t h e R E V E R E By Students. For Everyone.
PRHS Covid-19 Safety Measures: Beneficial or Nah? Sydney Baker There’s no doubt that Pike Road School’s students are accustomed to change this year. From schedule changes, switching computer brands, and wearing masks, we’ve experienced quite an interesting school year so far. With the first nine weeks of school ending, students are finally getting acclimated to the new changes. But wait, there’s more. Due to the overwhelming amount of students switching from virtual learning to traditional learning, there are some safety factors that need to be revisited. Mandatory temperature checks are becoming more and more popular when you enter facilities. Are schools next? While PRS teachers can choose whether or not their students need to have their temperatures checked, Nurse Amber Stevens says that they’re really not that beneficial. “The infrared thermometers we have aren't as accurate as an ear or oral thermometer we use in the nurse's office,” Stevens says. “It could lead them to get some misinformation, especially if a child walked to school and got overheated, just came back from PE, wore a big hoodie, etc. So if their skin temperature is hot, it could lead them to think it's high temperature.”
Read about the drama that led to Chinese classes being cancelled on page 8 'Viewpoints,' the latest addition to The Revere, on page 12
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“Doing blanket temperatures really isn't very accurate. There's a whole lotta things that can cause a fever that isn't Covid. Fever is one of the minor symptoms of Covid.” When asked if there is any real benefit to temperature checks, Stevens stated; “If someone is showing symptoms, then it is absolutely important to check their temperature to rule out a fever. But again, most of the cases of Covid that we see don’t have fever. In fact, more than half of the cases that I’m aware of in the school don't even have symptoms. So they just get tested because someone else they know is positive and they went and got a test. Or they had symptoms for a day, so fever is not a tell-tale sign of Covid.” So if fever isn’t a definite Covid symptom, why should teachers do them? Laura Walters, a music teacher at Pike Road Junior High School, administers a daily temperature check to every student who walks into her classroom. Walters has been giving these temperature checks since day one. It leaves us with the question of why she seems to be the only teacher who does temperature checks. When asked why she does temperature checks, Walters said “In years past I would give hugs, highfives and fist bumps. Since Covid is so prevalent in our state, temperature checks allow me to do two things. First, I can greet each student individually, call them by name, let them know they are valued, and show them that I am glad they are here. 'True effects' of virus unknown “The second reason, it allows me to monitor the health of my classroom. One of the first signs of this virus is an elevated temperature. I personally have a newborn baby and 3-year-old son at home, the family members that watch my children while I am at work are both in the ‘at-risk’ category (due to age range and prior health conditions). I am more concerned about bringing home Covid to the family members I love than actually getting it myself. The same concern for my students. We are healthy young people, but who do we interact with that could be at risk for more serious harm?” Walters says that “no-one knows the true effects of this virus” and that she will continue to administer temperature checks the rest of the year.
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'Sacrifice of comfort is worth it' If temperature checks aren’t a good way of maintaining Covid, then what can PRS do about the virus? Are our masks even doing anything? Stevens says that she thinks “we are doing good” at Pike Road with our safety measures and that she doesn’t expect another quarantine wave from school activities. But she also urges the fact that “coronavirus is unpredictable” and we don’t know what will happen. Stevens uses the “Swiss Cheese Model” to explain her reasoning. “It talks about different layers of production and all the layers of protection have holes in them.” The Swiss Cheese Model uses different protection methods such as masks and social distancing and compares it to Swiss cheese. “Social distancing, well that’s not perfect, we know that. That’s one layer of protection. Masks, well we know that’s not perfect either but that’s another layer of protection. Quarantining when you’ve been exposed, we know that’s not perfect but that’s one more layer of protection,” Stevens says. “But if you look at slices of Swiss cheese, they all have holes in them. The idea is that anything coming through the holes in the cheese will hit the next layer where there isn’t a hole.” “That’s why we do the different layers of protection, we don’t know what really works yet because this is all so new,” Stevens says. “It’s kinda like what can’t help-can’t hurt type thing.” Laura Walters speaks out about how masks have affected her classroom and teaching methods. Her students have to wear their mask every minute they’re in the classroom. The proper way: mask over their nose and mouth. “The sacrifice of comfort is worth it," Walters says. "Wearing a mask isn't about me as much as it is about others."
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Learners Go From Zoom to in the Room Ashlyn Gibbs The second nine weeks have been very erratic due to learners switching from virtual to traditional mode of learning and the crazy schedule changes with teachers with as many as 40-plus students in a classroom. With nearly 70 high school students coming back to full traditional or face-to-face learning, this has caused teachers to change their seating arrangements dramatically. For some, it has them overwhelmed. Many students who opted for blended learning during the first nine-week grading period say they found more difficult to complete assignments. Instruction interrupted with constant distractions - barking pets, interrupting younger siblings, and blaring TVs. Too many students were reluctant to question the teacher or another student for reassurance. Inside the school building, though, students can ask any amount of questions and have face-to-face learning.
Most of the teachers think that it’s very confusing for students to be “in the middle” talking about being a blended student. For example, history teacher Kathryn Woddail has a class with a mix of both seniors and sophomores. For sophomores, it seems to be a little harder on the teachers because seniors are always a smaller class size to teach. Teachers who have multiple classes in one period, their workload can be very stressful. For reference, Stacy Cox has five classes all in one period. “Since most of my periods have different classes in them, I’m used to being able to handle this kind of workload”. So she seems to be handling that very well. Please see next page
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Teachers going from half of the amount of students to full classes all throughout the day, made the 1st nine weeks seem like a piece of cake. Even one junior high teacher, Allie Gooden has said that her learners have said that the “vibes were off,” but now relationships are growing. “With my smaller classes, we definitely have a super close bond,” Gooden says. So with more learners coming back, the 7th-grade English teacher adds, “more bonds are being made everyday.” PRHS Principal Gregory Foster said, “The main thing is to make sure the classes are balanced” but to also have “students spread out enough to maintain social distancing” in the classrooms. When it comes to parents and choosing the right learning style, all the parents really want to do was to give their learner the best possible choice of being educated and successful during these weird times. “Every student is different, so finding the perfect learning style for my kids are always my number one priority” says Heather Cadena, mother of three, who all attend Pike Road.
(From left, Learners Lily Traff, Sami Abdus-Salaam, Perry Todd, and Willa Tate Kennedy work on an experiment in Judy Smith's science class. Photograph by Piper Bedient
New school leaders advance PRS vision, see page 17
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Adulting 101: How to Apply for a Job Aurora Breland Once a person graduates high school they are thrown into adulthood which consists of hundreds of things that finding X in a long equation can’t solve. To help prepare students for the parts of adulthood schools don’t cover, Adulting 101 is here to help. A large portion of adulthood is having a job. Though some students go their entire high school experience without ever working at an actual job, not everyone has the luxury of that and must know this important thing: How to apply for a job.
Step 1: Draft a resume. - Find a professional resume template. - List any previous job experience. - List your education. - List any and all personal skills relevant to the work environment or job. - List any special achievements. - List any references even if it’s from an unpaid or irregular position, e.g. yard work. (Avoid listing family as references.)
Step 2: Make a list of all possible jobs. When you are starting out maybe you are just looking for a part time job at a fast food restaurant so you then need to write down all fast food restaurants in your area you are willing to work at.
Step 3: Research which companies are hiring. They may not all have big, bold, red letters on their website or window saying ‘Help Wanted’. That does not mean they are not hiring, look deeper and even call their location to find out.
Step 4: Find and save the job applications for each company. Apply to multiple jobs to keep your options open in case you get rejected you will already have others as backups. Please see next page
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Step 5 (Optional, but recommended): Write a cover letter. A cover letter is a letter to the employer introducing yourself and persuading them to read your resume and consider you for the job position. Explain why your skills and experience would be a good fit for the job position you are applying for.
Step 6: Submit your resume, cover letter, and job application - Be careful with copy and pasting so your format stays correct. - Double-check all spelling and grammar.
Step 7: Application follow-up Wait about two weeks to give the employer time to go through candidates then email the hiring manager or give them a call to check in about the status of your application.
Step 8: Interviews (Obligation depending on employer) Not all employers ask for you to come in for an interview but if they do... - Always be prompt and on time. - Dress presentable and professional even if it is for a job like McDonalds. - Use your manners.
Extra Tips: “Go with an I've-got-this attitude, have patience, and be ready to work”. – Teen in their first month of work “Make sure your social media is professional and presentable or at least private to the public. Many employers research your social media and I’ve seen a lot of people get fired right away after posting something they shouldn’t”. – Worker with 20+ years of job experience “Always be honest. Never lie on your resume or to your employer because it will always come back to bite you.” – Worker with 30-plus years of job experience
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Chinese Communist Conspiracy Theory Could Close Class Tom Walker Pike Road’s current Chinese language program will be shut down starting 2021, due to current suspicions of the Chinese government by the United States federal government.
The current Chinese program for Pike Road is funded by the Chinese government through an outreach program called The Confucius Institute, which sponsors Chinese language education across the nation. This program employs Chinese citizens to come overseas and teach Americans English with the cost being footed by the Chinese government. Conlan Wright, a 10th grader at PRHS, “It just doesn’t make sense that our teachers are spying on us or trying to make us Communists. Would you say the same thing about Spanish teachers? Where does it end?” Despite the best efforts of The Revere to get concrete information from any source, no one will open up with valuable information about what the students will be doing in the semesters following the cancellation of Chinese. The bill originates from suspicions of spying on American students and attempting to convert them to Communism. The Confucius Institute operates in three known educational institutions in Alabama: Troy University, Alabama A&M and Pike Road Schools. .
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“To summarize, our experience with the Confucius Institute to date has been positive... we have seen no evidence of undue political influence from the Chinese government nor has there been any evidence of intellectual theft,” Troy University Chancellor Jack Hawkins told Al.com. Pike Road’s current Chinese teacher, Zhijing Qiu, is employed at Troy and is able to teach our students due to the Confucius Classrooms program, which will be ended by this new legislation. After asking multiple students studying Chinese what they thought of the situation, the consensus is clear. “This change is really jarring,” said one PRHS student who asked to remain anonymous. “We don’t know what’s next for us and neither does anyone else.” The future of the Pike Road Chinese Program is uncertain. At this time, very little information outside of the cancellation itself is available. Pike Road principal Gregory Foster said, “The counselors and I are working together to come up with an alternative way of delivering instruction for Chinese and we’re excited for our new plan.”
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PRHS Robotics Team Helps Fight COVID-19
Sydney Baker
PPE TEAM Braden Crowe Jack Trew Joshua Martin Darrius Johnson Kaitlyn Piggott Langston Morgan Jay Hallford Brandon Holley Andrew Kenny
Amidst the panic of COVID-19, our very own PRHS robotics team joined the fight by providing personal protection equipment (PPE) to frontline healthcare workers. Catherine Kenny, the robotics instructor at Pike Road, had seen a video of another out-of-state student using a 3D printer to produce mass face shield and mask attachments. She was contacted by Angela Lang, the Career Tech administrator, asking if the robotics team would like to contribute. The team went through a volunteer effort by the name of Montgomery Fighting COVID-19. According to Mrs. Kenny, “most of our PRS robotics team had little to no 3D printing experience. When asked if they had any experience, several replied, “Not really, but I can learn.” And that is exactly what they did! There is so much more to 3D printing than we ever realized.” The PRS Career and Technical Department provided three 3D printers, and the robotics team members used printer manuals, online tutorials, tips from other 3D printers in our community, and “a lot of trial and error” to learn how to print the face shield parts and ear relief straps for our local medical community and first responders. Several students contributed to this effort including PRHS sophomores Jack Trew and Joshua Martin, both of which agreed to share their thoughts on the project. Joshua said that he “loved 3D printing for people in need. It's good to know that my ability to use my hobby can have a positive impact on the world.” Jack added, “it felt good to help where I could.” Please see next page
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When asked if the team could do anything differently Mrs. Kenny states, "One thing I would do differently as their manager is to spend more time researching the assembly instructions and final product early on to help our team members, and me, have a better understanding of the final product we were actually helping to make rather than just producing bits and pieces without fully comprehending the ultimate goal from the very beginning. It just all happened so fast that it was difficult to keep up.� Overall, the team made 3 face shield headbands and 221 face shield chin straps. These all attach to create a PURSA PRO face shield. They also produced 182 ear relief straps. The ear relief straps are used for cloth masks. Simply attach the mask loops to the strap and it will relieve your ear from the mask all day. All of the products were donated and dropped off at the Montgomery Fighting COVID-19 collection site. Although the demand has decreased heavily for these products, any healthcare worker can go to the Montgomery Fighting COVID-19 website to request PPE.
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The Revere's
Viewpoints Disclaimer: Editorial opinions expressed are those of the writer and do not necessarily reflect those of the newspaper staff or school administration.
Teen Voters Can Change Political Climate By Christine Shelton
This year has been a mess, to say the least. Covid-19, Black Lives Matter, riots, corrupt politics, Australian bushfires, West Coast wildfires, and countless deaths have led us to the edge. Everyone wants to see change, but everyone sees change differently. In 2020, we have let our political parties define our country. Fighting. Arguments. Corruption. It’s a never-ending circle that will keep spinning until we unite and work together for change. People want their opinions heard. Americans all want the same things. People just disagree on what path they should take to get there. Some were content with how current issues have been handled, but many people were angry about how these issues have been handled. No matter what party you support, politicians and citizens all have the same end goals: peace, equality, freedom, a strong economy, a steady healthcare system, unity, and safety. That should be the core behind political parties. Everyone wants something done a certain way, and their pride is keeping them from trying to understand someone else’s side. So much heartache would be avoided if we would listen to each other with the intent of understanding that everyone has a different view, and it matters. Please see next page
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The presidential candidates, Donald Trump and Joe Biden, have both gained support from different age groups. Lots of young people and millennials believe that Trump did not handle the recent situations in our country very well, while older people strongly agree with the decisions he made. Neither candidate is close to perfect, as we’ve seen over and over again throughout numerous debates, conventions, and rallies. Both of them have embarrassed our country through their debates that consist of yelling and talking over each other without listening and respectfully disagreeing. They both portrayed themselves as children instead of acting like the grown men they are. Instead of setting a good example for our country and other countries, they compromised their values while trying to be right. Statistics show that the majority of the 18-year-olds vote like their parents because they’ve grown up with their views instilled into them, but as they mature, they establish personal views that may or may not be related or similar to what they grew up believing. As teenagers grow up and develop their own opinions, they could greatly impact future elections. The upcoming group of young people could help mold the world to be a better place. Teens are notorious for being accepting of everyone, no matter who they are, what they’ve done, or what they’ve been through. As more teenagers turn 18, we will continue to have real and unique opinions that enter polling sites. Young people could help change our world by standing up for what they believe. They could help teach others to embrace change and to love all people no matter if they believe differently than you. This year, Pike Road High School students who turned 18 voted in a presidential election for the first time ever. Many legal adults within our senior class represented their families and PRHS at the polls on Election Day. They were given the chance to vote for what they believe in. Voting is the first step in adulthood for our students. PRHS is proud to have students supporting our country and casting their votes during one of the most unbalanced periods of our country’s history.
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Former Blended Scholar Skeptical, But Hopeful By Naomi Valentine
I am one of many students who have recently switched from blended or virtual learning to traditional in-person school. Although many many people did this because they were struggling with their grades, I had a different reason. My grades weren’t an issue for me while learning from home; I was able to manage my time and be productive. I spent most of my time doing school work around my house, running at cross country practice, and occasionally testing at the school. While this system worked, and I was able to maintain my grades, I felt disconnected from my peers. I missed talking to people during class, doing group work or discussions, and receiving direct instruction from my teachers. None of these things are necessities, but I realized that being engaged in class would significantly improve my experience. I think that blended learning is a good middle ground between virtual and traditional. Although you usually have to coordinate visits to the school yourself, having the option to receive extra help from a teacher or participate in a class is helpful. But with that option being taken away shortly, students now have to choose between being completely online or in person. This could be a difficult decision to make. Personally I don’t always feel comfortable being around so many people amidst the pandemic, but I appreciate the involvement that comes with traditional school. And while virtual would be a safer option, I would be limited to zoom calls for instruction, which tend to be quiet and unengaging. As I approach the end of my first week back on campus, I do think I made the right choice. However, it has taken some adjustment. With the new layout, schedule, and teachers, I almost feel like I’m at a new school. I’ve already experienced the benefits of in-person learning: notably better communication with teachers and clarifications that make doing assignments easier. I am also able to participate in more activities and workshops that help me to better understand concepts, instead of having to study them completely on my own. I hope that we can continue to adapt to this situation and make the best of it.
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Ask Paul! Q: What advice would you give to someone who is new and struggling to adjust at Pike Road High School? A: First of all Pike Road is not a normal school and that is something you just have to embrace. I know it seems chaotic but you’ll get the hang of how it works. Don’t be afraid to put yourself out there and make some new friends who can help you out. Be an advocate for yourself in class and speak up with your teacher if you are struggling, no one is going to judge you and that’s the only way they can truly make sure you are on the right track. You’re in high school now, it might not seem like it but it’ll be over in a flash so make every moment count!
Q: What is your advice on long distance relationships? A: If you put in the work it can work. Communication is key and so is trust. Talk to each other, trust each other, and try to see each other as much as you can. Just because you can’t go on physical dates often doesn’t mean you can’t do couple things. Set aside days for you both to just focus on each other and strengthen your relationship. Schedule FaceTime movie dates or just check in with each other. Understand that sometimes you both will be too busy to text back but it’s commitment and effort that will keep you going.
If you have a question for Ask Paul, click here
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Ask Paul!
(continued)
Q: How do I deal with getting over a breakup? It happened a long time ago but in quarantine does time truly even pass? A: The key to getting over a breakup is to focus on yourself. Learn something new, explore another side of yourself, do what makes you happy. Yes breakups are really hard and it tries to stick in your mind every day but there is always a positive side. With every breakup you are one step closer to your soulmate.
Q: How do I let a friend of mine know she’s being rude to me without offending her? A: Don’t be afraid to ask for the respect you deserve. The next time she makes a backhanded comment all you have to do is stop her and say you don’t appreciate it and would like her to stop. Explain it to her from your viewpoint and make her know you’re serious. If she refuses to listen you may need to reevaluate your friendship. Staying in a toxic friendship isn’t healthy.
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New Admin Team Advances ‘The Pike Road Way’ Agenda Ashlyn Gibbs, Allison Haynes and De’Aysia Moore A team of new administrators, who represent innovative change for Pike Road Schools, has managed to survive the first grading period -- one marked with ongoing construction, a switch in modes of learning, and a lingering pandemic.
From leftm Mr. Foster, Dr. Duncan, Dr. Hadden, Ms. McGaskill Nonetheless, they were built for it and their leadership styles seem to complement each other. Here’s what PRS has: A seasoned coach and veteran administrative leader. A Teacher of the Year. A visionary instructional leader. And one who is a veteran to PRHS and Summit Learning. The new principal for the Pike Road High School is Gregory Foster, who has 17 years of experience leading a school. Mr. Foster, a well-suited candidate for PRHS, earned Bachelor’s and Master's degrees in education. Why would Mr. Foster come to Pike Road? For one, he lives in Pike Road and he was encouraged by the “Patriot Way”. He says he is enthused by how strong students are to think, create and innovate. Please see next page
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The high school principal said his biggest challenge so far this year is to build a strong connection with the learners, lead learners, and parents.
“It is important for all involved to trust you and know that the learners are most important,” Mr. Foster said. “I need all entities to believe that I feel that it’s great to be a Patriot.” When asked about changes, Mr. Foster believes that traditions are to be respected and carried out, so nothing major will be happening. Growth, however, is always the biggest thing for Pike Road. The school leader said he will do anything necessary to keep the school environment both comfortable and encouraging. With a shift in leadership at the high school level, Dr. Brittney Duncan is the new assistant principal. Before coming to Pike Road, Duncan served as an English teacher and an academic interventionist with Auburn City Schools. ACS named Dr. Duncan its 2018 Teacher of the Year and she rose to be chosen as one of the 16 finalists for Alabama Teacher of the Year. After teaching at Auburn, she began her journey to Instructional Leadership. This past experience has prepared her as an administrator for the Pike Road Patriots, and the challenges that come with co-leading a school. But Dr. Duncan says that Covid-19 has been the biggest challenge so far for her this year. “The pandemic has created unique challenges with our three different learning styles- virtual, blended, and traditional, because it is such a big change,” Dr. Duncan said. “Mr. Foster and I hope to continue on all the wonderful things here already, and we hope to use some of our unique leadership talents and strengths to keep PRHS moving forward.” Pike Road Junior High is touted as the next big thing in Pike Road. PRJH, which shares space with the high school, has Dr. Jason Hadden at the helm. The administrator, who has three post-secondary degrees under his belt, said he was attracted to Pike Road’s sense of family. “Our school is more like a big family than any place that I have been in the past,” Dr Hadden said. “The community support for our school is the best!” Please see next page
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With the junior high being new, the principal said he plans on setting the bar high with academic excellence and for the school to strive for greatness. And not only that, but to help and give the students the ability to focus on their social, emotional, physical, and cognitive growth. “In three years,” Dr. Hadden said, “I envision Pike Road Junior High School being classified as a Blue Ribbon School of Distinction.” For right now, the new principal and his assistant leader, Turkessia McGaskill, a veteran administrator at Pike Road, have decided to integrate more technology in the classroom to assist in accomplishing that goal. A school leader with more experience in The Pike Road Way, Ms. McGaskill knows many of the students - their personalities and habits, has now become the junior high school assistant principal. This will be an interesting experience with it being a new grade addition. McGaskill, who has earned three degrees including one in Instructional Leadership, previously worked for 13 years in Elmore County Schools. She says her biggest challenge with the new administrative team will be balancing the support for the teachers and both the junior high and high school students. Being that she was a part of last year's administration, Ms. McGaskill says “I felt that great effort was there just striving to be higher and better at everything by looking at the school year and leadership as a glass half full. There is always room for improvement.” McGaskill is one of the principals who will always keep her students on their toes. It’s not unusual to not find her confined to her office desk. In her web page introduction, she states: “As assistant principal, my daily goal is to be in the hallways and classrooms getting to know the students.”
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By Students. For Everyone.
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Sydney Baker Piper Bedient Caden Bishop Aurora Breland Shaniya Cintron Ashlyn Gibbs Allison Haynes Emma Krasnowiecki Christopher Mackey Chamiah May Deaysia Moore Jalen Raby Dorian Rembert Abbie Roach Charles Schroeder Christine Shelton Jack Trew Jeremiah Tumpkin Naomi Valentine Thomas Walker Sierra Weitherspoon Rebekah Wilson
The Revere, a student-run publication, publishes an issue monthly. Letters to the editor are encouraged. Submitted materials, which must be signed, may be mailed electronically to therevere@pikeroadschools.org, hand-delivered to Room 208, or given to any staff member. Anonymity will be protected, if requested. The staff deserves the right to edit submitted material. Editorial opinions expressed are those of the writer and do not necessarily reflect those of the newspaper staff or school administration.