Volume 33 Issue 1

VOLUME 33

ISSUE 1

OCTOBER 2021

Pages 12-13 Story by Akhila Gunturu Photo by Nandini Muresh

WHAT’S INSIDE

TEACHING THE FUTURE STUDENT LIFE: Rao exploring career options through professional interviews

PG. 11

COPPELL HIGH SCHOOL 185 W. PARKWAY BLVD, COPPELL, TX 75019

COWBOY TO AGGIE

PG. 20

SPORTS: Choate makes history as Texas A&M 12th Man

www.coppellstudentmedia.com

OCTOBER 2021

FRONTS OF COPPELL

Letter from the Editor I go through phases - or maybe obsessions would be a more accurate term for my short-term interests.

Currently it is a search for the perfect pair of cowgirl boots, but they’ve ranged into professional ice skating, Fleetwood Mac and crafting the perfect skincare routine. The thing about these phases they’re just that. They never last a particularly long time.

When I started at The Sidekick, though, it was never in my mind that this program could be a phase like every other activity I had tried before. From the second I joined the program, something about it felt mine, personal and true.

Maybe it was the people who guided me when I first started, all of them simultaneously talented, intimidating and encouraging. Or maybe it was the work I got to do, telling the stories I had always loved to hear. I immediately knew that I wanted to be a leader of this program and now that I am, I couldn’t be more thrilled.

I no longer want to wake up at 2 a.m. to watch the Cup of China Grand Prix or spend hours on Sephora scrolling through pages of products I will never actually buy. I have a half-written screenplay of Fleetwood Mac’s compiled (and dramaticized) history stuck far in the depths of my Google Drive that I don’t think I’ll ever finish. But I can’t say I see myself falling out of love with The Sidekick.

It never gets less gratifying to conduct an excellent interview or take the perfect picture. It never gets any less satisfying to hit the ‘Publish’ button on Coppell Student Media whether it’s your first or 100th story.

It’s my third year and I’m still here, happily, spending hours covering events, testing out confusing Adobe programs and learning new ways to tell stories. And there is still much more I want to try out, both in being a leader and in my final year as a journalist on The Sidekick.

There are a lot of things I’m worried about for this year on staff - teaching has never been a strong suit of mine and Sally Parampottil, our last editor-in-chief, left big shoes to fill. We have a lot of work to do and a lot of room for improvement.

Yet, to be honest, I can’t say I’m afraid of any of it.

I don’t know what it is about The Sidekick that has let it stick in my ever changing mind and I don’t know what the rest of this year has in store. All I can say is this: for anything, I’ll be here.

Anjali Krishna Editor-in-Chief

JEWELS N COTTON Fronts of Coppell is a Sidekick series in which executive news editor Akhila Gunturu profiles a Coppell business owner to bring awareness to community-based establishments.

C

oppell-based mom and daughter duo Julie Urbach and Jennifer Ham are the owners of Jewels N Cotton, a business dedicated to making customized overalls and jorts for seniors. Ham graduated from Coppell High School in 2007 and Urbach began Jewels N Cotton in 2009. More than a decade later, the two have grown their business to making up to 32 overalls a year and shipping as far as Tennessee.

How do you make a pair of senior overalls?

Ham: We receive a lot of requests via Instagram, text messages, phone calls [and] Facebook, so we start with a consultation. We also offer DIY packages, so if [customers] want to decorate the overalls themselves, we can cut the letters or different accessories. However, let’s just say [someone] wanted to do a consultation. We would get a date and time, and last year, because of the pandemic, we started doing Zoom consultations. We request that [customers] purchase the overalls and then try them on. We have you wash them three times, which helps to get the material ready for us. Once we set up your time and date, we ask you to drop the overalls off on our porch.

Why did you start Jewels N Cotton?

Urbach: I’ve been doing overalls specifically since 2009. Every year, I would just take on five or six, seven pairs, and then, [Ham] would come and go, during some of the summers, and help out. [In 2020] she joined me full time. [Ham] has a marketing communications degree, bachelor’s and master’s from [Angelo State University], so it was a perfect fit. Not only do we like working with each other, but [she] also helps me on the technology [and] marketing side to get our name out there.

Ham: I love my boss. It’s definitely a blessing. We’ve always gotten along. We are very like-minded, but just like any other business and mom and daughter duo we have our disagreements on certain things.

What are your goals for Jewels N Cotton?

Urbach: Our big thing is customer service. We want to offer impeccable customer service. That’s our bread and butter.

Ham: Because we got the DIY packages going last year and we’ve had several this year as well, [another goal is to] really expand the DIY packages to where those who don’t think they have the creative bug, we can say, “You are creative, you can do this and we are here to help you.” We really want to allow people to have that creative outlet that we have been blessed to have, grow our DIY package business, continue to grow the overall decorating business and then just grow together as a company and as a mom and daughter.

Jewels N Cotton founder Julie Urbach and sales and marketing manager Jennifer Ham work on on a pair of senior overalls on Sept. 19. Photos by Sannidhi Arimanda

NEW YEAR, NEW ADMINS P. 4

LYNCH’S FAMILY LEGACY P. 5

TEACHER OF THE ISSUE P. 10

Outlining the COVID-19 contact tracing process

The contact tracing process began last school year. Coppell High School facilitates this contact tracing process if a student tests positive for COVID-19. Graphic by Ayane Kobayashi

Akhila Gunturu Executive News Editor @akhila_gunturu

With the COVID-19 pandemic continuing throughout the beginning of the school year, Coppell ISD continues to monitor COVID cases through the contact tracing process.

“We’re responding as we can to keep our students and staff safe,” CISD executive director of communications and

community engagement Angela Brown said. “We had a great system in place [last year] and the system this year is similar. We’re coming to figure out ways we can do [contact tracing] well and effectively.”

Contact tracing is the process of identifying those who have come in contact with an infected person and then collecting information about the contacts.

In CISD, the contact tracing process begins with a student testing positive for COVID-19. The parent will then notify the front office of the campus or the nurse, who then will contact an administrator who

will talk the family through several questions to begin contact tracing. These questions include asking if the student was tested when the student was tested, what symptoms the student is exhibiting and when these symptoms started.

Associated symptoms, which are the combination of COVID-19 symptoms, such as a productive cough, fever and feelings of lethargy, are key in this process.

If the student is symptomatic, the administrators begin examining their schedule for close contact from two days before symptoms are shown. Administrators then see who the student was within six feet distance for more than 15 minutes. If both individuals during that period were masked, then the interaction is not considered as a close contact. If one individual was unmasked, then it is considered as a close contact. All classes, extracurriculars and the lunch period are examined.

“Every case is a little bit different,” Brown said.

“Sometimes, we can quickly determine who the close contracts might be because [the student] only went to two classes [or] the two previous days was a weekend. Each case is a little bit different so there might be cases when [the process] might take a little bit longer but typically we try and get it done as quickly as we can.”

Students who test positive are required to stay home for at least 10 calendar days after being tested. However, the Texas Education Agency (TEA) allows for parents of close contacts to opt out of the quarantine process. These absences will be excused and the student will have the ability to make up the work once they return. Positive cases are reported on the CISD COVID-19 Dashboard.

AKHILA ‘22 can be reached at axg0588@g.coppellisd.com

New, improved 1Vision Media video board goes up at stadium Varshitha Korrapolu Communications Manager @varshitha1128

As the previous video board in Buddy Echols Field was reaching the end of its life, the Coppell athletics department agreed to a contract with 1Vision Media, which included a fully-funded new video board.

1Vision receives the advertising revenue from the video board, while giving a portion of these funds to Coppell ISD. The partnership with 1Vision Media, a media company that partners with high schools to improve their sporting events experience, was established and the video board provided in May 2021.

In an attempt to find a new video board to replace the previous video board with poor sound quality and low resolution, the Coppell athletics department contacted several companies, including 1Vision.

Hype videos, instant replays and commercials are played on the video board for fans to enjoy.

The new video board, flood lights and stands filled with fans adds to the thrill of attending sporting events at Buddy Echols Field. Coaches think this plays an important role in a program’s

success, as athletes feel a boost in confidence with the community’s support.

“It creates the whole college aspect,” Coppell assistant Karl Pointer said. “Things that they see on TV, they get to experience. It adds to the whole fan experience. If we can build a greater community within Coppell, and the video board is something that’s going to draw people to the game, then I think it’s a great experience for us.”

According to 1Vision Media manager Will Tyner, last year was a test run to experiment with the former video board to show Coppell and advertisers what 1Vision Media would do with the new board. This year, the same procedure will occur with a new board coming to the CHS Arena. There will be a four-sided video board installed in the CHS Arena towards the end of this month.

1Vision is offering several options for advertisements, played during timeouts and changes of possession. Advertisements can be on the video board during pregame, halftime and postgame. There will be ads present on both the left and right sides of the board and advertisements will be added to a loop rotating the ads. There are also video advertisements available in 15 second, 30 second and 60 second slots.

“1Vision Media is a genuine company that knows how the board works and how the graphics work,” senior KCBY-TV program director Jada D’Silva said. “That itself will enhance the viewers’ experience. We have someone tell you when it’s defense. Everything is much more structured than it was last year.”

VARSHITHA ‘22 can be reached at vsk5901@g.coppellisd.com

Photo by Angelina Liu

Instagram: @thesidekickcoppell

OCTOBER COLUMBUS DAY / INDIGENOUS PEOPLES DAY // OCT. 11

COPPELL BOARD OF TRUSTEES MEETING // OCT. 25 // 6 P.M.

One home, two roles

#CHSReset: Womack returns as new assistant principal Tracy Tran Staff Writer

@Ahhlmtracy

Packing up the last pieces in her room at Lamar Middle School into a box, Coppell High School assistant principal Alissa Womack was ready for a short drive.

Heading back home.

Heading back to CHS. “It is awesome and fun when educators come back home,” CHS AP Melissa Arnold said. “We are a family here, and it’s been nice to have one of my friends come back and be able to work with them one every single day.”

This year, CHS students are back in person at the high school.

“I’ve missed kids being in the hall,” Womack said. “Kids, whether or not they’ll admit it, are really happy to be back in person to see their friends, to be with their teachers [and] to restore that normal school life that they’ve had in the past.”

Graduating from Texas A&M with a psychology degree, Womack was not sure about the career she wanted to pursue. After being a substitute at her old high school, she realized her love of working with the teenagers and being in the high school setting, inspiring her to obtain a Spanish teaching certification

through Region 10 alternative certification program.

Bringing her love of teaching pedagogy and instruction to the AP team, Womack helps develop strong instructional best practices to meet all of our students’ needs.

“She is one of the most positive people I’ve ever met,” CHS principal Laura Springer said. “It is incredibly affirming to go to work every day with somebody who is a very positive person.”

Womack’s experiences in education from the last 20 years, working as a CHS Spanish teacher from 2012 to 2017, digital learning coach and Lamar Middle School AP in the past, help her to be prepared for the new position.

“I love Womack,” Arnold said. “I had the opportunity to work with her several years ago when she was a Spanish teacher. When she applied to be an assistant principal back here, I was very excited to see that she got the opportunity, because she is so passionate about kids and passionate that they get opportunities to really learn who they are as a people person.”

Outside of school, Womack enjoys reading historical fiction and young adult literature, doing anything outdoors, spending time with her family, and walking the dogs.

“Womack was an awesome coworker and friend,” Lamar Middle School

dean of students April Richmond said.

“As our friendship grew, we realized we had so many similarities, especially when it came to our love for cheese. She is a hard worker and extremely passionate.

Some of the best memories I have with her are hanging out with her both at work and outside of work.”

TRACY ‘22 can be reached at alt0592@g.coppellisd.com

Coppell High School new assistant principal Alissa Womack previously taught Spanish at CHS before returning this year. Womack has taught at CHS, Ranchview High School in Carrollton-Farmers Branch ISD and Lamar Middle School in Irving. Photo by Angelina Liu

Hussey honoring students’ stories as new asst. principal teacher. His experience at New Tech has provided the administration team Advertising/Circulation Manager with a unique insight into what CHS @Manasa_Mohan_7 can do to improve the classrooms and As all students returned to in-person students’ experience. school for the first time since March Prior to moving to Texas, Hussey 2020, they found there were quite a few worked in Philadelphia for four years changes to the Coppell High School and worked at the National Constiadministration, including the addition tution Center in the University of of assistant principal Brian Hussey.

Pennsylvania Museum of ArchaeolHussey previously taught American ogy and Anthropology where he gave studies and AP seminar at New Tech tours, lessons and displayed historHigh @ Coppell. Prior to moving to ical artifacts. Subsequently, Hussey Texas in 2016, Hussey worked in the worked at the Multicultural Academy Charter School and Science Leadership Academy at Beeber in Philadelphia where his passion for teaching history grew.

“While teaching in Philadelphia, I worked with mainly minority students who were 100% living below the poverty line,” Hussey said. “There are a lot of needs that come up working Coppell High School new assistant principal Brian Hussey transferred from New Tech High with students in that environment @ Coppell, where he taught American studies and AP Seminar. Prior to that, he worked in which put me in a Philadelphia at the National Constitution Center and the Multicultural Academy Charter position to have to School and Science Leadership Academy at Beeber. Photo by Angelina Liu

Manasa Mohan

education department at the National Constitution Center in Philadelphia before transitioning to teaching.

“I was completely taken aback by [the CHS administration] team,” Hussey said. “The way the group of administrators here are supportive of each other, care about the kids and talk about trying to make a better school when I first heard that, I knew I wanted to be here. This [is] a place [where] I feel like I belong.” Hussey transitions to CHS after spending five years working at New Tech as an AP U.S. history

listen first [and] not go in thinking there’s one answer or one set way to do something. I’ve learned that I can’t tell the student’s story before they get a chance to tell me first.”

As students transition back to in-person classes, Hussey is working to keep an eye out for those who are overwhelmed with the return to campus. Considering the recent changes surrounding CHS and its approach to combating COVID-19, rather than looking at the student as part of a larger political story, Hussey wants to listen and honor each individual’s stories.

“It goes back to allowing students to tell me their story first,” Hussey said. “I’ve seen great administrators, I’ve seen administrators who always questioned some of their decisions and ones that acted very quickly because they assumed they knew the whole story of the student. I am going to make sure I allow students the chance to tell me their story first. Once we are all having that dialogue, we can start making decisions.”

MANASA ‘23 can be reached at mxm8830@g.coppellisd.com

PSAT FOR 10TH-11TH GRADERS // OCT. 13

DISTRICT HOLIDAY // OCT. 11

THE BEAT FROM CHS9

Lynch follows parents’ legacy Local graduate serves district as new assistant principal

Iniya Nathan

“I always wanted to be a teacher because my mom worked for the school dis@iniya_v trict [and] my dad was the city manager of Coppell for a while,” Lynch said. “I come This year Coppell High School from a family where leadership is importNinth Grade Center introduces ant to us, making sure we’re serving those two new assistant principals to around us is ingrained in me. Helping evthe school and one of them is no eryone around me succeed was an importstranger to the district. Jessica ant part of how I was raised.”

Lynch graduated from CHS and Lynch knew she wanted to be a teachTexas Tech. She then went on er at a young age and remembers when to teach at multiple difshe would pretend to be a teacher with ferent districts, includher friends. ing English at Coppell “When Lynch said she wanted to beHigh School and as come a teacher I think she always had an a ESL facilitator at eye out to teach back here in our homeCHS9 since its opentown,” Clay Phillips said. “Kind of the ing. same way that I wanted to serve my homeBoth of her partown in fire service and city management. ents have deep It’s a pretty meaningful impact to serve the community that you were raised in and I think she believes that.”

Before becoming assistant principal, Lynch worked closely with the administration and thus is familiar with the position, although she says figuring out new processes has been a learning experience.

Lynch finds that with her new position she is able to help more teachers and CHS9 new assistant principal Jessica Lynch was the former CHS9 ESL facilitator for three years. Lynch graduated from CHS in 2006, her father Clay Phillips was a former Coppell city manager and her mother Terry Phillips was a families closeformer CHS secretary. Photo by Sreehitha Moravaneni ly and help CHS9 Editor

roots in Coppell and are also CHS graduates. Her father Clay Phillips, former Coppell city manager, and her mother Terry Phillips, former secretary at CHS, inspired her to be where she is today.

more students become successful than she was before.

“Lynch has been a part of our campus since we opened,” Assistant principals’ secretary Christi Cox said. “We all knew that she was going to move up, she’s super talented. And we really just thought that we would eventually lose her to a job like this. So we’re very excited that she was able to move up and use all of her talents but still stay on our campus. Our entire school culture is already benefiting from her leadership.”

Lynch is very excited about her new role and the opportunity it provides her to serve the community.

“I’m still new at this and I’m still learning so much and there will be things that will continue to surprise me and I will continue to learn and grow from that,” Lynch said. “But it’s been fun so far. I love our team, our campus and our teachers. We have the best of the best here and we’ve added quite a few new staff members this year [who have] all been really awesome additions to our campus. They’re here like me to serve so it’s going to be a great year.”

INIYA ‘23 can be reached at ixn3618@g.coppellisd.com

Hinojosa creates nerd paradise Sreehitha Moravaneni creative from so many different points of some of the equipment, like the camerStaff Writer @sreehithaMorav

The new CHS9 principles of A/V tech and communications teacher Stephanie Hinojosa graduated from Coppell High School in 2005 and has returned to Coppell to teach in the Career Technical Education field. Hinojosa has participated in the Texas Association of Future Educators program, Round-Up staff and Coppell Lariettes during her time at CHS. She attended Texas A&M and University of North Texas and is attending Oklahoma State University to further her studies in educational technology. Hinojosa encourages lifelong learning, and hopes to keep her classroom an inclusive place for everyone.

What do you admire about AV tech students?

I have kids that are already creating animations. [Some students are] already into graphic design so this is a really fun place for them to come because they can use those talents. I [also] have kids [that come with] no experience. It’s really fun to see the kids with a little bit more experience work with the kids who don’t have experience. I love that. The kids are so

view, and it’s just fun to kind of see them come together and create something cool.

Do you have any experience in the AV tech field?

I had taken the photography class [that was mandatory before taking Round-Up], and I had so much fun. I was getting out

as, putting our own spreads together and learning what all of those skills entail. It brings back so many memories of going around the school, getting the right shot and adding it to the yearbook.

Why did you choose to be a teacher?

I knew that I loved working with kids.

CHS9 new Principles of arts, AV Tech and communications teacher Stephanie Hinojosa returns to Coppell after teaching at the Flower Mound 9th Grade Campus for five years. Hinojosa graduated from Coppell High School in 2005. Photo by Sreehitha Moravaneni

Instagram: @thesidekickcoppell

I was in TAFE [Texas Association of Future Educators] when I was in high school, and that gave me the opportunity to go out and shadow. [Shadowing helped] solidify my decision to go into the classroom. I started off as a seventh grade history teacher, then moved to eighth grade history and geography.

Do you have any role models that influenced you?

[I had a U.S. history teacher Valerie Garnier, who] embraced me and all my nerdiness. I loved going to her class. I also had a Spanish teacher [Janine Kay] who just got me, and it was so nice to have this understanding. Those experiences are what made me go into teaching. On the first day of school, I tell my kids that I proudly wear the badge of nerd. It’s a great thing because, to me, nerd means lifelong learner. I’m always learning something, and I want to [make my classroom an environment] where those kids who maybe don’t have a niche somewhere can come in here and feel completely welcomed and understood.

SREEHITHA‘23 can be reached at sxm2973@g.coppellisd.com

OCTOBER 2021

STAFF EDITORIAL EXECUTIVE LEADERSHIP CHASE WOFFORD Staff Adviser ANJALI KRISHNA Editor-in-Chief* TRISHA ATLURI Entertainment Editor* AKHILA GUNTURU News Editor* SREEJA MUDUMBY Editorial Page Editor

The kids are all grown up Ease in accessibility accelerates maturation

EDITORIAL LEADERSHIP ANJALI VISHWANATH Daily News/Assignment Editor INIYA NATHAN CHS9 Editor* ANETTE VARGHESE Student Life Editor TORIE PECK Sports Editor MEDIA TEAM LEADERSHIP ANGELINA LIU Visual Media Editor NANDINI MURESH Photo Editor SRIHARI YECHANGUNJA Design Editor* AYANE KOBAYASHI Staff Cartoonist* COMMUNICATIONS AND BUSINESS TEAM MANASA MOHAN Advertising/Circulation Manager* ALIYA ZAKIR Social Media Manager VARSHITHA KORRAPOLU Communications Manager WRITERS SRI ACHANTA NATHAN CHENG ANUSHREE DE SHRAYES GUNNA YAAMINI JOIS JOANNE KIM SANIYA KOPPIKAR

MEER MAHFUZ MAYA PALAVALI BHASKAR PARITI DEEPTI PATIL HAVISH PREMKUMAR YASEMIN RAGLAND TRACY TRAN*

PHOTOGRAPHERS ALIZA ABIDI NANDINI PAIDESETTY* SANNIDHI ARIMANDA ASHLEY QIAN JAYDEN CHUI ASHLEY SCARLETT OLIVIA COOPER OLIVIA SHORT MEGHNA KULKARNI SHREYA RAVI NICHOLAS LARRY AARINN VITTOLIA SRUTHI LINGAM SREEHITHA MORAVANENI DESIGNERS JOSH CAMPBELL* RACHEL CHANG NOOR FATIMA

MINNIE GAZAWADA ESTHER KIM AVANI MUNJI

*Indicates Volume 33 issue No. 1 page designer

THE SIDEKICK is the official student newspaper for Coppell High School. Its purpose is to inform, entertain and provide an educational resource for its readers. This newspaper is a public forum for student expression with staff members (with assistance from their adviser) making content decisions. The editorials and columns in this paper reflect the view of their writers.

The Sidekick is a member of Interscholastic League Press Conference (ILPC), National Scholastic Press Association (NSPA), Columbia Scholastic Press Association (CSPA) and Southern Interscholastic Press Association (SIPA).

The Sidekick welcomes all letters to the editor, but letters must be signed before consideration for publication. Send letters to cwofford@coppellisd.com of bring them by D115.

Advertisements are sold as full, 1/2 page, 1/4 page, 1/8 page sizes in black and white or color.

CONTACT US (214) 496 6239 / cwofford@coppellisd.com 185 W. Parkway Blvd. Coppell, TX 75019

Hey Siri.

What’s the weather like today?

In an increasingly digital world, technology has become an essential part of everyday life. Long gone are the days of walking outside to test the weather, making a trip to Blockbuster to rent a film to watch on VHS or searching for specific information in a hard-copy encyclopedia.

With a quick Google search, millions of results appear on a searched movie along with reviews, a full cast list, and where and how to watch. Resources such as textbooks, thesaurus and dictionaries have all been digitized.

In a fifth grade classroom in Coppell ISD, worksheets have been replaced by iPads and Apple pencils. Pencils and pens become increasingly hard to find on desks, and screen time continues to rise. Free time is overtaken by iPhones and TVs instead of books and board games.

At Coppell High School and in Coppell middle schools, students are buried in their phones during class and passing periods, often bumping into one another as they scroll through updates on Snapchat or Instagram.

Newer generations are experiencing technological advancements that were not possible 10 years ago.

Research suggests preschoolers are becoming familiar with digital devices before they are exposed to books.

Although technology has no doubt contributed to an overall better quality of life globally, there are pitfalls from the overuse of technology while maturing.

There are multiple effects that technology has on teen maturity. Just as there isn’t just one effect of eating food or drinking water, different forms of media have different effects as children’s brains develop according to experiences. Childhood is typically characterized by “high plasticity” where change is dependent on the experiences faced.

This translates to a high school setting as we are exposed to a wider variety of the internet through the accessibility of technology. As opposed to monitored internet access from parental figures, teenagers have the option to utilize websites and social media apps. By simply scrolling through the trending pages of Twitter, Instagram or TikTok, content such as oversexualized advertisements and trends are pushed out to impressionable teenagers.

Exposure to sexually explicit media in early adolescence has been found to be related to risky sexual behaviors in adulthood such as unprotected sex. Young individuals are more likely to change and begin expressing sexual attitudes as exposure to sexual content increases. The availability of it online has also impacted development in

diverse ways. For example, adolescents are impacted by the way they interact with one another as they are often influenced by depictions in media.

This can affect the subconscious “plasticity” of the mind. Neural plasticity is where the brain reorganizes itself based on the experience faced. The accessibility and prevalence of sexually explicit content impacts teenagers specifically as it influences social interactions between peers and teens are often swayed by popular opinion in the media.

In order to reduce negative structural plasticity, students can learn new things that have been proven to be positive changes for the brain. For example, learning a new language, creating art, or learning how to play an instrument can increase grey matter and strengthen white matter in the brain. This is beneficial as grey matter is responsible for controlling movements, memory and emotions while white matter facilitates information transfer.

Social media apps, such as TikTok, have made it increasingly easy to trend TV shows and movies. Several CHS and Coppell middle school students have amassed a large amount of followers in this app. TikTok’s minimum age is 13, however oftentimes the content being shared is not appropriate for young audiences. A third of the audience may even be younger than that.

Research also shows that exposure to violence in media contributes to risks of aggressive behaviors in adults in the short term and an increase of risks of violent behavior in children in the long run. As children mature, a large portion of maturation is attributed to observational learning. Children and teenagers form beliefs on what is socially acceptable, and these beliefs are solidified and serve as a filter to the outside world. When children are exposed to explicit content in the media, they are desensitized to it and the beliefs that children form shift.

Accessibility and exposure to explicit content online is inevitable. Understanding the effects that explicit content can have on a developing adolescent mind can make a difference. Teenagers can begin to understand why they may be having certain thoughts and feelings after being exposed to negative content.

Growing up in an increasingly technologically advancing world, children mature faster due to early exposure to sexual and violent content online and miss out on just being kids. By understanding how viewing explicit content can change you and your perspective of the world, teenagers can moderate internet use accordingly and learn to protect themselves.

Learning how to fail forward Angelina Liu

Visual Media Editor @angelinaliiu

“Please see me after class.”

The big red letters scrawled at the top of my first test in my freshman Gifted and Talented English class test taunted me as I stared at my failing grade in disbelief. I neglected studying as I was positive I could rely on information I knew prior.

My routine had worked all my life, so why would it fail me now?

I learned the hard way that talent when younger isn’t transferable.

“There is this disadvantage where [students] fall back on [their] giftedness and when [they] go to university or whatever [their] next step is, [they] haven’t learned the skill of study or perseverance,” Coppell ISD executive director of teaching and learning Dr. Deana Dynis said. “[Students] may not have learned how to fail forward because it’s always just been easy. At some point, it’s not going to be easy.”

The narrative of being a Gifted and Talented learner started in elementary school. Things came easily to me as I read at an advanced level and could write better than an average student in my grade level.

Labeling students as gifted and talented can manifest itself in a fixed mindset for students. Proposed by Stanford professor Carol Dweck, a fixed mindset centers around inherited attributes.

In ninth grade, I began to feel the weight of my own fixed mindset, struggling with academics. I experienced self doubt like never before.

Not being able to perform at the level that I used to was daunting. I felt like a sham. I criticized myself heavily every time I received a bad grade. I was sensitive and insecure in my academic abilities and responded to

Gifted and Talented students are often celebrated for their placement, despite facing challenges as they transition into separate curriculums. The Sidekick visual media editor Angelina Liu thinks her experience in the G/T program had a negative impact on her study habits in high school. Illustration by Trisha Atluri feedback negatively. A classic case of gifted kid burnout.

I expected the same amount of work in freshman G/T English as there had been in my previous English classes, but I was not able to adapt to the combination of an increasing workload and new material. For the first time, I struggled in the subject I thought was my strongest. Because I used to always be able to rely on my “giftedness,” I had never established good study skills and I found myself falling behind.

This is not an experience unique to me. G/T learners must be able to apply concepts to different situations and cannot simply expect to understand a new learned con-

cept immediately.

Through this experience, I have learned to adapt. By taking on a growth mindset, I have realized that it’s OK to not understand. It’s OK to fail. Growth is not linear and neither is learning. By continuously learning and growing, students can reach their full potential instead of limiting themselves to what they used to be.

ANGELINA ‘23 can be reached at axl0728@g.coppellisd.com

You’re not entitled to your ignorance Iniya Nathan CHS9 Editor @iniya_v

If you have nothing nice to say, don’t say anything at all.

This is a phrase every one of us have ingrained into our heads since kindergarten, perhaps even earlier. Despite that, many people seem to be intent on hurting others, using one excuse to do so.

I am entitled to my own opinion.

I am entitled to the belief that anyone who uses this phrase to defend their demeaning statement from criticism has no idea what an opinion is.

Being sexist, racist, homophobic, ableist or simply believing that any group of people deserve less rights or respect than you is not an opinion. You are not forming an opinion based on the lack of certainty in a subject; you are letting your ignorance rule your mind and refusing to get educated. And your comments are not harmless, especially if this comment is on the internet.

People share their opinions everyday on their interests, politics, TV shows, food and more. The Sidekick’s CHS9 editor Iniya Nathan thinks many people hide behind their thoughts being an opinion in order to say hurtful things. Graphic by Noor Fatima Instagram: @thesidekickcoppell

Your comment will reach impressionable minds who will take your comment to heart, especially if you are a person with the power to influence others. While you might have not physically hurt after anyone, the people who follow you will. That will be on your conscience.

I see hundreds of people on the internet denouncing people of color, denouncing immigrants, speaking as if anyone who does not look white deserves all the hate in the world of simply existing in the great United States.

I see people degrade women, speaking about them as if women are nothing more than objects. I see the hate all around me and I am afraid. Your so-called ‘opinion’ is not allowed to make anyone feel unsafe. No, it is not within your rights to say that, and no, it is not what freedom of speech is. Your freedom of speech does in fact allow you to say whatever you want but also means you have to face the consequences of your words. If you say something that is hurtful, you face the consequences of hurting someone. You do not ignore their hurt. You do your research, you listen to the minority voices that you have hurt, you learn. You apologize.

It is human to make a mistake and it is decency to apologize for it.

Just because you are not discriminated against does not mean others are not. Just because you do not see the problem does not mean you are not the problem. A lot of topics that are considered political or opinionated are really not. Or rather, they shouldn’t be. Human rights should not be political. The government should not have the right to dictate whether me being me is right and neither should anyone else. Political opinions are fine; in fact, they are necessary when they are not putting a group of innocent people in harm’s way.

Now I suggest you look through all your own opinions and see, are they really opinions? Or are they the products of ignorance?

INIYA ‘23 can be reached at ixn3618@g.coppellisd.com

OCTOBER 2021

Ask yourself who your influencers are Sreeja Mudumby

Executive Editorial Page Editor @sreejamudumby

“Hey guys! Welcome back to my channel!”

If I had a dollar for the amount of times I heard this line, I would have as much money as the creator of that video themselves.

Over the last 15 years, YouTube has become one of the biggest online platforms. With YouTube came the job of YouTubers – creating content for audiences and getting paid through Adsense. The launch of TikTok in 2016 provided creators another platform to monetize their lives. While I owe these creators due credit for having much dedication to make a creative living, the part that bothers me is what everyone refers to them as: Influencers.

Seventy-seven percent of Youtube-watchers are between the ages of 15 – 25. As we high schoolers go through a critical time in our lives, we should really be careful when picking the people that are going to have an influence in our lives.

Content creators should definitely be respected for creatively sharing and documenting much of their lives in ways that are entertaining.

However, influencers should be people who have made a difference in this world through bravery, kindness and strength. This title should go to philanthropists, scientists, doctors, teachers, all people who dedicate time and effort into making change for the world.

Martin Luther King Jr, Malala

Yousefsai and Marie Curie are just three examples of people who used their intellect and courage to leave a lasting legacy with their actions. They have earned the title of an influencer, and they are people who should be influencing the coming generations to continue making the world a better place to live in.

This issue might not seem like a big thing, but calling someone an influencer gives them more power than we think; we are giving them the authority to influence us with the title. With this power also comes a burden on their side. These content creators who want to make a living on their own are expected to have the perfect lives 24/7, with their content being friendly to all types of audiences.

And this pressure of perfectionism is the kind that leads to heavily filtered, unauthentic content. Not to

mention the amount of these “influencers” that get canceled for their actions or morals. Suddenly, these people who were viewed as amazing role models betray us by unraveling the curtain behind the camera.

Yes, we can see a video of someone doing something and be inspired by them to implement it into our own lives –

inspiration is all around us. However, relying on these creators to shape our everyday lives can have many harmful effects on our well-being.

Let’s rely on Nobel Peace Prize winners to be our influencers and content creators as a tool for relaxation and pure enjoyment.

SREEJA ‘22 can be reached at sxm4577@g.coppellisd.com

Influencers are looked up to by young adults and teenagers, who consider them role models. The Sidekick executive editorial page editor Sreeja Mudumby thinks influencers are unfairly burdened with moral expectations and should not be considered role models. Graphic by Ayane Kobayashi

Stop talking about grades Anjali Vishwanath

Daily News/Assignment Editor @anjuvishwanath

Control my expression. Flip over the paper. Duck out of the room.

Hallway.

Hallway.

So close.

“Hey Anjali, what did you get on the test?” My heart drops.

My instinct is to defend my intelligence, which isn’t defined by a tough year in pre-algebra. But to my classmates, grades are an instant confirmation of their intelligence, especially in comparison to their peers.

However, grades are not meant to define intelligewnce. All they measure is where you stand in a certain class. But I couldn’t convince them of that, so I’d count on our teacher’s inevitable disapproval to break up the gaggle forming in the hallway, gifting me a window of opportunity to escape.

“It’s always troubling to think that students base their self worth on grades,” Coppell High School National Honor Society sponsor Kevin Casey said.

“Each individual is different. Each teacher is different. Each class is different. The dynamics of each class are different, so there could be mitigating

factors which affect a student’s grades, and I’m very troubled that those grades might have such an influence over a student’s self assessment.”

Basing self-worth on grades is unfortunately very common. Where I grew up in Massachusetts, my peers and I were essentially conditioned to believe that grades were everything.

This was in part a result of living in one of the highest scoring school districts in the state, and in part due to pressure over grades being almost central to Asian-American culture.

It’s the stereotype: the Asian immigrant ‘Tiger Moms’ pushing their kids to excel in school and in life? Parental pressure isn’t always the problem, though; the pressure people put on themselves is infinitely more detrimental. My own parents never pressured me or my sister about grades; we put that pressure on ourselves. We let our peers put that pressure on us.

Because even though we went to school a decade

and a generation apart, the terrain was unchanged, and the drowsy conversations of the buses still eventually gave way to questions about test grades, class averages, honor roll, standardized test results, extracurricular activities and college applications.

At the end of the day, these are all things this generation has been telling itself matter above all else. The standards have never been higher to get into college or start a posthigh school career.

Where high school students in my parents’ generation were focusing on school and one extracurricular activity, Gen Z high school students are participating in multiple clubs, sports, internships and jobs while achieving above-average grades.

“Playing those comparative games doesn’t apply – each person is different,” IB ditploma programme coordinator Michael Brock said. “So you need to be careful about thinking, ‘I have some kind of value in this way – being

intelligent or not, smart or not – based on what another person is doing. Focus on how comfortable [you are] with [yourself] and what can [you] do to grow as a person, as opposed to how [you] compare to somebody else.”

It’s common for students to use grades as a means of comparison and competition, but nobody is alone in their intelligence-related insecurities.

Don’t let a need to be perceived as the smartest in the room take over, because nobody wants to be in the room with that person. You know as well as I do that we all failed that test, so pass around the box of tissues after test day instead of trading scores. You’ll never know whether those tears are over a perfect grade or a terrible one.

ANJALI ‘22 can be reached at axv0529@g.coppellisd.com

HAVE AN OPINION? CONTACT US TO WRITE A GUEST COLUMN AND BE PUBLISHED ON COPPELLSTUDENTMEDIA.COM

Coppell Observer: The beginning of the year, conceived in orange Akhila Gunturu

Executive News Editor @akhila_gunturu

Coppell Observer is a humorous column about life as a teenager. Please be warned that any and all sass is due to the writers’ similar situation as adolescents (even though we feel so much older).

You, the reader, should not take any of these words to heart. Seriously. If this article makes you laugh, leave a comment.

This year, the nightmare begins with the sharp, citrusy scent of oranges and the Common App portal boring into my eyes.

7 a.m.

My eyes are twitching and my shoulders are already aching from the vigorous typing I’ve been doing since the crack of dawn. With much gusto, I take another swig of my matcha tea and steel myself to complete my shameless sales pitch to the jaded admissions officer on the other side of the country.

7:10 a.m., and I slide out of my seat, making my way to the kitchen sink.

Amid the eerie early morning silence in my house, the caffeine in the matcha kicks into overdrive, and my brain belatedly realizes, “Hey, zero hour starts in 10 minutes!”

7:11 a.m., and nothing in all my years of public education could’ve prepared me for the way my instincts shove my drowsiness into oblivion and take off every B day morning. I stumble out of the house, toppling over from the weight of my backpack and the pressure of my expectations, and sprint.

7:15 a.m., and I quickly realize that I am a very poor decision maker because my breakfast lurches back and forth in my stomach as I run. The hu-

The first week of school had many struggles, especially for students who were virtual last year. The Sidekick executive news editor Akhila Gunturu recounts her embarrassing and downright horrifying experience.

Photo illustration by Nandini Paidesetty and Ayane Kobayashi

midity clings to my body, and I can feel every single hair at the back of my head with unwanted awareness.

The suburban streets seem to slow as I struggle to push myself to ruddy brick walls of Coppell High School, and the air reeks of… oranges?

At last, I bolt into the building, but alas, I do not meet success there either.

I manage to trip up the stairs, tumbling over myself and landing, quite unceremoniously, on my behind. Bruised, pride-wounded and late, I continue my trek of shame to class, where my teacher begins telling us about extend-

ed essays and internal assessments and financial aid and other phrases that slowly begin to blur into one long, curse word in my head.

Come lunchtime, I am thoroughly winded and hoping for a nice meal of curry and rice, but when I open my lunchbox, all I encounter are oranges.

It hits me then that the citrus scent I have been smelling all day has been emanating from me and my meal of oranges. As I desperately try not to be run over by or run over an unassuming sophomore in the sea of humanity on the way to lunch, I think that in the

middle of collegeappibexaminations, enjoyyoursenioryear, running to class and eating oranges, senior year might run me over firstBeep. Beep. Beep.

I sit up in the darkness of my bedroom, fumbling for my phone. The time reads 6:10 a.m, which means just an hour before I begin my sprint to school. Another year, another dream a little too close to reality.

In my English classes, I have learned how to convert my thought process into a well-developed literary analysis, overall improving my English vocabulary skills and developing my critical thinking skills. I have also become more comfortable sharing my own opinions and arguments, undoubtedly increasing my English fluency.

The backbone of debate in particular is persuasion, an ability taught and developed in English through essays, open discussions and logical reasoning.

“When coaching [extemporaneous debate] novices, one of the first things that I tell them is to almost think of speech as an essay [they] might write for English class,” CHS senior debater Natasha Banga said. “Because in reality, having that structure and that level of organization is really important in order to be persuasive.”

A commonly held belief between students and parents is that English as a class is inessential, as most people don’t see literary skills translating directly into money or experience.

“I’m always amazed, I’ll see some students in class writing on a whiteboard,” IB English IV and Honors/ GT English II teacher Richard Orlopp said.“They’re going over this equation and they’re just so into it. If I could

generate that same enthusiasm for four lines of a poem on the board and dissect them [I would be] thrilled, but I can’t always get there.”

The ability to think for yourself and not be swayed by public opinion is an important tool to crafting your own opinions and beliefs. For example, reading persuasive articles and then being able to take in information from various sources, vet that information and finally distinguish what is reliable, and what is not.

Robert Fulghum published All I Really Need to Know I Learned in Kindergarten, a credo that became a No. 1 New York Times bestseller, in which Fulghum lists lessons normally learned in American kindergarten classrooms, and explains how the world would be improved if adults adhered to the same basic rules as children. Some might apply this same logic to teaching English today, and to that I disagree. The ability to have deeper emotional conversations cannot be taught in kindergarten; this ability is produced from the communication abilities developed inside English classrooms.

Writing a college essay, an article, a dissertation or even a paragraph is nearly impossible without classroom instruction. In order to be able to pro-

duce such works, a basis in a formal, classroom, English education is vital.

As students move through the education system, their course load becomes more challenging than their younger counterparts. And as these upper level students move into higher education, they rely on basic literary skills that are enhanced during their English classes to aid them where they are now.

AKHILA ‘22 can be reached at axg0588@g.coppellisd.com

Do not write off English Anette Varghese Student Life Editor @AnetteVarghese

English is my first language, and the only language where I feel I can comfortably express myself.

The majority of the U.S. population speaks English. According to Language Diversity and English Proficiency in the United States in 2015, approximately nine percent of the American population has limited English proficiency.

This means 91 percent of Americans are proficient in English, recognizing the language as America’s “unofficial official language.”

You might ask why, as a Texas public school student, I have to take four years of a language I grew up speaking and understanding. What more could I possibly have to learn about English when I know how to speak, read and understand it?

English, as a language, is interdisciplinary, where skills can be taught and developed, with a broad usage.

Fluency in a language directly affects a person’s ability to express their thoughts, feelings or opinions. Being able to articulate those ideas depends on the mastery of specific literary tools taught in school, specifically upper level English classes.

Instagram: @thesidekickcoppell

ANETTE ‘22 can be reached at atv3765@g.coppellisd.com

Graphic by Trisha Atluri

OCTOBER 2021

TEACHER OF THE ISSUE

Stricker creating leaders in, out of class Manasa Mohan

Advertising/Circulation Manager @Manasa_Mohan_7

C

oppell High School chemistry teacher Chris Stricker was selected by The Sidekick staff as its Teacher of the Issue for Issue 1. His teaching philosophy revolves around pushing his students to become leaders, helping them to become better students, friends and people while inspiring his students to find the fun in learning.

Having taught at CHS for 26 years and teaching chemistry for 23 years, Stricker has a great deal of experience teaching, on top of his extensive coaching career of 18 years. Stricker coached girls varsity soccer at CHS, but decided to step back in order to spend more time with his family. He then coached boys varsity golf for one year, but has since stepped out of the coaching role at CHS altogether. Regardless, Stricker continues to coach soccer as a club soccer coach for the Solar Soccer Club in Coppell.

Did you always want to be a teacher?

Around high school, I thought I wanted to be a veterinarian. I researched it between my senior year in high school and my freshman year in college and I realized that it required 13 years of school, and I didn’t want to be in school that long. Then I wanted to be a pharmacy technician, but after shadowing a phar-

macist for three days in my freshman year [at Ohio State University], I knew that I couldn’t do that my whole life. To me, it was boring and I didn’t want to sit behind a counter and count pills all day.

I was leading YoungLife, which was a high school ministry in college, and I really enjoyed high school age kids. I knew I was good [at] science and I always wanted to coach, so [teaching] was a perfect fit.

What would you say is the most rewarding aspect of teaching?

I am passionate about helping young people become the best version of themselves and help them set goals and achieve [them], whether on the field or in the classroom. That is the reason I teach. My greatest reward is watching my students have success at the next level, whether in college or in life.

How has it been stepping away from coaching girls varsity soccer?

[It] was the hardest thing I have ever done, but knowing that I got to pour [that energy] into my kids and watch their journey through high school was worth it. I definitely want to coach again at the high school or even college level and will get back into it when the timing is right.

I am confident that the coaching door will open up when the time is right.

How would you describe the feeling you get when you are coaching soccer?

I love it. To watch the kids when

Coppell High School on-level and honors chemistry teacher Chris Stricker explains the concept of atom attributes to his third period class on Thursday. Stricker has worked in CISD for 26 years. Photo by Olivia Cooper

you’ve been training really hard and watch them have success in the field is great. It’s not just about winning, but winning is a byproduct of doing things right and working hard. My teams have always worked hard and done things right, so we’ve always had positive outcomes. Because of that, it makes a special bond between the coach and the kids, and I still keep in touch with all those

girls who won [the] state [championship] in 2009 and 2015. It’s fun to watch them grow and become people who are leaders in their industry or whatever work they’re doing. It’s amazing to watch them have success and [knowing] that I helped them along the way.

MANASA ‘23 can be reached at mxm8830@g.coppellisd.com

LOCAL LANGUAGE LOVER P. 14

TEXAS STATE FAIR // SEPT. 24 - OCT. 17

Rao researching viable career paths via YouTube channel Sreeja Mudumby

there’s a lot of hits and a lot of misses.

I would say LinkedIn is probably my greatest resource.”

Rao recently hit 1,000 subscribers on his YouTube channel, and it continues to grow everyday.

chats and word of mouth. In the future, Gautam plans on changing up the style of the video interviews to diverge from Zoom.

“I think that once he becomes more professional in his work and

school[ers], and high school kids who really don’t know where they want to Executive Editorial Page Editor go [or] what they want to do,” Gautam @sreejamudumby said. “It can also be seen in college The power button on the computas well because there’s a lot of switcher turns luminescent as he sits up ing majors in college, and [a viewer straight, pulls his blazer tightmight] see one of my videos er over his shoulders and takes and change your major.” a sharp breath.

Gautam has also reaped the “Hello everyone, welcome benefits from the creation of back to Day as a Professional.” his own channel, finalizing Though this introduction his career choice after high remains consistent, it takes school.

Coppell High School senior “After talking to some engiGautam Rao to computer labs, neers, it helped me find that I hospitals and space all through had an interest in engineering, his computer screen. electrical engineering [and] Starting his channel “Day computer engineering to be As a Professional” (DAAP) in specific, and it really helped December of last year, Rao inme do [things to help me go terviews various sources about towards that goal],” Gautam their experience in their cursaid. rent career path in order to Gautam’s future goals are to provide his audience with the grow his YouTube channel and most accurate information improve the quality of his setabout that specific field. ting. However, he is grateful “My channel is a place of for the experiences he has had Coppell High School senior Gautam Rao interviews computer engineer Vish learning where you can grow so far.

Turaga for his Day As A Professional YouTube channel. Rao started his channel in [and] find information you “Once you dream about November of last year and posts educational videos about various career fields. want to,” Rao said. “Most imthings and you make it in your Courtesy of Gautam Rao portantly I think it’s a place mind, things fall into place to which hopefully gives you instart working towards it and sight into what you want to do.” “[His subscriber count is] really an is able to interview in person, it will get to [more] milestone[s],” Mr. Rao Rao connects with his sources on- awesome thing; it’s a milestone,” Rao’s help boost his credibility,” CHS se- said. “So the first thing is to start to line and does an ample amount of father Rohit Rao said. “Gradually, he nior Pranav Swarna said. dream. To dream a good dream.” research to find the best person to built up that followership, which is reAlthough Gautam’s target audience represent the field of interest. ally awesome, awesome, awesome.” is primarily high schoolers, he thinks “LinkedIn is a very powerful reGautam has grown his channel everyone can benefit from the inforSREEJA ‘22 can be reached at source, it allows you to connect with with little to no marketing. Accord- mation his channel offers. sxm4577@g.coppellisd.com [people] you can build rapport with,” ing to Gautam, all of his promotion “The audience, in particular, I Rao said. “It doesn’t work every time, has been through texting in group would say middle school or high

Day as a Professional

Grinnan brings new life to Round-Up Anjali Krishna

Coppell High School yearbook advisor Jenna Grinnan helps CHS senior Ilene Thomas make edits on a page design during first period on Sept. 2. Grinnan is a new teacher at CHS and previously worked at CHS9 as the Principles of arts, AV Tech and communications teacher for three years. Photo by Nandini Muresh

Editor-in-Chief @anjalikrishna_

After nine years under former Coppell High School Round-Up adviser Sallyanne Harris, the announcement of former CHS9 Principles of Arts and A/V Technology teacher Jenna Grinnan as the new adviser permeated the yearbook room quickly.

“I could tell they were nervous,” Grinnan said. “I watched a couple meetings on Zoom, where they’d be asking, ‘who’s the new adviser going to be issued? Is she nice? Is she cool?’

Overall, they’ve enjoyed having me.

They really appreciate a different perspective and a different leader being on board.”

Since student leadership positions for Round-Up are selected in April, and work begins on the next school year’s book directly after the selections, Grinnan came into the job with an established editorial team behind her.

“The yearbook is going to be just as good as it has been; our yearbook does an amazing job filling a huge book,” CHS Principal Laura Springer said. “[Grinnan] will do an excellent job

carrying that tradition on. We’ve got great editors and kids that are fantastic in each of their editorial positions so I don’t see us missing a beat at all.”

As Principles of Arts and A/V Tech teacher at CHS9, many of Grinnan’s students would go on to join KCBYTV, The Round-Up or The Sidekick, allowing her personal relationships with students currently in her RoundUp class. Many of the principles from A/V Tech were also transferable, giving Grinnan a better understanding of the media program before she began in it.

“My favorite part is being a manager versus being a straight teacher, and being able to work with the older students,” Grinnan said. “I really enjoy being with the 16 to 17-yearold students who are so much more responsible. It’s fun to interact with them - I feel like the conversations are a lot more grown up.”

The biggest shift for Grinnan is the atmosphere of having a student-run publication versus simply a class.

Rather than teaching students state mandated information or the principles of a course, selling a product adds a level of seriousness to the Round-Up and deadlines are a priority in ways they were not for Grinnan before.

“Everything is a little bit more serious,” Grinnan said. “We have more deadlines we have to meet and if we don’t meet those deadlines, then we

Instagram: @thesidekickcoppell

cannot get our product out. We really have to be working towards deadlines and understanding the seriousness of those things as opposed to just turn[ing] in work and get[ting] a grade. It’s real, you turn in your work because we have to sell something.”

ANJALI ‘22 can be reached at axk8800@g.coppellisd.com

MARCH 13 2020 Coppell ISD announces it will be closed until April 3 in response to COVID-19

Story by Akhila Gunturu

Year of virtual instruction leaves students behind

F

MARCH 23 2020 Online learning begins for students across CISD.

MARCH 27 2020 CISD implements a pass or fail grading policy for the fourth nine weeks of the 2019-20 school year.

MARCH 31 2020

or many Coppell ISD students, the 2020-21 school year began in the silence of their bedrooms in front of a screen. Fast forward, and the school year finished in the same place, with only a screen to connect them to buildings and teachers they barely knew.

The 2021-22 school year opened in person for grades seven through 12, with a virtual option available the first nine weeks only for kindergarten through sixth grade. But amid the joyful reunions, the impact of last year was festering. How do you learn in a building with others after 18 months of doing almost the opposite?

“You got sidetracked a lot last year,” Coppell High School sophomore Ayman Salaar said. “You had different [distractions], whereas being in school, you don’t have those worries.”

CHS Principal Laura Springer’s priority is to bring students back into the routine of school.

“Last year, you could go online, you could wake up at any time of the day you wanted,” Springer said. “Our students for 18 months got trained to not have demands and a time limit [put on them]. We feel like the big gap right now is just teaching kids to get a schedule again, to teach kids to understand there are deadlines they have to meet, and those deadlines are going to be before 11 or 12 at night.”

The emphasis on establishing routine was why CISD classrooms dedicated the first week of school to building connections, reserving curriculum content for the weeks that followed.

“We were very intentional about spending that first week of instruction, primarily, building relationships and getting a feel for where everyone is in their headspace,” CISD executive director of teaching and learning Dr. Deana Dynis said. “That was time well spent. Curriculum wasn’t yet a priority.

We just [wanted] to make sure that we are building the most levels of support that our learners need coming back into a more structured environment.”

Once the first week was finished, however, teachers began seeing gaps in students’ understanding of the curriculum.

CHS geometry teacher Philip Smith attributes this in part to the virtual environment last school year, where many students fell behind in the curriculum due to cheating or a lack of understanding.

“My on-level students, their algebra skills are very poor,” Smith said. “I would say most of them are at an eighth grade level, instead of at a 10th grade level. One hundred percent the reason why is because of last year. Some students are great at algebra and that’s because they actually tried to learn it last year, and then there were a lot of students who either couldn’t learn virtually or chose not to and just cheated throughout the entire year.”

One method through which teachers are mending these gaps is by providing learners different ways to showcase their knowledge, which gives them the option of meeting curriculum standards in a multitude of ways.

“Our campus is embarking on Universal Design for Learning (UDL), which allows choice in the process,” CHS

CISD extends closure through May 4 as per an executive order issued by Texas Governor Greg Abbott.

APRIL 17 2020

associate principal Melissa Arnold said. “[It] allows you the opportunity to say, ‘Yes, I can show you that I understand this standard by taking this multiple choice test, but I would much rather show you that I’m mastering this standard by writing an essay or by creating an art project that covers the same thing.’”

In Smith’s classroom, UDL takes place through a system involving self-tracking and reflection and group learning. Assessments, which include tests and projects, do not receive number grades until the student shows corrections and/or reflection. At the end of the nine week grading period, students have the opportunity to discuss a potential five point raise

in their grade after presenting evidence as to why to Smith.

The self-tracking, group learning and grading policy directly correspond to four levels of understanding, with level one beginning at being able to identify and recognize the topic and level four ending with being able to verify, prove, teach and create content related to the topic. This system relies heavily on face to face interaction and conversation, which many students lacked last year.

“Having conversations from person to person, compared to teacher to student, is huge because it deepens the relationship between me and the student,” Smith said. “I don’t always think that grades accurately reflect someone’s knowledge. I came to the decision last year that it would be a good idea to have the students argue in a positive way. I told them at the beginning of the year that there were multiple different ways you could convince me. One of the ways is every class period I have my students track their learning - what they do, what was the topic that day, did they take notes [and] did they complete their practice. I have dived into this whole thing about level of understanding versus grades.”

CISD extends its closure through the end of the 2019-20 school year.

JULY 8 2020

For Smith, this system has proven to be relatively successful academically and has also helped to reduce stress among his students.

“It’s been really helpful,” CHS sophomore Carleigh Fezzey said. “It was something that we all needed because a lot of people were virtual. It’s been really helpful to have a teacher who wants you to get to that deepest level of understanding to be able to do the work on your own.”

Other examples of UDL in CHS include standards-based grading, pioneered by IB mathematics/AP calculus BC teacher Ian VanderSchee in 2019, in which students are graded by their mastery of the curriculum standards instead of scores on assessments. Standards-based grading is also utilized by CHS AP calculus BC and honors precalculus teacher Dana DeLoach and AP chemistry teacher Amy Synder. “[Standards-based grading] helps me focus more on content rather than what grade I’m going to get,” CHS IB senior Una Urgello said. “One of the first tests I took [this year] I did really bad [on] but it didn’t affect my grade that much. It put me at ease, and it just helped me focus more on what I should get better at. ” An additional benefit of utilizing UDL in classrooms is that it is centered around more qualitative practices. Several academic assessments in the 2020-21 school year, including the STAAR (on the elementary and middle school level) and the SAT and ACT were optional for fall 2022 enrollment. The data from these examinations were used to help determine where students were academically and how to convey the curriculum for maximum understanding.

However, with these tests becoming optional, some data is missing.

“We have the data from the learners who took the tests, but we’re missing a whole section of learners who opted out and chose not to take the tests,” Dr. Dynis said. “It’s an interesting challenge from a data standpoint. There are a lot of things that I believe our learners learned out of sheer necessity over the last year that we may not have learned otherwise.

A lot of that is qualitative in nature, not just quantitative, and we always knew that the quantitative didn’t paint the whole picture.

This has taken an evolutionary leap forward in terms of thinking about learning anytime, anywhere, any space. COVID provided that for us. I don’t think we’ll ever go back to what’s normal.”

Qualitative data from classrooms can also be supported by Professional Learning Communities (PLC), which are well established in CISD. PLCs are content groups in which educators gather to discuss how to better deliver curriculum. According to Dr. Dynis, PLCs are centered around four concepts: what students need to know (standards), how educators can know if the students understand the content (assessment), what to do if the students do not know the content (intervention) and what to do once the students already know it.

Through PLCs, educators may alter the sequence of the curriculum, but not its scope.

“The sequence that the school district sets is fairly flexible,” Dr. Dynis said. “We can revise the order in which we teach something to best meet the needs of our learners. The scope of the curriculum is defined by the Texas Essential Knowledge and Skills [TEKS]; it says, ‘This is what you have to teach.’”

Springer thinks for UDL, choice-based learning and the return-to-school to be smooth, students must apply themselves and respond to the school environment.

“I really want to tell our kids, ‘You’ve got to get involved again in the system [and] with our teachers, you’ve got to get involved with the learning and you’ve got to apply yourself,’” Springer said.

“We’re going to present work and learning. We’re going to present critical thinking and design, but [students] have got to put [their] heart and soul into that and give back to us so we can meet [them] halfway and help get [them] to be successful. Right now it seems like we’re doing all the pushing and there’s no give back. We want to help our kids but our kids have to help us help themselves.”

CISD announces decision to provide flexible learning options for the 2020-21 school year. Families have the option to choose in-person or virtual learning for the first nine weeks of school.

JULY 19 2020

OCT. 7 2021 The virtual learning option for pre-K through sixth grade students in CISD expires.

AUG. 20 2021 CISD announces plans to open the 2021-22 school year with masks and a virtual learning option for pre-K to sixth grade students.

DECEMBER 2020 Texas upholds its testing graduation requirement, requiring all seniors to pass end-of-course exams for graduation. District A-F ratings are put on moratorium.

Dallas County postpones in-person school until Sept. 8.

Photo by Nandini Muresh

OCTOBER COPPELL’S MOST REQUESTED SUB P. 15

UNIQUE AND FRESH SAT TUTORING P. 15

To profile a linguaphile Curiosity driving Kanamarlapudi to linguistic interests Anjali Krishna

But linguistics isn’t purely academic to Kanamarlapudi. As she explains phylogenetic history of the Dravidian language family or her odd mixture of spoken Telugu and English with her family, she slips in and out of Telugu, my native language as well. It’s something she takes pride in, her ability to communicate in other languages and teach them as well, her eyes lighting up when my own flash with understanding of a term or example.

While researching and reconstructing oldlanguages is something she hopes to pursue as a professor, Kanamarlapudi’s love for language intertwines seamlessly with her plans for law school, particularly the aspect of semantics and logic.

In addition to teaching English, Kanamarlapudi is also involved in a project with CHS senior Aarushi Jaiswal in which they translate classic Indian stories into Spanish, allowing them to be spread to a wider audience. Missing her grandmother and the stories she used to read to her, Kanamarlapudi pitched the idea to Jaiswal late one night.

“She’s taught me the importance of going into things with your whole heart because there’s so much to be taken away from any experience and a lot to educate yourself on, always,” Jaiswal said.

But there’s something she feels she didn’t get to think through or figure out fully, a question I asked earlier about whether her passion could ever be something other than languages. Hours later, she sends an urgent text with her reply that she thinks she would come back to it, the question clearly having been on her mind. Just after, she says jokingly, “I wish

idioma langue Sprache dilim Editor-in-Chief @anjalikrishna_

It’s 8:45 a.m. on a Wednesday and Coppell High School senior Veda Kanamarlapudi is upset about the umlaut.

She makes an impassioned monologue on its beauty in the Turkish language (“The sweetness of those vowels, so precise”), and then does a quick turnaround onto another linguistic caveat understandable only to other academics. (“You’re going to have so many unfinished thoughts - I start something and it leads me to a different thing, so you’re just going to have to deal with this.”)

It’s academic, a conversation with Kanamarlapudi about language, or anything really, each word impassioned and subtly illuminating. Kanamarlapudi knows languages ranging from English, Spanish, French and German to Turkish, Telugu and Hindi, though she’s hesitant to confirm herself as fluent in all. At home, she speaks Telugu, and learned Spanish and French at school and the others by herself.

“Part of what drives me to study language, language evolution, reconstruction and systems is having immigrant parents and being some weird mix of Indian and American in [Coppell] that is overwhelmingly Indian,” Kanamarlapudi said. “So it’s this weird cultural identity of being away from home and wanting to know more about home and missing home, because I can only go every few years. That distinction, of being an American [Ve-da] and an Indian [Vedha] helps me seek more answers about culture and language.”

Coppell High School senior Veda Kanamarlapudi teaches a fourthgrade student how to speak and write English at Wesley Rankin Community Center in Dallas on Sept. 18. Kanamarlapudi volunteers to teach English as second language students how to read and write.

Photo by Anjali Krishna I wasn’t so self aware” and I think back to when I asked her something like “how are you so smart?”

“I don’t think I’m smarter than anybody or everybody,” Kanamarlapudi said.

“God said make Veda curious’ and I just ran with it.”

ANJALI ‘22 can be reached at axk8800@g.coppellisd.com

COPPELL ART CENTERS OFFICIAL GRAND OPENING P. 16

A WORTHY SUCCESSOR P. 17

Seniors leading Sills chooses test prep at Cozby CISD again Anette Varghese Student Life Editor @AnetteVarghese

Coppell High School seniors Nitish Elango and Bhavesh Mandalapu discuss an SAT math problem in preparation to tutor middle school and high school students. Elango and Mandalapu are co-creators of the Infinity Prep SAT tutoring group and have been uploading videos to their Youtube channel for three months.

Photo by Shrayes Gunna

Anette Varghese Student Life Editor @AnetteVarghese

Pursuing a college career calls for two main factors among others: good grades and a good SAT/ACT score.

Coppell High School seniors Nitish Elango and Bhavesh Mandalapu created their YouTube channel Infinity Prep in order to ease the taxing testing process. They began their complimentary tutoring sessions after a friend reached out to them asking for math help, to fill in the gaps test preparation programs often leave.

Test preparation programs, such as Karen Dillards College Prep, C2 Education of Coppell and Huntington Learning Center Coppell, mainly focus on test strategies rather than teaching fundamental math concepts. “[Our videos] focus on people who already have a general knowledge on the topics that were explained. So they’re short and to the point,” Mandalapu said. “[Infinity Prep] fills in, we just skip over those parts that go straight to the point where the tough thing, abstract parts are.”

After seeing a tangible result in one of their peers, Elango and Mandalapu reached out to the Cozby Library and Community Commons to share their content with a larger audience in person. They now host monthly live sessions at the library covering widely tested math concepts. “[Elango and Mandalapu] helped me by pushing my score

up 90 points,” CHS senior Geeth Gunnampalli said. “To be honest, they’re my friends, and [they offer a] completely different perspective [and] they don’t leave until they’ve figured out how to help.”

While the duo offers a fresh outlook as fellow students, they lack genuine teaching experience. The bridge to tutoring their peers was paved with adjustments and growing to accept feedback.

“Anyone can be good at math.

But tutoring is a whole different avenue in itself. I would just start by tutoring my friends. And they’d be like, ‘You know, I [know] what you’re trying to do. But this doesn’t really help me,” Elango said.

“After [hearing] minute feedback from all our friends, they make me a better tutor, and now I’d say, I’m getting a little better.”

Beyond in-person tutoring at the Cozby Library and uploading short videos on YouTube, Mandalapu and Elango hope to continue their program throughout their college careers.

“We’ve always had the intention of reaching out and connecting with more students to provide more,” Elango said. “Now with the [the tutoring sessions at Cozby Library], that’s [another] avenue for us to expand. Knowing that [Infinity Prep] is helping a ton of people this will be something that’ll keep going on for a while.”

ANETTE ‘22 can be reached at atv3765@g.coppellisd.com

D212 is a classroom hidden away upstairs, thoughtfully decorated and solely focused on AP government.

Above the doorway is a sign written in cursive reading “Ms. Houghton,” but if you walk in the door you see Thomas Sills, one of Coppell ISD’s most requested substitutes.

“He’s an amazing coach, he coached [at Coppell High School] for many years, he coached football and then soccer,” CHS Principal Laura Springer said.

“And he’s an amazing teacher who loves social studies. [Sills] was one of our best social studies teachers and [is] passionate about kids [and] his content area.”

Sills hails from Irving and graduated from Nimitz High School in 1972. He then enrolled at Dallas Baptist University, initially as a pre-med student. During his second year at DBU, Sills could no longer see himself in the medical path-

Even though Sills and his family live in Lewisville, they attended First Baptist Church (now Gracepoint Church) in Coppell. Sills’ wife, De Anne Sills, works as the CHS9 principal secretary.

Their daughters both attended CISD, as Courtney graduated in 2006 from CHS and Chelsey in 2010 from Lewisville High School. Chelsey attended CISD schools through ninth grade.

During his coaching career, primarily as the ninth grade head football coach, Mr. Sills taught his athletes that they were there to be tolerant, disciplined, have fun and succeed.

One of the many students Mr. Sills had the opportunity to coach is a familiar name to CHS students: CHS’ current offensive line coach and honors algebra II teacher, Allen Oh. “[Mr. Sills] was a coach that I felt like you could just go up and talk to, and relate to,” Oh said. “He just wanted us to do well, and never got too caught up in the wins and losses. He just want-

Coppell High School AP U.S. government substitute teacher Thomas Sills instructs his seventh period class on Wednesday. Sills coached girls basketball and track for 16 years in CISD and is now a substitute after retiring from teaching. Photo by Sannidhi Arimanda way, and instead discovered and pursued a love for education.

Sills has taught world history, U.S. history, government and Texas history.

Sills accredits his love of history to being well-traveled. While he worked as Neiman Marcus operations manager, he visited China, Europe, Germany, South America and almost every major city in the United States.

“I would fly out [to a Neiman Marcus store] on Saturday,” Sills said “Because I loved history and all the cultures of the cities, I would spend Saturday and Sunday exploring the area that I was in.

Then I had to be at work on Monday, it was exciting to me to go downtown and see, this is the history of the town.”

When asked why he chose CISD, he responds that Coppell feels like home.

Instagram: @thesidekickcoppell

ed us to just develop into good football players and good students.”

Oh and Mr. Sills fall into the same category, both being teachers and coaches.

“They’re called student athletes for a reason,” Oh said. “The number one thing is for [student athletes] to get an education first. Academics [are] number one; athletics, however, is number two. [Mr. Sills] is a really good relationship builder, my philosophy is if you build relationships with the kids, then everything else will fall into place.”

ANETTE ‘22 can be reached at atv3765@g.coppellisd.com

OCTOBER 2021

The Takeoff Music Festival was a series of performances and exhibits from Sept. 9-12 to celebrate the Coppell Arts Center’s official grand opening. Plans for the space started in 1988, and the Coppell Arts Council opened the gallery in September 2020 to display the work of local artists. Now, the center is expanding beyond visual arts with its first live performance season underway.

Sept. 9 - Art Sip ‘N’ Stroll The Sip & Stroll is an annual fundraiser for the Coppell Arts Council that takes visitors on a walk from the Coppell Senior and Community Center to the arts center.

Photo by Nandini Paidesetty

Sept. 10 - Coffey Anderson and Matt Castillo concert Texan country artists Matt Castillo and Coffey Anderson deliver a patriotic performance on the second night of the Takeoff Music Festival.

Photo by Sruthi Lingam

Sept. 11 - Kristin Chenoweth concert

Academy Award-winning actress and singer Kristin Chenoweth sings her latest album For the Girls.

Photo by Tracy Tran

Sept. 12 - Mike Super magic show The winner of NBC’s “PHENOMENON” and a finalist on “America’s Got Talent,” Mike Super perplexes audiences with illusions and magic.

Photo by Shreya Ravi

ELBERT MAKING MARK IN MUSIC P. 18

‘SOLAR POWER’ ALBUM REVIEW P. 18

NOODLES WITH A KICK P. 19

MEET THE NEW BAND DIRECTOR

Shuttlesworth following mother’s footsteps Trisha Atluri

Executive Entertainment Editor @trish_atluri

Growing up with a band director mother and playing trumpet in All-State band at Carthage High School, Coppell head band director Kim Shuttlesworth has been immersed in a world of music for decades.

What do you want your students to know before they join the band program?

They need to realize they’re coming into a family. They’re coming into a place that does have expectations, but they’re completely attainable. They matter and their role in the organization is just as important as someone that’s in leadership.

They need to know they have a place here.

What changes do you want to make to the band program?

It’s too early to tell on that. There’s so much tradition and history that already exist. Taking it in right now is really important to me, so I can understand what is important to not only the band program but the school and to the community. What is my place in that, and how do I maintain that? What are some new things I can do that don’t take away from what we’ve already worked through? to?

What music do you enjoy listening

It’s going to sound really lame, but I’m listening to the Forrest Gump soundtrack Coppell head band director Kim Shuttlesworth and color guard director Matthew Rummel conduct after school band rehearsal from atop the band director tower in the parking lot behind Buddy Echols Field on Aug. 26. Shuttlesworth was named the new Coppell ISD band director on April 26. Photo by Olivia Cooper

and The Terminal soundtrack right now. Some of them are kind of funny - you watch the movie, and you don’t really realize it, and then you go back and listen to the soundtrack, and you laugh because you see how that music helped that moment.

How do you spend your free time?

I’ve moved closer to my family, so it’s very important that I get to spend as much time with them as I can. My mom, [Denise Shuttlesworth], is battling cancer right now, so the quality time I can get with her is really important. I lived so far away from my parents for so long, so getting this opportunity to live a little closer has been super helpful.

Who is your role model?

My mom is a great musician in general, and she’s always had a gift of being able to build a beautiful phrase structure.

She always wanted us to be the most professional we could be, and [told us] to treat the kids like professionals. We should understand they’re kids, but they have the maturity to make really great musical choices.

TRISHA ‘22 can be reached at tra2735@g.coppellisd.com

Fine arts resuming pre-pandemic learning Joanne Kim Podcast Producer @joan_kimm

With the option of virtual instruction during the 2020-21 school year, the majority of students at Coppell High School opted to learn from the safety of home.

Though this impacted all programs and courses, one department in particular had to be rethought entirely: fine arts.

“I don’t think there’s ever been a moment like this where our programs have been so drastically changed,’’ CHS art teacher Michelle Hauske said. “We had to completely rethink the way we teach, and students were forced to adapt, especially without the proper art supplies.”

Teaching fine arts students requires attention to details, such as minute body positions, breathing, taking visual cues and fine motor control, which were taught over Zoom. Though classes are back on campus, elements of these programs have inevitably changed due to the previous online learning environment.

“The way we were taught last year has definitely impacted how we’re taught this year,” CHS junior color guard captain Audrey DePew said. “Our coaches had to be a lot more descriptive when teaching over Zoom, so I think that carried through. They tell us more about body placement now, whereas before they would just show us.”

With the return of fully in-person learning, safety measures, such as wearing masks, are emphasized.

“I think everybody had a mutual understanding of what [band this year] should be like, especially after last sea-

son,” CHS senior head drum major WesLast year, theater students presented each other and not just talk through ley Booker said. “Now we’re back as close several short films at a drive-in movie boxes on the screen.” as we can be to normal. We have masks theater in lieu of in-person rehearsals.

Hauske has observed a rise in the enon inside at all times, and outside we do Now, they are finally able to practice to- rollment of AP art history, AP drawing try and keep our distance, especially with gether again. and IB visual arts I and II. water [breaks]. We’re just trying to spread “Before online [learning], I was “There’s an innate need for art,” she out whenever we have the chance to.” [at CHS9], so this is my first year at said. “When things seem especially dark, Practice times have also been adjusted the actual high school theater depart- that’s when art is needed most. It’s part for band, choir, theater and color guard. ment,” CHS junior Hiba Mubeen said. of our humanity, and I’m so glad we can Color guard typically practices 11 “For the first time I get to work with teach it in person again.” hours per week with the band, with the seniors and juniors, and it’s honestly majority of those hours outside. Howev- really cool meeting a lot of new peoJOANNE ‘22 can be reached at er, last year, rehearsals were two to four ple. We get to actually interact with jkk3282@g.coppellisd.com hours, but were oftentimes cut shorter due to technical difficulties.

“It was frustrating to say the least,” Depew said. “Some students now are having trouble adjusting to the regular practices.”

With the lifting of COVID-19 restrictions, competitions previously closed have opened, allowing more travel opportunities for band and color guard.

“Last year, we only traveled for UIL on a six-hour drive, and as soon as we were done competing, we came back right away on another six-hour drive,” Booker said.

“This year we’re going to a lot more competitions, and we get to stay in hotels, so I’m really pumped for that.”

However, the reason the band is so excited is more than just because it gets to compete again.

“Band and theater and choir and all of these programs aren’t just about learning to improve your skills,” Booker said “They’re about creating a family. And last year that was taken away from us. But this Coppell High School band practices choreography in the parking lot year we’re back. We get to practice tobehind Buddy Echols Field during its after school rehearsal on Aug. 26. gether and listen to each other again, Coppell Band and other fine arts is adjusting to in-person learning after a and it’s so much more fulfilling, both year of Zoom practice sessions. Photo by Olivia Cooper physically and emotionally.”

Instagram: @thesidekickcoppell

OCTOBER CHOIR FALL CONCERT // 7 P.M. // OCT. 5

KALEIDOSCOPE // 11 A.M. - 3 P.M. // OCT. 16

Elbert shooting for stardom Trisha Atluri

Executive Entertainment Editor @trish_atluri

Lost in the music, her fingers pick the guitar strings independently of her mind, as naturally as if she was born with an instrument in her hand and a melody in her head.

Since graduating from Coppell High School in 2007, singer-songwriter and guitarist Emily Elbert’s music has left a lasting impression on global audiences.

What started as dazzling audiences at local talent shows has led to playing on entertainment’s biggest stages. In August, she performed various songs from Lorde’s newest album, Solar Power, with her on “Good Morning America” and “The Late Late Show with James Corden.”

From Sept. 13-19, Elbert performed with Jacob Collier at the Life is Beautiful Music & Art Festival in Las Vegas.

On Sept. 20, she returned to Harry Styles’ Love On Tour where she accompanies Jenny Lewis until Nov. 20. Next year, she will follow Collier on tour from January to June.

Elbert’s talent was apparent in her performances 15 years ago, when she released her first album, Bright Side, as a junior at CHS. New Tech High @ Coppell instructional learning coach Derryl Lee taught her as a senior and attended one of her concerts in Dallas.

“She’s a little bit like a sponge,” Lee said. “She soaks in and digests information, and then creates something beautiful with it. She looks at life and thinks about life, and she expresses that through music.”

Elbert plans on releasing a sixth album early next year, with singles off the album scheduled to release in January and February. Majority of the songs were

written and recorded during the first year of the pandemic.

“Having music as a way to metabolize my feelings was really helpful for me this year,” Elbert said. “Having the opportunity to explore things without attachment to outcome, because I was writing a song I didn’t have to play for a bunch of people gave me the opportunity to ask myself what I would create if it was only for the sake of creating.”

Spontaneity and a drive for adventure fuel Elbert, leading to her love for travel. After graduating from Berklee College of Music in 2011, she independently booked shows in 30 countries where she shared her talent with locals.

Traveling the world has also allowed her to connect with nature a hundred different ways, but she credits the parks in her hometown with the birth of her songwriting.

“A lot of times, I would just take my acoustic guitar and I would go to the woods, find a hiding place and play and write songs there,” Elbert said. “That’s actually how I wrote most of my first album, hiding under a tree somewhere in Andy Brown [Park] and Grapevine Springs and finding that solace in nature and also learning how to feel more confident and

embodied in my own creative voice.”

Beyond her undeniable talent, Elbert is known in Coppell for her warmth and compassion.

“She’s such a kind spirit,” CHS Principal Laura Springer said.

“You can’t say that about a

ward-thinking alternative to the CD.” The dissatisfaction surrounding the album is understandable. Solar Power comes after almost four years of radio silence from Lorde, who took a hiatus after Melodrama in 2017. During her hiatus, she wiped all of her social media, communicated through occasional emailed newsletters to fans and even took a trip to Antarctica in 2019 to learn about climate change. The expectation for the new album, especially for longtime fans, such as myself, was high.

But Solar Power isn’t extraordinary.

Songs such as “Leader of a New Regime’’ and “Secrets from a Girl (Who’s Seen It All)” blend when the album is on repeat, and Lorde’s whispery tone and acoustic guitar do little to help that. Solar Power, on the surface level, morphs into one stream of sunlight in a relatively

bleak environment. The bright colors of the album and Lorde’s transformation from teenage angst to millennial woes contrasts the muted tones of other contemporary artists, such as Billie Eilish’s WHEN WE ALL FALL ASLEEP, WHERE DO WE GO? and Taylor Swift’s evermore.

But upon deeper consideration, Solar Power’s distinctive quality comes from Lorde’s lyrical prowess. “The Path” opens the album by immediately referencing Lorde’s teen stardom with Pure Heroine in 2013, before quickly establishing that she is not the star she is sometimes made out to be. “Fallen Fruit”, my favorite song on the album, with its vocal harmonies and lyrical symbolism, is Lorde’s alternative to a bold climate change anthem. Instead, she speaks to previous generations and laments the impact of their actions. “Oceanic Feeling”, “Dominoes” and

lot of people in our world today, but Emily had a heart of gold and would do anything for anyone. I’m proud of what she’s done.

She’s one of the most creative young people we’ve ever had in our building.”

TRISHA ‘22 can be reached at tra2735@g.coppellisd.com

Singer-songwriter and guitarist Emily Elbert is playing with Harry Styles and Jenny Lewis on Love On Tour. Elbert was a junior at Coppell High School when she released her first album, Bright Side, in 2006.

Photo courtesy Allison Hall

Lorde’s ‘Solar Power’ blends in Akhila Gunturu Executive News Editor @akhila_gunturu

If I had to pick one word to describe New Zealand singer-songwriter Lorde’s new album, Solar Power, I would select: different. Different from her past releases, different from her contemporaries and different from anything I expected to come from her.

Instead of an album with a physical CD, Lorde offers four different vinyls and a Solar Power music box with two bonus tracks, a download card, four postcards, a 32-page booklet and a poster in a biodegradable eco box. Lorde’s personal note on the online merch store says the initiative to make a discless album comes from a desire “to create an environmentally kind, for-

Photo by Akhila Gunturu

“The Man With The Axe” begin and end as a story narrated by Lorde. All of the tracks have a nearly overwhelming lyrical and symbolic depth, a surprising contrast to their musical accompaniment.

Solar Power is not life-changing. It is not the sort of album built for cathartic emotion release, unlike Melodrama and Pure Heroine, and many of its songs fail to stand out. But Lorde’s desire to create an honest album, in which she delves into her colors, is admirable and in the end, likeable. Solar Power, much like Lorde intended it to, simply exists.

AKHILA ‘22 can be reached at axg0588@g.coppellisd.com

SPANISH FLAIR CONCERT // 3 P.M. // OCT. 17

CHS THEATRE’S PRODUCTION OF “TRAP” // OCT. 22-24

Sichuan noodles pack a punch Sruthi Lingam Staff Photographer @sruthi_lingam

Sichuan chili oil noodles is a quick recipe to make for a fast lunch, or a lazy dinner. Sichuan pepper powder is extremely potent, so use this spice sparingly.

I have made this recipe while car camping because of its easy portability and short prep time, and it’s one of my favorite comfort foods. These noodles make a quick and filling camping meal.

Ingredients: • 100 grams flat noodles • 1 tablespoon black rice vinegar • 1 tablespoon soy sauce • 1 clove garlic • ⅛ teaspoon Sichuan pepper powder • ¼ teaspoon red chili powder • ¼ teaspoon chili flakes • 1 tablespoon scallions • 2 tablespoon vegetable or olive oil

Preparation 1. Cook noodles in boiling water for four to five minutes until a chewy texture is achieved.

2. Drain noodles and empty into a bowl.

3. Mince garlic and finely chop scallions.

4. Mix chili powder, chili flakes and Sichuan powder. Sprinkle over the noodles.

5. Add black rice vinegar, soy sauce and minced garlic to the noodle bowl.

6. Heat oil in a saucepan and pour onto the noodles, aiming for the garlic to ensure it cooks.

7. Stir noodles to combine the spice mixture and sauces.

8. Garnish with scallions and serve.

SRUTHI ‘23 can be reached at sxl2131@g.coppellisd.com

black rice vinegar and soy sauce

scallions

Grab a Drink Tealatte Bar Opened February 2021 • Variety of boba, tea and coffee • Desserts such as macarons and mochi donuts

151 Coffee Opened May 2021 • Drive-thru coffee • Outdoor seating

Feng Cha Boba Opened September 2021 • Light, airy atmosphere • Reusable cups

garlic

olive oil Photos by Sruthi Lingam

spice mixture

Animal Toy Store

Instagram: @thesidekickcoppell

OCTOBER 2021

Former Cowboy to Aggie legend

Choate goes down in history after being named 12th man Meer Mahfuz Staff Writer

@mahfuz_meer

When you think of the star players of a football team, you think quarterbacks, running backs, receivers and probably a handful of defensive players. It would be a rarity for your mind to turn to a deep snapper as a star of a football team.

While deep snapping is crucial to the success of any special teams play, the deep snapper rarely gets the recognition that they deserve.

To most, he is just another deep snapper in collegiate football but for the Texas A&M football program, Coppell High School 2017 graduate Connor Choate is one of a handful of players to go down in football history after being designated as the 12th Man by Aggies coach Jimbo Fisher on the morning of Aug. 28 in a team meeting.

“I wasn’t really expecting it but it was just super awesome to see all my hard work pay off,” Choate said. “Even people from Coppell have reached out to my family and offered their support; it’s just been really special to see how many people it’s reached and how big the Aggie network is.”

A tradition that dates back to 1922, the 12th Man at Texas A&M is one of the most iconic and historically significant pieces of its athletic history, so much so that the original 12th Man, E. King Gill has a statue outside of Kyle Field.

The tradition was born during the Dixie Classic on Jan. 2, 1922, when an underdog A&M team was playing Centre College, the nation’s top team at the time. As the game wore on, the Aggies found their numbers dwindling due to a plague of injuries when coach Dana X. Bible remembered Gill, a squad player, who was in the stands, helping reporters identify the players on the field.

Bible called Gill from the stands and Gill suited up and stood ready throughout the rest of the game. A&M ended up pulling off the upset, 22-14, and Gill was the last player remaining on the bench.

Gill’s readiness for service, desire to support his team and drive helped ignite a flame of devotion that resounded through the Texas A&M students and community. The devotion passed down generations and saw the entirety of the A&M student body become the 12th Man because the 12th Man is al-

ways in the stands, ready to be called upon.

According to Choate, he is the first deep snapper to be named as the 12th man.

“Wearing it is a great honor and it gives me goosebumps the few times I’ve run out [onto Kyle Field], it’s been insane. It’s a great privilege,” Choate said. “Representing the university is the top priority for me.”

While Choate might not have started his collegiate career with the Aggies (transferring from Memphis), his drive and teamfirst mentality glows from his personality as soon as he steps out of the locker room and onto the field.

Despite having experience snapping while playing center in his early years of football, Choate decided to move to playing as a tight end and outside linebacker. It wouldn’t be until the end of his sophomore year where Choate’s snapping sense called back to him.

During that spring of his sophomore year is when Choate really made the switch and embraced the position as his own after winning over the starting varsity job.

Through the last two years of his high school career, Choate worked in the depths and in countless hours by himself to perfect his craft and became nationally recognized as one of the best snappers nationwide.

“The thing that sticks out most to me is his work ethic,” DeWitt said. “We have this thing called the 10,000 ball club where receivers and defensive backs come in on their own and, by the end of spring, they’ve caught 10,000 balls and he decided on his own that he wanted to come in and snap 10,000 balls one spring and that was a testament to his work ethic.”

Though his snapping ability impressed the coaches on the field during his time at Coppell, his infectious personality and work ethic leaves a lasting impression for all those going through the Coppell football program.

“His teammates trusted him, he had passion about the game, the way he played the game [and] passion about the sport and his position,” Coppell assistant Karl Pointer said. “As for discipline, to be as good as he was and to excel at practice and do those things, no one wants to go wake up in the mornings and snap a medicine ball between your legs against a wall over and over again but that’s something he did everyday.”

Even in the classroom, Choate exuded the sociable personality that propelled him into the role of 12th Man. During his sports entertainment marketing class at CHS, taught by Richard Chamberlain, Choate’s charismatic and leadership qualities made younger athletes gravitate towards him and allowed Conner the ability to jostle and motivate the people in class.

“It’s pretty incredible [to have taught the 12th Man]. My family members are pretty blown away by it, because it is such a unique position,” said Chamberlain, a graduate of Texas A&M. “To think that there’s such a unique, lone position that could’ve been someone that I taught here is pretty incredible and amazing. It just goes to show it’s such a privilege to teach here, it’s such a privilege to have such amazing students, it’s a privilege to have students that have been able to achieve so much.”

And even though Choate will go down in A&M history as the 2021 12th Man, he began to shine on Buddy Echols Field and in the classrooms of Coppell High School.

Choate’s legacy serves as a true inspiration for the Coppell football program, where he is, forever, a Cowboy.

MEER ‘22 can be reached at mmm0332@g.coppellisd.com

Photos courtesy Texas A&M Athletics and Abbey Santoro/The Battalion

TENNIS BI-DISTRICT TOURNAMENT // OCT. 11

VARSITY FOOTBALL VS. HEBRON // 7 P.M. // OCT. 15

De Moraes modeling drive Senior doubling up in volleyball, pole vault Angelina Liu

Visual Media Editor @angelinaliiu

Cowgirls on three!

After an echoing break at volleyball practice in the CHS Arena, Helena de Moraes swaps her court shoes for spikes. She quickly rushes out to Buddy Echols Field to begin track practice. For most, this would be an extremely tiring day.

However for de Moraes, this is just a typical day.

De Moraes’s journey in volleyball began with Texas Volleyball Academy after being introduced to it through a friend.

Although Moraes immediately fell in love with the sport, she found that she wasn’t immediately successful.

“In seventh grade, I didn’t make the [volleyball] team,” de Moraes said.

I didn’t have enough experience. I decided then and there that I would start training. I kept working hard and constantly practiced. I made the team the following year.”

People who know de Moraes know her through her kindness and inclusivity. According to senior Kinley Wojick, who has known de Moraes since fourth grade and also a CHS pole vaulter, de Moraes is always putting others before herself and striving to make them feel welcome wherever she is.

“I moved at the very beginning of sophomore year from California,” senior Meagen Lee said. “Helena was one of the first people I talked to. She was always super outgoing and friendly. She just helped me feel welcome in the [Coppell volleyball] program when I came in.

Helena is always encouraging. If you ever see us on the bench together, she’s always trying to be loud, supportive and encouraging people to be the best that they can be. On the court, she’s always communicating to the people she’s with.”

During track season, de Moraes works hard at pole vault. She fell in love with the team dynamic and the exhilarating feeling of clearing the bar.

“Pole vaulting is like a family,” de Moraes said. “That is the one place in track and field where it’s really a team. We’re all so close with the coach and each other that we’ve become a mini family.”

Although de Moraes’s passions are now closely aligned with sports, it hasn’t always been this way. At only 11 months old, she was put into the Campbell Agency to begin her modeling career.

De Moraes has modeled for brands such as Neiman Marcus, JCPenney and even American Girl Doll.

“I loved seeing the outcome of everything,” de Moraes said. “Seeing myself on a New York Billboard for American Girl Doll was really cool. It was a Christmas themed shoot and we did it in

the actual American Girl Doll store in [Dallas]. I had a fake mom with me and we were just walking around the store laughing while they took pictures of me in this ridiculous denim dress.”

De Moraes modeled until age 8, then stopped and went back at 11, then stopped again at 13. During the school year in middle school, her modeling schedule would clash with sports as right after a shoot she would need to prepare for a game that started in the next hour.

“Helena is extremely hardworking,” Wojick said. “She still comes to pole vault practices after volleyball practice and puts her best effort in. She’s a great teammate and cheers everyone on. She’s a fun and uplifting person to be around whenever we have track meets or even practices. She’s driven in all aspects, not just sports. She’s driven to be kind to others and all aspects of her life.”

ANGELINA ‘23 can be reached at axl0728@g.coppellisd.com

Instagram: @thesidekickcoppell

Photos by Tracy Tran

OCTOBER VOLLEYBALL AT FLOWER MOUND // 6:30 A.M. // OCT. 5

DISTRICT 6-6A CROSS COUNTRY MEET // 7 A.M. // OCT. 15

Running away, then to the finish Sreeja Mudumby

Exeutive Editorial Page Editor @sreejamudumby

Coppell High School junior Andrew Mullen has been in cross country since the seventh grade. When he first joined the program, he was demotivated and unsure of the value he could offer to the program.

“In middle school, I don’t think [Mullen] really had any idea he could be this competitive of a runner,” Mullen’s father Marty Mullen said. “In seventh grade, he did good. And then, in eighth grade, he did a little better, and I don’t think it was really until ninth grade that it dawned on him and everyone that he had talent and could be top runner for Coppell.”

It wasn’t until two years later that Mullen found himself on the field.

“I like competing with other people and showing my talent off,” Mullen said.

“I didn’t really fall in love with cross country until the first meet of freshman year. I won on the JV side, and after that I’ve just loved cross country since.”

Transitioning from Coppell Middle School North to high school athletics caused a change in purpose for Andrew.

While he used to view cross country as a fun pastime, he now views it as an opportunity for the future.

“It’s a lot more competitive, and there’s a lot that goes into it like colleges,” Mullen said. “Middle school [was] just for fun, and high school is more about competing. It’s still fun, but there’s a different aspect to it.”

However, Andrew was able to quickly adapt and thrive in this competitive environment.

“When you come into this program as a freshman, you don’t really understand how much time and effort you have to put in to be good or to be one of the best,” Mr. Mullen said. “A lot of freshmen have to wake up at 6 a.m. during the summer, or have to be at the school at 4:30 a.m. on a Saturday, so there’s a lot of sacrifice, a lot of commitment that goes into being an elite runner. Andrew does it all on his own. He’s waking up early, getting out there on a Saturday morning. He’s just matured in that way that he’s just more responsible.”

Though Andrew is a seasoned runner for the Coppell track team in the 1600m and 3200m events, he still faces challenges that extend more than physi-

cal training and early morning practices could offer.

“It is a lot harder both physically and mentally, because you still have to be in the race, even when it gets hard, because you have to be there for your team,” Andrew said. “A lot of people just think ‘oh, it’s running’, but if you don’t have that certain mentality, then you could be the fastest person in the world but you won’t be able to compete at a high level.”

Andrew hopes to keep pursuing cross country after high school, his dream schools being the University of California-Berkeley, UCLA and the University of Oregon.

With all his present and future success, Andrew hopes to serve as a role model for incoming athletes and prove that persistence will pay off.

“I just want people to look up to me and say, ‘I want to be that person,’” Andrew said. “I just want to give them good advice about running since I know what you need to do. I know it’s gonna be hard at first, but in the end it will pay off.”

SREEJA ‘22 can be reached at smx4577@g.coppellisd.com

Coppell junior Andrew Mullen runs in the Coppell Invitational on Sept. 12. Mullen began cross country in seventh grade and runs on the varsity team.

Photo by Nandini Paidesetty

Coppell scores new coaches

GOLF FOUR BALL TOURNAMENT // 7 A.M. // OCT. 29

SENIOR NIGHT: FOOTBALL VS. PLANO EAST // 7 P.M. // OCT. 29

Koshimizu breaks early Sophomore moves to varsity within two years Varshitha Korrapolu Communications Manager @varshitha1128

A naive, confident sophomore steps up to the tennis court, ready to defeat his opponent. A sense of fire is replicated by the triple digit heat in his face, but also in his game. Coppell sophomore varsity tennis player Riki Koshimizu hits the ball back and forth with a fiery personality.

After playing on the JV tennis team his freshman year, Koshimizu moved to varsity starter this school year because of the hard work and commitment he put into tennis. “[When I found out I was a varsity starter], it gave me a lot of confidence,” Koshimizu said. “It made me realize that I might be good and I can do something with tennis.”

Koshimizu’s journey to the varsity team may seem ambitious to some as he spent 30 to 40 hours a week playing tennis or watching professional tennis over the summer.

“He thinks about tennis all the time,” Coppell senior teammate Reid Lucas said. “The only requirement is to play for about two hours a day, but sometimes he hits in the morning,

then we have practice at 2:30 p.m. and he will be at the tennis center until 9.”

Even with a thirst to do his best, Coppell coach Rich Foster helps Koshimizu learn to control his emotions. “[Koshimizu has a] fiery personality,” Foster said. “There’s good and bad to that. It’s like a double edged sword.

I have had to take him aside and say ‘you can’t get upset like that.’ He gets upset about a point and it may roll over to the next point and cost him. But I will take the bad with the good. He can build off of his fiery personality.”

A love and appreciation for tennis was installed in Koshimizu’s heart, at a young age - the summer between sixth and seventh grade - on a trip to Japan to visit his grandfather.

“I wanted to join [my grandfather],” Koshimizu said. “I told him that I wanted to play against. He was like, ‘you are not fit yet.’ So that kind of made me like ‘I want to get better. I want to play against him.’ That’s kind of why I play tennis. I haven’t had the chance to play him yet, because of COVID-19, but I will try when I go back.”

VARSHITHA ‘22 can be reached vsk5901@g.coppellisd.com

Coppell sophomore Riki Koshimizu warms up on Sept. 8. Koshimizu has been on the Coppell tennis team since his freshman year on JV1 and moved up to varsity within a year. Photo by Aliya Zakir

Instagram: @thesidekickcoppell

OCTOBER 2021