2021-22 3RD EDITION
A LOOK INSIDE THIS EDITION... Several students recognized for awardwinning art
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Korean interns observe PRS classrooms as they pursue jobs in education
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What to do about parents obstructing parking lots? Students discuss solutions.
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Student opinion: Is this year's grading method "Too Easy?"
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Student Artwork Showcased in State, Regional and National Venues TOM WALKER & KEVIN RAMOS
Senior art student Ethan Kelly and his artwork, "Final Words" (Photo Credit: COURTESY)
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Everyone knows that famous works belong in museums. But if you go to a museum or galleries throughout the region, chances are that you’ll set your sights on artwork crafted by Pike Road High School. The last edition of The Revere focused on the student pieces in the recent Turn of Phrase exhibit at The Montgomery Museum of Fine Arts (MMFA). It was already clear that Pike Road nurtures some real artists among the students, and many are gaining local, state, and national recognition for their works. Lately, all eyes are on the masterful work of student artists Ethan Kelly, Nadia Choi, and Emily Restad. For instance, MMFA purchased PRHS Senior Ethan Kelly’s “Final Words.” Ever humble, Ethan says he “pumped it out in an hour and a half” for a grade. Little did he know that it would be featured at the museum, much less that the museum would purchase his artwork. Ethan told us what the graphite artwork “Final Words” means to him. “It’s about someone grieving the loss of a loved one,” he said, “and learning to move on without them.”
"Final Words" by Ethan Kelly (Photo Credit: COURTESY)
“It’s about someone grieving the loss of a loved one and learning to move on without them.”
Ethan described his past with the museum. “The Museum is a really cool place. I always used to go there as a kid, so it’s cool to have my art there.” (Continued on next page)
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PRHS art teacher Hyesong Kim said it's rare for student art to be purchased by the museum. Calling Ethan one of her “most talented students” and “a natural artist,” Ms. Kim is excited that he got to take advantage of this special opportunity. But Ethan isn’t the only talented artist at Pike Road. Emily’s description of her feelings about winning Best in Show is “weird. I didn’t even know it was a big deal until my art teacher told me. I was caught by surprise. I didn’t expect it to be this big of a deal. It’s indescribable.” (Continued on next page)
"A Mermaid's Home" by Emily Restad (Photo Credit: COURTESY)
"Wake Up" by Nadia Choi (Photo Credit: COURTESY)
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Emily described “A Mermaid’s Home” as an awareness of pollution. This watercolor painting enhanced with candy wrappers and plastic wrap – illustrates “a mermaid who watches every day as her sea is filled with trash.” “A Mermaid’s Home” is currently on exhibit at the Old Supreme Court Library at the State Capitol. In the meantime, Emily is creating a portfolio with plans of studying at a reputable art school and gaining “decent” employment. Right now, art creation carries a relatable meaning.
“It’s a way to deal with my stress and it also serves as a remembrance to the person who got me first started in art,” Emily says of her art teacher, the late Mona Dunson, who passed away after a battle with cancer. Four pieces by another student artist, Nadia Choi, have gained recognition for the regional Gold Key Award in the Scholastic Art & Writing Awards. (Continued on next page)
"The Revenge of the Red Reaper Fish" by Nadia Choi (Photo Credit: COURTESY)
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Her pieces are titled, "The Revenge of the Red Reaper Fish," "A Juxtaposition between Nature and Man," "Beethoven Virus," and "Wake Up!" The pieces feature a mix of painting, digital art, and sculpture. These works will be automatically entered into the national competition. And each one carries a meaning coupled with observation and personal longings along with Nadia’s general purpose to improve while enjoying the process. “It’s basically based on the things I see and what I wish for,” Nadia says. “I really like improving my skills like learning how to draw anatomy or trying to color better. But I don't want to just be good at drawing, I want to make it useful somehow,” she adds. “I guess people like seeing my drawings so I try to make it as fun as possible.” For Nadia, art comes naturally. Her parents, who are both artists, are major influences. “At first, they wanted me to learn art and I didn’t like it,” she says. “I was the worst in my class and I just wanted to doodle. So when I was younger, I was terrible, but as I got older, I just really liked the art around me … like in movies or in games. That just made me want to actually pursue it.”
"A Juxtaposition Between Nature & Man" by Nadia Choi (Photo Credit: COURTESY)
Said Ms. Kim about Nadia’s regional entries: “These will automatically enter for the national competition. I will let you know if I hear any good news. “Thank you for recognizing my wonderful students' achievements.”
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PRS partner with Korean STEM teacher pipeline BEKAH WILSON
Korean interns pose in front of school library (Photo Credit: FREDDIE BROOKS)
In Korea, teaching is a popular profession. And in America, schools face a shortage of teachers in the fields of STEM (Science, Technology, Engineering and Math). Pike Road Schools is host to 12 Korean interns who desire to become teachers and may help “bridge the deficit of STEM teachers for schools in the Montgomery area,” according to A-KEEP or the Alabama Korea and Education Economic Partnership.
Among the delegation on the Georgia Washington campus are three graduate students and five undergraduates studying how to teach in America and will ultimately earn certification that compliments their Korean STEM credentials so they can teach in Alabama. (Continued on next page)
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Shin Jelly, a graduate student who earned a major in Earth and Space Science, said she came to Alabama after hearing of the deficit of STEM teachers. Curious about the best methods to teach science, she is closely looking at the difference in Korean and American school systems. One process she’s most impressed with here in United States classrooms is addressing “students’ misconception” by “providing scaffolding is meaningful.” Scaffolding is the process of teaching students by breaking down concepts into chunks. Kim Jun, an undergrad student who is working toward a major in Kinesiology, is not only here to find the differences in school systems, but also the culture. A student athlete, Jun plays tennis, soccer, volleyball, and swimming and sports “gave me a lot of confidence and selfesteem.” As a teacher, he wants to share that enthusiasm. “I really want to have a great and memorable experience with Pike Road School," Jun said.
Kim Mark (Photo Credit: FREDDIE BROOKS)
However, Mark said he could also see the teacher’s job as “very important and noble” because of the effect that teachers can have on students. “It is very joyful for me,” he said, “so it makes me decide to be a teacher.” Added Mark: “ … it is my first time visiting the south of America. I have learned so many things in the Pike Road schools. I hope I experience and learn new things in Alabama during this practicum.” (Continued on next page)
Kim Mark, an undergraduate studying English, said teaching was not his first choice. During a practicum in a Korean high school, he noticed the teacher was not always happy, had a long list of things to do, and had to deal with some unruly students.
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Hwang Hannah, a graduate student who wants to be a project manager in the education sector in developing countries, is working towards a dual degree from Christopher Newport University in Virginia and the University of North Alabama in Florence. A project manager opens doors for teaching, designing curriculum and training teachers.
Hwang Hannah (Photo Credit: FREDDIE BROOKS)
“Helping students who don't have the opportunity for being educated would be the perfect job for me since I always want to do something worthy and to contribute to the world."
In the meantime, Hannah, among many things, is focused on the grading system, the organization of classroom materials and student motivation especially in the math curriculum. In Korea, for example, students just practice how to solve different problems instead of “modeling reality,” including the collection of data. “I want to get the idea for a better curriculum,” said Hannah, who has volunteered in camps in Laos and Jordan. “Helping students who don't have the opportunity for being educated would be the perfect job for me since I always want to do something worthy and to contribute to the world,” Hannah said. Hannah plans to return to America in two years. If given the choice, she said she would choose a southern state because the expenses of studying and the cost of living are reasonable. “I don’t like the cityscape,” she said. “I love the landscape of Montgomery.”
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New High School Update TOM WALKER
Inspiration for history wing of new high school (Photo Credit: COURTESY)
Something came in the mail recently -specifically an email announcing the location of the new Pike Road High School. In the wake of the tax increase, Pike Road is making its first steps towards building the $55 million facility off Wallahatchie Road. Ryan, spokesperson for Pike Road Schools, broke the news in an email to staff and parents.
This new plot might not be the final location of the school. “While this is the first step toward acquiring land to build a high school, it is still far from final," Mr. Kendall wrote. "If this purchase makes it to closing, we will issue press releases and a social media campaign at that time.” (Continued on next page)
“Our board approved a sales contract for 100 acres near the corner of Wallahatchie and Vaughn. This board action began a 90-day due diligence period that allows us to determine if this site will be appropriate for our project prior to the final closing.”
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Interim Principal Brittney Duncan weighed in on what the new school meant to her. “The new school is a huge step forward for us. We’re having conversations about what we want in a new school and making our vision real," Dr. Duncan said. "We’re including everyone in the planning process for the new school and now we’re watching it come to fruition. "We have the foundations of so many phenomenal programs. So, when we give them all the resources and facilities they need we can take those programs to a different level," she added. "We can be the example of exemplary programs not just in the state but also in the nation."
This will be a big improvement to the lives of students. While Pike Road's current seniors won’t be able to experience it, many are still excited for what it means for Pike Road. “The new high school is a beacon of hope that Pike Road will continue to thrive," senior Jeff Todd said. "It’s the future that my children will be able to attend a beautiful school and continue on the Pike Road Way.” But not all students feel that way. In a similar interview Logan Melton, a Junior at PRHS, said, “The new high school doesn’t mean anything to me. I won’t be there.” Some seniors feel the same, arguing that the future of a new school doesn't change the way current students are underserved in classroom size, inadequate space and the mixing of grades 7-12. (Continued on next page)
Proposed location for new high school (Photo Credit: COURTESY)
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New high school rendering (Photo Credit: PIKE ROAD PATRIOT POLITICAL ACTION COMMITTEE)
Some students even feel that the look of the new building will help the school. “It’s a great stride for the future. It will attract more students," said Lucas Baggett, a senior. "When you drive by our school, you think 'ooh that’s rough.' A state of the art school would fix that problem.” Dawn Davis, a junior high math teacher, feels the new school will help separate the current junior/high school we currently have. “At the start of middle school, you’re finding yourself and your identity," she said. "So, it could be hard being around seniors that are getting ready for college at the same time you're just starting middle school. It’ll also help seniors focus on graduation.”
High school English teacher Christie Glassford had similar thoughts. "We won’t have two schools in one and we’ll be able to serve the seniors," she said. "Seniors have often gotten the short end of the stick with modulars, so it will be nice for them to get a whole new building. The new site is great and I think the new school represents our success in our school as well as the future of our system in general.” Ms. Glassford added that the new high school will serve the community “in a way that’s best for the kids. We will have more teachers and smaller classes, which research shows is better for students' learning." Interim principal Brittney Duncan agreed. “In the short time since Pike Road began, we’ve already grown to become something special," Dr. Duncan said. "The new school is our legacy, it’s your legacy.”
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Stay in Your Lane! Student drivers accelerate suggestions to prevent clogged parking LAUREN HARRY, NAOMI VALENTINE, & SIERRA WEITHERSPOON
This is the current sign at the entry of PRHS parking lot. (Photo Credit: NAOMI VALENTINE)
The student parking lot can be a stressful place. Whether you are rushing in at 7:45 trying to find a parking spot, or stuck in a long line to escape after a tiring day, it always seems to be congested. Some of this is unavoidable with so many people, but it can also be traced to a glaring issue: parents.
The parking lot is plagued with parents dropping off and picking up their learners in the wrong spot. This is a nuisance to student drivers, who find themselves stuck waiting for stopped cars in the middle of the lot. (Continued on next page)
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PRHS Seniors pay for designated parking (Photo Credit: NAOMI VALENTINE)
The parking lots are strictly for students and faculty with vehicles, and it is a $45 to $75 privilege for students to park there. As of late, teachers on Senior Parking Lot duty redirect parents and advise them that pickup/dropoff is on the street in front of the school. One week, PRHS interim Assistant Principal Obadiah Threadgill joined on-duty teachers. Even Officer Isaac Forbes parked at the entrance as a visible deterrent. And in her weekly newsletter, PRHS Weekly Connection newsletter, Dr. Brittney Duncan, reminded parents to follow proper arrival and dismissal procedures to campus. “All parents/guardians dropping off learners should only do so in the car rider drop off line,” said Dr. Duncan, who is currently serving as interim principal at PRHS. “Do not use the parking lots for drop off or pick up because it can cause a dangerous situation for our student drivers arriving and leaving campus.”
What else can be done about this? There is currently a sign at the entrance of the senior parking lot that reads “Faculty and Student Parking Only”. The sign is leaning over, dented, and hard to read. It also doesn’t specify that no drop off is allowed in the parking lot either. Many driving students beg for a clear sign that reads: No student dropoff or pickup here. More specific and visible signs in both parking lots are a good first step to solving this issue. We could also station more faculty members outside to show parents the correct drop of spot. Administrators were contacted about making the drop off policy more clear with signs and faculty members to direct parents to the proper location. The communication expressed the frustrations many students have. (Continued on next page)
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We reached out to student to share their experiences with parents in the parking lot: Non-conforming parents “create dangerous situations for students and faculty that are supposed to park there,” one student, who asked not to be identified, told The Revere. “Parents drive too fast, park in the middle of the driving lanes, and don't pay attention where they're driving.” Parents in the parking lot are a common complaint among seniors, as the spots are personalized and dedicated to specific students. Considering this, many students say it is disrespectful for parents to use the senior parking lot as a drop-off or parking zone. Many students experience parents parking in their paid parking spaces and being blocked in their parking spaces. From Senior Lauren Harry’s experience in the senior parking lot, a parent was parked in front of her spot in the middle of the road. As a result, she “had to wait until the car moved” to be able to park. She had to wait 5 minutes for the parents to leave before she could move from her parking spot.
“Parents drive too fast, park in the middle of the driving lanes, and don't pay attention where they're driving.”
All of this comes down to a simple fact: the carpool line exists for a reason. If parents simply used it for its intended purpose, it would solve the issues students are complaining about. Or better yet students who can’t take themselves to school could take the bus.
This inconvenience, which has happened many times, has caused her to be late for class. Senior Jordan Freeman says that there was a parent parked in his paid parking spot almost every morning. He was forced to park to the side and wait for the parent to leave before he could go inside the school.
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School Safety: How Secure Are We? ANNACLAIRE NOLEN & ZOEY BROWN
The Pike Road High School campus is generally safe (Photo Credit: ZOEY BROWN)
The highly publicized Michigan High School shooting in Oxford has raised concern amongst Pike Road High students on how equipped PRHS is to handle high-security risks. The Oxford situation ended with four casualties. To date, six school shootings have occured this year. Education Week, which began tracking shootings in 2018, reported 98 shootings in and around the nation’s schools since that time. The highest number of shootings, 34, occurred last year. There were 10 shootings in 2020, and 24 each in 2019 and 2018.
Pike Road is considered generally safe and safety measures are in place, although a scare last year led to questions of how adults are enforcing school safety and protecting the students from situations like those elsewhere. Outside intruders aren’t the only issue. Students are just as capable of bringing firearms or other weapons into a school building. (Continued on next page)
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“When a student brought a gun to school last year, we did not use proper procedures. No one informed or alerted students, most found out through gossip,” said a student, requesting to remain anonymous. “We went on soft lockdown and some students were switching to a different class during the event.” There are a few possibilities of what could happen during a lockdown.
Secured windows (Photo Credit: ZOEY BROWN)
Pike Road’s current safety precautions include: Locking doors during class times Assigning police to be present on and around campus. Despite these precautions, students and faculty have found flaws that warrant review.
“When a student brought a gun to school last year, we did not use proper procedures. No one informed or alerted students, most found out through gossip.”
For example, the back doors to the building are unlocked for student entry. Windows are large and easy for anyone to see students through. Not to mention the new addition of the modulars leave students out in the open multiple times a day. An intruder could easily advance on students during the transition. A solution to this safety issue most people have brought up is to practice safety if a student is caught with a gun and lockdown procedures more often. It’s a way students can be more familiar with what to do during a situation. (Continued on next page)
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Pike Road Schools follow specific student safety guidelines (Photo Credit: ZOEY BROWN)
Another solution is to put more curtains or drapes in the windows to where a possible intruder couldn't see the students in their classrooms. Fixing door locks and keeping them locked during class times will also help improve student safety.
“Schools are required to follow specific codes and guidelines when they construct any space that students will occupy,” he said. “We build according to those safety specifications and we are monitored by appropriate authorities as required.”
Performing more security and safety precautions on school grounds can be extremely beneficial. If the rest of the school had the same amount of security that the front office doors have, perhaps students could rest easy.
Another student went on to say, “I feel like teachers could better enforce gun safety rules and procedures…students feel unsafe about walking so freely in and out of the buildings where anyone could get shot if something were to happen. Someone could even walk into the back doors if they wanted to.”
Ryan Kendall, the spokesperson of Pike Road, said the traditional classrooms and school and mobile units are properly equipped to keep students safe.
Mr. Kendall also spoke of the school's procedures if there was a firearm or weapon brought to school. (Continued on next page)
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“If an adult got a tip that someone had a weapon, for example, there would be a lockdown and a search,” he said. “Once the firearm/weapon is secured, we would then move to deal with it as a discipline issue.” If a firearm is found, a school resource officer will get involved and deal with it as a “discipline issue,” and then the sheriff's department would address the matter “however they feel is appropriate.” If a student is injured during an emergency situation, each school has trained adults who can respond. Kendall said, “If it rises to the level of needing paramedics, we would call 911.” “If it’s an active shooter situation, the safety and security would have to be established before the paramedics would be able to get in,” he said. Some teachers and students are CPR trained. Defibrillators are also stationed around the school in the situation that someone would need electroshock resuscitation. Lead Learners can’t search students' personal belongings like purses or backpacks. They claim that a student could bring in a gun this way, but according to policy, searches are permitted by law enforcement when deemed necessary. The K-9 unit of the Sheriff’s Department makes routine school visits throughout the year.
“If an adult got a tip that someone had a weapon, for example, there would be a lockdown and a search. Once the firearm/weapon is secured, we would then move to deal with it as a discipline issue.”
“As capable as an elementary school student is to sneak in and out a cell phone or game device in a school building, it can be just as easy for a high schooler to sneak in and out a gun,” said a student, who asked not to be identified. “It's just in their backpack.” The general consensus is students need more affirmation that there is a plan for their safety and action is being taken to ease the multitude of concerns discussed with The Revere.
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Students minding their business SYDNEY BAKER & LACI BISE
Pike Road student entrepreneurs Laynie Rowe, Ava Crowe, Scott Graydon, and Akira Murray (Photo Credits: COURTESY, FREDDIE BROOKS)
Young, dumb, and broke? Not these young entrepreneurs. Several Pike Road Junior/Senior High learners have found their niche as their own bosses while pursuing the balance of school and success. For seventh graders Ava Crowe and Laynie Rowe, jewelry making is their specialty. Sophomore Scott Graydon shows his talents through the art of photography. And freshman Akira Murray provides ‘lashes and locs’ to her clients in the Pike Road and Montgomery area.
Running a successful business is difficult and stressful for students so young, but they make it work and find a way to roll in the dough. In Ava and Laynie’s AL Cute Stuff business, the junior high entrepreneurs create handmade jewelry. Their crafts include necklaces, earrings, and bracelets along with custom sweatshirts and shirts. (Continued on next page)
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“I was really bored a couple of years ago during the summer so me and my friend got together and made some beaded bracelets,” Ava. In the beginning, it was just bracelets. Since then, AL Cute Stuff has grown and gone on to create necklaces, earrings, mask chains, stickers, custom sweatshirts, shirts, and even sweatpants. Their sweatshirts are one of the most popular items they sell. Female students of all ages at PRS are wearing their AL Cute Stuff sweatshirts. Ava says, “I had sold a bunch of sweatshirts to students, but I think people talking about them really made our sales go up.” She says they sold over 25 sweatshirts in one week. AL Cute Stuff releases new products frequently and updates its Instagram page daily. Their newest products include Valentine's Day sets, customizable toiletry bags, and customizable cup holders. They plan on expanding their business soon to different platforms such as Etsy and possibly even their own website. Once you've got your custom jewelry you'll want to show it off. Scott Graydon can help you out with his photography business. (Continued on next page)
“I was really bored a couple of years ago during the summer so me and my friend got together and made some beaded bracelets.”
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Photography has always been Scott’s passion. Seeing art through the camera lens is what makes him happy. “I can remember always taking pictures on my parents' phones and my phone before I got my camera,” says Scott. “I started at 14 and it’s really grown since then. I’ve always had an interest in photography and figured I could make some profit off it,” says Scott. Making upwards of $1,000 a month, it's safe to say he's doing well for himself. He gets most of his business through Instagram.
“I started at 14 and it’s really grown since then. I’ve always had an interest in photography and figured I could make some profit off it.”
You can find Scott and book a shoot with him through Instagram, @scottwilliamphotogram. (Continued on next page)
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Unlike traditional student businesses like jewelry making or photography, Akira Murray shows her skills through cosmetology. Akira’s business, Royal Features, provides ‘lashes and locs’ to men and women in the Montgomery/Pike Road area. Akira says it’s her passion, and she wants to continue doing it. She works in a shop alongside her mother, who she says “inspires me to keep going when things get stressful”. Her services include soft locs, butterfly locs, mink eyelash extensions, re twists, and quick weaves.
“I’m currently making about $1,000 a week.”
“I’m currently making about $1,000 a week,” says Akira, who adds that the income offsets the cost of supplies and a portion goes into her savings. “My long-term goal is to one day own my own shop and have people work for me,” Akira says. Appointments can be booked with Akira via social media: @royal_features100 (Instagram), and Royal Features (Facebook).
Learn more about these student business owners on their social medias! scottwilliamphotography shop.al.cutestuff royal_features100
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Morris’s journey to Teacher of the Year started with law JEBRIANNA FREEMAN
PRHS Ad Design instructor Michelle Morris "goes the extra mile" for students (Photo Credit: FREDDIE BROOKS)
Michelle Morris, the top secondary teacher for Pike Road Schools, switched the courtroom for the classroom. A native of Florida, Ms. Morris made her way to Alabama 10 years ago to study law at Jones School of Law at Faulkner University.
“While at law school, I felt that I could serve others better by becoming a teacher, and I got my master’s degree in education,” said Ms. Morris, who teaches Advertising Design and Introduction to TV Production. The Secondary Teacher of the Year also holds a master’s degree in science in management information systems from the University of Alabama at Birmingham. (Continued on next page)
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Students credit teacher Michelle Morris for pushing them to excel (Photo Credit: FREDDIE BROOKS)
Before going on a quest toward higher learning, Ms. Morris’ desire to become a teacher started when she was younger. At 17, she lost her mother to a heart attack. Teachers embraced her and treated her as if she was their own. “They were kind, and one gave me an extension on work.” Ms. Morris said she became an educator because of the impact her teachers’ kindness had on her following her mother’s passing.
“I wanted to become a teacher to help others through their situations.”
“I wanted to become a teacher to help others through their situations,” she said. And it’s clear that students at Pike Road feel that Ms. Morris is here for them, too. “She’s a very sweet advocate and she stands up for us,” said Ellie Barfoot, a junior. “She goes the extra mile for students. She fights negativity with positivity. “ (Continued on next page)
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Recently, she had to give time to the lengthy process of becoming a Teacher of the Year.
Outside of school, Ms. Morris devotes quality time to her family. She and her husband, Reggie, have two daughters, a four-year-old and a seven-month-old. Her family enjoys “going to church and doing other family activities.” The older daughter is involved in a lot of activities that Morris attends with her husband. “I mainly do things on the weekends,” she said, “because I usually have more time to do things.” Recently, she had to give time to the lengthy process of becoming a Teacher of the Year. The first step is getting nominated by a selection committee made up of a student, parent, community member, and an administrator. The committee reviewed resumes and sample lesson plans, then called her in for an interview. Ms. Morris was also selected as a Secondary Teacher of the Year, which has its own process. It involved an interview with past selected educators, Erica Dunwoody and Amy McDevitt, along with Superintendent Charles Ledbetter. And that panel tapped Morris as the school district’s top teacher. “She’s the nicest teacher I have,” added Sophie Burton. “She makes us feel safe and she pushes us to go further.”
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Sage Etheridge: ‘If you want to be successful, … obsess over it’ TOM WALKER & ZEPH KEY
PRHS Senior Sage Etheridge is a student of inspiration and observation (Photo Credit: NAOMI VALENTINE)
State Champion. Academic Leader. Stocks Analyst. What do these three things have in common? They all describe Sage Etheridge.
Sage, a Pike Road veteran and well-known student, makes an impact on everything he touches. He is one Pike Road’s most athletically and academically gifted students. (Continued on next page)
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“Whether it was something that I was interested in or just schoolwork, school just gave me something to obsess over."
Balancing school and sports, he helped the PRHS football team to its first-ever State Championship while keeping a consistent 4.0 GPA since freshman year. “I take football and other sports very seriously, but they never had a grasp on my life; academics did,” Sage says. “Whether it was something that I was interested in or just schoolwork, school just gave me something to obsess over." “If you want to be successful in something, you have to obsess over it.“ Taking his own advice, Sage beams when he reminisces about how as a student-athlete he used his leadership to be a part of the first senior class in Pike Road history to ever win a state championship. “The thing about winning the state championship is that after it ended, I was excited, but I had invested so much and worked so hard that it almost had to happen,” Sage said. “It’s almost like we willed it to be.” Football isn’t the only sport in Sage's reservoir. He is an active member of the PRHS bowling team. While it may seem like an unlikely choice, he explains that he is also passionate about bowling, but it’s “more of a fun sport for me. Bowling as a sport doesn't feel like a job like football, it’s more of a hobby instead of a lifestyle.” (Continued on next page)
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Even more impressive than his academic and athletic prowess is his method of income. Many highschoolers at Pike Road take to the usual fast food restaurant or retail work, but Sage jumped head first into stock analysis as a mere senior in high school.
”So, I would say that he is my role model, I watch him every day.”
Anyone familiar with the market knows that it's incredibly complex. Sage participates on a dayto-day basis in the stock industry.
“When something is important enough,” says Sage, quoting Mr. Musk, “you do it even if the odds are not in your favor.”
“There's two main types of trading, day trading and longevity trading. Day trading is when I push and pull money in and out all day, and it’s a real job for some people … (who) can make thousands of dollars a day,” he explains. “But right now, I'm doing longevity. If I believe something is going to go up, I'll put my money in and pull it out at the top.” To understand why this highschooler trades and invests so early will have to know the secrets to his journey: inspiration and observation.
Like Elon Musk, Sage, too, is a risk taker who dares to dream big. After graduation, he plans to study business and/or finance in Germany.
“When something is important enough you do it even if the odds are not in your favor.”
Sage says Elon Musk, entrepreneur and business magnate, inspires him. “I’ve kept a close eye on him and what he was investing in. I was so fascinated by it, so I started dabbling in the stocks,” he says. “And when I saw the Gamestop meme stuff was the first time I think I ever took it seriously. Now I'm interested in NFTs (non-fungible tokens, anything that can be bought digitally) and cryptocurrency … the big stuff.
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PRHS Band Director Makes History and Goes Viral in Rose Parade JACOB BERRY
Pike Road's Patrick Darby takes a selfie before the big parade (Photo Credit: PATRICK DARBY)
What would it feel like to have millions of people watch you do what you love? Pike Road Band Director Patrick Darby knows exactly what this feels like after being selected to be one of 275 other band directors in the famous Tournament of Roses Parade. The Rose Parade, which has been around since before sliced bread, is one of the largest annual parades in America. This year, an estimated 700,000 live spectators and 45.5 million viewers on national TV watched the Rose Parade.
A video of the band directors went viral and hit 500,000 views in three days. And it’s to no surprise since this was the first time band directors were included in the Rose Bowl Parade’s 133-year history. Mr. Darby knew the parade was more than just viral views however. (Continued on next page)
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A collective shot of band directors selected for Rose Parade (Photo Credit: COURTESY)
“Every band student has a special moment when they first play with a marching band,” he said. “The first time you were a part of a group larger than just yourself, the first time the music was loud and energetic, the first time you got goosebumps to be a part of something so special” Mr. Darby continued, recalling his favorite part of the parade, “As band directors, we all got to relive that experience. Just being in awe of so many talented musicians, teachers, composers and more. Those goosebump moments just kept coming.” (Continued on next page)
"Every band student has a special moment when they first play with a marching band ... The first time you got goosebumps to be a part of something so special.”
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Participating in the parade was not only full of nostalgia but pure excitement Darby recounted, “The day of the parade: it is impossible to describe the feeling you get when the band arrives at the TV corner. The tallest grandstands, packed with fans cheering, TV cameras pointed in all directions, and the energy of all of the parade. “It just brings you to tears of joy because of that moment,” the band director said. “I will never forget that feeling.” How was this all pulled off though? While most marching bands have months to prepare, the 275 band directors had less than three days to practice together before the parade. Mr. Darby also had to memorize the music to 76 Trombones, Stars and Stripes Forever, Strike Up the Band, and Sing Sing Sing. When asked how he prepared, he said, “The Rose Parade is 5.2 miles, so I spent time taking walks making sure I could keep a good marching pace for the entire parade. As a brass player I needed to practice playing for two hours without embouchure wearing out”. The unification of band directors from around the nation is a historic moment. For many, including Mr. Darby, some of the outcomes of the parade surpassed just being able to march in it.
Can you spot Mr. Darby? (Photo Credit: COURTESY)
“Teachers, parents, and students from all over the US have shared our story, and sent messages of congratulations,” he said. “I was moved to see my own students share their congratulations with me, and share their excitement to see their band director on national television. Newspapers, news outlets, and social media have shared our performance. “I have been so surprised to see the reach and influence one musical performance can have,” Mr. Darby added. “It truly changed my life, and I know the lives of every director who participated.”
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Pike Road’s Success Put to the Test Faculty and Alumni Debate the Merit of Midterms TOM WALKER
PRHS graduates to date leave without experiencing midterm exams
In the past, the idea of implementing midterm exams at Pike Road was laughable. However, many teachers now believe that the school system is failing students by not implementing these standard tests. These teachers believe that Pike Road students will not be fully prepared for college without taking midterm exams.
“I don't think we are preparing students for college without midterms. Students need to know how to study and retain,” AP Biology teacher Pamela Kangelos said. (Continued on next page)
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“We need midterms so that students get a timed test and the idea that they need to retain the knowledge if they go to college,” Ms. Kangelos added, “and they are going to need that information again because most midterms are cumulative.”
“While Pike Road did help you build a schedule and work on more of your own time,” he said, “the deadlines and grades typically didn't reflect that of what a college environment typically would do.”
“Mrs. K” is only one among many who believes midterms may prepare students for college.
For example, students at Pike Road would turn in projects and other work late, and they would more often than not still receive a majority of the credit that was intended for them.
Emily May, salutatorian for the Pike Road 2021 Class, also expressed concern over the current system.
(Continued on next page)
“Pike Road needs to work on finding a balance between letting students have their freedom, but also making sure they are learning the material,” Emily said. “I think a traditional midterm exam that counts towards their grades would be a good first step.” Last year’s co-valedictorian Konnor Reybitz, who is currently a freshman at Penn State, shared a similar opinion. “While each college is unique in how it conducts its classes and learning, midterms are a great test to analyze and prepare students for what they should be doing in the class,” Konnor said. Konnor believes there are a few things that Pike Road could have done to better prepare him for college.
“While each college is unique in how it conducts its classes and learning, midterms are a great test to analyze and prepare students for what they should be doing in the class.”
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Konnor explained that at Penn State -- and really most other colleges -- deadlines are deadlines. Unlike in high school, a professor will not “walk you through each step” of coursework, and “they honestly could care less” if work is being completed. “That is why I feel that midterms, especially ones that reflect a student's grade heavily, should be implemented into the Pike Road learning system,” Konnor said. So far, Konnor is doing well in his college classes and “I do have Pike Road to offer an extent of my gratitude towards getting me ready for where I am right now.
“If a few more changes are made to actually penalize students a bit more heavily for not completing their work,” the 2021 PRHS graduate added, “that would really show the level of effort someone needs to give in order to be prepared for the world outside of high school.’ Furthermore, in a study titled, “Enhancing Learning and Retarding Forgetting: Choices and Consequences” the authors found that completing tests after studying increases the retention of information by approximately ten percent. Over an entire educational career, an increase of ten percent retention is equivalent to over a year of learning. Midterms are a common implementation of testing specifically focused on retention. Therefore, it is likely that implementing midterms would increase retention. (Continued on next page)
Bar graph depicting results of practice tests/studying vs. studying alone.
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But, these tests are not without their faults. A 2010 study by the American Test Anxieties Association found that between 10 to 40 percent of students experience test anxiety and another study found that about 18 percent of students experience moderate to severe test anxiety. This anxiety can negatively affect students' scores. This creates a cycle of students being anxious about failing, which manifests into actual failure. This then bolsters the anxiety.
Essentially, whether or not it is accurate, testing will be a big part of many college students' lives and the school must prepare them for their post school education. However, as pointed out by Ms. Bunn, “Not all students are going to college, some students are pathing to the military or trade school where they will have performance tasks instead of tests. “For these students, practice in midterms and standardized tests will be of little value.”
Standard tests are also widely criticized for not truly representing the knowledge of students and midterms are no different. Fulcrum Labs, a corporate training company, found that some people are simply “good test takers” and are able to score well on tests without truly understanding the information. “A ‘good test taker’ might score well in a standard multiple choice test, but they haven’t proved their mastery of the information,” according to the company’s blog. “It’s very likely they will have significant gaps in their knowledge/skills that persist post training especially since ‘test taking strategies’ are very short-term oriented.”
“A ‘good test taker’ might score well in a standard multiple choice test, but they haven’t proved their mastery of the information.”
So, if testing anxiety can cause students to underperform on tests and “good test takers” can overperform on tests, it begs the question: why use standardized tests when they are so inaccurate?
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Ask
Paul Everyone has questions. We're here to help answer them.
Ask Paul Q: How do you recognize addiction? Is quitting an addiction the only option to consider? A: You recognize addiction if you can’t function without it or you have a constant urge just to do it all the time. If you think the addiction is harmful, then quitting might be the best option. If it's not as bad, then maybe you could cut down the times you do what you do. You can try reaching out to a friend or even a counselor. Letting someone know about your problem can make it a lot easier to break a bad habit.
Q: How can I get closer to school friends to the point where we even hang out outside of school? A: I would start off by texting or talking outside of school more often and have actual personal conversations to develop trust. Then the friendship will build where that person can see you as an actual friend rather than a school friend. Present the idea of doing an activity outside of school and everything should fall into place after that.
Q: This is serious, how should a student cope with the massive amount of stress when a full 9-weeks comes to a close? Make sure all of your work is done and turned in on time. That way you are not stressing so bad when the 9-week grading period comes to an end. Cope by taking a deep breath and just taking time to yourself to gather your thoughts. Find something that gives you a sense of relaxation.
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Ask Paul Q: How do I ask a girl to the Prom and how do I pull girls? I need some game advice. A:You have to talk to the young lady before you do anything. You can just start by complimenting and/or charming her. Butter her up a little. Make a connection. Pop the question afterwards. It doesn’t have to be a big gesture. It can be simple and cute like a poster or maybe her favorite food and then ask her. Flowers are always nice to give/receive.
Q: I find myself attracted to older women. This generally doesn't become much of a problem because I'm of age, but I don't know how to tell my friend I'm into his mom. Is there a way to ask his mom out without losing him as a friend? A: Is the relationship with your friend worth losing for his mother? This could be a tough conflict. According to askapsych.com, young people in their early teens often develop romantic feelings toward adult friends, teachers, actors, musicians, etc. “In a way, it’s how we learn to be attracted to others and is part of our personality development. As a teenager, I know you’re tired of being told that you’ll outgrow things … but this is one of those things. As we mature in our teen years, we learn what love and romance feels like with these crushes.” It’s just a teenage crush … infatuation at the most. For legal reasons or for the sake of your friendship, Leave. It. Alone.
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Ask Paul Q: Is there anything that can be done about the entitled parents using the senior parking lot as a drop off and pick up lane? The parents take students' spots and pull out in front of them. Seniors pay for their spots and we should not have to accommodate entitled parents who did not pay to use that parking lot. It creates dangerous situations for students and faculty that are supposed to park there. Parents drive too fast, park in the middle of the driving lanes, and don't pay attention where they're driving. They have no regard for the safety of the students. They clog the parking lot and prevent seniors from making it into school on time because they have to wait for the supposedly "mature" adults to move. These adults are extremely rude when you try to move around them. Please address this, it is way past a safety hazard and is laying the foundation for parents and students to completely disregard the rules. A: There is a solution being presented with this problem. Please check out the article regarding this issue of The Revere for more information.
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Ask Paul Q: How do I manage my time wisely for schoolwork? It seems that I can get simple tasks like activities that are due in class, but when it comes to projects I fall behind every time due to the overwhelming stress. I'm specifically struggling in my core classes like English and History, but never seem to have the problem with Biology and Geometry. I am very introverted so I find it hard to speak up to my teachers about the problem, because I feel that it may inconvenience them. I started to develop this issue in the 6th grade after a bad encounter with some students and a teacher. Since then I have developed really bad depression and anxiety. I find it hard to speak up and ask for help, because I find all adults/students intimidating. Due to this issue, I ended up failing a grade, and I might actually fail this year if the problem isn't resolved. I made bad grades for these 2nd nine weeks and since I have not made any friends yet in my grade besides Art class. I can't even ask a fellow classmate for help; therefore, since you gave me the opportunity, I decided to step out of my comfort zone to ask you for help. I really don't want to fail this year!! :( A: There's no doubt that this is one step in the right direction, but you have to step out of your comfort zone a little more to get your grades back on track. I recommend going to the counselor and asking her if there is something you can do. No matter what, you do not have to talk to people. Just communicate until you have everything together. If you need help, it’s more preferred to ask an adult rather than a student. Being an introvert is perfectly fine. There is a process where struggling students can be enrolled in Edgenuity. Ask for extra credit. Explain to them how you feel and this is you trying to fix your future. This is your second chance.
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Ask Paul Q: I feel like I'm not prepared for college and the whole admissions process. What do I need to do to prepare? A: The first step would be to make sure your transcript and ACT scores are good to send out. They do cost money, but the price varies. For Pike Road, it is $5 per transcript. Next, would be to apply to as many colleges now. Since it is now winter/spring, it is crunch time to apply. College applications cost money as well and the prices vary. If you are set on one college or so and they don’t get back to you, definitely call and follow up and see what they need from you. It’s OK to call more than once. Make sure the college has everything they need from you. Apply for scholarships and don’t stop applying because you can never have too much money. They have scholarships for everything. Look some up on Google.
Click the link here to submit a question for Ask Paul!
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THE REVERE
Viewpoints Student opinion, because our thoughts matter.
(The views reflected in the following articles do not necessarily represent the views of The Revere or Pike Road High School)
Viewpoints The New Grading System Is Too Easy BY CADEN BISHOP
Pike Road High School’s (PRHS) new grading system is backwards, and it shows. This has been the easiest school year so far and the new grading system seems at fault. In previous years, major grades were 70% of your grade and minor grades were 30%. For the 2021-2022 school year, PRHS switched the percentages to 60% and 40%, with a twist. Minor grades are now worth 60% and major grades are worth 40%. It was only natural that the grading system would change after the switch from Summit Learning to Schoology. But this particular change seems odd to me. Most schools use a system more akin to what we used last year (without Summit, of course). This places a bigger focus on the end-of-unit tests and projects. With our present system, the tests matter a lot less and our classwork matters a lot more.
Deadlines are an easy way to solve this issue, and PRHS already implemented a more strict policy on deadlines. But why is this so strange? Let’s break it down: Your grade is 100 points. With our new grading system, you can get 60 points from minor grades and 40 points from major grades. If your class uses Summit Learning, your minor grades (60%) are checkpoints and focus areas. Summit Learning is a platform where students go through the material at their own pace. The curriculum is based upon tests and projects. The materials and tests are in “focus areas,” which are akin to a chapter in your textbook. These are all 10 question tests based upon a particular part of your subject. For example, if you are taking AP Government, you will need to pass the Power Focus Area (PFA), Constitutional Democracy: Federalism. (Continued on next page)
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Viewpoints Green means that you have done everything right and can move on to the next checkpoint. Yellow means that you may have missed a few things, or that there’s room to improve. Red means you need to redo the checkpoint, or you didn’t do it at all.
Generally, PFAs and checkpoints are pass/fail. You make a zero or a 100 for your grade. There are some exceptions based upon teacher preference or special circumstances. This means that provided you do the work, you will receive 60 of your 100 points.
Checkpoints prepare learners for their final products. If your project is an essay, your checkpoints will be writing different paragraphs. The paragraphs you write will all be parts of your essay. If you do the checkpoints, you have completed the project.
This is too high. I understand that in the past students were ignoring their minor grades. But this has created a system in which you can fail every major test and still pass with a B average. If you make a 50 on every major grade, you will receive 20 of the 40 possible points. Adding these to the guaranteed 60 points gives you a B despite not understanding the material. (Continued on next page)
Old grading system with Summit
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Viewpoints
New grading system with Schoology
If you failed major grades like this in the 20202021 school year, you would have only 35 points of your major grades. The highest score you could make would have been a 65, which is failing. Even if your class doesn’t use Summit, the grading is still a lot easier than it used to be. Your minor grades are a lot easier than your major grades. This amplifies the issue as the majority of your grades are now easier to complete than the minority.
I agree with the idea that classwork is important. But making it so that our minor grades make up the majority of our grades is not the best way to go about it. One of the easier ways to solve the problem we had with students not doing their classwork is something that PRHS already implemented: hard deadlines for grading. (Continued on next page)
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Viewpoints On top of the changes to the breakdown, the policies on deadlines also changed. Before the current school year, grades were due at the end of the year. Now grades are due at the end of every quarter, and your final grade is the average of these four grades. This is my favorite change that PRHS made. It serves to teach the students about the importance of deadlines. The change also prevents the endof-year scramble that was a staple of past school years. With this new emphasis on deadlines, the switch in grade weight is now unnecessary. We need to swap the percentage values so that major grades are 60% and minor grades are 40%. If this happens the grading system will stop trivializing school.
Before the current school year, grades were due at the end of the year. Now grades are due at the end of every quarter, and your final grade is the average of these four grades. This is my favorite change that PRHS made.
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Viewpoints Earlier School Start Times Might Be Necessary ZOE JEAN-CHARLES, TRAVIS HORNE, & GABIREL KRAUSE
For some people, waking up early in the morning is dreadful enough. Now, imagine waking up for school every morning way earlier than usual, trying to function throughout the day without falling asleep, just to do it all over again the next day. This ineffective, repetitive process has harmful effects on the body and mind, research shows. So if students need 10 hours – or a minimum of 8 – what could the school do to help improve and promote healthy sleep routines for students? The American Academy of Pediatrics has recommended that middle and high schools start at 8:30 a.m. or later to give students the opportunity to get the amount of sleep they need, but most American adolescents start school too early. (Continued on next page)
Tired student tries to catch up on sleep in school (Photo Credit: COURTESY INSTAGRAM)
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Viewpoints When asked about the school starting times, students had mixed reviews. While some reported not being able to feel the effect or that they just didn't have an opinion, many noted that the current 7:50 AM start time has an adverse effect. “Teenagers as it is do not get enough sleep, and it is even worse today,” one student wrote. “Making them wake up earlier ensures that they will be getting less sleep, which will affect their learning and performance during school.” For teenagers, research shows a poor sleep schedule can create many issues to one’s physical and mental health as well. While a lack of sleep causes a person to work harder, it can: Halt students’ ability to think clearly and absorb information which is already a direct hit on performance in school. Lead to a decay of memories – such as trouble recalling important information, like a less serious form of Alzheimer’s Increase the risk for chronic medical conditions like diabetes, increased weight gain, poor mental health (depression, anxiety, etc.), heart disease, heart attacks or stroke, high blood pressure, uncontrolled reflex movements from your eyes, and slurred speech.
“Teenagers as it is do not get enough sleep, and it is even worse today. Making them wake up earlier ensures that they will be getting less sleep, which will affect their learning and performance during school.”
(Continued on next page)
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Viewpoints
In a recent CDC study, 73 percent of students in grades 912 claimed they didn’t get enough sleep each school night.
According to the Centers for Disease Control & Prevention (CDC), it is recommended that children, ages 13-18, should get about 8-10 hours of sleep per 24 hours. In a recent CDC study, 73 percent of students in grades 9-12 claimed they didn’t get enough sleep each school night. Why is the lack of sleep among teenagers an issue? Because poor sleep can also limit a teenager’s ability to focus in class and learn material, directly affecting their academic performance. It also makes it much more difficult to retain information, which can lead to them struggling on exams. Think about it: how hard would it be to learn in class for a student who arrives home from work late last night, rises at 6:30 AM, and resists the urge to put their head down and take a nap? Believe it or not, this is actually the case for some students. Recently, The Revere polled Pike Road High School students about their sleep schedules and personal opinions about the current start times. When students were asked how they’d describe their sleep schedule during a normal school week, many stated that they felt exhausted and overwhelmed even after getting an average amount of sleep. (Continued on next page)
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Viewpoints “I often stay up late studying for AP or honors classes,” one student responded, “and waking up early definitely takes a hit on my productivity.” Students were also asked about what their thoughts and opinions were for the new start schedule for the current academic year. “If teenagers are programmed to stay up late and sleep in as a result of their brains growing, why are we going to school so early?” one student asked. “You could start school at 8:30, drop one of the eight classes, not including Patriot Time, and still end the school at 3 PM. “Eight hours a night for a teenager is the minimum for optimum brain development, but we should really be getting 10,” the student added. “I can't drop my job nor any of my classes and yet I suffer for it in school.”
Yet the amount of sleep those teens are getting are more than 3 hours below the recommended amount for each night. So if students need 10 hours – or a minimum of 8 – what could the school do to help improve and promote healthy sleep routines for students? Some states like Alaska, Iowa, and North Dakota have already taken action and now start their schools at 8:30 to accommodate students. While some states refuse to allow schools to start later. But most states, as of now, are slowly moving towards starting school later. ”It's negatively affecting the students and starting that early helps no one,” another student said. “The 10 minutes isn't a lot but it does have a big effect.”
When students were asked if they’d ever fallen asleep during class due to poor sleep schedules, nearly 73 percent responded that they had. Twenty-seven percent of the respondents said they play sports. Students with jobs and other obligations fare worse than their counterparts as they arrive home later and average about 5.5 hours of sleep. On the other hand, classmates without after-school priorities sleep an average of 7 hours. Students struggle to stay awake in class (Photo Credit: COURTESY INSTAGRAM)
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Viewpoints
Results depict a concerning scenario
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THE REVERE The Revere is a student-run online newsmagazine that uses the power of journalism to keep Pike Road students, parents, and teachers informed about issues and trends in our school and community. If you enjoyed this edition, please consider following us on social media, where you can view other content from One Nation Media and stay up to date between editions. You can also reach us at TheRevere@pikeroadschools.org The Revere staff thanks you for reading and hopes you'll stay tuned for more relevant, recent, and riveting content.
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