Volume 35 Issue 4

Volume 35 | Issue 4 | February 2024

Make a

selection Changing student mindsets limiting college choices

P. 12-13

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News

Opinions

Student Life

Entertainment

Sports

Stepping into innovation

Flipped class hurting growth

Leaps of paws-itivity

Love for the arts

Pump it up

Goodwin goes from teaching to technology

Ending pre-recorded education

Chiliveru, Bachu dig awareness into pet abuse

Piper’s burning love for choir and theater

Godhia, Payne wrestle to leadership

P. 2

P. 7

P. 14

P. 16

P. 20

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Goodwin appointed as director of technology

Sri Achanta

Executive Editor-in-Chief @sriachanta_

My movie-watching spree started the first week of January. I secretly created a Letterboxd account, which was apparently considered lame, writing a paragraph’s worth of a movie review or one in under five words.

Rated 4.5 stars out of 5 on two of my closest friends’ Letterboxd accounts, I expected Baby Driver to be a cinematic masterpiece. However, I was unprepared for the fleeting disappointment I felt after watching the credits screen roll. I wanted to love the movie as much as they did, but there was just something missing.

I mention this experience because I had placed my friends’ opinions on the movie on a pedestal, consequently expecting too much out of it.

However, rated a 7.4 out of 10 on IMDB and a four and a half out of five on my Letterboxd, Lady Bird, is worth every minute.

This film highlights the rawness of teenage life through the eyes of high school senior Christine “Lady Bird” McPherson.

Lady Bird finding her voice and forging her own path after facing a tumultuous relationship with her mother who she also terribly loved left me in tears.

But watching this movie, watching Lady Bird tear herself apart as she yearns for her mothers validation, forced me to contemplate on whether I too rely excessively on other’s opinions.

“Do you like me?”

“I want you to be the very best version of yourself that you can be.”

“What if this is the best version?”

Over the past few months, I was faced with what I believe is the most monumental decision a high school senior can make: deciding what college they want to attend *see page 12-13*.

Although I believe that we all end up at the same place in the end, no matter what college we may attend, there seems to be this societal pressure to attend a certain school if you are a certain type of student - an element of Lady Bird’s mother’s incessant expectations and demands.

After finally deciding on a university and letting a couple of friends and teachers know, I was more often than not met with a forced smile, a surprised look and subtle head nod, suggesting that my decision was eccentric for the type of student I was. A few students even went as far as verbalizing their opinions, assuming that “you could do better” is a compliment.

Everyone is entitled to their own opinion. There will be people like Lady Bird’s mother who go through great lengths to prove their opinion should be valued more than yours.

But facing this first hand and feeling like I was losing control of my personal decision due to other people’s ideas of what my life should look like made me realize that I have every right to stop listening.

It’s truly as simple as that.

I don’t think I’ll ever reach a perfect world where I don’t care for other people’s opinions, but I do know that it’s OK to become a version of Lady Bird and unapologetically define my own path.

Photo by Sameeha Syed

Dwight Goodwin is Coppell ISD’s new executive director of technology. Goodwin formerly worked as a middle school history teacher and tennis coach at Hurst-Euless-Bedford ISD, and started working for CISD on Jan. 2. Kayla Nguyen

Yug Talukdar Staff Writer @YugTalukdar

Coppell ISD Executive Director of Technology Dwight Goodwin was led into his career in technology by first making PowerPoint presentations to teach his middle school classes. Now, he is the head of CISD’s technology department.

“Technology is a unique thing in that you are always trying to solve a problem,” Goodwin said. “It’s always intrigued me.”

Goodwin loved technology from a young age, and was always determined to figure out and learn more about it, finding gimmicks and problems in software to solve.

Goodwin started working for Coppell ISD on Jan. 2, replacing Stephen McGilvray as the executive director of technology. Goodwin was hired by distinct administration due to his vast and varied experience in education and technology.

“He’s well organized, experienced and he has a lot of knowledge both in hardware and instructional technology,” CISD chief operations officer Chris Trotter said.

Goodwin was the executive director of technology of Grapevine-Colleyville ISD prior to working at CISD. Before getting into technology as a career, however, Goodwin was a middle school history teacher at Hurst-Euless-Bedford ISD. This experience gave him insight into practical classroom needs that can make an impact on not only students, but also staff.

“He knows what the needs are in a

classroom, what it is to be a teacher, and to have students that need things to work all the time,” CISD coordinator for technology support Chip Bloecher said. “He comes to us with a lot of different experiences from a lot of different places that will help us grow.”

As a teacher in the late 1990s and early 2000s, Goodwin would implement the then limited technology available at his school and design lesson plans based around them.

“I would design lessons that used the technology by making PowerPoints, doing research, and building websites,” Goodwin said. “But as I started progressing in technology, I started asking more questions to the technology department.”

This innate curiosity carried over into teaching, where Goodwin would make connections in technology by constantly trying to learn more.

“It’s like how it was when you were a kid, opening up a pen to see how it works just out of curiosity,” Goodwin said.

Eventually, Goodwin would move from technology usage individually to learning more about network computing, which is used at a wider district scale. From there, Goodwin started to work as instructional technology specialist at Birdville ISD from 2006 through 2013, turning his questions into a career.

“Not only did I enjoy the instructional piece being a teacher, but also the technology piece which was behind the scenes,” Goodwin said.

Goodwin’s key goals at Coppell are to maintain good communication and rela-

tionships between staff, students, and the technology department.

“One of our core values here at Coppell is relationships, and I think you should build those relationships with vendors, students, faculty and even other employees like our bus drivers, as technology touches every aspect of a school district,” Goodwin said. “Building that relationship with every department is important.”

With the rapid rise of Artificial Intelligence, Goodwin also wants to help implement ways to help students and staff learn to use AI as a tool.

“With any new technology, there’s kind of a learning curve where we definitely want to use it, but we want to use it responsibly,” Goodwin said.

Goodwin thinks AI is a tool that can enhance learning just like how people use it to enhance their work in the real world.

“AI takes the human element, and it can add to it, and that’s what we want to do with the learning process too,” Goodwin said. “We want to bring artificial intelligence to enhance student learning, not take the place of it.”

Goodwin also wants CISD to be a leader in technology throughout the state and even nation with systems and processes that can fuel the staff and students to be as efficient as possible.

“I always think it is fun to be the best, and I want people around the state and around the nation to know that Coppell has the best technology department,” Goodwin said. “I think you do that by building relationships and also good systems inside.”

General employability students brewing coffee Sri Achanta and Sameeha Syed

Executive Editor-in-Chief, Social Media Manager @sriachanta_, @ssameehaa

Coppell High School opened a coffee shop run by students in general employability in the vacated concession stand in the Commons. Coffee is provided by Harp & Bowl Coffee Co. and available for teachers and is now available for students.

Watch here

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DECA chapter grows, beats district record

coppellstudentmedia.com

Coverage over the years on Coppell Student Media 2012

“Most of the 30 team members advanced to the state level of competition in Corpus Christi.”

2013

The Coppell DECA officer team participated in the District 11 Career Development Conference at the Irving Convention Center on Jan. 17. This year, 219 students from Coppell High School advanced to the Texas State Career Development Conference from Feb. 15-17 in Houston, beating the previous record of 197. Anushree De

Aliza Abidi

Editorial Page Editor @aliza_abidi

On Jan. 17, Coppell DECA took 240 students to participate in the District 11 Career Development Conference at Irving Convention Center. As one of the top 10 memberships in the state, Coppell DECA made up approximately one seventh of the 1400 District 11 participants.

However, Coppell’s presence in District 11 DECA was not always one for the books.

“When I first came here eight years ago, we took 18 people to the state competition,” Coppell High School DECA advisor Richard Chamberlain said.

This growth continues, as students of different career paths unify under this professional and career development-oriented organization. Out of all Career and Technical Education student organizations, DECA has been the more in recent years, as more and more Coppell students qualify for the international competitions.

“Students are motivated to do well in competitions and have some fun outside of school,” Chamberlain said. “They network with people from around the world who are also interested in the same subject matter, and many times going to the same college.”

One of Coppell DECA’s largest factors of growth was the ending of the Business Professionals of America chapter, which ended in 2021 due to a lack of sponsorship. This allowed business-interested students to concentrate solely on DECA, as it gained over 80 members within that year.

CHS also started requiring students to be in certain classes to take part in DECA, which helped students take classes that they were interested in and fed into more concentrated students taking interest.

“There seem to be more students enrolling in the courses that are a requirement for DECA

over the years, looking to sharpen their business skills, ” DECA sponsor Andrea Pirtle said.

A more constant cause for the increased interest, however, was the recognition of DECA’s handson experience and potential professional growth possibilities.

The growing interest is not limited to just Coppell DECA, with District 11 participation doubling in the last year.

“A lot of us have constantly talked to our friends about joining and convinced them that it’s a fun time and provides a lot of awesome career opportunities,” said senior Coppell DECA CEO Anveshi Goyal, who also serves as District 11 2023-24 president.

For many, DECA has acted as a way to travel with friends and meet new people with similar job aspirations.

“CHS9 was very close knit so it was like I was traveling with family which was very appealing and entertaining,” Coppell DECA executive vice president of administration Sabah Uddin said.

“What attracted me the most was the possible recognition you gain from winning competitions, especially because it was a very established organization. The low stake situation helps you get valuable experience while being in a professional environment.”

People join DECA to experience public speaking and gain exposure to business ethics and other career pathways.

“I never would have become the public speaker I am right now without DECA, because it sets you up for specific communication and speaking skills,” Goyal said. “These skills are one of the most useful things, no matter what career, or industry you go into. You need to know how to talk to a crowd, and you need to know how to express yourself and express your words coherently and professionally.”

To be a state or a national qualifier in DECA, a 70-year-old organization, has gained recognition on a high school resume. Students also often strive for leadership roles to create business-oriented impact locally, becoming committed returning members and competitors.

“Many students have publicized where they have gotten into school, how much fun they had with DECA and having it be a supplemental part of their college application,” Chamberlain said.

Coppell advanced 219 students to the Texas State Development Career Conference which takes place from Feb. 1517 in Houston.

“The growth that we’re looking for at this point is to have our achievements at the international competition continue to improve, more high achievers with the test and with the roleplay scores and get that top three DECA glass this year,” Chamberlain said.

“After many months of hard work and practicing, 19 students have headed to Corpus Christi.”

2015

“When his name was called as the final recipient, Scivittaro joined 13 other DECA members who won at state.”

2019

“Eleven students advancing to the internationals at the International Career Development Conference (ICDC).”

2022

“The DECA chapter set the record with 34 DECA ICDC qualifiers.”

2023

The newly elected District 11 2024-25 president Yashitha Chunduru and District 11 vice president Navya Singh hold up a DECA hand sign.

This year, 219 students from Coppell High School advanced to the Texas State Development Career Conference. Sri Achanta

“DECA completed with 25 ICDC qualifiers and a school record of 25 state finalists.”

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2024-25 course registration brings changes

News Flash is a series in which readers receive updates on local news that has happened between the issues.

Board finalizes calendar for upcoming year As spring approaches, students are faced with the decision of selecting courses for the next school year. In the 2024-25 academic year, Coppell ISD is introducing new courses and making changes within the registration process. Sameeha Syed

Sanghika Pallela Staff Writer @CHSCampusNews

As spring approaches, students are faced with the decision of selecting courses for the next school year. In the 2024-25 academic year, Coppell ISD is introducing new courses and making changes within the registration process.

Coppell High School has established two new English electives for the next year: Literary Genres: Film Studies and Humanities: Literature in Music. According to the course guide, the courses allow students to explore and compare the art of literature within their designated genre.

“As a creative writing student, I like how we get the opportunity for more English electives in the future,” sophomore Hiral Patel said. “It’s nice that we have more choices to cover the English IV requirement than just one.”

After a three year absence, Debate: Oral Interpretation returns to the debate program. Oral interpretation is competitive acting, which can be solo or with a partner. The course explores various types of oral interpretation for students to compete, including humorous and dramatic interpretation, Duo Interp and

book events, such as prose and poetry.

“It explores something different than the debate events,” debate director Dr. Jason Sykes said. “It really forces people to get out of their shell and explore literature in new ways. Right now, especially as folks are reading less, we need to help students develop emotional maturity.

This process can help them empathize with other people’s experiences.”

Regarding the course registration process, students can see a difference in the formatting of the guide. Rather than a lengthy PDF, the counselors have worked to compose a more visually appealing and user-friendly digital design.

The organized format will make it easier for students to explore a wider range of courses.

“My hope is that this helps kids explore different things because they can see it better versus just picking what their friends tell them to take,” lead counselor Ann Cinelli said.

The dual credit program allows high school students to take courses at Dallas College for both high school and college credit. Dallas College will soon place restrictions on its foreign language classes.

It will no longer accept previous foreign classes at CHS as prerequisites.

Students have typically completed Spanish II at CHS and would proceed to take Spanish III at Dallas College. Due to Dallas College adopting a standard college practice, students are now unable to do this.

However, if students have a test score, such as an Advanced Placement (AP) exam or a College Level Examination Program (CLEP) language exam, they are able to utilize credits earned from previously taken foreign language courses.

Eighth graders now have the opportunity to tour the CHS campus. Prior to the 2023-24 academic year, eighth graders would exclusively tour the Coppell High School Ninth Grade Campus.

The eighth graders are receiving guided tours of CHS, led by the Red Jackets, allowing the students to explore the high school environment. The visit allows the middle school students to have a clearer idea of the courses or activities they would like to pursue in the future.

“I believe that all of the upcoming ninth graders will get a good feel of what’s going to happen next,” Coppell Middle School West eighth grader Anjini S. said. “The tour will be very helpful seeing that it’s a big step going from middle school to high school.”

Business Spectacle

HOSA sending record 70 members to state

Islamic community urges council for cease-fire in Gaza

Hawaii Fluid Art crafting carefree creativity Vibha Viswanath Staff Photographer @CHSCampusNews

A corner in Coppell promises to transport you back to the carefree days of your youth through the magic of artistic expression. Sheila Embuscado offers a home for anyone looking for a messy yet imaginative outlet to unleash their inner artist. In this installation of Business Spectacle, Vibha Viswanath sheds light on the special story of Hawaii Fluid Art.

Scan to watch Vibha Viswanath’s video with Hawaii Fluid Art store manager Sheila Embuscado

Your guide to FAFSA

Hawaii Fluid Art is an art center in Coppell striving to bring joy to customers through creativity. Store manager Sheila Embuscado shares its positive goals for the community. Vibha Viswanath

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Farris turns to gym after time in courtroom Aasritha Yanamala Staff Writer @CHSCampusNews

The sound of chants and tumbling echoes through the small gym at Coppell High School as English I teacher and new cheer coach Krysten Farris, leads the freshmen cheerleaders through their practice and drills.

Farris had taught English I for five years at CHS9 prior to accepting the coaching position. However, Farris did not initially plan on becoming a teacher, let alone a coach. Having come from a family of teachers, Farris was firmly against becoming one herself. Instead, she went into the Texas A&M School of Law for family law.

“Even though I didn’t want to be a teacher, I still wanted to help kids out,” Farris said. “[The cases] ended up pulling more at my heartstrings than I wanted it to.”

After experiencing several hard cases, Farris decided to follow in her family’s footsteps and become an educator. She graduated from the University of North Texas in 2018 with a teaching certification.

“I started thinking about teaching and eventually went down that path,” Farris said. “I decided to teach English because writing and reading have always been my passion.”

Over the summer, she was approached by fellow CHS9 English I teacher Debra Sartin and Coppell head cheer coach Lindsey Bates to accept the position of freshman cheer coach.

“It was entirely new,” Sartin said. “[But] she’s a more vision oriented person, so she knows how [performances] should look.”

Despite having no prior experience in coaching, Farris is making an impact in the team. Her style of teaching and coaching is to put personal relationships first. She prioritizes building a connection with students and helping them grow.

“A lot of our job is supporting the athletes,” Sartin said. “She’s helping them hone in on their skills, look good on the sideline and be good teammates.”

Freshman cheerleader Sutton Rasmussen has greatly enjoyed Farris’ coaching.

She puts Farris above past instructors, who had different goals.

“Coach Farris is one of those teachers that cares more about you [beyond being] a student or an athlete,” Rasmussen said.

“She likes to connect with you on a more personal level.”

Not only has Farris coaching cheer had an influence on the team, it has also had an impact on Farris. She understands student athletes better, having better insight into the workload they have, a viewpoint

CHS9 cheer coach Krysten Farris (left) and Coppell JV coach Debra Sartin talk to the JV cheer squad after running a cheer during practice in the small gym at Coppell High School on Friday. Farris is in her first year as CHS9 cheer coach. Ainsley Dwyer that she otherwise would not have been able to get.

“I see how much work they are putting in outside of the classroom,” Farris said.

“We might stay out at a football game till 9 or 10 o’clock at night and I’m going to go home and go to bed, but they’re going to go home and do homework.”

Along with gaining a new perspective, Farris has also found ideals that coexist between the classroom, the gym and daily life.

“When we face adversities in hard tasks,

we have to ask ourselves, ‘what are we going to do?” Farris said. When they fall from a stunt group or are having a really hard time, they ask themselves ‘How do you pick yourself up and keep going?’ I think that crosses the lines between sports, life and English too.”

Farris has enjoyed her time teaching and coaching, despite the latter being something new.

“It’s a challenge,” Farris said. “And I like a challenge, I like learning new things, so I’m glad to be here for that sake.”

Counselors’ guide to course selection Nyah Rama CHS9 Editor @nyah_rama

With Home Access Center (HAC) officially open for course requests, eighth graders will start thinking about the pathways they will pursue throughout high school. Here is some helpful advice from CHS9 counselors Katie Walker and Amy Blasingame: What is the most overwhelming part of course registration?

Walker: There are so many classes and so many different GPA weights and all of this starts to come into play; you have to start thinking about your future and colleges. Obviously you don’t have to know everything, but if you want to have a good GPA, you will have to take higher level classes. But students don’t think about if their mental health is going to be at risk, so it’s important to understand that you don’t have to take all honors classes or all AP classes.

What advice do you have for students who get sidetracked by GPA? Blasingame: If students could understand what’s really important and understand the core content that they’re learning in their classes, it would help a lot.

Content will build on other things that they learn in high school. If students shift their focus more to learning as much as they can and not just on how many points they need for their GPA, then they should get the results that they want.

How should students pursue their interests while still meeting course requirements?

Walker: Having courses written down somewhere you can visualize is really important. You’re going to have to take math, science, social studies and English every single year. A lot of kids want to take an extra AP class and do their CTE stuff, but sometimes you have to give up something. You have to do what’s best for you and what’s going to be more valuable for you in the long run. You can just take it year by year, things can move in and out.

Blasingame: If students are not sure exactly what field that they want to go in and

we do not have a class that is in the field that they may be interested in, both of us always encourage students to look into volunteer opportunities in the community. Even though it’s not a requirement for graduation at Coppell High School, you can get some hands-on knowledge in those fields and that could help you make a better decision about what courses to take.

This is the time when students have to make a choice between New Tech High @ Coppell and CHS9. What are some of the benefits of the CHS9?

Walker: Both schools are amazing and no matter where you choose, you’re not wrong. You just have to realize there are some classes you can take only at New Tech and then there’s some classes you can only take at CHS9 and CHS. For example, we have the health science pathway starting at our campus. It’s about realizing what’s a better path for you.

Blasingame: I think CHS9 offers a good idea of what a traditional high school experience looks like. Ninth grade gives you an idea of what kind of responsibility you are going to have in a traditional high school experience as far as being responsible for deadlines, for your assignments and keeping up with the coursework. Also, there is a good opportunity here to learn how to advocate for yourself.

What are some key things when navigating the course guide and Home Access Center?

Walker: Making sure that you utilize your resources is important. Obviously, Ms. Blasingame and I are good resources, but a lot of the questions we get are already out there or in the course guide.

Students can come to open houses so that they can see the CHS9 campus and we’ll do a presentation over four year plans.

What is some advice for rising ninth graders who are torn between multiple courses?

Walker: I think a good thing to know is you’re not going to choose wrong. Ninth grade is the time for you to try things and to look if you want to take business classes or health classes and knowing you are

not going to have to be a business major just because you pick that class. Also, make sure you want to take these classes because we are limited and we don’t make a lot of changes once this registration pro-

cess closes. We are making sure that students are getting as much information as possible, reading that course guide and not just deciding that they want to take a class because their friends are taking it.

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Staff Editorial 2023-2024 Journalism bigger than its flaws

staff

EXECUTIVE LEADERSHIP

Chase Wofford, Staff Adviser Sri Achanta, Editor-In-Chief* Avani Munji, Design Editor* Kayla Nguyen, Photography Editor*

EDITORIAL LEADERSHIP Aliza Abidi, Editorial Page Editor* Anushree De, Features Editor Ainsley Dwyer, Entertainment Editor Nyah Rama, CHS9 Editor Sahasra Chakilam, News Editor Ava Johnson, Sports Assignment Editor

MEDIA TEAM LEADERSHIP Minori Kunte, Staff Cartoonist* Rhea Chowdhary, Video Editor Wendy Le, Podcast Producer

COMMUNICATIONS AND BUSINESS Sameeha Syed, Social Media Manager* Sukirtha Muthiah, Business Manager*

WRITERS Sydney Araujo Isheeta Bajjuri Anvita Bondada Isabella Santos Rhea Choudhary Caitlyn Concepcion Elizabeth De Santiago EV Kennard Deepika Kumar Ishita Patra

Hamza Zakir Neha Nathwani Sanghika Pallela Katie Park Riya Prasad Ishana Sharma Yugaditya Talukdar Niharika Tallapaka Sabah Uddin

PHOTOGRAPHERS Namir Awan Marli Field Neeharika Gajula Yepoom Hong Luke Jared Medha Kanamarlapudi Emmalee Jittasupo

DESIGNERS Safiya Azam* Manasa Borra* Jayden Chui* Noor Fatima Kavya Lokhande Nrithya Mahesh*

Greeshma Marathu Emmy Moreno Eirene Park Maddy Park Sohana Singh Vibha Viswanath Aasritha Yanamala Pranavi Ramineni Ahana Roy Brody Sever Sohalia Reddy Sofia Exposito Perez Taylor Pham

*Indicates a Vol. 35 No. 4 page designer

Scrolling through an extensive social media page, another clickbait ‘news article’ pops up on your feed, blocking any content that could be genuinely useful.

You sigh and close off, yet another media company begs your fingers for a tap.

With the rise of the internet, news consumption is at an all-time high. According to Pew Research Center, this is partly due to the presence of large corporate conglomerates that are driven by profit. As news consumption has reached an all-time high, it is ironic that most tend to look down on journalism as a credible way to consume information.

But why do people not trust media companies anymore? According to a 2020 poll, people are more prone to seeing news media in a negative light.

Most major TV channels are owned by larger media corporations, which focus on maintaining loyal audiences, and acquiring new ones, in hopes of boosting revenue. Their primary source of income comes from buying out multiple companies, monopolizing the industry and selling a product. Their focus is not to entice viewers and readers with high quality content and information that is unbiased and factually accurate.

The University of Rochester reports news media from large news organizations such as CNN and Fox News have had a growing bias when covering issues, giving other forms of news media a bad reputation.

Consequently, public perception of journalism has shifted and the bias on ‘trusted’ news sources is becoming more recurrent.

News channels driven by profit also tend to appeal to what their audiences support. These channels tend to cover political ideologies from the side their viewers would want to hear rather than full and unbiased news. This phenomenon is partisan bias, and it exists in almost any news today. Partisan media can radically shapeviews, and according to a report from Yale University, create divisive issues that change depending on what channel someone might watch.

News channels do this through the deliberate censorship of news. Many news channels choose to not cover certain events, or only cover the parts that paint a certain image. During the 2021 impeachment of Donald Trump, news outlets used different rhetorical devices in describing the impeachment, al-

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).

CONTACT US

The Sidekick welcomes all letters to the editor, but letters must be signed before consideration for publication. Send letters to (214) 496-6239 cwofford@coppellisd.com or bring them by D115.

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most as if describing two completely different cases.

On CNN, the trial was described as “powerful” and “stellar,” while on Fox News it was described as “irrational” and “asinine.”

With political bias appearing in the media, many take concern with news being used as a weapon to spread misinformation, as shown in a recent poll by Pew Research Center. On average, people consume more news from sources like TV channels and social media than from newspapers, which presents a variety of problems. With the rise of social media as a platform for news, misinformation is as prevalent as ever, and people are beginning to take notice.

It was reported that fake news travels much faster than true stories on X, one of the most popular social media platforms. A high reliance on social media for news, combined with an accelerating spread of misinformation is, according to Reuters, what has led the public to have record-breaking levels of low trust in the media.

People who grow distrustful in the media do not see journalistic sources as honest. Society will either refuse to be informed or consume media from sources that are not credible, which will lead to more people being ill informed about issues. In a democratic society based on people’s opinions, an informed vote matters. Misinformation can be easily used to manipulate public opinion, influencing votes that could range from electing a city council member to electing the next president.

Factually flawed media prevents people from forming their own, unique opinions on issues by preventing them from viewing these issues through a neutral lens. By conforming to the one sided stories presented by news, people subconsciously submit to what that group thinks, unwilling to dig deeper to distinguish the basis of the news and choosing to agree with the mass.

In order for people to overcome bias in media, there needs to be a variety in the media they consume. Diversify where you get your information from and form your own opinions instead of solely relying on a single media outlet. When you see an article that misrepresents news that should be objective, reach out to the outlet through email, or inform others of the bias. News media is supposed to be a source of objective information, not a platform to spread political ideals.

As prevalent as bias is to news, it overshadows the journalists that aim to provide ethical reporting and unbiased perspectives. Although many say reliable sources lack transparency in news, it does not make journalism and media as a whole prejudiced and discriminatory. As a society, finding diversity in our news outlet also means appreciating the good storytelling and perspective oriented organizations, not highlighting only the wrongs in journalistic media.

Finding the threshold between what news sounds the best, versus what brings the raw truth will allow us as a society to dig deeper into the media than just the bias, finding trusted media rather than supporting fake news.

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We do not deserve a prepre-recorded education

One thing about me is that I take a lot of notes. In my first semester of junior year alone, I filled up an entire notebook of AP U.S. History notes.

It is not that I transcribe every single thing the teacher says, I just prefer to take notice of unique parts of lectures. Whether my teacher makes a reference to Queen Elizabeth II, or shares a fun fact about a former United States president, I appreciate the aspects of a lecture where I see the teacher’s personality shine through.

So when I open my Schoology course from another class to see a screen recorded presentation with a monotone voice in the background, my face falls in disappointment.

In recent years, teachers have adopted a teaching model dubbed as the flipped classroom, where they record video lectures for students to watch at home, and use class time to apply their knowledge through assignments, worksheets and projects.

While around for many years, the flipped classroom rose substantially in popularity amongst high school teachers and college professors after COVID-19, when virtual learning became the norm. In the pandemic, students relied on video lectures to learn class material, and teachers grew used to this class structure.

Many teachers cite this method as a novel way to allow students to apply their knowledge with other classmates, and take charge of their

own understanding of the content.

“When I was in school, I remember going home with science homework with no one to help,” Coppell High School AP Biology teacher Bianca Benitez said. “This way I can ensure that they can understand and apply the content with the people in class.”

While this teaching style looks good on paper, students have notoriously struggled with it. In what is intended to evoke meaningful discussion and student autonomy in learning, instead brings glazed over eyeballs staring into a screen and miscommunication between teachers and students.

Having a uniform video or textbook with no space for questions and concerns from students unintentionally creates a “one size fits all” curriculum where students can fall behind. Many CHS students also have rigorous schedules that do not permit them to learn entire concepts at home.

“I find it difficult to keep up in class because

homework feels like more pressure, and it’s hard to feel motivated,” junior Aizah Ahmed said. “If you can’t finish a lesson in one night, then it’s a lot worse than if you couldn’t finish a worksheet.”

In the flipped classroom model, classes often consist of students completing assignments, with the teacher giving instructions and answering questions.

If class time is fully used for individual work, it diminishes the opportunity for student-teacher connections.

This can be detrimental to the student, as they will not be confident to ask their teacher questions about the content, as well as the teacher, since they can not understand their student’s way of learning. The miscommunication decreases productivity in class.

However, certain subjects have fit into the flipped classroom with ease. Benitez credits this style to be fit for AP classes that build on previously learned basic knowledge.

Benitez sets aside 15 minutes in the beginning of class to review the material students had learned the night before.

“The flipped classroom has worked really well for my class because we do a lot of labs which take up a lot of class time, so they are able to learn through their experiences as well as at home,” Benitez said.

Teachers have also found ways to implement the flipped classroom into their class without changing the learning structure entirely. For example, UC Berkeley chemistry instructor, Michelle Douskey, added ‘Flipped Fridays’ to challenge her students to apply their knowledge with what they learned that week.

Allotting more time in class for reviewing content from the night before, or prioritizing active recall and learning opportunities within class assignments themselves, can encourage a balance between meaningful teacher-student interaction and students taking charge of their education.

Flipped classrooms at their root, however, are not a sustainable teaching model and will eventually lead to a decrease in both the student and teacher’s motivation in class. Let’s give students a real education.

Anvita Bondada

Flipped classrooms can leave students fatigued as teachers opt for video lectures that students must watch at home.

The Sidekick staff writer Anvita Bondada explores the reasons behind this shift, its potential harm to students and the debate surrounding its place in high schools. Pranavi Ramineni

Staff Writer @anvita_bondada

Academic competitiveness demotivates success

Students need to dive deeper than numeric grade for educational validation

That test was so easy, I got a 97. What did you get?

Oh, I got a 100.

Similar conversations buzz around you as you walk down the hallway. The 90 that you were satisfied with a minute ago, suddenly seems like a shockingly low grade.

This is a common occurrence for many students in highly academically competitive schools. Academic competitiveness seems motivating for students because it encourages them to work harder and get good grades. However, to a certain extent, academic competitiveness can have detrimental mental health impacts on students.

Academic competitiveness creates unhealthy comparisons between students. When I was a freshman, I was confident that my grades were off to a strong start. However, when I learned that there were people around me who were getting much higher scores than me, I began to doubt myself and my abilities.

Why is this coming to you as a surprise?, I would ask myself. Of course there are people around you who are achieving so much more.

Comparison is a dangerous loop to fall into, as it devalues that everyone learns differently and has their own strengths and weaknesses. When students compare themselves to someone who has higher grades, they unnecessarily lower their self-esteem by thinking that they are not ‘smart enough.’

Once this mindset is in place, students believe it unworthy to put in effort into studying for an upcoming

“

test, hence proving to themselves that they are not as academically successful as the others around them.

If students really are to compare themselves to someone, the best person to compare with is themselves.

After I realized this comparison was doing nothing but putting me down and exhausting me, I decided to approach school differently.

I studied hard and did my best on quizzes and tests.

Then, I compared my grade to only my previous scores and no one else’s. I knew I had worked as hard as I possibly could have, so I was satisfied with my grade. There was no room for disappointment.

This made me feel driven to do better than I had done earlier.

This not only helped me boost my grades, but my confidence as well.

Academic competitiveness also leads to students seeking external validation through grades. With good grades, academic validation is an efficient source of motivation for students. However, academic validation is not a healthy motive as it is not always reliable. If a student receives a poor grade, instead of looking to improve by reviewing their mistakes, they will feel heavily discouraged and afraid to try again, because they did not get the validation that they are ‘smart.’ If a student’s self-esteem depends on an external source such as grades, they will never truly feel confident.

Feeling pressured often pushes students to work hard. In a highly academic competitive atmosphere where students are achieving big heights left

If a student’s selfesteem depends on an external source such as grades, they will never truly feel confident.”

and right, it is easy for hard work to transform into overworking. Being overworked has detrimenta |pl effects on people’s mental health, and oftentimes leads to burnout.

As stressful and nerve-wracking an academically competitive atmosphere may feel, it is important to remember that a single grade does not define a person, and does not determine how successful one might be in the future. There is so much more to a person than grades, like where their interests lie, how they interact with people and their perspective on the world.

There is so much more to a person than grades, like where their interests lie, how they interact with people and their perspective on the world.

Ishana Sharma

Staff Writer @ishana_sharma

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Embracing irony behind misspelled literature

My pencil slowed down as I disputed between wow and how, pronouncing each internally. The h and w look and sound incredibly different, but at that moment, I was overcome with insecurity and confusion.

During the fifth grade spelling bee, I remember my shameful walk back to my seat as the only student disqualified in the first round. The word I was asked to spell, friend, swam through my brain.

F-R-I-N-D. No. F-R-E-N-D. No. F-R-I-E-N-D? Oh. I am not good at spelling, I never have been. For as long as I can remember, my pencil always wavers in timed writings and every typed text has an ocean of red underlines.

This is my fault. As a kid, I believed that misspelling a word was part of growing up. I never really had the heart to change or find a reason for my confusion when I attempt to connect letters. Now, it’s second nature for me to look around the room and ask the spelling of an everyday word, immune to the look of disappointment I receive.

However, what surprises me is that these faces are followed by a confused question, “Aren’t you a writer?”

I always smile back and nod.

I am a writer. I am an editor. I am a very avid reader. I am constantly surrounded by words and stories. And I believe although my lack of talent for spelling is a hindrance, it makes my love for words just a bit more special.

Just because each individual letter does not find its smooth flow to me as I navigate a word does not make the word any less personal or purposeful in my writing.

Each internally pronounced letter in a four syllable word, does not stop me from the stream of storytelling and distinctive promise that fills my every sentence. This paragraph as it glares at me outlined with red does not take away from the hued warmth I feel while exploring my narrative.

My struggle to grasp these letters challenges me. The tips of my fingers do not recognize the sequence of alphabets under them, but I enjoy stringing them into pairs regardless. Although exposing my weakness in suit, it provides an insight into my limitless imagination. This is

The Sidekick’s editor Aliza Abidi illuminates her internal struggle of spelling basic words despite having English as her strongest subject. Her disadvantage of spelling does not cease her from disregarding her passion for writing.

Photo illustration by Katie Park and Sofia Exposito Perez the writing I love, if I can just get past this one word.

When I look around, this mindset takes root in ideas that reflect more than stories, but future goals and dreams. The age-long ideal that enjoying something requires your expertise in it, fails to hold value for me. I could never spell well, but regardless, being an author was my childhood dream. I realized that a learning curve is not something that should be avoided when the goal is something that brings personalized perfection in one’s eyes.

My cheeks often burn from humiliation when people point out the mistakes, but I’ve learned to take it in stride.

I put in effort to not let technology be the cushion of my spelling and I have embraced the fault, specifically because it builds up the art I love most.

Enjoying a hobby does not mean you have to be good at it, just like being good at something does not mean you are enjoying it. I have learned to keep this piece of irony with me, creating memories of growth between these misspelled stories.

Aliza Abidi

Editorial Page Editor @aliza_abidi

Headlines to code lines: AI redefining journalism “Oh yeah I just used ChatGPT on that. It took me like two minutes,” my friend flexes as I’m frantic about the 85 I’m about to get on an overdue assignment.

Countless are the times I’ve listened to classmates boast about using ChatGPT to breeze through their assignments, turning academic challenges into a walk in the park.

Sure, I’ve hopped on the trend too, acknowledging the undeniable efficiency this artificial intelligence tool brings to the table, making my life a million times easier.

However, as I’ve delved into the world of journalism this year, I couldn’t help but think, if AI’s expanding presence in our lives brings up ethical problems, could it be changing the field of journalism as well? The more I explored, the more I found myself grappling with the implications of AI potentially taking over journalist jobs.

As AI accelerates into the realm of journalism, its efficiency in swiftly generating news content, along with its ability to handle routine tasks, has prompted concerns about job displace-

ment in newsrooms. Tasks once carried out by journalists, such as writing articles or compiling reports, can now be automated, raising the bar of human professionals being one upped by AI systems.

The drive for cost efficiency and the rapid pace at which AI can deliver news further amplifies these concerns. Media organizations may see AI as a cost effective alternative, leading to a reduction in human staff to cut expenses. The fear is not just about individual job losses but also the potential transformation of the journalism landscape, with newsrooms relying more on algorithms and automation than on human insight and storytelling.

In a time where timeliness outweighs thoroughness, the integration of AI in newsrooms stands to usher in unmatched efficiency. Assignments that would tie down a journalist for hours, if not days, can now be accomplished within minutes by AI. While the prospect of fast-news delivery appears advantageous, we are sacrificing the rich details and deep insights that make journalism so valuable. This simultaneously brings up questions about the depth and authenticity of the information we, as consumers, are

exposed to.

Besides, imagine a literal robot weaving together compelling news stories, conducting interviews and delivering information with unnatural precision that even seasoned professional journalists might envy.

I thought this was cool at first but this isn’t science fiction; it’s a reality in the media industry that the impact of AI on journalism extends far beyond automation – it has the potential to reshape how news hits us.

The speed at which a robot can produce content is obviously impressive, but we’re forgetting AI lacks the emotional maturity to capture human experience, the emotional nuances that make a story resonate. I’ve learned that journalism isn’t just about information; it’s about connection, empathy and understanding that people can feel. While AI can process vast amounts of data, it struggles to understand the intricacies of human emotions, leaving a void that only human journalists can fill.

Let’s not forget this human voice.

Slightly contrarian to what I ranted about earlier, it’s important to acknowledge that AI has immense potential for good. I think, when handled with ethics and responsibility, AI has the power to actively boost journalism. It’s kind of like having a super-genius assistant, capable of revealing insights and discovering hidden patterns. The trick is finding that sweet spot, where we embrace progress while holding onto the warmth of human storytelling.

Let’s not lose sight of our own voices in the midst of all this innovation.

Oh, and by the way this article was written by my good friend chatGPT. I’m kidding.

Deepika Kumar The growing commonality in the use of artificial intelligence among students and corporations alike is raising the discussion of whether or not the use of AI is ethical. Staff writer Deepika Kumar discusses whether AI use presents an opportunity for more effective journalism or an easy escape for plagiarism. plagiarism. Kavya Lokhande

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Tweens growing up quicker due to social media I remember going to the mall as an 11-year-old in my holographic light-up Sketchers.

I begged my mom to buy me a hoodie from Justice that read “Yes, Weekend!” I was in what most people would call the ‘awkward tween phase,’ a phase that many went through and considered a rite of passage into our preteen years.

But tweens nowadays don’t seem to experience that same ‘awkward stage.’

Gone are the days of Justice shopping sprees, Nickelodeon marathons and Kidz Bop albums. Stanley tumblers, Sephora makeup and Drunk Elephant skincare products are all the rage with today’s tweens. Kids are growing up faster than ever and ‘tween culture’ in our modern era has mostly faded away.

What happened to today’s pre-teens that makes them strive to grow up so fast?

Generation Alpha is the generation born from 20102025. Often referred to as the ‘iPad kid’ generation, kids ages 8-12 in the United States spend an average of 4-6 hours on screens a day. This new wave of kids have spent their entire lives around technology and they’re using social media more than ever.

Tweens these days are fixated on keeping up with the latest trends, especially when it comes to skincare and makeup. One prime example of this is the “Sephora 10-year-olds” epidemic blowing up online recently. This trope is characterized by young girls who go to beauty stores, such as Sephora and Ulta, to buy trendy brands of skincare and makeup products. These girls spend an alarming amount of money on skincare at these stores and often make a mess for employees creating trendy skincare smoothies.

This focus on outward appearance and keeping up with the latest aesthetics can be incredibly damaging for young impressionable tweens’ self image. Tweens deal with more depression, anxiety and poor body image now due to high social media use. Eileen Kennedy-Moore, an author and a clinical psychologist, told Business Insider that children posting photos of themselves online can affect their self-focus, convincing them that appearing ‘ordinary’ isn’t enough.

“The idea that ‘I have to be extraordinary or I’m worthless,’ it’s very, very dangerous,” Kennedy-Moore said.

From sparkly Justice clothing to now Sephora shopping sprees, interests of young teens have changed drastically over the past decade. The Sidekick staff writer Elizabeth De Santiago thinks that there has been a loss in tween culture particularly due to social media. Photo illustration by Minori Kunte and Marli Field.

Being immersed in online spaces at such a young age means that this new generation of pre-teens are constantly targets for criticism. Tweens are moving away from the general ‘tween culture’ of the past, because expressing these interests online often leads to labels such as ‘childish’ or ‘cringe.’ Cyber bullying is rampant, and with so much criticism, tweens feel the pressure to act older than they are.

One factor that could be contributing to recent tween behavior may be the aftermath of the COVID-19 pandemic. During the lockdown, kids lost two crucial developmental years of their lives. Many tweens had their first elementary school and middle school experiences behind screens. Social distancing did not allow for much in-person socialization for tweens and they began to socialize

online instead.

But it isn’t the tweens’ fault. At the end of the day, they’re still just kids and they have a lot of growing to do.

Instead of criticizing these kids, we need to nurture them and keep them safe. Because before we know it, they’ll be all grown up.

Elizabeth De Santiago Staff Writer @LizzieDeSanti_

A blank dystopia: Minimalism is the latest fad You’re bombarded with video after video of a home with a gorgeously dynamic color palette and beautiful architectural features then ‘fixed’ by painting all the walls a gray, beige or white and replacing all the furniture to fit the same mundane look.

The end result is usually a pristine, hollow, almost sterile looking home.

Minimalism is an ideology based around living with fewer material goods, which is meant to lead you to live a more mindful and intentional life. Living with less gives you the opportunity to find long-term gratification, as you are not reliant on the superficiality of materialism to bring you joy.

Oddly enough, modern day minimalism is often discussed in the context of an aesthetic, bringing forward images of white couches and blank walls. It is only made more prevalent as you scroll through the endless social me-

dia feeds of so-called minimalist influencers.

The irony is many who turn to minimalism often do so with sustainability in mind. Being more mindful of what products you choose to consume in turn will create less waste to end up in landfills.

Keeping this in mind, isn’t it odd people turn to decorating over perfectly good homes and replacing functional furniture in the name of an aesthetic?

To be a modern day minimalist, you still have to consume the right products.

The modern and generalized perception of minimalism is so heavily based on buying the correct items to fit the “minimalist aesthetic.” It begs the question of whether it would count as minimalism at all.

Minimalism is a belief system, a moral value. Obviously, it would look drastically different from person to person.

Minimalism, an ideal once centered around living with only the bare necessities, seems to be taking on a new definition.

The Sidekick staff designer Kavya Lokhande thinks modern minimalism has strayed from its roots into another excuse for excessive consumerism. Kavya Lokhande

So why am I staring at my phone screen to watch someone rip the soul out of their home every other day just for the same boring result?

Minimalism is becoming a trend in which you buy as many boring white, beige and unnecessary products as your heart desires just to be able to claim that you prefer the ‘simplicities of life.’

A common misconception that dominates the mindset of minimalist influencers is the idea of needing to get rid of visual clutter. This in itself is a valid preference, as many find bright colors overstimulating. The problem lies in the fact that it is not about preference, or at least long term preference. It is about following the latest micro trend which hopefully will be the one that lets you feel whole again.

Overconsumption has been glamorized on social media, leading people to believe that they need a new fancier, high tech version of products they already own. The fact is if you have a product that is serving you perfectly well, you don’t need to replace it.

The overconsumption of minimalism disregards the basis of consuming intentionally.

Once the craze for minimalism dies down, the trend cycle will move onto something else to exploit and commercialize. Then the people who bought into the previous trend will purge their items and restock their amazon carts to buy their next ticket to happiness.

The most frustrating part is that there are plenty of ways to incorporate aesthetics into minimalism mindfully. You can buy or thrift your items slowly and when the need arises. This creates a way to actually have time to sit with your purchase and understand whether it added any value to your life.

Consuming without thought leaves you surrounded by a plethora of useless plastic and a looming sense of dread.

Another reminder that peace cannot be bought.

Kavya Lokhande Staff Designer

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Rathod drives for dermatology through skincare club Katie Park Staff Writer @katiegpark

Various skincare products line the surface of the countertop, some serums spilling over the top, creating a sticky but fragrant mess.

Coppell High School sophomore Aditi Rathod flickers on the lights in her bathroom and picks up a hydrating moisturizer.

She squeezes a dollop onto her hand and massages it into her skin while listening to “Brooklyn Baby” by Lana Del Rey. Next, she picks up the hyaluronic acid serum, using the dropper with perfect precision.

Rathod takes a step back, glowing with satisfaction.

For the past three years, Rathod has been diligent in performing her daily skin routine. It is this passion towards dermatology that drew Rathod into founding her own skincare club. She is the president of the CHS Dermatology & Cosmetics Club and hosts meetings once a month in room D211.

“I hope to have a safe space where people can learn and talk about their skin issues without feeling embarrassed or shy,” Rathod said.

Through researching products such as sunscreen and lotion, Rathod shares her findings with the members of her club and brings the various products to club meetings for discussion.

“She has demonstrated a passion for researching product benefits and the impacts it has on our body’s largest organ, our skin,” CHS Dermatology & Cosmetics Club sponsor Laura Jordan-Davis said.

The aspiring student began her interest in dermatology three years ago, when she herself started noticing a difference in her skin.

“I had really bad acne for two years,” Rathod said. “At first I thought I could take care of it but my skin started becoming puffy and red, so I resorted to asking my parents to take me to a dermatologist.

After I went to a dermatologist, I fell in love with learning about skincare and that experience has led me to want to pursue dermatology further.”

Some of Rathod’s favorite products are the Lubriderm Daily Moisture Lotion and the Neutrogena Daily Facial Moisturizer for a hydrating and bright complexion.

Rathod’s inherent passion in dermatology drove her determination in the club, making it what it is.

“When she makes a goal, she pursues it relentlessly,” Aditi’s father Akash Rathod said. “The biggest quality she has is caring for others, being compassionate and having a knack for medical solutions.

I remember many times I have taken her advice on some skin problems, and she is spot on with her recommendations.”

Along with her skincare club, Aditi has also published her own online blog, which she co-founded with CHS senior Mariam Bawa. In their blog called Skincare Serenity Secrets, where they incorporate their love for dermatology and document new findings regarding their passion, including many inequalities and disparities in the realm of skincare.

“With our blog, we hope to address issues in dermatology that

Coppell High School sophomore Aditi Rathod explores her passion for dermatology through founding the CHS Dermatology & Cosmetics Club. Rathod discussed the benefits of various skincare products during her club meeting on Jan. 24 in D211.

Photo illustration by Katie Park and Kayla Nguyen are not talked about enough,” Bawa said.

“Since dermatology is all about skin treatment, it is important that all skin types and colors are treated individually with care.

We want to educate people on the effects of common ingredients found in skincare products, animal cruelty in skincare, and many other issues.”

Aditi and Bawa have been dealing with a prevalent issue that they recently discussed in depth on the blog. In their post,The Disparities in the Treatment of Melanoma in People of Color, the lack of awareness of how darker skin should be treated is highlighted as a worldwide concern.

Their blog states that it is imperative for the field of dermatology to become more inclusive to provide education and health-

care for all skin types.

“Specifically in melanoma, there is a huge disparity between the treatment of melanated and non-melanated skin and it is causing so many people to lose their lives, so we hope to improve that and help spread awareness about the issue,” Bawa said.

Aditi exemplifies her passion for dermatology through various platforms, aiming to direct her knowledge to many audiences.

“I fell in love with learning about skincare and the different aspects of it,” Aditi said. “I hope to pursue it further to change the world of medicine and target the audiences of teenagers, adults and others to help solve disparities such as melanoma that affects many people.”

Muruganandham excels in STEM related volunteering Noor Fatima

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A smile escapes from Coppell High School senior Yuvan Muruganandham as he sits in front of the chess board, his king surrounded. His opponent – a young attendee at the Cozby library – giggles in victory as Muruganandham congratulates him amidst the greenery at the Biodiversity Education Center.

At first glance, Muruganandham is of few words. His reserved nature does not make him stand out among a crowd. But, upon pulling back the curtain, it is Muruganandham’s profound humility through which he touches hearts.

Whether stocking shelves in the Cozby library, organizing TSA events or teaching children at the Biodiversity Education Center, Muruganandham has an intrinsic service mindset within his every work, hoping to improve the lives of others.

His involvement in the community started during his sophomore year, when he began volunteering for the city of Coppell. Muruganandham describes seeing a poster at The CORE requesting teen volunteers. Muruganadham was intrigued and decided to sign up, a decision that eventually added up to 341.25 hours over his three years of service, and a certificate for most service hours for the summer of 2023.

Much of his work involves interacting with entertaining and educating children at the Cozby library or Coppell Biodiversity Education Center, through events such as the Cozby’s summer reading events or the Coppell Biodiversity Education Center’s wild by nature program. His supervisor at the Coppell Biodiversity Center,

Jonathon Ward recalls a memorable event with Muruganandham.

“This past summer the BEC got a new game ‘Backyard Bass,’ at the end of the program Yuvan and some of the other volunteers would have a competition to see who could catch the most fish,” Ward said.

“I have to say, Yuvan was one of the better fishermen and he let the volunteers know about it too. Hearing the banter between them was a highlight for my summer.”

Muruganandham describes the many skills he’s learned over his time through speaking at the BEC. He learned to talk with enough clarity to engage both children and parents, while coordinating events. Muruganandham finds his public speaking, adaptability and communication skills have developed over the years, alongside growing confidence in himself.

“I’m more open to helping people out, before I just minded my own business,” Muruganandham said. “I didn’t really go out and interact with people. Through volunteering, I’m interacting with so many new people I haven’t met before that I have gained self confidence.”

His work doesn’t stop at volunteering, Muruganandham is also treasurer of the Technology Student Association (TSA) at CHS. Yuvan is well suited for his role, being highly involved with CHS’s STEM programs, this with his volunteer work teaching and organizing have served him well in his leadership role.

Much of his work isn’t directly connected to technology. Rather, it involves organizing community service and public relations to connect TSA members with the community at Coppell.

His selflessness and desire to help others is not limited to his work or clubs, nor

is it lost on those around him as TSA secretary and friend of Muruganandham, Tanvi Nikam recounts.

“I remember one day I had an English project I was working on and he stayed in class during lunch to help me with my project, even though he didn’t have to,” Nikam said. “ He volunteers not for himself but to help the community and help others be better.”

Muruganadham plans to continue

his volunteer work in college, to join various community service and STEM related clubs and organizations. Although he finds that his volunteer work hasn’t influenced his interest in STEM, it has influenced what he would like to focus on with his future career in computer science. In particular, developing artificial intelligence and improving AI ethics.

“I want to be able to develop artificial intelligence to help others out, to create a better world,” Muruganandham said. “With volunteering I was able to make a difference in my community.”

Coppell High School senior Yuvan Muruganandham volunteers at the Coppell Biodiversity Center and specializes in educating children during special events. Muruganandham was recognized for his hours of community service for the city of Coppell.

Photo illustration by Vibha Viswanath and Kayla Nguyen

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Teacher of the Issue

Kinman cultivating gardens of thought Anushree De Features Editor @anushree_night

C104 presents an assortment of decorations that students can get lost in: chemistry element posters that decorate the walls, animal hides of rodents that lay on the teacher’s desk and the lab safety goggles in the fume hood.

However, students are not focused on > Þ v Ì >Ì° / i À iÞià >Ài ÌÀ> ÃwÝi` the chocolate chip cookie on their desk.

With a fork in their left hand and a spoon in their right, their brows furrow as they lay out a plan.

Twelve minutes on the timer: three-twoone-go!

As the class furiously begins to remove the chocolate chips from their cookie, they count the chocolate chips (‘iron ore’) from their cookie (‘mining site’).

Amidst the chocolatey chaos are laughs and giggles. Time spent within C104 does not feel like school; the class is a portal that takes students to new worlds of environmental knowledge.

It is these activities found frequently in Coppell High School chemistry and AP Environmental Science teacher Joshua Kinman’s classroom. In early January, Kinman introduced another project: designing a sustainable city.

“The unit we’re in currently - Unit 5 - is always such a grind,” AP Environmental Science teacher Maxx Lazos said. “It’s usually not the most fun unit for teachers and students alike. When he pitched the idea of the project, it was an all-encompassing way to look at the standards for the AP exam while simultaneously exercising students’ creativity.”

Kinman’s tendency to incorporate the real world into science mirrors the past in which he was brought up: the rural town of Millsap, Texas.

“I graduated from 50 people in my class which was relatively small,” Kinman said.

“Growing up there, there was lots of land.

Everything I did was outside, so I would run through the woods, mow lawns, work on farms and always play outside. That was where my love for nature and desire to be an environmental science teacher really started.”

From a young age, Kinman understood the importance of knowledge. His innate curiosity was present within his childhood.

“Growing up in the 90s and being in a small town was like a box,” Kinman said.

“There’s no new ideas. This is how we do things, and that’s it. No one thinks about what they’re doing because that’s the way it’s always been. I realized that at an early age.”

After graduating as salutatorian from his class, Kinman attended Weatherford College as a biology major on a two-year scholarship. Afterwards, in 2003, he attended the University of North Texas.

“I wondered what I wanted to spend my

Coppell High School AP Environmental Science teacher Joshua Kinman teaches students about various mining techniques on Jan. 17 in C104. Kinman has been selected as The Sidekick’s Volume 35 No. 4 Teacher of the Issue. Anushree De money and time knowing,” Kinman said.

“I chose biology because I liked medicine and thought I might pursue something in Ì i i` V> wi `°» Channeling his innate passion for teaching and knowledge, Kinman decided to become a teacher upon recognizing the shortage in the profession.

“At that point in time, there was a huge need for science teachers around this area,” Kinman said. “UNT sent letters explaining how to be a teacher. I read that letter and wanted to be a teacher. Growing up in church, I found myself with a lot of teaching roles. I decided to do it for a little while.”

A little while soon turned into 14 years.

9iÌ > Û Û ` Þ ÀiV> Ã Ã wÀÃÌ i ÀÞ

as a teacher. º Þ wÀÃÌ ÃV Ü>Ã ,° ° /ÕÀ iÀ] > ` was nervous,” Kinman said. “I was teaching a Texas Assessment of Knowledge and Skills science class to help teach students who had failed their TAKS science test. I’ll never forget: as I was introducing myself, this girl said ‘we’re gonna eat you alive.’”

Kinman’s patience and kindness towards all his students, regardless of their background, is apparent. Kinman entertains all questions without judgment, encouraging students to embrace their curiosity.

“In some classes, you might feel like you’re making the lesson longer by asking questions,” senior Zahra Shaikhali said.

“But, Kinman appreciates questions. It makes me more willing to ask them. Re-

gardless of how boring the material seems >Ì wÀÃÌ] i > Ü>Þà > iÃ Ì ÌiÀiÃÌ }° Ì makes me want to learn more.”

Kinman has a wide range of knowledge in the sciences. Through his biology and chemistry education, physics experience at Carrollton Creekview High School and chemistry and environmental science positions at Coppell, Kinman continues to foster connections between diverse topics. It is this knowledge that lets him explain his material with such ease.

“When we were learning about carbon cycles, I remembered learning biology,” Shaikhali said. “He is able to connect our content to our own experiences. It’s amazing how the things we think don’t have an impact on us really do.”

Coppell High School junior Raashi Kalyani takes chocolate chips out of a cookie for a mining activity in AP Environmental Science teacher Joshua Kinman’s class. Kinman has been selected as The Sidekick’s Volume 35 No. 4 Teacher of the Issue. Anushree De

Kinman’s bite-sized fun facts Played guitar in a rock band during college

Worked on farms during his childhood

Favorite superheroes are Captain America and Thor

Coppell High School AP Environmental Science teacher Joshua Kinman formerly coached basketball at R.L. Turner High School.

Courtesy Joshua Kinman

A constricting collective culture Story by Sahasra Chakilam & Anvita Bondada Design by Avani Munji While eating breakfast, Coppell High School senior Hana Sawaf’s face is illuminated by her Macbook screen as she eyes her common application for the University of Texas at Austin, just before pressing submit.

Spending weeks of her summer tweaking and working to perfect it, this moment is monumental for Sawaf.

“I remember the day perfectly,” Sawaf said. “UT has been my top choice for a long time, and as soon as I pressed submit, the pressure was taken off.”

According to Coppell ISD, in a pool of 4,577 2019-2022 CHS graduates, 828 of those students are enrolled in the University of Texas at Dallas (UTD), 625 students at UT Austin (UT) and 488 students at Texas A&M University.

Making up about 43% of graduates, it is common for CHS students to go to one of these three colleges following graduation. However, this wasn’t always the case.

“When I first got here in 1985, students were looking at small colleges all around us like Howard Payne Uni-

11% of CHS 2019-22 graduates went to Texas A&M University

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“

Wherever you end up, it’s because you were meant to.”

CHS English teacher

versity and Abilene Christian University,” CHS Principal Laura Springer said.

“And now it is ‘we have got to go to UT,’ and I’m like, ‘what is that?’”

In recent years, students have increasingly aimed for a smaller sample of Texas colleges and universities, while attendance to other schools have steadily declined.

“I’ve been teaching here for 26 years, been with seniors for 21 years and I’ve been seeing the increase,” English teacher Matthew Bowden said. “There are fewer and fewer kids choosing small schools on the east coast and west coast, and more and more are staying at Texas schools.

Kids’ perceptions have always been sort of skewed and it’s kind of a case of institutional snobbery.”

According to Springer, the rise of

The components that make up

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Tuition and fees Loan fees Housing Food Books and supplies Transportation Personal expenses

43%

of CHS graduates from classes 2019-2022 went to Texas A&M, UT or UTD.

popularity amongst UTD, UT and Texas A&M is due to the increased commercialization of these colleges throughout the years.

“When you’ve got colleges like UTD, UT, and Texas A&M, they have more marketing than some of the smaller universities, making their name well known amongst younger students,” Springer said.

UTD, UT and Texas A&M have established top-rated academic programs, creating a specific image attracting students.

“Each of these school’s programs has a specialized program which has high appeal to students at CHS,” Sawaf said. “UT’s low acceptance rate creates a sense of prestige, UTD has a great neuroscience program and A&M has created a good reputation with its programs, so that has been what is drawing kids at Coppell.”

Despite there being numerous options, students have the tendency to go for these larger state schools that are recognized, fearing they will lose credibility among their peers if they go to a less acclaimed university.

“I’ve never walked into a dentist’s office, looked at their wall and seen they had a degree from University of North Texas and been like, ‘I’m not going to this dentist’,” IB English IV Richard Orlopp said. “Depending on what you want to do with your life, you don’t need to go to some hugely expensive prestigious school in order to do it.”

It has come to a point where it is stigmatized for considering a college in Texas that isn’t in ‘the big three.’

“When I suggest UNT to a lot of people in this school, they either look insulted or ask ‘Why would I consider that?” Orlopp said.

When a select few don’t apply to these colleges, they are often asked why, even if the college does not cater toward their major.

“People expect you to apply to UT, because it’s technically the top ranked school in Texas,” CHS senior Anaya Dekhne said. “I’ve heard plenty of people ask me, ‘Why aren’t you applying to UT?’ There are so many unconsidered factors that go towards your decision.”

Students find solace in applying to these select colleges because they are comfortable choices, as many people they know apply and attend.

“People who ended up going to bigger schools, like UTD and UT Austin, still hang out with the same people they hung out with in high school,” said Baylor University sophomore Anika Dachiraju, a 2022 CHS graduate. “When you stick with the same people, there’s not any sort of change, and you can sense that familiarity. Personally, when I came to Baylor, I didn’t know anyone here, and I think that

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was great for me, because I wanted college to be very different from high school.”

Students are often scared to move on from high school without their friends.

“You have got to have a lot of confidence to go away, and you’ve got to believe that you are strong enough to meet new people, start a new life and realize you had to do it at some point,” Springer said.

Students also adhere to the comfort of staying close to home. UT, UTD and Texas A&M are within four hours from Coppell, appealing to CHS students and parents who value proximity.

Students may take their parent’s input on which colleges to attend, and feel pressured to attend a brandname college meeting their expectations.

“You’ve got so many talents you haven’t even hit yet that you’re going to get when you get out the doors and find a life,” Springer said. “That’s different from having your parents tell you what you should like and not like.”

When students prioritize the societal view of their choice of college, they receive a limited perspective, and in turn, limit their prospects in other state and out-of-state schools.

“The biggest mistake that students make in this process is that they hear about a college from their friend, and they think that they have to go to that school too,” Bowden said.

In response, students end up not researching and visiting campuses suitable for them.

“Some people say they are going to apply and they never visited the college, and don’t do their homework on it,” CHS lead counselor Ann Cinelli.

“A lot of schools track demonstrated interest and if you don’t engage with them, talk to them and visit them, they’re going to run those data comparisons, they’re going to quickly weed you out, and you won’t get in.

That’s a big mistake I see.”

Students may not consider how the learning and social environment of the campus will affect their time at the college and if it will allow them to thrive towards personal and professional growth.

“I know everyone likes to do their college visits, maybe just to miss class, but when they’re going there, are they thinking, ‘Do I want to be in a lecture hall with 300 students? Would I be better at a smaller school? Would I flourish in that?” Orlopp said. “They don’t consider all the opportunities.”

When applying to different colleges, senior Nehal Bharadwaj considered her preference of wanting to attend a school with a smaller class size.

“I always knew that I wanted to be in-state for college, and when I was looking into colleges, I was looking at how the programs were more than how popular it was,” Bharadwaj said.

“Southwestern University has a very small graduating class and I personally like that, because I like to be in touch with my teachers and professors, and I feel like that is harder to do with bigger classes. I didn’t want to compete with 60,000 other students. I applied to schools like A&M and UT Austin as well, but it wasn’t the same. I felt like I was applying for the name more than the actual appeal.”

Students sometimes also tread over the fact that these popular state schools have higher tuition costs than other state schools, and may end up depending on the fact that their parents will support them.

“Just because your parents will pay for your college is the worst excuse ever for why you have to go to a college,” CHS business teacher Richard Chamberlain said. “That money is your parents’ hard-earned money that they work to have. You’re going to need your parents to have 40 grand a day, and they’re not going to have that money, because you spent it living in Austin at UT, because your friends are going to give you a hard time if you don’t. Go where you’re going to be successful and cost efficient.”

The top 6% automatic admission rule for UT and the top 10% automatic admission rule for public universities in Texas is also a determinant for CHS students’ college decisions. Many view UT, UTD and Texas A&M as fallback options, and rely on their position in the top percent for a college admission.

“With the top 6% rule, ever since ninth grade, I felt the need to achieve that spot, so I can have these colleges at the top of my list,” junior Erene Abraham said.

This need to be in the top percentile adds onto the trend of competitiveness at CHS and blinds students into thinking that grades are their gateway to success rather than building collaborative skills.

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“The competitiveness has fueled a lot of stress and premature ulcers,” Bowden said.

“It has fueled a culture of cheating to a certain degree because everybody has to keep up with everybody, and if this person got this

G PA , they have to get it too.

It’s like keeping up with the Joneses on a microcosmic level. I wish they would do away with the top 6%, top 10% and all. I wish colleges would just let kids get into schools based on their merits, complete package and snapshot of what the kid is, not just a GPA.” This marathon of who can get into the best college with the best statistics serves as an additional stressor to an already strenuous college application process.

“I remember college application season being quite stressful,” Dachiraju said. “I was comparing myself to where others were at.”

As students attempt to emulate each other in choosing similar colleges, it creates an environment of strict conformity, leading to loss of individuality at CHS. “This is your one life,” Bowden said. “You have to live it and you don’t want to do something, because someone else is doing it. Wherever you end up, it’s because you were meant to.”

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Chiliveru, Bachu ignite change in pet abuse awareness I’m impressed by how they reached out, and looked at other places to flesh out their project.”

When Coppell High School sophomores For Chiliveru and Bachu, extending Saanvi Chiliveru and Bhuvana Bachu from a local area to Dallas was a learned that Texas has six times the noteworthy stepping stone in their national average of animal abuse cases, advocacy. Working with Dog n Kitty City, the highest state in the country, they the two garnered more knowledge about refused to be bystanders as the numbers animals and their responses to their continued to grow. environments. They soon aimed to tackle “Bhuvana and I, we both have a love for another issue that they had discovered. animals,” Chiliveru said. “We don’t have “After these animals come into the any pets, but we’ve always wanted them. shelter, they often aren’t given frequent When we found out that information, that human interaction before coming in,” sparked something in us and made us do Chiliveru said. “Dog n Kitty City was something about it.” understaffed, so they couldn’t afford to Signing up for the Project Management have frequent volunteers. We wanted to Business Solutions (PMBS) event in increase their volunteering.”

DECA, Chiliveru and Bachu viewed the In an initial survey of 96 Irving competition as a gateway to address the and Coppell residents, Chiliveru and under-discussed issue of animal abuse.

Bachu noted that about 9% of people As passionate business students, volunteered for Dog n Kitty City.

Chiliveru and Bachu consistently Three months after the beginning of push themselves to expand their their collaboration, they discovered a work in social entrepreneurship, significant increase, with approximately an element that came into 30% out of 90 residents reporting that effect in their project. Business they had volunteered for Dog n Kitty Information Management (BIM) City. teacher Andrea Pirtle notes their “A few people messaged me exceptional project management saying ‘Oh my gosh, I didn’t skills and presence in class. even know that Dog n Kitty City “They’re amazing students,” existed. It’s so cool that you’re Pirtle said. “BIM works more on spreading information about projects, so I was able to see this,’” Chiliveru said. “It’s nice to [Bachu] use leadership skills. see that people are interested, Both of them are very proactive, but just didn’t know. If people and work really well with other aren’t informed, it’s hard to take kids.” action.”

Utilizing skills from their On Wednesday, Chiliveru and business classes, Chiliveru and Bachu showcased their project to Bachu crafted informative posters, a panel of judges at DECA and personally discussed animal abuse successfully advanced to the state with students and organized a stand level. In the future, Chiliveru and to sell raffle tickets during lunches to Coppell High School sophomores Bhuvana Bachu and Saanvi Chiliveru have organized a project to Bachu plan to reach out to other raise awareness for animal abuse for the Project Management Business Solutions (PMBS) event in companies like Coppell Humane raise money for their cause.

“At school, there’s a lot of DECA. Chiliveru and Bachu advocate for animal awareness and aim to reduce the amount of animal Society and branch out into additional people that probably don’t know abuse cases in Texas. Sanghika Pallela regions in Texas.

Sanghika Pallela Staff Writer @CHSCampusNews

about [animal abuse],” Bachu said. “We first wanted to spread the information more specifically at CHS, so we could create a more lasting impact in our local community.”

Outside CHS, the two organized a stand at Cypress Waters to circulate information among Irving residents.

Partnering with C2Education and Little Greek, Chiliveru and Bachu arranged a series of fundraising events in late November for animal shelters.

“We knew

that Cypress Waters was easily accessible and a lot of people went there,” Bachu said. “For us, that was a good place to target and set up a stand so that we can reach more people about this issue and raise more awareness.”

Their extensive networking and communication skills allowed Chiliveru and Bachu to meddle in a partnership with Dog n Kitty City, a no-kill animal shelter operated by the Humane Society of Dallas.

“They’re not timid in asking organizations,” Pirtle said. “I’m very proud of them, how they came up with this idea and researched it.

Coaches Pagadala, Shah inspire girls through running

Teenage athletes making strides in fitness, health with Girls on the Run program Ishita Patra

Staff Writer @CHSCampusNews

The weekend prior to Thanksgiving break, a dedicated group of girls, who had diligently trained mentally, physically, and emotionally for weeks, assembled at the YMCA, ready to tackle their first 5K. This group included two Coppell High School juniors, Chandana Pagadala and Kyna Shah.

“We did a lot of running,” Pagadala said. “The girls were running a mile every single practice. It was a lot of stretching and warm-up exercises, but also exercises that incorporated our lessons in mental and physical health.”

Pagadala and Shah, along with several other volunteers and eager learners, had invested weeks preparing for this culmination on Nov. 18. All their efforts were building up to this very moment and yet, despite the pressure, each face beamed with a smile.

Founded in Charlotte, NC, Girls on the Run is a 10-week program with bi-weekly practices, where girls from third to eighth grade train, gain confidence, and finish with a 5K. The fall season at Coppell took place from Sept. 11 to Nov. 18, with the spring season starting on Feb. 12, 2024.

“I joined the program because my friend had heard about it,” Shah said. “My sister joined originally, and I joined as a participant when I was in school. I really loved the program values, so I came back to help other young girls learn the same things I did, while having fun and learning how to run a 5K.” The program claims to not only train

the girls but impart important life skills to nurture self-care and build confidence.

Through exciting yet relevant activities, Pagadala and Shah nourished students with enthusiasm, compelling them to participate more.

“If we had a lesson about taking a break, we would have an acronym for them to spell out,” Pagadala said. “Then, they would go and run, and then they would say the next part of the acronym.”

Pagadala and Shah serve as assistant coaches for Coppell’s Girls on the Run chapter, but their journey to this point was a long one. Pagadala discovered the program while searching for volunteer opportunities, drawing from her experience in Track and Powerlifting.

Shah, who acknowledged her lack of proficiency in running, joined as a participant and returned to volunteer because of the supportive community which boosted both her confidence and that of her little sister, who later participated as well.

Engaging in various activities, the program aims to foster community and sisterhood among the girls, instilling a lifelong passion for running.

“I’ve met a lot of schoolgirls, college girls, that have graduated and stuck with running since.” Girls on the Run program manager, Allison Gnade said.

Despite the program making the most impact with the girls through lessons and activities, Chandana and Kyna attest that this program impacted their own selfperception to a great extent as well.

“As coaches, we’re role models for the girls; and how they act is based on

us,” Pagadala said. “. I also feel like they impacted me to be a better person. I can think of moments where I’m like, ‘I’m not going to say this about myself because I wouldn’t ever say this about one of the girls. It really impacted me to think better and more positively about myself.”

Proficiency in running is not a prerequisite for participation. A healthy mindset and the ability to engage with little girls are the key requirements.

However, Pagadala and Shah noted a lack of enrollment, with only eight members, forming just enough to create a group in

Coppell.

Nevertheless, whether seeking an engaging after-school opportunity or considering a fun activity with a little sister, Girls on the Run might be worth exploring, in the second part of their Coppell chapter in the spring.

“Girls on the Run gives us a lesson plan,” Shah said. When we walk in, the girls are like ‘Coach Kyna, Coach C’. It makes my day so much better because they’re so joyful. When we just have fun and go with the flow, we’ve made a lot of fun memories from them.”

Coppell High School juniors Kyna Shah and Chandana Pagadala pose for a photo at the 5K hosted by Girls on the Run with some other volunteers and participants. There were eight girls total, lined up at the event. Rhea Choudhary

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4 CHS semifinalists chosen for Coca-Cola Scholarship Ishana Sharma Staff Writer @_ishana_sharma

Abhilash Katuru In addition to writing medical articles as vice president of the Rotary Interact Club and playing the flute in the Coppell Band, senior Abhilash Katuru is also working toward becoming a finalist for the Coca-Cola Scholarship after becoming a semifinalist.

According to Katuru, his position as an artificial intelligence researcher at Harvard Medical School is what helped him earn the title as a semifinalist for the Coca-Cola Scholarship.

“I helped research a cheaper way to detect a disease called glaucoma,” Katuru said. “Coca-Cola strongly values research so I thought it was a big reason why I won.”

The scholarship winners are awarded $20,000. However, the money is not the biggest motivator for Katuru; it is the process of applying that is his key takeaway.

“It’s just been the community I’ve been exposed to,” Katuru said. “I’ve had to talk to a lot of previous Coca-Cola Scholarship winners to know what kind of applicants they usually accept. It was very inspiring to talk to them, because they were outstanding students themselves and are doing great things in college now.”

Anushree De Features Editor @anushree_night

Aryan Bansal Lost in his code, senior Aryan Bansal types away on his computer. But his work on the computer is for more than a class project. For the past two years, Bansal has coded websites for various local nonprofit organizations. It is those efforts that led him to become a semifinalist for the CocaCola Scholarship program.

“I realized that there’s a lot of large nonprofits we know of like Red Cross,” Bansal said. “But there are smaller organizations too, that don’t have the corporate outreach to expand their impacts.”

As Bansal developed a penchant for coding by being a member of the Technology Student Association (TSA) since 10th grade, he realized his talent could have a higher impact than merely within the school.

“I developed a skill in programming websites, and I thought I could use it to help people,” Bansal said. “I called and emailed organizations and some were interested.

Since a third party website creator costs a lot of money, these organizations couldn’t create websites before. ” In addition to TSA, Bansal has been competing in band since middle school because of the community it nurtures.

Katie Park Staff Writer @katiegpark

Anusha Narway The sparkling lights glisten on her face as she waves confidently to the judges.

Performing in glamorous pageants showcasing traditional Indian fashion as well as taking initiative in leading a youth and government organization, senior Anusha Narway’s achievements have led her to become a semifinalist for the CocaCola Scholarship program.

“Pageants are really important to me because they represent my journey of embracing my South Asian identity,” Narway said. “I learned that pageants aren’t a competition about who the prettiest girl is, it’s actually about your character, values and the impact you have made in your community.”

Besides her experiences in pageants such as the Miss Teen Global Glamour Extravaganza, Narway’s busy life consists of holding debates, triumphing in Youth and Government competitions and countless other activities.

She was the founder of Coppell High School’s first YG chapter and has been club president ever since.

“My favorite part about leading Youth and Government is cheering my delegates on while they present their bills,” Narway said.

Pranavi Ramaneni Staff Writer @CHSCampusNews

Tisya Yadav In In the calm town of Coppell, senior Tisya Yadav’s room is her retreat. Painted in calming blues, it hosts a piano and a study desk that witnesses her dreams taking shape.

At 17, Coppell is where Yadav has always called home. Her story is about hard work and determination, a journey filled with chasing passions and finding purpose in reading, through books like A Thousand Splendid Suns by Khaled Hosseini. The recent recognition as a Coca-Cola semifinalist is a nod to the dedication she’s poured in since early high school.

For Yadav, being a semifinalist is a simple affirmation.

“It means my hard work has paid off, pushing me to follow my passions in the future,” Yadav said.

While Yadav finds inspiration in her mom’s support and friends who stand by her during high school challenges, with work and balance. It is the stories of suffering during hospital volunteering that fuel her drive to make a difference.

“When I see others suffering without the same privileges, it makes me want to do something to better their lives,” Yadav said. “They don’t choose to be sick.”

Coppell High School seniors Abhilash Katuru, Aryan Bansal, Anusha Narway and Tisya Yadav were named as four of the 1,514 semifinalists in the Coca-Cola Scholarship out of a pool of 103,800 students nationwide for their excellence and skills. On Jan. 11, Narway and Katuru were selected as two of the 250 advancing regional finalists. 150 Coca-Cola scholars receive a $20,000 scholarship for any school-related expenses. Sohana Singh

Fraid guiding students through mentorship Wendy Le

Podcast Producer @CHSCampusNews

Coppell High School AP World History teacher Rocky Fraid has woven a connecting thread to Coppell throughout his life.

It is this connection that guided him to the Coppell ISD annual job fair in 2022, despite being born and raised in Farmers Branch.

From his earliest years, Fraid’s family would embark on a weekly 15-minute journey to St. Ann Catholic Parish. Within this space, Fraid not only forged longlasting friendships but also received incredible life guidance through mentorships.

Inspired by the mentorship during his high school years, he decided to pursue teaching as a profession and became high school ministry core leader as a hobby, dedicated to imparting the same experiences that shaped his own youth onto a new generation.

Upon graduating a year early from the University of Oklahoma with a degree in political science in 2020, Fraid returned to his hometown as he pondered the different possibilities that the job market offers.

“I’m sitting there thinking and I just began realizing the really cool opportunities that come with teaching,” Fraid said. “My kind of passion that comes with teaching is building relationships with the students. Also being there, present for whatever they need as they pursue what they want. I was there at one point, too.”

Fraid began to substitute teaching at Carrollton-Farmers Branch ISD as he pursued his teacher certification.

Six months later, he became a Texas history teacher at Barbara Bush Middle School.

However, Fraid wanted to connect with a more mature cohort of students, particularly those involved in his high school ministry. So in 2022, he decided to seek the CISD annual job fair, yearning for an opportunity to teach at CHS. Unfortunately, there were no positions available at CHS, but he was able to teach at Coppell Middle School East. However, he received a call from CHS Principal Laura Springer with an opening position at the campus a year later. He promptly joined the AP World History team afterwards.

Inside Fraid’s classroom, the glow from various lamps across the room creates a warm ambiance. The warmth of the classroom is reflected in Fraid’s kindness

as he maneuvers around each table group, ensuring each student is able to fully grasp their class material.

“It’s a really relaxing class to be in, despite it being an AP class,” sophomore Maya Ahn said. “The lights are dimmed and the class is quiet which helps me be in a mindset to get everything done. He also

does one-on-one a lot.”

Outside of the classroom, Fraid can be seen supporting his students’ passion by attending their events such as band concerts, theater performances, sport games or acting as the sponsor of the Coppell Speaker Association and Coppell Catholic Club.

Coppell High School AP World History teacher Rocky Fraid reviews material in his classroom’s textbook. Fraid is easing into his new role as a first year teacher at CHS and has previously taught Texas history at Barbara Bush Middle School in Carrollton-Farmers Branch ISD and Coppell Middle School East. Wendy Le

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Piper pursues performing arts at Cowboy Theatre Company important part of my life that I can’t see myself ever not doing it.”

Carrying this early-found passion into her highschool years, when participating in both choir and theater activities, BaAs New Tech High @ Coppell sophoranowski goes beyond the bare minimum, more Piper Baranowski sings on a wooden putting in more effort than required to stage, the rhythms of her rich voice dance reach her goals and help her peers. around the room and into the hearts of “She really sees the value in teamwork those in the audience. and the fact that our productions as a In an imaginative world of the performwhole required everyone to pull their own ing arts, Baranowski carries a profound weight and do their own part,” theater passion in immersing herself in the teacher Lisa Stucker said. She really puts worlds her art creates. Currently, an effort into making that clear and makBaranowski is in Coppell High ing it a point to work for the team instead School’s Acapella choir and of just for herself.” varsity Despite this passion, Baranowski was producinitially confronted with her fears as she tion theembarked on the rigorous path towards ater. perfection and self-satisfaction.

“There have been times this past couple of years where I’ve cried over the pieces because it can get so difficult,” Baranowski said. “I think the biggest part though, is getting over that anxiety.”

However, Baranowski gradually gained experience, becoming accustomed to the fast-paced nature of her environment.

Through rehearsing everyday, weekly sight reading practices, one-on-one voice lessons and participating in solo competitions, she was able to develop her confidence.

“As time passes by, I can tell that she’s making progress as she also steps up as a leader,” choir director Bona Coogle said. “It’s like a proud director moment just watching her blossom out of h e r shy self into a more confident singer.”

Rather than succumbing to the challenges of her musical journey, the preparation New Tech High @ Coppell sophomore Piper Baranowski performs in the ensemble of “Po- process for All-State became a pivotal tion Notion” on Jan. 18 during the final dress rehearsal of Coppell Cowboy Theatre Compa- chapter in Baranowski’s journey. ny’s spring musical, “9 to 5.” Baranowski’s love for performing arts has inspired her to join “I would not be where I am or know half the things about preparing a piece Coppell High School’s Acapella Choir and theater programs. Sameeha Syed

Neha Nathwani Staff Writer @CHSCampusNews

Her burning love for the performing arts ignited in her childhood. As a child, Baranowski would find herself being enchanted by the Barbie film series, her eyes fixed to the screen in admiration.

“I would watch Barbie movies, feel inspired and think that I want to do that,” Baranowski said.

Further into her journey, Baranowski’s love for music was propelled by the influences of her family. Her mother, Colleen Baranowski, was an AllState qualifier in CHS choir, her grandma, Deborah Ronan, a concert pianist and her sister, a pianist. Her musical family always served as muse to her craft.

“I don’t think I would be where I am without my mom and my grandma,” Baranowski said.

“Music is such a big part of my family and such an

without it,” Baranowski said. “It’s been huge in helping me learn about not only music but about how to improve as a performer, as a person, how to better understand myself and my limits and set goals as to how I can even further improve in the future.”

With a committed mindset, and countless hours of practice, Baranowski is able to embrace the devotion she feels for the performing arts.

“Being on that stage is just kind of breathtaking honestly because you’re standing on this stage with 200 other people and then thousands of people start walking in the door, and start sitting down to hear the choir that you’ve worked to be in for almost nine months,” Baranowski said. “I start to think that’s crazy and how it feels rewarding.”

Harboring a profound love for classical music, Baranowski aspires to pursue her passion for opera in the future.

“I crave to feel that feeling of this is why I do what I do,” Baranowski said. “This is my art form and that feeling of being a part of something makes me realize, I want to do this with my life.”

New Tech High @ Coppell sophomore Piper Baranowski performs in the ensemble of “Around Here” on Jan. 18 during the final dress rehearsal of Coppell Cowboy Theatre Company’s spring musical, “9 to 5.”

Sameeha Syed

Chasing high notes

Ghanta going beyond in music Niharika Tallapaka Staff Writer @CHSCampusNews

As the soft stage lights hit the stage in the Coppell High School Auditorium, an angelic voice hits the air. The audience members sit in awe, watching her sing with a face filled with expression and effortless vocals.

Senior Divya Ghanta has lived in Coppell her entire life. From going to Denton Creek Elementary School to Coppell Middle School North and now at CHS, she holds a close bond to the school. As of the current, Ghanta is a mixed choir, A Cappella member, Madrigal and historian.

“I started taking voice lessons and was part of the Children’s Chorus of Greater Dallas in sixth grade and I felt like I liked it a lot and stuck with it, and here I am,” Ghanta said.

Ghanta has been playing the piano since kindergarten. When her sister, 2019 CHS graduate Neha Ghanta, started playing, it inspired her to learn as well, and her love for the ivory keys still burns today.

“I’ve been playing since I was young.

My sister started playing piano and watching her made me want to learn and I still play up till now,” Ghanta said.

Ghanta dabbled in the different types of fine arts classes to see which one she would truly find a profound passion for.

Already playing the piano, she decided to join the Coppell Middle School North Band where she played the flute for two years.

“I started to explore music more out-

side of school and my love and passion for choir grew and now I am a really involved member of the choir program here in Coppell,” Ghanta said.

Ghanta decided to make the switch in her freshman year and joined choir. As she looked forward to her first year as a choir student, COVID-19 shut the world down.

Navigating choir during COVID-19 in her first year of high school was a new and chaotic experience.

“It was an interesting experience, I think I hadn’t experienced school choir up until then and it definitely was really hard. It didn’t really feel like the choir experience, since you’re singing alone in your room and recording,” Ghanta said.

Over the past four years, Ghanta has gained attention for not only her melidious voice, but also her compassionate personality.

“She has a heart of gold, I’m not exaggerating,” senior Madrigal Akshara Goli said. “She’s such a kind person to anyone she knows. She radiates this type of energy that makes everyone feel so welcome and that’s the best thing I love about her.”

Since joining choir, Ghanta has discovered a newfound community within the choir. Ghanta actively contributes to the Coppell choir community, while still recognizing the significance of academics.

Ghanta emphasizes that with the right balance between managing academics and extracurricular activities.

“More than anything, if you like it then you can put that effort into it and pursue that,” Ghanta said. “Having officer duties

Coppell High School senior Divya Ghanta has been involved in choir for five years, displaying her dedication and passion to the art. Apart from being in various Coppell Choir ensembles like Madrigals and Acapella, Ghanta has also made many outside of school ensembles such as the 2023-2024 TMEA All State Treble Choir and the Children’s Chorus of Greater Dallas. Rhea Chowdhary and heavy schedules is hard, but it makes it easier to be around the people that you like. Even though it’s a lot of work, it’s nice to be in that community with them and know that they’re there.”

Ghanta plans to pursue public health in college, inspired by her mother who is an oncologist. She does not want to forget her passion and talent for music and hopes to join a choir or music related club even in college.

“I am hoping that wherever I end up for college, I can join a choir or just a club that’s singing or piano related. It’s been

such a big part of my life up until now and I can’t imagine dropping it as soon as I go to college,” Ghanta said.

Over the last four years, Ghanta has navigated through the twists and turns of high school and choir, finding a beautiful oommunity along the way.

“If I could give any advice to anyone it would be to find what you can have fun doing because no matter what you do in high school, it’s going to be work. Find a place where you fit in and are passionate about and take it from there,” Ghanta said.

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Theatre workin’ “9 to 5” for spring show Marli Field

Staff Photographer @CHSCampusNews

While walking into the backstage section of the theater, affectionately called the Bat Cave by members of the Coppell High School “9 to 5: The Musical” cast and crew, you’ll find along the side of the entrance a number of bright orange pieces of paper, covered in dozens of diverse scribbles.

Called the Positivity Wall, each paper has the names of members of the company, and is a space for thespians to write words of support and encouragement to others.

It is a way for the group to get excited and inspired, and to share kindness. On these orange sheets, are recollections of past show memories, inside jokes and references to the “9 to 5” script. It is one of many ways the group finds time to bond and express their gratitude for one another in the hectic time frame of rehearsals.

On Saturday, the Cowboy Theatre Company opened its spring musical, “9 to 5: The Musical,” based off of the popular film starring Dolly Parton, Jane Fonda and Lily Tomlin. The story follows three women working in a toxic work environment, who decide to get revenge on their sexist, egotistical boss.

Walking down F hall of CHS, music seeps into the hallway coming from the green room.

With counters and tables covered in costumes, wigs, hair rollers, curling irons

Coppell High School senior Olivia Willey prepares to play Doralee Rhodes on Jan. 18 in the final dress rehearsal of Coppell Cowboy Theatre Company’s spring musical “9 to 5.”

The musical, based on the 1980 film, follows the story of three women who decide to get revenge on their sexist, egotistical boss and improve the environment of their workplace.

Sameeha Syed and makeup, it’s a room full of light, music and laughter.

Senior Olivia Willey plays Doralee Rhodes, one of the lead roles.

“I think this is the most work I’ve put in for a character ever,” Willey said. “She’s based on Dolly Parton, and I would stay up watching interviews, observing how she speaks and how she acts. I feel like this show has a really good message on female empowerment, and I love how each of the leads have very different, distinct personalities and all kind of represent different

forms of femininity.”

She, like many cast members, found a home on the stage, and among her peers.

“Everyone here gets so close with one another. I believe that a big part of acting is who you are acting with,” Willey said.

“I’m very lucky to be in a cast with a lot of really amazing, talented people.”

Similar can be said about junior J McGill, who plays Franklin Hart Jr., the “sexist, egotistical, lying, hypocritical, bigot boss” of the three leads. But his character’s personality does not deter him from the role.

“My character is so different from who I am as a person, so I decided to watch the movie and try to take on some of the mannerisms,” McGill said. “I also play for the school’s soccer team, and I tried to observe some of their movements and masculinity. Everyone in the company has been very uplifting and reassuring which makes me feel more confident.”

With a cast and crew spanning across school campuses and grades, it is no surprise that their passions within the program lie in different areas, too.

For junior costume designer Jonas Rogers, his choice of focus is not being in the limelight, but making those who are, shine brighter.

“What drives me is my interest in fashion, and being able to include my own twist into what I’m making,” Rogers said.

For “9 to 5,” he dedicated the past few months to making all things involving wardrobe for the musical run smoothly.

“I’ve said this to all of my friends, I feel like lately I’m doing theater with a side of school,” Rogers said. “All my free time and energy is directed towards theater, the designs and executions, and just bringing the costumes to life.”

For the theater department, this production, like the many before it, is not just an opportunity to show off its skills as performers, storytellers, and production creativity, but a chance to bond.

“9 to 5” is sure to be an incredible experience, not just for those watching, but for those who brought it to life too.

Coppell High School junior J McGill, New Tech High @ Coppell senior Lily Hess, NTH@C junior Jessica Bunting and CHS senior Chloe Kryzak perfom on Jan. 18 during the final dress rehersal of the Cowboy Theatre Company’s spring musical, “9 to 5”. Sameeha Syed

Reconnecting to culture through songs Many of my earliest childhood memories consist of singing along to various Bollywood songs with my family at the top of my lungs. I would mispronounce the lyrics and glare at anyone who dared to correct me.

To this day, songs such as “Sheila Ki Jawani” from Tees Maar Khanand “Radha” from Student of the Year, remain my most listened to songs.

Though, this hasn’t always been the case. As a child I had a bursting sense of pride in my culture. I spoke Gujarati with confidence and attended every festival knowing I could probably outdance everyone there.

As I grew older, I didn’t necessarily lose any of that pride, I simply was subjected to overly normalized racism.

It was the little things, the comments that everyone else overlooked. It was the comments of how “harsh” Indian food smells, how the languages sounded “funny” and dozens of overly normalized jokes about Indian accents.

Though I don’t think that comments alone were the reason I started identifying with my culture less, it definitely contributed. Despite this, I still consider myself lucky. I grew up in Queens, N.Y, an ethnically diverse space where I still got to experience having a few Indian friends growing up who, like me, grew up with

complicated feelings involving their cultural identity.

As you can imagine at this point, Bollywood became a fond but distant childhood memory. I was too focused on school and my social life to lend a thought to staying fluent in my native tongue or attending any cultural events.

As a preteen I started to feel as if I was only allowed to either have a bubbling social life or a proper connection to my roots. This came to the boiling point when I moved to Coppell. It was a wakeup call when I realized how much fluency I had lost in Gujarati.

The only person I spoke Gujarati with was my grandma, my Nani who insisted on this way to help me keep fluency which I could not thank her enough for.

The first time I had seen and spoken to her in months, I sat there fumbling for the correct words to express myself.

My newfound high school friends would speak in their native tongues effortlessly.

They had a genuine integrated celebration and content with their cultural identities which I had no idea I lacked.

It woke me up to the reality that I don’t truly value my roots. I had been treating them like an inconvenience for the longest time. Something I’d have to explain away or ignore if I had to. Equipped with this unpleasant realization, I set out to find my-

self finding my footing again. Surprisingly what truly helped me the most were Bollywood jam sessions.

I have dozens of memories of me and my friends busting silly moves and screaming lyrics to songs. Study sessions quickly turned to karaoke that ended with us curling over in laughter.

I swear every other song I heard invoked a new, previously forgotten childhood memory. It inspired me to stop dwelling in the discomfort of losing my cultural connection and instead to actively seek connection. As my Bollywood playlist grew, I felt like I had rediscovered a side of myself I had buried for years. I started attending garbas and heritage nights with my friends and I found out how much I adored having a community to relate to and be inspired by.

It encouraged me to communicate in Gujarat, which I have now regained fluency. I was astonished by how easy it was for me to feel as if I found my place again. All it took was turning back to my childhood and making my connection.

Kavya Lokhande Staff Designer

Oftentimes, music can be a gateway to connection to one’s roots. The Sidekick staff designer Kavya Lokhande thinks growing up listening to Bollywood music has given her a way to reconnect to her culture. Noor Fatima

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Notelove DFW striking chord of change in community Rhea Choudhary Staff Writer @rhea_choud

In the heart of Coppell on Saturday morning, a crescendo of compassion and melody is echoing through the front room of Coppell Cozby Library and Community Commons during Notelove’s “Music and Me” group session, marking a year since their first one.

Notelove DFW, a nonprofit organization dedicated to breaking down financial barriers to music education, is orchestrating a symphony of change.

Notelove DFW, a 501(c) certified nonprofit, was born out of the desire to provide free music lessons to youth in California, Massachusetts and Texas. In the Dallas-Fort Worth area, Coppell High School has become a vital hub for this musical movement.

Notelove was started in September

Notelove marketing director and Coppell High School junior Sophie Depew shows participants how to play the Vibraslap on Jan. 20. Notelove DFW’s mission is to provide people with the opportunity to experience the joy of music. Emmy Moreno

2018 by Omar Shohoud with the intention to give low-income youth in the Bay Area the music education he was grateful to have been able to receive.

Facing the stark reality that music education is often a privilege reserved for those who can afford it, Notelove DFW aims to bridge the gap. With the mission of spreading the joy of music to the youth, Notelove’s volunteers dedicate themselves to encouraging everyone to follow their passion for music.

“Notelove has taught me about volunteering, community engagement and leadership,” said senior Akanksha Subbarao, who serves as Notelove DFW co-executive director. “Since lessons are free, they count as volunteering hours for members. While it was helpful to obtain volunteer hours at first, I stopped counting them as frequently because I genuinely enjoyed teaching for what it was.”

The financial burden associated with music lessons and program fees can be staggering, often pricing talented individuals out of the world of music education.

Notelove DFW stands as a testament to the belief that everyone deserves the opportunity to experience the joy of music.

By offering free lessons, the organization is not just teaching notes and scales but also dismantling socioeconomic barriers that hinder access to the performing arts.

“Our purpose for dedicating time and energy towards Notelove DFW stems from the fact that most music teachers typically charge between $50 to $150 per hour for lessons, and music program fees at school can add up to hundreds of dollars per student annually,” said senior Nikhil Kini, who serves as Notelove DFW co-executive director.

To begin lessons with Notelove, they have a simple and efficient two-step process, consisting of filling out a sign-up

Notelove resource director and Coppell High School senior Steven Widjaja plays the trombone for participants of the Music & Me showcase hosted by Notelove Music Organization at the Coppell Cozby Library & Community Commons on Jan. 20. Notelove DFW’s mission is to provide people with the opportunity to experience the joy of music, without cost being a barrier. Emmy Moreno interest form, followed by a confirmation email to get connected with an instructor. Within about one to two weeks, the instructor will send an email to select the best-suited time for the most consistent and convenient practices.

With a team of 42 passionate and qualified instructors, the organization has already touched the lives of 100 students, offering lessons in 11 different instruments and accumulating an impressive 1,024 total hours of volunteer time.

“A memorable highlight to me is Notelove’s ‘Music and Me’ program we hold at the Cozby Library. Toddlers come with their parents and we all sing songs, having a great time,” said junior Sophie Depew, who serves as Notelove DFW marketing director. “Both the kids and parents seem to love it, and I speak for all of the Notelove directors when I say it means the world to us when parents come up and tell us how much they appreciate our program

and the energy we give to the kids.”

With many of Notelove DFW’s volunteers being from the CHS band program, they have been taught a great deal of significance that practice, communication and confidence have, thus being implemented into the success of the non-profit, creating positive change.

“Being a part of Notelove has only grown my strong love for music and has taught me a countless number of lessons while giving me memories that I will take with me in the future,” Subbarao said. “A highlight I remember well is my 6-year-old student finally gaining the confidence to play a piano piece by herself at our second annual spring recital; until then, we had only been playing teacher-student duets, however, that was the first time she made it alone, and seeing the smile she had playing that piece reflected all of the hard work and growth that this program stands for.”

Cinema teaching powerful life lessons, evoking emotions The theater lights begin to dim and the speakers come to life. The speakers whisper “all around sound” and as it travels through the theater, a wave of excitement washes over my body and I rip into my chocolate covered cookie dough bites.

I sit anticipating a life-changing two hours and half of my popcorn is already finished before the movie even starts. The screen opens up to the first scene and I am already overjoyed.

Two hours later, I walk out feeling shocked and oddly enough, powerful.

Since their inception, movies have always been a source of awe to the world.

First it was because the idea of people acting on a screen was so unusual.

Then, when talkies came about in the late 1920s, people were shocked because they didn’t have to read the dialogue that would pop up on screen during a silent movie, the films became more realistic.

Throughout time, movies have shocked the world again and again.

Since the COVID-19 pandemic, movie theater attendance has been on a decline.

Because of this many streaming platforms started to make exclusive deals with studios that would completely skip the in-theaters experience and bring the movie straight to the platform.

This led to the rebranding of many streaming platforms, such as HBO Max which is now just Max. All of this is to say that the value of movies is slipping.

With the arrival of movies on big streaming platforms, it is easier for a good movie to lose its value. People complain the volume control is off or that the lighting is terrible as they sit in the comfort of their beds viewing a movie meant for a theater.

People can also simply skip through,

pause and never finish, or not even engage in watching the film as they scroll through their phones. Doing this, you lose the true essence of the movie going experience. The overly salted, buttery popcorn and reclining seats in a perfectly air conditioned theater is all part of the experience just as much as the actual movie itself.

The limitation of a phone in the theater serves to help you experience the movie and absorb the message being sent across. What if people had been scrolling through their phones instead of watching Snow White and the Seven Dwarfs (1937), the world would’ve missed out on a classic about vanity.

Movies get global messages across. A great example of this is Disney.Each Disney movie, while it may seem like they’re about talking animals or effortlessly stunning princesses, carries a larger life lesson with it.

Frozen

taught us that love has many forms, Elemental (2023) taught us that love should not have barriers and Mulan (1998) showed us that women really can do it all.

While those may seem on the simpler side, there are a multitude of other examples. Life Itself (2018), my all-time favorite movie, showed us that, while life is the saddest experience, it is also beautiful because of the sad things that happen to us. Most recently, The Hunger Games: The Ballad of Songbirds and Snakes (2023) showed us the complexity of human beings with Tom Blyth’s character, Coriolanus Snow. Movies always serve to teach us something, if you look hard enough there is a secret message waiting to be realized.

With these messages comes powerful emotion. I have never left a movie viewing experience without feeling like my world has been rocked. There is an odd sense of power that a movie gives you, even the sad ones. That’s how it has been in my experience at least.

I walk out feeling changed and inspired to have that same effect on the world. It motivates me to be better than I was before and further pushes me on my journey in understanding the human experience.

Movies give us a small glimpse of the human experience in two hours, inspiring us to go out and truly live it again and again no matter what.

To me, that seems like something worth preserving.

Nyah Rama CHS9 Editor @nyah_rama

Graphic by Kavya Lokhande

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Brain Busters

Spot the 10 differences

Scan for answers

Brain Rot

Sid wishes for snow

The weather-inator 3000

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Godhia, Payne tackling obstacles in wrestling Nrithya Mahesh Staff Designer @CHSCampusNews

If you ever need to find Coppell High School senior wrestling co-captains Karissa Godhia and Ava Payne, try the wrestling room. After all, they spend four out of eight school periods practicing there.

Three and a half hours a day may seem like overkill, but for Payne and Godhia, the sport is everything.

To both girls, wrestling was initially just a stand-in, replacing band for Godhia and boxing for Payne. To say they struggled at the beginning may be an understatement, the girls jumping into a new sport neither of them had experience in. Yet, it was as thrilling as it was difficult.

“I had never committed to a sport like that,” Godhia said. “I didn’t expect to take it so seriously and find that I could get somewhere in it. Being able to overcome that and meet with all these other freshmen who also didn’t know what they were doing was pretty cool.”

By the end of their freshman year, both girls signed themselves up for another year of wrestling, one of the biggest factors being their fellow teammates.

“It’s a community that you want to keep being with,” Payne said. “You walk in and there are all these great people that are good at wrestling that you look up to. I was like ‘I want to be like them.’”

Godhia and Payne toiled away and practiced endlessly over the next few years to sharpen their expertise. From additional practice to wrestling camps, both poured their efforts into improvement.

The hours of struggle only made it even more shattering when Godhia failed to advance past the Class 6A Region I meet, and Payne beyond District 6-6A in their

Coppell seniors Karissa Godhia and Ava Payne lead as the 2023-24 girls wrestling team captains. Godhia and Payne apply the values they learn from wrestling in their daily life. Sri Achanta junior year. But, rather than dulling out, the failure only lit their passion stronger.

“Instead of it pushing them away from wrestling, it actually made them even more determined to step up,” girls wrestling assistant Maxine Lisot said. “It showed that they were ready to take on more responsibility.”

After last year’s regional meet, Payne and Godhia were named co-captains for the upcoming school year and the leaders were ready to step into their new roles.

“It meant a lot to me,” Godhia said.

“Right then and there, we locked in. Once the seniors were gone, it was up to us to run it and we kicked it off pretty good.”

Both captains worked together to make their team stronger as wrestlers but also to create a more tight-knit bond.

Through team trips and holiday parties, Godhia and Payne emphasize working and playing hard.

“We want someone who shows the drive and the work ethic, but they’ve gone a step further and learned how to manage leadership,” Lisot said. “They

have a mission to improve not just as competitors but also as human beings.”

Whether it be winning tournaments or tightening the team bond, the co-captains are determined to lead their teammates to success both on and off the mat.

“As a captain, you have to be consistently confident,” Payne said. “Even if you lose, you can’t pout and cry on the sidelines. You have to show that you’re ready for your next match and lead by example.”

Leading by example is exactly what they do.

At December’s Santa Slam, an annual Coppell tournament with competitors from around the nation, all eyes were on the prize: a special, wearable golden buckle. The trinket was especially desired by Godhia and Payne, who only had one more chance to win themselves another buckle for their collection.

The stakes were high.

“Everyone’s ultimate goal is to get that gold buckle,” Godhia said. “You usually get medals at tournaments, but to have

a gold buckle is completely different.”

Payne had an additional barrier between her and the prize. Just weeks before, she had popped her bursa sac, her arm swollen from her elbow to her wrist.

Coming off an injury, she had no idea how effective her wrestling would be against a state placer.

For the first two periods of three, Payne was trailing behind. Down by one point until the last 30 seconds, she put in all her energy into a reversal, winning her two points, one above her competition.

“Those last 20 seconds, I was just squeezing in hope she wouldn’t escape and try to continue wrestling,” Payne said.

“Beating talented girls really shows you how much you’ve improved.”

While neither plan to wrestle professionally, both Godhia and Payne will take the values they learned forward.

“It’s my second life,” Godhia said.

“When I’m not at school or out with my friends, I’m at wrestling. It’s prepared me so much in life to become the person I am today.”

Coppell seniors Karissa Godhia and Ava Payne lead as the 2023-24 girls wrestling team captains. Godhia and Payne apply wrestling skills to their daily life. Sri Achanta

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Mendez juggling school, athletics

Finding talent on field through rigorous soccer, track practice Wendy Le

Podcast Producer @CHSCampusNews

Coppell junior forward Luis Mendez receives a pass at Buddy Echols Field on Jan. 19. Mendez has made remarkable strides in his athletic pursuits while balancing academic commitments as a student-athlete. Kayla Nguyen

It all started with an invitation – an offer for 6-year-old Luis Mendez to watch his uncle Alejandro Gil’s soccer match.

At these matches, Mendez could be spotted observing the movements of the game – the ball’s motion, tricks and passion that came with it.

It was through these matches that he developed a love for soccer, one that has persisted for the past 10 years of his life. And it was his uncle who taught him how to play, finesse and dedicate to this sport.

However, what started his high school sports career was not soccer but football.

At the start of his freshman year of high school, Mendez, now a Coppell High School junior, tried out for the boys football team and made the C team. Through football, he met boys soccer coach Stephen Morris, who was also coaching at Coppell Ninth Grade Center.

And right away, Morris noticed Mendez’s speed.

“Luis is fast, he’s smart and he brings a dynamic to the field,” Morris said. “We’re able to stretch the team out because of his pace. If we win a ball and he starts going up the field, we can get there really fast.”

Morris approached Mendez about joining the soccer team promptly after recognizing his potential. Mendez made the JV2 team that year.

But by the next season, he became one of the three sophomores who made the varsity soccer team, awarded District 6-6A Newcomer of the Year and was top scorer within the team after scoring seven goals in the district games of the season.

“Luis has always been a hard worker,” junior forward J McGill said. “He’s always giving maximum effort, whether it’s at our practices or games.”

Similarly, Coppell track and field coach Eric Hill noticed his potential and recruited him to join the team. Since, the

varsity team has won consecutive District 6-6A championships.

But Mendez’s athleticism grows much deeper.

From football and baseball to soccer and track, Mendez’s childhood was filled with a diverse array of sports.

As time progressed, he continued to juggle these various sports through being a part of soccer clubs such as Coppell FC prior to joining the Dallas Texans, CHS boys soccer and track and field teams.

However, with these various commitments, the CHS coaches play a vital role in creating a manageable routine for Mendez.

“We said we’re not going to mess with you the day before a game,” Hill said. “He’s a hard worker so he’s doing a great job maintaining this schedule.”

Now a junior, Mendez continues to navigate the intricacies of the sports and the academic demand seamlessly.

“With being a student-athlete, being a student comes first, but you also have to perform, which he does inside and outside our classroom,” junior forward Bryson Patten said. “It’s something that sticks out to me because he’s teaching me how to balance both, too. During our Austin tournament, while others were messing around during our designated study hours, he was working.”

Even after suffering an injury in the calf for a month straight, Mendez would still sit on the sidelines during practice. It was no simple task for someone who is constantly moving.

“I would do nothing the whole day,” Mendez said. “It was kind of boring sitting there because I just wanted to go in and play.”

Being a part of two sports and school may be a hard task for many, but for Mendez, it has been a seamless dance as each discipline complements the other.

Through track, Mendez hones his speed, translating into a dynamic advantage on the soccer field. Simultaneously, soccer serves as a classroom for teamwork, refining his collaborative skills and enhancing the synergy between his athletic pursuits.

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Johnson prevails as hammering force in wrestling Neha Nathwani Staff Writer @nehann_111

Coppell senior Cooper Johnson is vying for a state wrestling championship. Johnson is currently the Coppell boys wrestling captain.

Namir Awan

Out on the wrestling mat, a canvas of resilience, Coppell senior wrestling captain Cooper Johnson brings a force of unwavering confidence, a move his opponents cannot counter.

Johnson’s wrestling journey began the moment he walked past the mat room as a freshman.

Immediately, the mat called out his name, captivating him into the world of wrestling.

Beginning later than most of his peers, as a young wrestler, Johnson encountered initial setbacks.

“It was hard, because it was a lot of wrestling with kids who already knew how to do it,” Johnson said. “A lot of people who I looked up to just constantly beat me and pushed me to get better.

It was always a battle with them and trying to persevere through it.”

Despite this, with little experience, he began carving his path out into the world of wrestling.

Armed by relentless pursuit, Johnson caught up through countless hours of dedication, working with weights and after school practices.

“His determination shows on

the mat, his record and the way he’s winning matches,” assistant boys wrestling coach David Roulston said. “He’s dominating a lot of good wrestlers and that just shows. You don’t get that good without being dedicated and putting in the time.”

Throughout his journey, Johnson learned to foster an undying morale to ensure his best performance on the mat.

“What improved in him is how he mentally looks at the craft and how he handles every match,” boys wrestling coach Chip Lowery said. “He could physically do all the wrestling last year, the big improvement this year is the mental part of it.”

As a result of his passion and commitment, Johnson earned the role as captain of the boys wrestling team his senior year.

For Johnson, his leadership isn’t limited to just guiding his teammates, but rather, shaping future athletes.

“He’s a great leader, great captain, leads by example and by voice, by action,” Lowery said.

As captain, Johnson makes sure to clearly communicate and set expectations, but to also hold himself accountable while doing so.

“I lead them through exam-

ple,” Johnson said. “I’ve never told them to go do something that I wouldn’t do myself. If we have to go run for some reason or because we got in trouble, I’m the first one out there with them.”

Beyond the walls of dimly lit wrestling rooms, Johnson discovers joy in his work whether it be working as a kickboxing trainer at 9Round or coaching young wrestlers in middle school.

“I love making a helpful impact on our youth,” Johnson said. “It’s great to see them go out there and finally understand something that I’ve been trying to teach them for a while, and then just see their face light up and understand.”

In the future, Johnson aspires to pursue wrestling in college, envisioning a continued impact on his community by inspiring others to embrace discipline and dedication while reaching their goals.

“It’s a struggle some days to get up and make that decision to just go back out there, and put in a lot more work,” Johnson said.

“What ultimately brings you back is the feeling of accomplishment.

There’s no better feeling than going out there and getting your hand raised.”

Rebuild mode for Coppell Hockey is in session Namir Awan Staff Writer @Namir_Awan

Ice flies everywhere as skates glide gracefully against the cool wet ice. As the puck slides towards the wall, players crash against each other. The sound of wood clashes as the fight ensues for the three-inch long hockey puck.

For the Coppell hockey team, this sport that they love is what keeps them going beyond the hard times for the program.

Being the best team in the 2A division in the state, the Coppell hockey team was soaring to new heights with the state championship in 2023. In addition, it scored not one but five players going to national competitions.

But the following season, everything changed.

“We lost all of our senior guys,” Coppell coach DJ Graham said. “All of our guys that had been with us for three or four years had all graduated at the same time.”

With Graham’s team not being able to pool enough seniors, the league requested them to forfeit their rights for a season in order to build a more competitive team for varsity hockey.

“We just couldn’t provide the league with enough members,” Graham said. “As we continue to develop our younger players on the JV program, we really advocate for more players to come and join so that we can garner more attention.”

With hockey already being an underrepresented sport, people don’t know much about Coppell’s hockey team.

“Honestly, I did not know we

even had a hockey team,” CHS junior Cole Roberts said. “The fact that Coppell hockey won state last year and most of us as a school did not know about it isn’t a good thing.”

For many players, they practice multiple times a day and the odd hours are truly rough.

“I have to get up early for hockey practice and go late to practice,” Coppell Middle School North eighth grade starter Edward Clack said. “It is hard sometimes to find the motivation, but throughout my time with them, I have started to love hockey, and getting on the ice is awesome.”

For many kids, hockey wasn’t even a realistic option until later on.

“I first played baseball and then soccer when I was younger,” CMSN eighth grade starter Carmine Caponi said. “Finding hockey was hard, but with the connections I had, and with the way the team performed in the last few years, I knew I had to play.”

Looking forward to next year, Graham really wants to see an improvement in the team.

“I have been trying to get our team to step up during this pivot year,” Graham said. “Obviously we are in the JV leagues but it is still a way for me to make these guys better for next year.”

With the season underway, Coppell plays every Sunday from then with breaks on Feb. 18 and March 10. The regular season ends March 17.

“We have a tight schedule and late practices but it’s worth it,” Graham said. “With the way our season is going right now, we are going to have a competitive team for varsity next year.”

Coppell hockey sophomore defenseman Riley Neal drills during practice. Coppell hockey has won consecutive state championships, but this year a smaller roster has resulted in a growing JV team. Kayla Nguyen

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Girls basketball repping for more records

Tran’s workout program building stronger Cowgirls in festive lifting sessions Sohana Singh

Staff Writer @CHSCampusNews

Coppell girls basketball team works out in the CHS weight room on Jan. 31. A new workout program had been established for the Coppell girls basketball team to improve strength and stamina. Sohana Singh

On Wednesday afternoons, you can find the Coppell girls basketball team in the weight room, while loud music and encouragement fill the room.

With the help of assistant Willis Tran, the Cowgirls have developed a rigorous workout program to train the bodies of its athletes. The program’s goal is to build overall strength for better defensive and offensive play.

“With anything you look at, you have to look at what they need,” Tran said. “For a lot of sports, it’s all about rate of force production. Your rate of force production is predicated on your total strength, so the things that we really focus on are rate of force production, and quality of movement.”

Tran said physical training helps to build skills that can be practically applied to the game.

“We want to be able to move in all planes of motion, so our training really reflects our needs on the court,” Tran said.

The impact of the weight lifting program is seen on the court.

“In games, you can tell we wear other teams down much more quickly because we’re much stronger, and they get physically exhausted,” junior guard Landry Sherrer said. “That’s a big tribute to the weight room.”

For junior forward Paige Slater, the workout program improves her strength on and off the court.

“When I came in freshman year I was not strong at all, but I was pushed to improve by everyone bringing each other up,” Slat-

er said. “Now, I can bench 130, which for me is a lot because as a soccer player as well I never thought I’d be able to bench.”

In addition to basketball skills, the workout program aids in general fitness and ability.

“My hope is that they will take care of themselves from here on out, and they’ll be proficient enough to go into a gym and know what they want to do,” Tran said.

“It’s a true life skill that they’ll hopefully carry on forever.”

The program establishs an environment in the weight room where everyone can do their best.

“Tran plays music and dances with us; it’s all a fun environment that makes you want to be there, even if you’re up at 6:00 in the morning,” Slater said. “Tran is like our friend in the weight room, and it’s a lot better for us than just being a coach.”

The program has helped to strengthen not only the athletes’ bodies, but also their team bonds.

“I know that my teammates are going to be there and that they are going to push me to be better,” Slater said. “A big part of this has been trusting each other, and we’ve become stronger both physically and mentally together.”

The program has gained prominence on social media, with videos being posted on @coach_tran’s account on Instagram. This social media presence only adds to the notability of the program.

“Everyone hears about the weight room when they hear about Coppell girls basketball,” Sherrer said. “If you’re coming into the program as a young player, you want to work in the weight room.”

Diving for greatness

Darrow reaching new heights as captain Namir Awan Staff Writer @namir_awan

Coppell sophomore diver Emery Darrow practices at Coppell YMCA on Jan. 24.

As Coppell dive team captain, Darrow has broken several school records and consistently places in competition. Maddy Park

Confidence.

Confidence is what Coppell sophomore dive captain Emery Darrow must meticulously demonstrate when she steps onto the diving board.

Looming beneath her? A 10-foot monster unlike any other. As she uses her momentum to propel herself up, she prepares to plummet into the cold ice water.

On Coppell’s three-member dive team, Darrow clearly shows her prominence.

Already breaking the Coppell record of most points in 11 dives by 15 points, accumulating a total of 340 points, she has clearly demonstrated her role in the team.

“When you look at Emery, her face is lush with confidence,” Coppell swim coach Jonathan Drori said. “Jumping from that height isn’t something any regular person can do.”

Although there is always a fear of hitting the water at the wrong speed or not achieving the correct body position when entering, Darrow conquers her worries by hyping herself up and getting ready to flip in the air.

“It’s a back-and-forth battle with me on the board,” Darrow said. “You will constantly hear me talking to myself getting ready for the next dive.”

When she was 3, Darrow started gymnastics, giving her an excellent feel for doing all sorts of stunts in the air.

“She had a lot of technical knowledge and skill coming into the program,” Drori said. “Obviously, she hadn’t jumped near-

ly as high as diving requires her to, so she had to fix that.”

Starting off diving, like any sport, requires taking baby steps. Joining GC divers, an outside club, she got the individual training necessary to improve.

“They started me off with basic flips into the pool and then trained me up,” Darrow said. “It was a long process, but I started to get a handle on what jumping off the board felt like.”

While the diving board looks enjoyable to play with in the movies, it is a 165-pound beast that you must time right to the millisecond to get the optimal speed and distance to do flips.

“That’s by far the hardest part of diving in general,” Drori said. “Not only do you need pin point accuracy on the diving board, but you also need to bounce just right to ensure you get up high enough.”

From basic front flips to four twists in a row off a diving board, it requires extreme concentration and energy to perform.

“She is the most elegant diver I have ever seen,” senior diver Gabriel Conley said. “The way she performs even the simplest dives makes you feel like you are watching poetry in motion.”

Her extreme concentration, however, can also be translated to the classroom, where she has never been anything short of stellar. She made the honor roll in all her middle and high school years; her drive and determination have not failed to shine.

“She is definitely one of the smartest we have, not on the dive team, but on the entire swim team in general,” Conley

said. “Her ability to balance out both sides of the equation is truly what makes her a stand out student-athlete.”

With the small dive community, many divers know each other, even if they are from other schools. Darrow’s goal as she expands her horizons is to introduce people to an underrepresented group of divers and show them what it is really like to be a part of not just a team but a community and a family.

“I have always wanted to attract more divers in the same way I got hooked to this incredible sport,” Darrow said. “Kids that want to be a part of something more than just themselves can look to this sport, and that is why I keep diving. Because I have family and I have a community that supports my every move.”

As Coppell dive team captain, Darrow has broken several school records and consistently places in competition. Maddy Park

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