students and staff utilize PowerSchool products including Schoology. PHOTO: CLARK KERKSTRA
MAKING A SPLASH • Leaping into the water, seniors Helena Kaufman and Mallory Cavanagh release an anticipatory yelp.
PHOTO: EVELYNN LIN
A SAVORY SHORTAGE • Sophomores Daija Bradwell and Ming Cerdan enjoy some Swiss Day snacks while these lasted.
PHOTO: ROXY SHELTON
Energy drinks or energy drain?
Though Strath Haven students find themselves consuming caffeinated beverages to increase energy and productivity, this may not always be the result.
Lavanya Dixit ’27 Sports Editor
Michigan Medicine reports that high school students should refrain from consuming more than 100 grams of caffeine per day.
However, many students rely on caffeine to stay awake, concentrated, and energized. In fact, Strath Haven High School’s cafeteria offers caffeinated drinks such as Blue Raspberry ICE (70 mg caffeine) and 12oz coffee (136 mg caffeine).
According to the Director of Food and Nutrition Ms. Kate Rittler ICE is sold 85 times a week and coffee is sold 25 times weekly. Overall, high schoolers have access to caffeine, and many students take advantage of it, whether buying it from the school, bringing it to school, or consuming it at home.
The National Library of Medicine (NLM) defines energy drinks as beverages intended to increase alertness and performance, and they often contain caffeine. This caffeine is responsible for stimulating the central nervous system and often takes effect within half an hour after drinking.
“In the middle of the day or before track practice, sometimes I might have an energy drink that I brought from home to help me get some energy after the school day,” sophomore Rheya Singh said.
While students consume energy drinks hoping to increase their energy, Better Health reports drinking caffeinated beverages doesn’t create new energy in the body, the energy boost wears off once the caffeine is metabolized. In fact, alarming effects of caffeine can be observed after it begins to wear off.
“Sometimes after practice, I just crash on the couch and I am slumped,” Singh said. “It gets in the way of me feeling motivated to do my homework or study. If I take them towards the end of the day, those nights I might
have trouble sleeping as well.”
There’s a scientific reason for this. When caffeine wears off, it blocks adenosine receptors in the brain, making you feel tired. So, when the caffeine’s effect begins to fade, you are met with the tiredness that you tried to avoid by taking the caffeine in the first place.
These side effects lead to an important question: why do students still drink caffeine?
“The side effects don’t happen every time I have something caffeinated, so I’m willing to take my shot,” Singh said. “And, the temporary energy is beneficial during that time so in the moment I think it’s worth it, even if it’s not. It turned into a cycle now.”
This cycle based on dependency to caffeine is not a unique experience. Gambling with the side effects comes from a learned physical dependence on the beverage, which can lead to a weakened reaction to caffeine.
“I think if you have energy drinks, often it can have the opposite effect than what it is intended. Having them too much can lead to reliance and a built tolerance which depletes the effect of the caffeine,” sophomore Olympia Fries said.
The NLM confirms this phenomenon, explaining the central nervous system, when introduced to unregulated caffeine intake, can learn to tolerate caffeine.
“I think caffeine and energy drinks have become really popular and normalized,” Singh said. “It’s not like they might be purposefully damaging, but I think there’s a ton of stuff unknown about them, especially how they might interfere with high schoolers’ minds.”*
FEATURED ARTIST: Nail art brings Mina Ke source of inspiration
With each intricate design that Ke creates, her press-on nails are transformed.
Josie Wieland ’26 Arts Editor
For senior Mina Ke, nail art is a way to express her style through wearing and sharing her own designs.
Ke’s interest in nail art began in her freshman year when she started doing free press-on nails for her friends to build experience and practice.
“I did my friend’s nails for their senior and junior proms, and later, when I did it on my own nails, I felt I was getting better,” Ke said.
There is a wide range of designs and styles that Ke can transfer onto a set of nails.
“For example, if you want Hello Kitty, my first step is to make the base coat pink or white and then to add the other elements from there,” Ke said.
Each nail design that Ke makes is one of a kind and showcases her personal art style.
“I think it’s really creative and is not similar to the very popular press-on nails in stores, because it’s with her own creation,” junior Yuyu Zhang said.
During Ke’s process of creating a set of nails, she utilizes the same materials that are typically used by nail artists in China.
“It’s like a gel, but you have to polish it to the shape that you
“In either my nails or my makeup or my braids, to see that I’m getting better feels so good.”
want,” Ke said. “In China, we just use construction gels or glue and polish it. Then, we do all the designs, and we put on the top gels.”
Ke briefly developed a small business for her work but then found that she wanted to pursue nail art as a hobby.
“I made three posts on Instagram, and then I stopped. Because I have to finish my studies and my classwork, I don’t have the time so it’s just an interest,” Ke said.
The motivation to improve is important to Ke’s process, and she works to apply this to her other
“In either my nails or my makeup or my braids, to see that I’m getting better feels so good,” Ke said.
Getting started with nail art is no easy feat, so having the right materials is vital for beginners.
“Don’t buy something on TikTok. Get something that’s really going to help you, not something cheap,” Ke said. “If you are really interested, get something from a famous brand to get you started in the right way.”
With nail art being a growing form of creative expression, Ke’s craftsmanship showcases her talent.
“It’s very cool that she got to actually take her art and transform it into something that everyone can see and wear, doing it on such a micro-scale level,” senior Luci DiBonaventura said.*
A BOOST OF ENERGY • ICE is a caffinated drink that students can grab from the fridges in the cafeteria, available in flavors inclduing watermelon, blackberry, and strawberry.
PHOTO: LAVANYA DIXIT
Mina Ke ‘25
PRESS ON! • Press-on nails that senior Mina Ke designed for herself and her friends in the past. PROVIDED BY MINA KE
Black History Month kicks off with student-led assembly
Joya Nath ‘28, Matteo Ventresca
‘25
Reporter,Editor-in-Chief
The Young Activists Coalition and Black Students Union traveled through time to share important aspects of black history through the decades. Mics boomed and shoes shuffled as students and staff settled into the Strath Haven auditorium for the annual Black History Month assembly.
Student clubs Young Activists Coalition (YAC) and Black Students United (BSU) organized the February 4 assembly, which featured comedic skits, artwork, music, and dancing performances. This year’s theme, proudly displayed on leaders’ vibrant t-shirts, was ‘Black History Month: Through the Decades.’
The hosts were seniors Jordyn Thurmond and Zoe Likely, junior Bailey Anderson, and freshman Bianca Blake. The four put on an entertaining and engaging show, weaving in facts on black history in America.*
TEACHER CREATIONS: Mr. Patrick Keaveney sews
wardrobe of creative attire
History teacher Mr. Patrick Keaveney showcases school spirit and sports fandom through his sewing work.
Josie Wieland
’26
Arts Editor
If you’re at prom and a Strath Haven suit catches your eye, you’re looking at the work of Mr. Patrick Keaveney!
With a lot of time on his hands during the COVID pandemic, Keaveney taught himself how to sew, and it has been a creative escape of his ever since.
“While I’m focusing on sewing, I can’t focus on what’s going on in other places or at school,” Keaveney said. “It’s an enjoyable hobby where I can concentrate on just that, and I love seeing the finished product and having something that hopefully lasts for a while at the end.”
Keaveney’s work consists of custom attire ranging from tropical shirts to sportsthemed suits, with his most notable project being the Strath Haven suit.
“I was standing there at the prom, just your average joe, and he was wearing the complete Panther suit! He really goes to the highest degree to take a talent like that and do anything with it,” senior class advisor and history teacher Mr. Timothy Styer said.
Keaveney can often be seen wearing his own pieces, and he also uses his talent to make specialized clothing for his colleagues.
“Not only for us and for the class, but he’ll share it with other people. He’s made us shirts specifically for our families and kids and made Harry the Eagles suit, so he’s selfless in that way,” Styer said.
Sewing also serves as a way for Keaveney to express his own style, specifically with the bowties he makes.
“Sometimes, he’s the truest about his bowties. He’s going to be full-on around the neck tied, he doesn’t like anything clip-on,” history teacher Mr. Richard Foulk said.
Through his sewn creations, Keaveney’s strength lies in his ability to adapt patterns to make high-quality custom work.
“He’s imaginative and fully custom, and is able to mimic other patterns to build something based on something else,” Foulk said.
Despite the busyness of Keaveney’s educational career, he makes it a point to carve out time for sewing whenever he can.
“It probably takes me longer to make stuff than most sewers, because I kind of stop and start,” Keaveney said. “When I get a chance in the evening or on the weekends, that’s when I get to do it. My kids are older, so I have more time when I go home to do things.”
LEFT • Seniors Zoe Likely and Josiah Robinson-Leary partake in a round of Family Feud, attempting to name the most influential Black musicians. Robinson-Leary dressed up as famous host Steve Harvey and Likely was a player for the YAC Club team. RIGHT • Mr. Harry Jordan dances during the ‘Old School vs. New
Delaware County Community College hosts annual art show
Exhibit featured recognition by college faculty.
Luci DiBonaventura ’25 Detours and Opinions Editor
Amongst chattering and galleries of dark and bright photos, paintings and sculptures, Delaware County Community College (DCCC) hosted its annual art show, displaying a wide range of student artwork from across the region. Among the featured artists were several Strath Haven students.
Each of the art teachers—Mrs. Jennifer Rodgers, Mr. Scott Rodgers, Ms. Regina Iannello, and Ms. Kate Plows—selected three student works for display from recent artwork in their classes.
“I think it’s great because I spend a lot of time committing to my hobby,” junior Matthew Ramirez said. Ramirez had one of his photos featured. “Being able to have that in a gallery where people are welcome to see it and interact with it is really, really special.”
DCCC also recognizes students for a faculty award, a distinction given to a student from each participating high school. The DCC faculty chose senior MJ Rosenberg for this award.
“I was really surprised when I got that email,” Rosenberg said. “The award included a certificate and a $100 gift card—which is going to be really, really nice for expensive paints.”
With a recognition of distinction, the art show offers a great opportunity for many student artists.
“I’ve never had my artwork displayed outside of school before,” Rosenberg said. “It feels very rewarding to have all this hard work recognized.”
The art show allows artists, parents, and other students to see one another’s works, allowing different perspectives.
Student Artists featured in the 2025 Regional High School Art Exhibition at Delaware County Community College
Violet Abrahamsson ‘25
Ameila Badura ‘26
Dylan Ching ‘25
Kai Czaplicki ‘28
Sebastian Diaz-Lowery ‘25
Sabine Fried ‘26
Isaac Lothrop ‘26
Hannah Loyd ‘25
Matthew Ramirez ‘26
MJ Rosenberg ‘25
Emma Wicentowski ‘25
Shangen Yin ‘26
For Keaveney, sewing is a creative outlet that sparks joy, and he is grateful for the positivity it has brought him.
“It’s the fact that you can make something that lasts, I’ve made things in 2020 that I still wear and that’s kind of neat,” Keaveney said. “That’s what I really like about it, the fact that I’ve created something and get the chance to enjoy it over and over again.”*
“It’s really cool seeing all of the different styles people bring to the table,” senior Violet Abrahamsson said. “There’s such a wide range of techniques and perspectives. It makes you appreciate how unique everyone’s creative process is.”
The diversity of work in the gallery reinforces the idea that art is also about perspective.
“You get to see how other artists approach their work, what themes they focus on, the techniques they use, and how they express themselves,” Abrahamsson said. “It’s inspiring because you realize that no two pieces are the same, even if they’re working with similar ideas.”*
UNIQUE FASHION • TOP: Mr. Patrick Keaveney models his iconic Strath Haven suit. BOTTOM: Mr. Richard Foulk and Mr. Timothy Styer pose together wearing the Purdue and University of Miami button-up shirts that Mr. Pat Keaveney made for them. TOP PROVIDED BY MR. PAT KEAVENEY, BOTTOM: JOSIE WIELAND
Watch video and see more photos
School’ rap battle. PHOTOS: KELLY MONTAGUE
ALL THE DEMANDS ON ONE COMMON TIME
With rising conflicts and possible changes, should fifth block change?
Imagine you are a junior on an average Tuesday at Strath Haven.
You are falling behind in math and you should stay fifth block to get help. But you also have Symphonic Band, which is a class and takes attendance for a grade. Don’t forget you are the co-president of a club that meets on Tuesdays. What will you do?
From offering music classes to clubs to teacher help, fifth block is one of the most unique parts of Strath Haven. However, it is also difficult for many students to participate in any activity they want.
The history of fifth block
Fifth block is a time outside of the mandatory fourblock class schedule where students can have the time to participate in school-sponsored extracurricular activities and clubs, take a music class, and still be able to play a sport.
When Haven was conceived as a merger school between Swarthmore High School and Nether-Providence High School, the regular student schedule was built around eight class periods and an extra ninth-period class. Ninth period was an activity period when music classes, clubs, and activities were organized, similar to the current fifth block.
"I think while we have a system that’s working for many, we have to keep using it. I would be afraid for it to be taken away, because there are plenty of kids that get a lot out of it..."
Mrs. Danielle Ciamaichelo Science Teacher
The editorial “Ninth Period Classes Cause Conflicts,” published in 1983 in the first issue of “The Panther Press”, expressed concerns about the class. In music classes where attendance has been mandatory since those early days of Strath Haven, “students in them find it difficult, if not impossible, to participate in activities and clubs.”
The transition from the nineperiod schedule to the five-block one we know happened in the mid-to-late 1990s. While the structure of the school day has evolved since the 1980s, the challenge of balancing activities during fifth block remains.
“I have to sacrifice one thing always, which is a bummer, but you can’t have it all,” junior Minori Saito said. “Especially when you’re so active in all of these different things, like in clubs and music, in student government and whatnot. It’s hard to not have any conflicts.”
Fifth block conflicts have contributed to low attendance rates across all activities, including clubs, which have no way of mandating attendance the same way music classes can.
“That’s one of the reasons why clubs always have such a hard time deciding on meeting days, because do you leave the band kids out, or do you leave the orchestra kids out?” Saito said. “And you don’t want to be on a day with a different club. So there’s always scheduling conflicts.”
"There is a fallacy at Strath Haven that everybody can do everything, and the real thing should be that everybody can do anything. that's different than everything."
Mr. Nicholas Pignataro Music Teacher
For many students, fifth block is a valuable time to study, prepare for athletics, and utilize the time in a useful way to reduce commitment conflicts outside of school.
“If I have a meeting or something, and it only runs to around 2:45 p.m., I’ll find myself in the library and I get 20 minutes of work done,” senior Student Council President Ella Liberi said. “We do things outside of the 7:30 a.m. to 3 p.m. school schedule.”
Teachers’ contract hours end at 3:15 p.m., meaning teachers are required to stay for fifth block. Depending on their commitments, teachers are usually available for students to get extra help on assignments.
“If you go home, it’s easy to go on your phone and put off your work,” senior Ben Milligan said. “But if you use fifth block, you’re able to get the help right away. Getting help from
a teacher is a lot more helpful because they actually know the assignment. It’s definitely better than going home and trying to do it on your own sometimes.”
For many teachers, fifth block is an essential time to communicate with students who might have questions they didn’t want to ask in front of the class or to catch up on work.
Keeping fifth block was one of the main contentions in the teachers’ union contract negotiations.
“I think while we have a system that’s working for many, we have to keep using it,” chemistry teacher Mrs. Danielle Ciamaichelo said. “I would be afraid for it to be taken away, because there are plenty of kids that get a lot out of it, and I can’t imagine how work would get made up in any other fashion.”
Cramming activities
However, overcommitment to activities can lead to a packed and overwhelming fifth-block schedule, making it difficult for students to manage their activities and commitments during this time. Students sometimes even have to pick one commitment over another because of all the overlaps.
Senior Wendy Chen attended AP Chemistry in her junior year, where fifth block time is often required to succeed. She is in every music ensemble at Haven except for Jazz and Modern Band.
“I accrued a lot of absences in my music groups because I had to go fifth block to get that help for chemistry,” Chen said. “And there just wasn’t a way to avoid it, because I had an ensemble every single day. So there wasn’t just a day where I could go in and focus on my chemistry work. It was always like, ‘Do I get the absence, or do I risk my grade?’”
Chen believes her absences adversely affected her chances for the marching band’s Executive Council.
“There is a limit on how much you can be a part of that’s not out of commitment or out of interest,” she said. “So many groups meet during fifth block that you honestly are not able to go to all of them.”
Saito is the leader of Asian Haven, a Student Council Member, a girls varsity tennis player, and the first chair violist in the orchestra. For many of these activities, fifth block time is vital. However, Saito needs to balance her activities with her AP Chemistry work during fifth block.
"Before we make any kind of change, I think we have to give it due diligence. If we give it our due diligence and we do it better, and we realize it's still not meeting the mark, then it's time for a change."
Mr. Andrew Benzing Principal
“[The AP Chemistry classroom] is where I am most of the time,” Saito said. “It’s super nice to go to fifth block and ask a teacher, ‘Can you explain this to me a little bit better?’ Because they’re going to explain it to you better than anyone else can.”
Getting extra help from teachers often means sacrificing a music class. The music class schedule can already seem overloaded when multiple instrumental and choral ensembles meet on any given day.
“If you want to get more involved in any one of those ensembles, it involves even more trade-offs and even more makeup lessons,” senior Greg Guron, who is also involved in multiple ensembles, said.
Chen spends most of her lunches on makeup lessons, and even then she is rarely able to see her teachers after school.
“I honestly don’t know what a better system would be, but I do know that this system right now doesn’t work very well, because you have students that are so academically engaged in everything, and they want to be a part of these music ensembles, but it’s just simply out of scheduling, which does suck a lot,” she said.
Music make up lessons are required for students who miss class during fifth block. Though, according to music teacher Mr. Nicholas Pignataro, the make-up lesson system is not as cumulative compared to a full class lesson. He explains that missing music class during fifth block requires more commitment and work outside of class.
“I’m willing to help students who miss class only if they’re willing to make it up and do the work and work harder,” he said. “The majority of people who miss music classes are missing it for an outstanding reason, a reason in which they’re doing something really cool, and I don’t want them to stop doing that thing.”
Deciding to purposefully miss class would likely be written up as a cut during blocks one through four. But this is a regular occurrence among students who miss music classes for other fifth block activities.
“I get that there’s a flexible nature to fifth block, and I’m happy to work within that framework, to a degree. It’s not great to teach just some [students] all the time,” Pignataro said.
Pignataro believes the absence of students is due to the nature of Strath Haven’s stress culture.
“There is a fallacy at Strath Haven that everybody can do everything, and the real thing should be that everybody can do anything…that’s different than everything,” he said.
“Everybody at Strath Haven is welcome in my ensembles, but not everybody can or should, because they have other things they love.”
There is no perfect formula for how to spend fifth block, but there are ways to use the time more efficiently. Milligan recommends going to teachers for help.
“Twenty yeas ago, at the 2:05 bus, we’d look out the window and there was only a a handful of kids that would leave,” Benzing said. “Fifth block was vibrant and was filled with people. I don’t know if that’s the case today.”
The purpose of fifth block remains as a time for students to connect with extracurriculars but the problem of conflicting activities still continues, especially for students who need access to it the most.
“The intent is still there,” Benzing said. “We still want to give kids access to teachers for as much help as they possibly can to get or want or need, and then still do all the other things.”
The future of fifth block
In recent school board meetings, community members and teachers have argued to keep the fifth block as is. Other models have been proposed.
"A lot of things already exist in the fifth block time, so moving it doesn't really change the fact that it's cramped. It might be nice to break up academics, and that is one benefit I could see. But I know not everyone has something during fifth block."
Greg Guron '25
“It doesn’t have to be every day, because if you’re on top of your work in school, you don’t always need it, but if you have tests coming up, getting into your classes and asking for help, what you need to study, what you should focus on, I think that’s the correct use,” Milligan said.
Involvement, more or less
While students like Saito or Chen may struggle to fit their commitments into fifth block, other students find themselves with extra free time and fewer commitments. Junior Cooper Weiland utilizes his fifth block as a study hall and a time before his track practices and meets.
“Sometimes, I stay after in classes, and sometimes, I go in the library, just hang out,” he said.
Wieland finds fifth block time advantageous to his athletic schedule, minimizing the amount of homework to complete outside of school.
“It helps me get my homework done before I get home from track. I don’t have a lot of time in between going to bed and getting home from track,” Wieland said.
“I think there was some talk about moving it, looking at some other high school models in the middle of the day around a Lunch and Learn period, where you have an hour [long period] and some of that time is spent eating, some of that time is spent getting help,”
Interim Superintendent Dr. Jim Scanlon said. “There was some talk about that, but that never happened.”
But what is actually going to happen to it? The answer: no one knows…for now.
“I don’t know that there’s a lot of serious talk about moving it, I think there’s a lot of talk about recentering it and repurposing it. What was it originally meant to do, and how are we really using it?” Scanlon said.
Would moving fifth block to the middle of the day make a significant difference? While it might help more students get involved, it won’t help students who have packed schedules.
“A lot of things already exist in the fifth block time, so moving it doesn’t really change the fact that it’s cramped,” Guron said. “It might be nice to break up academics, and that is one benefit I could see. But I know not everyone has something during fifth block.” Pignataro records that on average, approximately 40% of students are absent from attending their fifth block music class, attributing this number to students that also participate in clubs and athletics, and seek extra help in classes.
"It [fifth block] helps me get my homework done before I get home from track. I don't have a lot of time in between going to bed and getting home from track."
Cooper Wieland '26
Other student-athletes, like Milligan, also use fifth block as gym workout time. It allows student-athletes to take advantage of the many physical activity facilities, such as the weight room, cardio room, or in the gym.
“If you go into the weight room, get your workout done for the day, it’s nice because you get it right after school. You don’t go home and then procrastinate what you’re gonna do, you can kind of get it done right away,” Milligan said.
Then, there’s the group of students that leave before fifth block, or use the time sparingly for extra help for classes. Senior Kelly Montague explains that while fifth block time is useful, she doesn’t stay for the time on most days.
“I don’t really like staying for fifth block, but if I do, it will be to make up some work, maybe get some help with projects or anything,” she said.
Administration has concerns that students who may need fifth block the most are not feeling encouraged to attend and participate.
“Are [students] accessing fifth block, or is that the 2:05 bus is an opportunity to say ‘I’m out of here?’”
Principal Mr. Andrew Benzing said. “That’s a big challenge for us as an administration, and it is a faculty [issue], quite frankly.”
Benzing previously taught mathematics at the high school for almost twenty years before transitioning to the curriculum office as the Director of STEM, then to the role of principal in January 2025.
“I wish there was an altered schedule that had a club built in time that was dedicated for just clubs,” he said.
Though a revision to the schedule that allocates a dedicated time for music could be beneficial to music classes, the transition must be carefully thought out.
“I’m cautious of any drastic schedule change without considerable study, I’d be cautious to make any considerable effect,” Pignataro said.
Benzing has a vision for a possible change to the lunch schedule. This new schedule would eliminate one lunch period and give students an extra 45 minutes in the school day for a ‘seminar period.’
“Kids could learn in a different [setting] rather than a formal structure of a classroom setting. But they still can learn and get the help they need,” Benzing said.
Following the idea of a seminar period, Benzing suggested the school could possibly eliminate the 2:05 p.m. bus option twice a week, meaning students would have to stay in school until 3:00 p.m.
“It’s the school day, just extended,” he said. “Obviously, there are challenges to that, which is why this is going to take a long time. Some of these kids work, some go home and watch the younger siblings… this is the kind of stuff you have to work out, which is why there’s a lot of obstacles to it.”
Benzing stresses that any modifications to the schedule, including expectations of students and teachers, will be a careful process.
“Before we make any kind of change, I think we have to give it due diligence: Is it really broken, or is it that we could do it better?” Benzing said. “If we give it our due diligence and we do it better, and we realize it’s still not meeting the mark, then it’s time for a change.”*
SingingStrikeValentinesAgain
Arav
recounted the look of confusion and fear on the stundents’ eyes as their favorite part of the ordeal. “Whenever you walk in the room, everyone’s like, oh, who’s this going to be for? They all think, ‘please don’t be me.’ Then, when you walk up to someone and they realize it’s them, it’s the best,” Zeb Smithey said. PHOTO: ISAAC LOTHROP
FROM THE PANTHER PRESS VOL. 1, No. 1
BOTTOM • Sophomore Josie Truitt smiles as sophomore Silvertones member Delaney O’Reilly sings “Toxic” by Britney Spears during the Silvertones Singing Valentines on Thursday, February 13. The Silvertones prepared short acapella songs to deliver to students during classes. PHOTO: MATTHEW RAMIREZ
BOTTOM • Sophomore Silvertones member Zeb Smithey passionately sings to fellow sophomore
Rajesh in the gym. Many Silvertones
Wallingford Swarthmore Music Association works behind the scenes to support Panther music departments
The parent and volunteer-run organization works to enrich student musicians’ lives, make WSSD music more accessible, and enable programs to do important work in the community.
Fiona Seale ’28 Reporter
Parents and music educators in the Wallingford Swarthmore Music Association (WSMA) work towards making the Wallingford-Swarthmore School District music department accessible and inclusive, supporting teachers, and celebrating music. The organization enables many programs to improve the music department including the Concert Closet and Heartstrings. They also fund and advertise various music scholarships.
The Concert Closet is a program at WSMA that provides kids in music ensembles with any clothes or special garments they’d need to perform, such as the black and white outfits musicians need for band concerts.
“I think it’s really great that there’s an organization that understands that that can be the difference between a student participating and a student not participating.”
The Heartstring Program, another WSMA program, provides donated instruments or buys new ones with fundraising money to students who can’t afford them.
“I know how important music is to people. It builds citizenship and makes you a better person. It makes you able to focus and make friends.
I’d hate to turn somebody away to miss an opportunity because of money or because of time.”
“Sometimes people don’t realize how when you have access to something, it seems like no big deal,” WSMA president Mr. Andrew Lipke says. “Like my daughter, she’s in the show [Strath Haven Middle School Newsies musical]. She’s one of the featured dancers, and she needs character shoes. It’s no big deal for us to order character shoes, but there might be some people who are struggling with a financial problem.”
Mr. Nicholas Pignataro Music Teacher
The Concert Closet aims to ensure all students have the chance to participate musically, regardless if they have the required clothing beforehand.
“As a young person, it can be debilitating and embarrassing for you if you feel like you can’t do the show because you don’t have the right outfit,” Lipke says.
“It increases access and reduces barriers,” band director Mr. Nicholas Pignataro said. “Barriers to music education are things that make kids not able to join. You can’t join a band because you don’t have an instrument. I know how important music is to people. It builds citizenship and makes you a better person. It makes you able to focus and make friends. I’d hate to turn somebody away to miss an opportunity because of money or because of time.”
The WSMA also fundraises for and promotes the George Slick Fellowship, named for former superintendent George H. Slick. The fellowship is gifted to an artistically gifted high school student and includes the George Slick Grant, which gives students the opportunity and funds to dedicate to music at the highest level.
In addition to George Slick, WSMA promotes the Jack Hontz Foundation, named in memory of a longtime Strath Haven music teacher. The foundation gives students financial assistance to pursue their artistic careers and also distributes awards and endowments. In addition to supporting several large scale programs,
Students perform at annual Penncrest Jazz Night
the WSMA looks to support the music program, even in the smallest of ways.
“If the jazz band is playing in Media, they organize to have people help to get the music stands there, the chairs there, and get snacks for the kids, or if students need rides to rehearsal,” WSMA chairman Mr. James Fischer said.
While WSSD music teachers are tied up teaching and running the objectively large music department, WSMA parents fill in the blanks and maintain a large presence in the community.
“I think that for the teachers, it would be so overwhelming if we had to do this ourselves, because we’re just getting ready for the concerts, but they’ve been the voice of the community and take it upon themselves to really do these fundraisers and help us in any way they can,” Fischer said. “With such a big music program, we could really use the extra help.”
The WSMA will continue to carry out their music programs. They have a few meetings a year where they promote membership, fundraisers, and drives to provide materials for their programs.
WSMA will continue to follow their central goal: to make music available and accessible to all.
“I think it’s really valuable because the idea is you want as many people as possible to take advantage of the incredible music programs that the schools have,” Lipke said. “You don’t want any obstacles to be in their way and if there are, you want to do everything you can to alleviate those.”*
Band members discuss jazz music and Strath Haven’s third year attending the Penncrest Jazz Night.
Giana Gliko ’26 Contributor
Strath Haven’s Jazz 1 program performed at the annual Penncrest Jazz Night on Saturday, February 1.
They were one of twelve bands in attendance, performing “Jumping At The Woodside”, composed by Count Basie and arranged by Rich DeRosa, followed by “St. Louis Blues”, composed by W.C. Handy and arranged by Duke Ellington.
Junior Katie Snyder describes the feeling of first walking on stage.
“There’s definitely a lot of anxiety behind it, but as soon as you begin, it just washes away and you just have fun with it,” Snyder said.
“It’s your show,” freshman Carver Pugh of Penncrest said.
Before the culminating live performances, the bands attended clinics and ate dinner together.
“We just get to share in something that we really, really love and show others what we’ve been working on,” Snyder said.
For students around the area, Penncrest Jazz Night is an opportunity to build friendships within the music community.
“What it means for me is a reminder that music crosses the borders of school districts and that all these kids get to work together, play together, eat together, hang out together, listen to each other,” band director Mr. Nick Pignataro said.
Pignataro highlights Jazz Night, which Haven has attended three times so far, as a way to cross those borders and continue Haven’s special connection with Penncrest.
“We’re rivals in athletics, of course, friendly rivals in athletics, but the Penncrest marching band, and the Penncrest jazz band, and the Penncrest orchestra has a musical connection with our orchestra, our jazz band, our marching band, so I like that we get to show up and spend time together, not in a competition at all,
but in a way just to make music in [the] same place,” Pignataro said.
Pignataro describes jazz music as diverse, equitable, and designed for dancing.
“It’s really a music that is for all Americans, from its very beginning,” Pignataro said.
Sophomore Amar Wade enjoys practicing his drum skills at jazz night. Drumming may have added benefits, including improved memory and speech.
“I’ve noticed how studies have said those who play drums or where you play instruments with their hands, it impacts their studying, which I think is also a pro to it, but, yeah, I love to drum, and I hope to bring that into my future,” Wade said.
In contrast to most of Haven’s other bands, which meet during fifth block, Jazz 1 had three after-school, hour-long rehearsals before this performance.
“Every single person there is important,” Snyder said. But what traits are important for a jazz musician?
Snyder said exploration. Pignataro said selfsufficiency. Wade said dedication. Pugh said maturity.
Pugh has played in Penncrest’s jazz band since eighth grade, the first middle schooler to do so.
“It wasn’t really intimidating. I more felt honored to be in that position, and I feel like playing with these older people, I learned a lot more than I would have if I didn’t, truly,” Pugh said.
Pignataro said that Haven’s jazz band puts what they learn at this event into practice.
“It’s going to make them better, and it’s going to make them realize, too, that they’re not very good, and that’s important for learning. You’ve got to knock yourself down before you can get up,” Pignataro said.
Wade, who was in Jazz 2 last year, said that he has been wanting to be in Jazz 1.
“Music is already very impactful. But the certain way that jazz sounds, also adds its own personal character. It touches someone in a different way,” Wade said.*
JAZZ THE NIGHT AWAY • Sophomore Matthew Traverso solos on the saxophone. PHOTO: GIANA GLIKO
AI is growing: How will it affect artists in the future?
As AI continues to learn and get better at generating images, there could be both positive and negative impacts on the work and lives of artists.
Eli Graves ’26 Contributor
AI continues to be an integral part of our society. Whether it’s helpful with summarizing search results on Google or hurtful, like the use of AI to write essays in school settings, which can damage a student’s academic integrity. But what does AI’s growth mean for artists?
Artists spend years developing their craft. They work hard to produce the art they want to present to the world, and it is possible that their work could be used to train AI to produce similar products.
For graphic designers, this could mean AI may become more popular than hiring actual artists.
“[A graphic designer ends up becoming a] jack of all trades, master of none. I think in a way, it kind of weakens the field a little bit,” graphic design teacher Ms. Regina Iannello said.
Graphic design is a huge artistic field for artists to find work in, but AI has already been used for advertisements in place of human work. This could potentially put a lot of artists out of work because companies would rather generate an image quickly and have it be sub-par then hire and pay a professional graphic designer.
However, there are also possible positive ways to use AI in graphic design.
“I do think that it can really help, especially in my classroom, a student that might struggle with learning the actual programs or techniques,” Iannello said. “If they’re using a site that simplifies that process, but coming up with the concept on their own it gives them a chance to be successful, too.”
Meta, the company who owns Facebook and Instagram, has permission to use public comments and posts to train their AI, according to their Privacy Center. Social media is integral for the arts community, as millions of artists use it to promote their art. But if they’re posting their art on Instagram, which is taking that data and using it to train their AI, then the AI could get better at recreating works of art. This could have a huge impact on artist communities.
“[Artists] don’t want their art used, but by putting your art on Instagram, you are giving Meta permission to [train their AI with public posts], so an artist could take themselves off of Instagram,” 2D art teacher Ms. Jennifer Rodgers said.
On the College Board guidelines page for AI usage, it clearly states: “The use of artificial intelligence tools by AP Art and Design students is categorically prohibited at
any stage of the creative process.” This could be beneficial for the students submitting to College Board in the spring who worked hard on their portfolio and won’t be scored against AI generated portfolio work.
“It would just suck so hard if you spent months working and curating a portfolio and you got a worse score than someone who just used AI generated art, right? So I think that that’s very valuable,” junior Pearl Tweedy said.
The art world is ever-changing, and in the future, AI may become more influential within it. For now, the artist community continues to flourish despite current AI progress.*
Spring musical “Mamma Mia” will soon hit the stage
The cast and crew discuss what the community can expect from Haven’s upcoming production.
Dyllan
Leaf ’28 Reporter
Opening on February 28, “Mamma Mia!” will begin its two-weekend long run before its closing show on March 9.
This year, the show’s main direction is under leadership by previous assistant director and choreographer Mandie Banks. This change was made after the retirement of Mr. John Shankweiler, who had been the head director for several years prior.
“I’ve found that having one person both directing and choreographing for a musical makes a lot of sense, especially with a show like Mamma Mia which is almost all music and dance,” Banks said. Alongside Banks, several SHHS staff members have also been hard at work bringing this production to life, including choral director Mrs. Lindsey Reinhard Silva and math teacher Mrs. Roxie Everly. In addition to this, there is also a team of students working on production, including student director sophomore Caroline Boerth.
“I’m the student director, which means I help Mandy [Banks] with things like taking attendance at the beginning of the rehearsal, taking videos, posting rehearsal reports, and making sure that rehearsals are organized,” Boerth said.
Many have expressed a great deal of excitement for the quickly approaching shows.
“It’s definitely my favorite role I’ve ever had, so that’s so cool,” senior Josie Tolson said. “It’s been so much fun, really. It’s just such a fun show.”
The music score itself is composed of many hit songs by the 70’s band ABBA. Many are excited about bringing such iconic music to life in this production.
“Everybody loves ABBA,” Banks said. “It’s a very accessible romantic comedy with a plot that keeps you guessing.”
The overall popularity of the show will also hopefully inspire a diverse audience, which many cast members have expressed enthusiasm about.
The music being so popular helps the audience connect to it,” Tolson said, “Even for me when I’m performing, I’m like, ‘This is a song I’ve known forever!’”
The cast is one of the larger casts in Haven’s history. Between the actors on stage and all the students working behind the scenes, there are many students involved in this performance.
“We didn’t do any cuts this year because it is a big cast musical that could support this goal,” Banks said.
“My other big goal was to tighten up communications, participation expectations, and rehearsal schedules.”
With the show quickly approaching, the cast and crew have been gearing up for the upcoming production weekends.
“The choreography is amazing. the vocals are amazing, the actors are amazing,” Boerth said. “A lot of people know the songs, so it’s fun to see something you know and see it on the stage.”
There is much to look forward to about the upcoming production.
“It’s going to be a giant dance party,” Tolson said. “Everybody knows the songs. It’s such a fun show, so I’m really excited about it.”*
GENERATED BY AI • This is an AI-generated surrealist painting from Canva’s “dream lab” feature. Could you tell it was AI at first glance? IMAGE: CANVA DREAM LAB
SUPER TROUPERS • TOP: Sophomore Connor Smith, who plays Pepper, sings his line as junior Lily Newport, who plays Tanya, glances over during the musical number “Does Your Mother Know?” during the Mamma Mia rehearsal on Wednesday, February 19, in the Strath Haven Auditorium.
BOTTOM: Musical director and choreographer Mandie Banks talks to the cast of ‘Mamma Mia!’ during the rehearsal on Wednesday, February 19. PHOTOS: MATTHEW RAMIREZ
OPINION
AirPods are the invention of the century
In fact, I’m wearing AirPods right now.
Matthew Ramirez ’26 Managing Editor of Web
The white-stemmed, alien-like, pea shooterlooking earbud device has become a popular accessory, almost like jewelry. I mean, they are everywhere; just look at people’s ears in the hallway, at lunch, in class, or on the bus ride home. You are bound to see at least one pair of these.
They are popular for good reasons, of course. In a hard-to-beat complex of convenience, quality, and listening experience, it’s no wonder everyone and their mom has a pair of these earbuds.
AirPods came after the iPhone 7 and iPhone 7 Plus announcement at Apple’s September 2016 keynote event. Because of the 3.5mm-jack-less design of the iPhone, citing “courage” as their motive for its removal, standard earbuds would now have to be used with an adapter.
Though wireless headphones have already existed before and through 2016, for example, the Powerbeats³ and the Onkyo W800BT, what makes Airpods unique is an actual wireless earphone system with features like high-quality sound, excellent battery life, and automatic setup.
“AirPods are the first headphones to deliver a breakthrough wireless audio experience,” Philip Schiller, Apple’s senior vice president of Worldwide Marketing said in a 2016 press release. “AirPods are simple and magical to use.”
Over the years, Apple has released updated versions of the AirPods with Generation 2 in March of 2019 with Siri features, the release of AirPods Pro in October of 2019 with active noise canceling and a ‘Transparency Mode,’ and the AirPods Max in December 2020, which are over-the-head headphones, with the jawdropping price of $549, recently got a product refresh September 2024.
In 2024, Airpods made Apple over $18 billion in revenue, surpassing the revenues of Spotify and Nintendo.
In October 2021, Airpods Generation 3 was released, which included a refresh of the original Airpod design to adopt the design of the ‘Pro’ model, only without the ear tips; the release of the AirPods Pro 2 in September 2022, which saw a new processing chip, improved ANC and listening features, and the Generation 4 of Airpods in September of 2024 with a slightly pricier version offering active noise cancellation.
One of the best aspects of AirPods is their compact form factor because of the slim charging case, which charges the headphones, but it’s also where they live. Even something as simple as an oversight of the case design can change the experience, but Apple has mastered its design. The case disappears in a pocket, making it a dream to travel and take anywhere with you.
Even the earbuds are designed to be comfortable to wear for hours during long study sessions or for those late-night Facetime calls; they basically disappear in your head.
For their small size, the AirPods still offer great sound. They produce a clean and balanced listening experience with crisp highs, generous mid-tones, and a responsive bass response. For example, look at the
NEWS IN BRIEF
Course selection for 2025-2026 opens
Course selection opened for freshmen, sophomores, and juniors on February 18 and will run through March 7. After the opening, an assembly was held for freshmen and sophomores to discuss options and classes.
Superintendent search nears completion
According to an update on the district website by school board member Mary Jo Witkowski-Smith, the superintendent search has been narrowed down to two finalists. The District plans to identify the final candidate by the end of February and have the new superintendent join in the spring to participate in planning for the 20252026 school year.
Frosh dance upcoming
The frosh dance will be on Thursday, March 13, with a teacher in-service day the following day. The sophomore class voted for a Hollywood/Red Carpet theme, beating out Tropical and Outer Space/Galaxy by over 65 votes.
Middle school performs musical
Airpods Pro 2 frequency sound chart; the graph stretches across the entire frequency range, showing the wide sound profile.
Any earbuds the size of Airpods tend to struggle at creating a broad enough ‘soundstage,’ the 3D effect of audio, but the Airpods have a respectable soundstage. On the Pro level of the AirPods, Active Noise Cancellation and Transparency Modes add another level to the listening experience where a user can block out noise or let it in.
Wade Nixon, who runs a YouTube account, DankPods, with over 1.7 million subscribers, reviews various types of audio technologies, reviewed the Airpods Pro Generation 2 in 2022, where he highlights the changes from the previous generation of the devices. Nixon describes that the Airpods Pro 2 can block a significant amount of noise, comparing them to earplugs.
“One of my favorite things to use these things for is just socially acceptable earplugs,” Nixon stated. “With no music playing, I could be going for a walk, but in suburbia, it could be loud and noisy, and just to pop these in and just walk around in peace…it’s amazing.”
In 2024, Airpods made Apple over $18 billion in revenue, surpassing the revenues of Spotify and Nintendo.
Their dominance of the wireless earbud market is so strong that counterfeit versions flood the market, and competitors mimic their design. The recently released Samsung Galaxy Buds 3 Wireless design reads similar to the Airpods, from the earbuds themselves to the charging case.
Airpods may not be the best audiophile-level headphones, but with usability in a carefully delivered product packed with convenience, solid audio, and innovative features, there’s no question that airpods are as popular as they are. AirPods continue to lead the way in the Bluetooth listening experience.*
Strath Haven Middle School ran the “Newsies” nusical from February 6 through February 9. The musical features newsboys organizing a strike against newspaper giant Joseph Pulitzer in turn-of-the-century New York.
Area experiences wintery weather
In February, students experienced two-hour delays and national holidays. The schedule disruptions this month continued from January, where two-hour delays and days off due to finals disrupted usual scheduling.
District experiences power outages
With winter weather came multiple power outages, with the most prominent outages occurring on February 16. According to Fox 29 Philly reporting, PECO said that at the height of the outages, 150,000 customers lost power. Within 16 hours, 80% were back online.
Student Council plans Blood Drive
The school held an assembly on February 7 for juniors and seniors to promote the annual Red Cross blood drive, scheduled for Tuesday, February 25. The assembly was organized by Student Council and involved quiz questions with t-shirt prizes.
Cheerleaders compete at Nationals
The co-ed cheerleading team traveled to Orlando, Florida to attend the 2025 UCA National High School Cheerleading Championship at the beginning of February. They placed ninth in the semi-finals of the JV Non-Tumbling Division II Game Day competition and 13th place in the semi-finals of the Small Varsity Coed Division II Game Day competition.*
WAYS TO LISTEN
• The AirPods craze is real, and for good reason. From the AirPods Pro 2 to the premium AirPods Max model, Apple dominates the mass-market audio scene.
PHOTO: MATTHEW RAMIREZ
OPINION
Should Haven bring back the gymnastics team?
Strath Haven has worked to give alternatives to gymnastics after its team was dismantled.
Zoe Likely ’25 Reporter
Strath Haven had a gymnastics team during the merger into the 80s with multiple championships and trophies. Despite its success, it seems to be a “lost team” at Strath Haven.
Since 1977, there has been a 75% decrease in the number of female gymnasts in the entire United States. The demise of the Panthers team may not have necessarily been a shift in Strath Haven’s culture, but instead part of a nationwide trend.
The demise of the Panthers gymnastic team may not have necessarily been a shift in Strath Haven’s culture, but instead part of a nationwide trend.
Students still look to enjoy tumbling in other ways. According to GMTM, a resource for gymnasts looking to be recruited, the average price of gymnastics classes is between $400$800 a month at the higher levels. Gymnastics can take all year with training, competitions, and other miscellaneous things, making it a costly sport.
Senior Ella Carrozza, a gymnast for over 14 years, said students still want to be involved with school sports because of the community built around them by the administration. Senior night, coach support, student support, and support from the Athletic Director, Mrs. Lynelle Mosley, is what makes our athletic department amazing—something everyone can experience.
Senior Alberto Boydvera has done gymnastics for
over four years and has recently coached gymnastics outside school. He states there are other ways to get connected with the sport.
“I think gymnastics are better operated by private institutions,” Boydvera said. “Cheerleading and dancing seem like comparable things.”
According to USA Gyms, the only states offering high school gymnastics teams are Texas, Illinois, Massachusetts, and New York (but only in New York City).
However, many schools in the country have competitive cheerleading teams and sideline cheer. These teams might have varying requirements for tumbling standards, however, tumbling is a big part of competition cheer and something that is welcomed.
Strath Haven has a competitive cheerleading team that has attended nationals in the past, including this season. Additionally, in terms of dancing, Strath Haven has clubs to turn to, like Dance Haven or Dance Team, and the marching band to which senior Ella Carrozza turned.
“It is understandable why we don’t have one anymore because not many people do gymnastics in this area,” Carrozza said. “But I’ve been on the dance team for three
years and I run track.”
The marching band is also something unique to Strath Haven. Like cheerleading, most schools have a marching band. However, not many are operated in a way where anyone can participate no matter the skill set, and there is no limit on members.
With our three different forms of color guard: silks, dance team, and dance line, there are ways to express your individuality through dance and swing flags as Carrozza did.
With all this being said, gymnastics is huge on the college and professional level, sought after outside of school with private gyms. And it is cool to see the history of championships within the school.
We don’t know the future of gymnastics and if the team will ever make a comeback. However, Strath Haven has opened doors for gymnastics to make some appearances within the school, even if it’s not exactly the same.
“I think it would be more interesting [to have a gymnastics team],” Carrozza said. “It would’ve been a great way for me to get involved with my school.”*
Sparkle Cheer Team offers inclusive opportunities for cheerleading
Sparkle Cheer Team leaps high and stands proud as an outlet for differently abled and neurodiverse students.
Joya Nath ’28 Reporter
The Sparkle Cheer Team is one of multiple unified sports offered at Strath Haven High School, and the squad offers an immersive and unique cheer experience to teens with special needs or developmental disabilities.
The team started in the fall of last year by head cheerleading coach and eighth grade math teacher Ms. Heather Burns, alongside former special education teacher Ms. Carly Flanigan.
“We weren’t really sure where it was gonna go,” Burns said. “We didn’t know if we would have the interest, if we would be able to put it together, so we kind of just winged it and it worked.”
From the start, both women’s goal was to spread the joy of cheerleading to as many students as possible.
“We started the team last year because we wanted to give students who wouldn’t normally have the opportunity to cheer an opportunity to be part of a team,” Burns said.
The team aspect is one of the most important aspects of unified sports, and Strath Haven cheerleaders took that head on when the opportunity for inclusivity arose.
“Almost all the team decided to do [Sparkle Cheer] because we thought it would be a fun experience to include everyone,” cheer captain junior Ella Leggett said.
Sparkle Cheer provides Haven cheerleaders the chance to meet new people and make new connections through an activity they are passionate about.
“It’s fun, and they love interacting with some other peers on the team that they wouldn’t normally interact with,” Burns said.
In addition, Sparkle Cheer offers a more relaxed atmosphere for all students to have fun with cheerleading, without the pressure that often comes with a typical team. The team practices once a week for half an hour, starting in August’s preseason and following through to the end of competition season around January.
“It’s a stress-free environment,” Leggett said. “At competitions, it was always the one thing that you could go out and have a lot of fun doing.”
The easygoing dynamic allows for a lively and cooperative spirit within the team.
“[At competitions] all the other teams will watch, and it just becomes something that’s really fun,” Haven cheerleader junior Maggie Coppock said.
The Sparkle Cheer Team competed in five local competitions throughout this year’s season and many other events.
“They cheer at all the varsity football games with the other girls,” Burns said. “They cheer at all the varsity girls and boys basketball games, and then they participate in many of our community events like the Media Halloween Parade as well.”
The Sparkle Cheer Team remains fairly unique to Strath Haven, and it continues to soar high and build opportunities for inclusion within the cheerleading community.
“It’s cool that our school does it, because I think we’ve only ever seen one other team really have something similar,” Leggett said. “It shows how Strath Haven really values inclusivity.”*
BRINGING THE SPARKLE • Members of Haven Cheerleading and the Sparkle Cheer Team pose with a trophy at the Sparkle Team’s last competition of the season. FROM @HAVEN.CHEER ON INSTAGRAM Freshman Emery Sanfilippo cheers alongside senior Lara Bruno at the Haven Cheer Challenge on December 7. PHOTO: KATE PLOWS
Spring sports season eagerly awaited
Starting in the beginning of March, spring sports will begin having tryouts and practices.
Lavanya Dixit ’27, Anabella Larin ’27 Sports Editor, Reporter
Strath Haven’s spring sports will not be deterred by the predicted six more weeks of winter.
With winter sports coming to an end, many Strath Haven students are beginning to prepare for their spring seasons. Strath Haven offers its students a wide selection of sports to choose from including boys tennis, baseball, softball, and boys and girls lacrosse and track. The teams are set to kick off with an exciting season ahead.
Boys Tennis
The season will begin on Monday, March 10 with a game against West Chester Rustin High School.
“I’m very excited to go into the season. I think there will be a lot of new players that will be really good so maybe we will be able to do well in the playoffs,” junior Ted Dudley said.
Baseball
The baseball season will begin on Monday, March 10 against Sun Valley High School and Northley Middle School. This year, the baseball team received dugouts and batting cages, which hope to increase the practice of pitching and batting. The team plans to furnish the dugouts, as they act like a home for the players.
“We’re going to use the money we started fundraising for these dugouts to buy things for the inside, like helmet racks and benches,” baseball coach Brian Fili said. “They built the structure and we decided we were going to put the things inside it.”
Softball
The softball season will start at Norristown Area High School on Monday, March 10. This year, the softball team, like the baseball team, received dugouts and batting cages. The team hopes to be able to use these new resources to strengthen their fundamental skills.
“Seeing the softball and baseball teams both get them makes us really happy. We are all super excited about this so that excitement leading into the season will be really awesome building off of,” senior Ella Liberi said.
Boys Lacrosse
The boys lacrosse team will start their season at Council Rock High School North on Saturday, March 8. The boys lacrosse team has had preseason practices to introduce the new season. Sophomore Logan Mitchell believes these practices will foreshadow a promising season. “I’m excited for this upcoming season. I’m looking forward to playing with my previous teammates and the new guys,” Mitchell said. “I think our team has the potential to be good, we play well together.”
Girls Lacrosse
The girls lacrosse team will kick off their season on Saturday, March 8 at the Louis H. Taylor Stadium. With the season only a month away, girls lacrosse players are preparing for their season by attending weekend open practices and conditioning sessions during fifth blocks.
“It is very competitive but it is also really enjoyable. It is a good environment to be a part of because you are always challenged but everyone is super nice,” sophomore Kasey O’Sullivan said.
Girls and Boys Track
Boys and girls track will have their first meets on Wednesday, March 26. The boys meet will take place at Upper Darby High School and the girls team will have their meet at the Arnold Field track at Lebanon Valley College.
The track team is one of Haven’s largest groups. Some students will not have time to put their running spikes down as they join spring track immediately after a busy indoor track season. Both the boys and girls track teams are welcoming to every student, whether it is their first time running laps or they are striving to win medals at meets.
“Going into this track season I am excited to get back to running. My main goals are to increase my speed and vertical by doing both running and jumping events,” sophomore Noah White said.
Ultimate Frisbee
Ultimate frisbee, coming into this season with previous successes, is hoping to continue their streak of wins. Last year, the team won the state tournament. The team has similar aspirations for the upcoming season.
“Our team is the defending state champions and were invited to the high school nationals for the first time in our history last year, coming in 12th,” coach Lisa Meeden said. “We are gunning for nationals again and have higher expectations this time around.”*
2 4
ATHLETE OF THE ISSUE:
Katie Stack, Ultimate Frisbee
After bringing home a gold medal from world competition, Katie Stack is ready for a successful Haven Ultimate season.
Lavanya Dixit ’27
Sports Editor
On the grassy fields of Birmingham, Stack, who began playing ultimate frisbee in ninth grade, dashes down the field.
Senior Katie Stack, who started playing ultimate frisbee during the pandemic, is now the girls frisbee team’s co-captain and a member of the world champion team.
“Over COVID I’d play with the high school girls team and the coaches Billy and Lisa taught me everything. They were my starting place,” Stack said.
Stack credits her coaches, Billy Hodges and Lisa Meeden, for her success in frisbee. However, her dedication to learning and wanting to get better at frisbee was also key. Now, Stack is known as a leading power on the field.
“Katie is a great captain and leader on the field. She always makes sure we have a plan before a point and is really great at helping us score and brings a great spirit to the game,” sophomore Juliette Loyd said.
Stack’s priority was softball when she started high school, but she opted to focus on ultimate frisbee once she started playing, according to Meeden.
“Katie has been an integral member of our team since she joined the team as a freshman,” Meeden said. “Her main sport was initially softball, but once she started playing ultimate she decided to focus solely on that. She was always staying after practice, working on trying to improve her throws, and she got better really quickly.” Stack’s commitment and extra hours led her to the position of a handler, who initiates the offense. She is als a talented puller, the position that ‘kicks off’ by throwing the disc from one end zone to the other to start off a defensive point. According to Meeden, Stack is also recognized as having one of the best hammer throws—an upside-down throw that can said over the defense for a score in the back of the end zone.
“Sometimes during a game, when Katie hucks the disc—a ‘huck’ is a very long throw to open space towards the end zone—the opposing coach will exclaim out loud, ‘That’s an amazing throw,’” Meeden said.
Her talent does not go unrecognized. After vigorous tryouts, Stack made the U20 (under 20) Worlds team for 2024, which was the United States’ mixed frisbee team.
USA Ultimate, in fall 2023, invited 200 athletes to try out for the U.S. National Team ahead of the World Junior Ultimate Championships scheduled in 2024. From that pool, 72 athletes—24 on each team, men’s, women’s, and mixed—were selected to represent the U.S. at the World Championships in Birmingham, England in summer 2024.
Stack traveled to Birmingham, England to play on the world stage of ultimate frisbee from July 20-27, 2024. Her USA Mixed U20 came home with the first place medal.
“It was so intense,” Stack said. “They were the best players from all over. The final was against Canada, and I remember we were super nervous, but we found our pacing and, at the end, we knew we had the game.” Moving forward, Stack hopes to be able to use this experience to help shape her into an ideal captain for the girls team.
“I’ve been captained by such great people,” Stack said. “They’ve set such a good example and I’ve been able to pick up things from many captains to be the most ideal captain for my teammates.”
After a transformative experience, Stack hopes that this year Strath Haven can get invited to nationals again, like last year, and even win states again.
“It’s been insane,” Stack said. “I didn’t think I’d be anywhere close to where I am now. I’ve progressed so much and I’m so grateful.”*
Katie Stack in her uniform for Worlds. PROVIDED BY KATIE STACK
1. Andrew Mennig ’25 throws a frisbee during warm-up on May 16, 2024. 2. Luke D’Ancona ’25 pitches in a game against Penncrest on May 22, 2024. 3. Annie Dignazio ’25 looks for open space to score a goal on April 26, 2024. 4. Annika Slootmaker ’26 pitches the ball to home base during the Varsity softball game on April 18, 2024. PHOTOS: MATTEO VENTRESCA, MATTHEW RAMIREZ
OPINION
OPINION: Reading doesn’t suck, you’re just choosing the wrong books
Reading is a sore spot for many students, but it doesn’t have to be. It all depends on your attitude.
Morgan Matthews ’28 Reporter
Reading elicits mixed feelings among students—some love it while others hate it.
Books don’t have to be serious and boring. You shouldn’t have to dread the arrival of each new chapter, and the reason why you are is all under your control.
The very act of sitting down to engage in a book, no matter the contents, brings a plethora of benefits.
The feeling of cracking open a new book is indescribable, although actually getting into the story is a different thing entirely. Choosing the right book is the foundation to a pleasant reading experience and there are some important things to remember in the process. The importance in reading lies not in what you’re reading, but solely in the fact that you’ve picked up a book at all.
A couple months ago I decided to read “The Bell Jar” by Sylvia Plath, a semi-autobiographical political and social commentary. The next book I read was a gaudy romance novel with vague concepts of a plot. Can you guess which one took me only three hours and which three grueling weeks of my time?
Imagine this- you’re at a library, faced with rows upon rows of books, all shouting “Pick me!” like enthusiastic contestants on a late night dating show. Choosing the right one is crucial because much like a dating show
contestant, it can either be a delightful companion or a dull, obligatory acquaintance. I find myself in a similar situation almost monthly. I chose a sophisticated book that pretentious critics have rated a 10/10 and when I actually sit down to delve into it, I wish I never learned how to read. There is a certain pressure put onto students to challenge themselves academically with the kind of books that they choose to read, but this isn’t essential to the quality of one’s reading experience.
According to Edutopia, “Too much emphasis on analyzing the compositional nuts and bolts of texts and reading merely to absorb information came at a psychological cost, the researchers found, as students disengaged from voluntary reading.”
Students who don’t enjoy reading in school likely aren’t going to leap at the opportunity to challenge themselves when the choice is theirs. Even those who do enjoy analytical, school-related reading need a break every once in a while. Balance is essential. It’s possible for a student who doesn’t necessarily look forward to reading assigned literature in school to enjoy indulging in an easy, breezy personal choice book outside of
Top ten streaming shows to escape the winter blahs
school. Turning the page shouldn’t be a chore. Don’t get me wrong, I love a good philosophical read as much as the next girl. However, sometimes, I just want to lose myself in a bundle of nonsense that somehow snuck its way past publishers. The very act of sitting down to engage in a book, no matter the contents, brings a plethora of benefits.
“Reading to reduce stress involves choosing a genre you enjoy and taking a break from the regular hectic environment we often find ourselves in,” researchers at Cornerstone University stated. “Pausing for a brief stretch of time, whether short or long, can help you refocus, relax, and approach your life circumstances in a new light.”
In a world of relentless stress and never-ending tension, it’s essential to have an escape. A relaxing hobby that one can turn to in times of mental fatigue only brings benefits. Next time you find yourself scanning the shelves for your next read and you’re about to pick up that new Colleen Hoover release when suddenly you feel a pang of guilt as “Moby Dick” catches your eye, just ignore that feeling. The importance of your efforts lies not in the quality of literature that you are about to indulge in but in the fact that you had the motivation to pick up a book at all.*
This list of entertainment perfection is a sweet escape from all the problems you hope to avoid.
Morgan Matthews
‘28
Reporter
The winter season can be described in three words: gray, dreary, and abysmal. As we all know, the best way to overcome these feelings is to bingewatch TV shows.
Looking to escape your seasonal woes? Look no further! With a range of heartbreaking romances to dysfunctional rock bands, this list of flawless series will, without a doubt, leave you feeling like an entirely new and refreshed version of yourself.
1. “Class of ’07” (Prime Video)
“Class of ‘07” is a media marvel that doesn’t get nearly enough recognition. The plot centers around Zoe, who lives a quiet life and keeps a low profile after an embarrassing moment on national television. She ends up being reunited with her old mates from her all-girl Catholic high school after an unforeseen waterfilled apocalyptic event. As the old friends and foes alike are trapped together, chaos ensues. This comedic masterpiece, set in Australia, is perfect for anyone looking to forget their issues and watch others fight about theirs.
2. “Normal People” (Hulu)
This is the perfect show for those of us who jump at the opportunity of a good cry to escape our problems. Normal people center around Connell and Marianne, two teenagers who lead dramatically different lives. Their lives are interwoven in a beautifully complicated way that they can’t deny. Their relationship takes many forms, never free from the inevitable twists and turns of life. The viewer sees how they transition from their small-town Irish high school to university. Its raw and gut-wrenching portrayal of love is what differentiates this absolute sensation from just another love story.
3. “Bridgerton” (Netflix)
With its stunning costumes and lavish sets, this period piece transports viewers into the grand, seemingly perfect world of 19th-century London. The show’s intricate storylines and well-developed characters keep audiences hooked with their romantic entanglements, societal pressures, and family dynamics. The witty narration by the mysterious Lady Whistledown adds a layer of intrigue and humor.
4. “Daisy Jones and the Six” (Prime Video)
This drama-filled musical series based on the bestselling novel by Taylor Jenkins Reid will change your life. The show follows the rise and fall of a fictional band, thought by viewers to be loosely based on the legendary Fleetwood Mac. The series centers around Daisy Jones, a talented singer needing a band to front. She joins The Six, though they already have a frontman, Billy Dunne, whose ego might be even bigger than Daisy’s. Together, the two create electrifying music, while navigating the tumultuous dynamics within the band. This show will leave you shamelessly dancing around your living room, wishing you had a time machine back in the 1970s.
5. “One Day” (Netflix)
On the night of their university graduation in 1988, Emma Morely and Dexter Mayhew form an unbreakable bond that will last them decades. Based on the novel by David Nicholls, each episode jumps forward one year, chronicling the obstacles and challenges of the pair’s lives, relationships, and personal growth. With its heartbreaking and exasperating twists and turns, “One Day” requires a certain amount of patience and faith that the two will always be there for each other, no matter what.
6. “Derry Girls” (Netflix)
Set in 1990’s Northern Ireland amidst raging political tension, this show follows four Irish teenage girls and one English boy through their many misadventures and mistakes. Their hilarious antics perfectly capture the majesty of adolescence. With realistic portrayals of teenage life and what it’s like to feel misunderstood, “Derry Girls” is a hilarious watch for anyone looking to laugh and spend the rest of their time practicing their Irish accent.
7. “Grey’s Anatomy” (Netflix)
This TV masterpiece puts all other medical dramas to shame. “Grey’s Anatomy” combines elements of romance, friendship, and surgery to create the perfect program. The M.A.G.I.C combination of Meredith, Alex, George, Izzy, and Christina will make you and your friends want to apply to medical school just to experience even half as much fun as these characters have. The relationship
between the main characters, Meredith Grey and Derek Shepard, is as iconic as it is messy. When you inevitably fall in love with this show, you’re in luck because the never-ending show, which debuted in 2005, has no sign of ending anytime soon, although the show isn’t even the same series that it was in its glory days.
8. “Yellowjackets” (Paramount Plus)
For fans of thrilling psychological mystery, look no further. This gripping drama explores the events that happened during and after a disastrous plane crash with a high school girls soccer team on board. The timeline switches between the present day and the 1990s when the catastrophe occurred. As the plot unfolds, viewers are dragged into dark secrets, betrayal, and pure terror.
9. “The Bear” (Hulu)
This show takes place largely in the kitchen, and not the forest, as the viewer may expect would be a more suitable place for a bear. In fact, the show isn’t centered around a carnivorous mammal at all, but a highly celebrated, Michelin star decorated chef named Carmi, who, with the death of a family member, returns home to Chicago to take over the family sandwich shop. The rag-tag team of lovable comrades that Carmi embraces as his chosen family is one that is both heartwarming and at times, aggravating. This is a must-watch for anyone looking to experience the chaos, intensity, and passion of the culinary world.
10. “Fleabag” (Prime Video)
This comedy-drama series is heavily praised for its unique storytelling style, with the main character constantly breaking the fourth wall. The lead character, Fleabag, is a witty and adventurous woman living in London who deals with relationships, grief, and her overly complicated life. With its sharp and sometimes dark humor, Fleabag is a must-see for anyone who enjoys relatable characters and raw emotions.*
CAR TALK: English teacher shares origin story, memories with his Volkswagen Beetle
English teacher Mr. Daniel Peterson’s iconic yellow bug holds special family connections and fun.
Evelynn Lin ’25 Editor-in-Chief
The teacher’s parking lot consists of mainly monochrome colored vehicles, save for English teacher Mr. Daniel Peterson’s tiny, bright yellow car—a 2000 Volkswagen Beetle.
Peterson’s Beetle is a two-doored car with a turbo engine, flower-holding vase, and a shallow backseat.
“The car was my wife’s grandparents’ car, and when they couldn’t use it anymore because they were too old, they gave it to her because she loved it,” Peterson said. “I love the fact that it’s connected to her family.”
The meaningful family touch makes the Beetle uniquely special, specifically with a name engraved into the side of the vehicle.
“Another thing I like about the car is that when my wife’s grandparents had it, her grandfather put his wife’s name on the side on little decals,” Peterson said. “So her name was Ida, and then my nine-year-old daughter, her name is Ida, named after her [great grandmother] when she was born, it also has my daughter’s name on it, which is cute.”
Peterson also has another car, a Subaru Outback, with very notable differences to the bright Beetle.
“The other car is dependable and boring,” Peterson said. “This car is 25 years old, it kind of drives like a golf cart. So, when you drive it, it doesn’t go super fast, and it drives kind of weird.”
Because the Beetle is older, fixing and changing its parts pose challenges.
“It has been running good, but if you ever have to fix something, it’s hard, like we just had to replace the light bulbs for the headlights. Taking out a headlight casing
restaurant review:
when it’s been there for 25 years, it was just stuck. My wife and I were yanking on that thing for half an hour. We finally got it out, but it was not easy,” Peterson said.
Still, Peterson has made some fond memories with his wife and kids when they are all piled into the small car.
“It’s fun, especially in the summer when I drive them to the pool or something, or when we put the windows down and go to Rita’s with our little yellow bug,” Peterson said.
Peterson hopes to continue driving the Beetle, with hopes of his kids someday being able to too.
“I just want it to last forever,” he said. “My older daughter is turning 13 next month, so she’ll be driving in like three years. It’d just be fun for her to be able to drive it and have that memory, just because that’s the family connection. So hopefully my kids can drive it, especially my younger kid because her name is on the car.”*
Wonderful lives up to its name
Chinese restaurant in Brookhaven offers fair price, great flavor
Zoe Likely ’25 Reporter
Within a five-mile radius, there are dozens of Chinese restaurants at the community’s disposal. And a few days ago, a couple of friends and I ordered Chinese food while binge-watching TV.
Wonderful Chinese is owned by Tina and Henry Li, the parents of senior Ivy Li, someone who has worked in the restaurant since she can remember.
“Working there since elementary school has had a big impact on me,” Li said. “I’ve been exposed to more people, both the rude and nice ones.”
As for the food, we wanted a place that was affordable, close, quick, delicious, and served eggfoo-young. Wonderful checks all those boxes and then some.
Seniors Sydney Williams, Molly Conallen, Emily Reilly, Lucy Hewitt, Marilyn Ashley, Julia Martin, and I ordered shrimp egg foo young, two sweet and sour chickens, two vegetable lo meins, crab rangoons, chicken rice noodles, beef fried rice, and one pork eggroll.
All items totaled $76.59 including tip– in my opinion, a fair price.
The shrimp egg foo young and the sweet and sour chicken both came with healthy servings of white rice and sauces.
Other than Ashley and myself, the taste testers had never been to Wonderful before this meal. However, we plan to order again.
“I got the sweet and sour chicken and it did not disappoint,”
A WONDERFUL RESTAURANT • Wonderful Chinese Restaurant sits in between many other small businesses and a McDonald’s on Edgmont Ave in Brookhaven, PA. PHOTO: ZOE LIKELY
Conallen said. “I think I will head back, keep up the good work!”
Of all the dishes we tried, the crispy crab rangoons and veggie lo mein were the favorites, but every dish received above a nine for the rating.
Because of that, based on affordability, proximity, speed, taste, and egg foo young, Wonderful Chinese got a rating of 4.75/5 from us, definitely worth trying for your next movie night.
“That was my first time eating there and I really liked it,” Reilly said. “Even though it is a little far from my house, it would definitely be worth the trip.”*
perspective: “Delco the Movie” exhibits important message of identity and friendship
The local-based movie will have you relating, cracking up, and noticing familiar places on the map.
Evelynn Lin ’25 Editor-in-Chief
“I’m going to die in Delco!” is something we’ve all probably told ourselves, but really, “there are worse places to die.”
“Delco the Movie” (2025) follows three teenagers living in Delaware County, set place in 2004, Wayne Powers (Steve Harding), Adam Hess (Jeff Pfeiffer), and Jess Peterson (Jenna Keurzi). Wayne is the priest’s son and lives in his dad’s shadow of having to become a priest, while Adam is a very dedicated Christian. Jess is Wayne’s best friend, the atheist of the group, and my favorite character, who defies everything Adam stands for.
Together, they spend a night fooling around and pulling shenanigans such as shoplifting, partying, and vandalizing property, each undergoing a funny and meaningful journey of self-growth and identity.
Filming for Delco the Movie began two years ago and consisted of 11 days of filming at iconic locations in Delaware County, including the Brookhaven Police Station, Wawa, Sun Valley High School, and Tom Jones’ Diner. The movie’s production was led by director and Oxford Area High School journalism teacher Chris Pierdomenico and producer Leah Cevoli.
Delco the Movie premiered at the Media Theatre on Friday, January 17 with a “red carpet” and a Q&A following the screening. Shows ran from Friday through to Monday, January 20.
In terms of self-growth and the movie’s underlying message, I especially resonated with Wayne, who really transforms and figures out who he is and what he might want to do with his life in that one night. It’s interesting to see him question his faith and whether he was meant to fill his dad’s shoes. I personally felt his outcry when he exclaimed, “I’m going to die in Delco!” Seeing how identity changes as we experience new things and that sometimes it’s okay not
being perfect was a very clear-cut theme in Wayne’s growth. On the other hand, seeing Adam change from being a self-absorbed jerk who was all about his religion to having a life with friends and respecting people’s boundaries and cultures made me hate him less than when we first met him at the beginning. Pfeiffer especially did a great job showing that being annoying made his character a lot to handle. Overall, the entire cast and production team did an exceptional job in conveying their message, using music that really emphasized the mood, and showing how iconic Delco can be.
I know I have many major takeaways from the movie about growing up, friendships, the meaning of our actions and words, and that Delco “is not hell, but it’s pretty darn close.”*
DELCO TALK • Delco the Movie producers and actors pose for a picture following the movie premiere screening and Q&A at the Media Theatre on Sunday, January 19.
PHOTO: EVELYNN LIN
THE YELLOW BUG • TOP RIGHT: Mr. Daniel Peterson stands with a smile beside his 2000 Volkswagen Beetle. TOP LEFT: The Beetle’s tiny backseat space. BOTTOM: Etched on the side of Peterson’s car is his wife’s grandmother and his youngest daughter’s name. PHOTOS: EVELYNN LIN
READING REVIEW: Students give November and December book recommendations
Hear from four school community members about their book recommendations from the beginning of Winter.
Evie Fernandez ’27 Haven Happenings Editor
Sophomore Shayla Hainsworth recommends:
“The Inmate” by Freida McFadden.
“[The Inmate] is basically about a woman who works at a prison, and she ends up having to treat a prisoner that she used to date. She put him into prison, and she had her kid but he doesn’t know about it. It’s a nice balance between thriller and romance,” Hainsworth said. “I just like the feel of the book, and the mystery, because you don’t really figure everything out right away. You kind of figure everything out towards the end, and you only get bits and pieces in between.”
Senior Cecily Heisey-Terrell recommends:
“World of Wonders” by Aimee Nezhukumatahil.
“It’s about a multicultural girl who’s growing up in America, and she’s what people call a ‘third culture kid.’ She’s one of those, except back in the late 20th century, so she’s not as connected, or her culture isn’t as easily acceptable in America as it would be today, and it’s really interesting seeing how she navigates her personal identity within her culture while also being an American,” Heisey-Terrell said.
Sophomore Ella Henzel recommends:
“Throne of Glass” series by Sarah J. Maas.
“This girl is moved from a camp in the salt mines to a game in this kingdom where she’s competing to become the king’s assassin, and she basically just faces a lot of challenges and discovers herself along the way,” Henzel said. “I really liked all the characters, and I thought it was a really fun world to read about. The characters really evolve throughout the whole series, and it was like a whole new world at the end.”
I recommend:
“One Dark Window” by Rachel Gillig.
This book follows a girl named Elspeth, who’s living in a dystopian fantasy society where people are contracting a plague that causes them to gain magic, and then slowly devolve into insanity. People who catch the plague are immediately executed before they gain magical powers. Elspeth contracted the plague when she was young, and her parents successfully hid her before she could be captured and killed, and she lives with powers– but nobody knows. She’s been hiding it from the aunt and uncle she lives with for her entire life, but there’s a monster inside of her head. She eventually meets others with powers, and readers get to follow her on a journey to save the kingdom. I loved all of the characters, and I love fantasy romance, they never fail to keep me entertained. The book just made me happy, and I thoroughly enjoyed every page of it.*
Recipe of the issue: Tantalus’s apple and oats
For the last Foodie Friends meeting, students brought in food inspired by their favorite myths. Try out the tasty recipe inspired by the myth of Tantalus below!
Luci DiBonaventura ’25 Detours and Opinions Editor
Instructions:
This mythical dish is so tempting that you’ll reach for a second bite.
Ingredients:
2 large apples (Honeycrisp or Granny Smith), chopped
1 cup rolled oats
½ cup chopped walnuts or pecans (optional, for a crunchy curse)
¼ cup brown sugar
1 tsp cinnamon
½ tsp nutmeg
¼ tsp salt
1 cup milk (or almond milk for a lighter fate)
2 tbsp melted butter (or coconut oil)
1 egg (or flax egg for a plant-based twist)
1 tsp vanilla extract
¼ cup maple syrup or honey
1. Set your oven to 375°F (190°C). Lightly grease a baking dish (an 8x8-inch works well).
2. Mix Dry Ingredients: Combine the oats, chopped nuts, brown sugar, cinnamon, nutmeg, and salt in a large bowl.
3. Mix Wet Ingredients: Whisk together the milk, melted butter, egg, vanilla extract, and maple syrup in a separate bowl.
4. Spread the chopped apples evenly across the baking dish. Sprinkle the oat mixture on top, then pour the wet mixture over everything, ensuring the oats soak up the liquid.
5. Bake for 30-35 minutes, until golden and slightly crisp on top. The aroma will be divine—but beware, you must wait to let it cool slightly before indulging.*
ON THE SEARCH: Best mozzarella sticks in WSSD
The results may be cheesy.
Matthew Ramirez ’26 Managing Editor of Web
Iam on the hunt for the best mozzarella cheese sticks in the WSSD community.
I rated the mozzarella sticks based on several key factors: size, cheese pull, breading, and crunch quality. I will also review the sauce because mozzarella sticks aren’t complete without marinara sauce.
Chili’s - 5/10
Starting with my least favorite, Chili’s mozzarella sticks did not stand out. While they are large, the cheese literally melts out of its breading. I like an excellent cheese pull, but this one was excessive. Because of how these were prepared, grease and oils from the cheese made the breading really soggy, leading to an unsatisfactory, non-existent crunch. I hoped the sauce would save this mess, but it didn’t taste like anything special.
Applebee’s - 6/10
Applebee’s offers a smaller stick that keeps its form during the decent cheese pull. The breading did not taste remarkably fresh but did offer a nice crunch to complement the cheese. The sauce was basic, but nothing outstanding or remarkable. This would be it if there’s a minimum standard for mozzarella sticks.
Swarthmore Pizza - 6.5/10
I didn’t find many disparities between these mozzarella sticks and Applebee’s offerings, as they have a similar size, cheese pull, slightly better breading, and a decent crunch. However, I did feel that the marinara sauce offering was better as it had a fresher and more vibrant taste.
These were the smallest sticks, but they did pack a little punch. The cheese pull was average, and the breading was relatively tasty. The sticks didn’t stand out to me, but they did have a nice crunch. What makes these sticks unique is the sauce that came with the package. Abruzzi is known for its pizza, which translated well to their house marinara sauce, which paired well with the stick.
Pinocchio’s Restaurant - 9/10
These are the best mozzarella sticks during my adventure to find the best. These sticks were a nice size but not as large as the ones from Chili’s. The cheese pull was charming as the breading kept its shape. These sticks had the best breading and the most different texture and flavor—a finer homemade breading that helped the stick stand out from the others. Because of the fried breading, the crunch was satisfying. Being a pizza parlor, I expected the sauce to be great, but it was not at the same level as Abruzzi’s.
After all, it comes down to personal preference, and Pinocchio’s Pizza has that selection for me.*
Apples and Oats. PHOTO: JJ BOHR
Abruzzi Pizza - 8/10
Mozzarella sticks from Pinocchio’s Restaurant accompanied by marinara sauce.
PHOTO: MATTHEW RAMIREZ
February Crossword
Luci DiBonaventura ‘25 Detours & Opinions Editor
Across
2. Highest court in the U.S.
4. Process in which a cell divides
5. Smallest bone in the body
10. Short melody used in advertising
11. Study of human behavior and the mind
13. Barbie’s boyfriend
16. Speedy palindrome
18. Goddess of love and beauty
19. Baby frog
Down
1. First book in the Bible
3. Author of the Illiad
6. Buying used stuff
7. Most sold novel in the world
8. Breed of dog Snoopy is 9. “Sunshine State”
11. Small tubed pasta
12. Gives spinach its green color
14. Longest river in the world
15. Jury’s decision in a trial
17. Type of bird Frank ate in the show “Always sunny in Philadelphia”
20. Collection of songs released together
CHEESE CORNER:
Asiago D’Allevo, a cheese for the ages
This is the cheesiest column you’ll see in this issue, still.
Roland Rennick-Zuefle ‘27
Contributor
Welcome back to the cheese corner. After focusing on the cheese of France for the last two issues, we’ll be returning to Italy with asiago cheese.
Hailing from the alpine township of Asiago, Italy, Asiago is a varied cheese in that it changes a lot depending on how much it has aged. We’ll be focusing on aged asiago, also known as Asiago D’allevo, rather than its smoother and less pungent fresh counterpart, Asiago Pressato or fresh asiago.
Asiago D’Allevo has a famously crumbly texture. While it isn’t incredibly strong, it’s still more distinct in taste than Asiago Pressato, and its delicious and nutty taste is what really makes it stand out. After one tasting of this nutty-flavored cheese, it becomes apparent that aged asiago is a brief delight and it’s hard to get enough of it. The differences between aged and fresh asiago don’t only end at the texture and taste though; their creation process also varies. First developed in medieval Italy, it is created by either only using whole milk for Asiago Pressato, or a mixture of skimmed milk and whole milk for Asiago D’Allevo. After the milk, the different kinds of asiago have a more similar process, with both having rennet and enzymes added in once they have already been heated to 95 degrees Fahrenheit. After this step forms curds, the Asiago is kneaded and heated to an even higher temperature, which is where their creation processes diverge again.
Asiago Pressato gets salted and pressed (Asiago Pressato means pressed Asiago), before being dried, put in brine, and then dried again, which takes a bit over a month. But Asiago D’Allevo needs a lot more time to really be as aged as its English name suggests. After its high heating, aged asiago is placed into molds. Next, to get rid of its whey, the cheese is frequently turned on a wheel in a draining process. It is then salted through brine or just putting salt on it, after which its lengthy aging process takes two months at minimum and can go on for much longer, all the way up to two years.
For readers old and young, I hope you can enjoy Asiago aged and fresh wherever and whenever you find it. For me, it was the 320 Market Cafe’, but any place where cheese is available could provide an opportunity to see great cheese like Asiago and more!*
CRITTER CORNER: Gus provides outdoor fun
Sisters talk about their bond with their French bulldog-pug.
Lavanya Dixit ’27 Sports Editor
For this publication’s regular feature of the Critter Corner, sophomore Kay Liberi and senior Ella Liberi talk about their bond with their dog.
Q. What’s your pet’s name?
A. Our dog’s name is Gus. He is a French bulldog-pug mix.
Q. How long have you had him?
A. Gus is 2 years old and we’ve had him for about a year and a half. We had a dog for 16 years before we got Gus and her name was Nestle. She was the best. A couple of years after Nestle passed, we got Gus.
Q. How did you get him?
A. We were at a softball tournament, actually, and someone had adoptable dogs and the puppy Gus was just so cute so my parents caved while we were there. Kay actually wasn’t there, we just brought Gus home to Kay. I remember FaceTiming her saying “Do you want this dog?” while I was holding Gus. It was so funny.
Q. What is your favorite thing to do with Gus?
A. He loves to play outside, and he loves to catch. Even though he can’t catch anything, he still loves it. He loves walks and nature, and he loves to bark at squirrels a lot, as well. We like to say he’s my mom’s dog. He loves my mom more than anything so they’re always together. He loves to roughhouse with us, though.
Q. How would you describe your bond with him?
A. I sit in class every day and I just go “Why can’t my dog be here?” That’s my mentality. I’d be so much happier if my dog was here in math class, in my independent study. (Ella) I think he’s really cute and he’s really nice. Sometimes he gets a little mean and he snaps at us, but I look forward to seeing him every day and he’s always there for me. (Kay)
Want to feature your pet in the next edition of Critter Corner? Stretch your paw out to strathhavenpantherpress@ gmail.com!*
BARK! • Gus sits outside, chewing on a stick, relaxing. PHOTO PROVIDED BY KAY AND ELLA LIBERI
ALPINE’S BEST • Aged Asiago on a platter. The Asiago D’Allevo is accompanied by crackers.
PHOTO: ROLAND RENNICK-ZUEFLE
Scenes from a championship...
Haven reacts to Eagles Super Bowl LIX win
Matteo Ventresca ‘25
Editor-in-Chief
Eagles fans worldwide watched as the time wound down, celebrating with family and friends on Sunday, February 9. The Philadelphia Eagles made fans’ dreams come true.
The Eagles defeated the Kansas City Chiefs 40-22 in Super Bowl LIX, stopping the Chiefs from winning what would have been a historic “three-peat”—three Super Bowls in a row.
“It’s incredible. Seeing your favorite football team win the Super Bowl is all you want, especially against the Chiefs, stopping their potential ‘three-peat’ from happening. And we didn’t just win, we won commandingly,” senior Ryan Killeen said.
The Eagles’ defensive line managed to get past the Chiefs’ offensive line throughout the game, sacking Chiefs quarterback Patrick Mahomes six times.
“This is the first time that I’ve ever seen Mahomes play scared,” English teacher Mr. Kevin Haney said. “He looked terrified on every snap, and that’s a credit to our defense, credit to [Eagles defensive coordinator Vic] Fangio. They just relentlessly kept coming at him over and over again.” Eagles rookie Cooper DeJean celebrated twice on Sunday. Not only did he win a Super Bowl in his rookie season, but also celebrated his birthday on the same day. DeJean converted a pick-six, increasing the scoring gap to 17.
“Seeing your favorite football team win the Super Bowl is all you want, especially against the Chiefs, stopping their potential ‘three-peat’ from happening. And we didn’t just win, we won commandingly.”
Ryan Killeen ‘25
“Cooper Dejean’s pick-six, especially when it was on his birthday, was one of the things that I felt totally changed the game and confirmed that we were going to be Super Bowl champs,” special education teacher Mrs. Susan Stout said. “That was the best part of the game.”
The Apple Music Super Bowl Halftime Show featured Kendrick Lamar, a Grammy and Emmy-winning rapper. Lamar’s performance featured other public figures, such as artist SZA, actor Samuel L. Jackson, and former tennis player Serena Williams. It provoked reflection on race, power, and American identity. Lamar uses his music for storytelling and activism.
“I thought it was good. It wasn’t as flashy as The Weeknd’s, but I loved all the songs he did. I thought bringing out Samuel L. Jackson was super clever. [It was] one of my favorites in recent years,” Killeen said.
Other students were less impressed.
“It felt more like a music video than a halftime show. It wasn’t enough, it felt too small,” sophomore Cooper Sinarski said.
After the halftime show, the Chiefs stepped up their game, scoring all their points in the third and fourth quarters.
“In the first half, when they [Eagles] were up 24-0, I think they could have come back, but after the third quarter, when we were up by a lot, I felt the crowd and the fans were very happy and I was very happy, too, because I didn’t expect us to win by 18,” sophomore Ethan Lin said.
Eagles quarterback Jalen Hurts was named Super Bowl LIX Most Valuable Player, passing for 221 yards and rushing for 72 yards.
“I think Hurts is deserving of the MVP award. However, Cooper DeJean’s performance cannot be understated. One might say he over-performed any expectations set forth for him in a Super Bowl,” senior Tanush Talekar said.
According to reporting by NPR, the Eagles held their Super Bowl parade on Friday, February 14, recording over one million fans in attendance.
“It was a really incredible experience, seeing everyone come together to celebrate, especially when you realize how far away people came from,” senior Emily Reilly, who attended the parade, said. “It’s also amazing when you think about how rare it is for your team to win twice in such a short amount of time, so to be able to experience that both times was so cool.”*
1: The Eagles Mascot, Swoop, waves to fans at City Hall on February 14. PHOTO: MATTEO VENTRESCA
2: Eagles owner Jeffrey Lurie hoists the Lombardi trophy during the Eagles parade. PHOTO: ISAAC LOTHROP
3: Eagles offensive lineman Landon Dickerson high fives fans who attended the parade. PHOTO: ISAAC LOTHROP
4: Former Eagles center Jason Kelce roams Broad Street before the team appeared in the parade. PHOTO: MATTEO VENTRESCA *
