The
Wisconsin Times
Editorial Staff Consultant: Alex H. Slappey Coeditors: Bill Wilson and Rebecca Epple Reporters: Brian Lievens, Michael Coates, and Jennifer VanDerMolen Sports Editor: Chris Woodfill Photographer: Rebecca Epple Volunteer Copy Editor: Eleanor Wilson Cover Design: Bill Wilson Circulation Manager: Therese Pohl-Markowitz
Wisconsin School for the Deaf The school is part of the Department of Public Instruction, Division for Learning Services: Equity and Advocacy. As such, its goals are the same as those set forth by the department for all youth in the state. The school serves as a first-line alternative placement option for parents and school systems seeking appropriate programming for children and youth that are deaf or hard of hearing. The students are provided a comprehensive academic, vocational, and social education learning environment, uniquely programmed for a personalized education in both a day school and residential setting. As a part of the free public school system of the state, no charge is made for room, board, tuition, and concomitant activities. Admission criteria are established by law (s. 115.52, WI Stats.) and require local district referral. Such local district referrals are then evaluated by the school for appropriateness, leading to acceptance or alternative recommendations. In recognition of individual integrity, the mission of the Wisconsin School for the Deaf is to provide an American Sign Language environment to promote excellence in the development of deaf and hard of hearing children in all areas of life through the use of ASL and English. The mission is accomplished with the belief that, for most deaf children, ASL is the accessible, dominant language used for communication and thinking, while English, a spoken and written language, is learned as a second language. For some deaf and hard of hearing students who have previously acquired English, ASL is learned as a second language. The Wisconsin School for the Deaf strives to foster competencies in these two languages as well as to develop cross-cultural sensitivity among the entire student body. Preschool programs are offered for local children under the age of six on a day-school basis. Regular academics provide normal and unique curricula from grades one through 12. An extensive pre- and vocational training program is provided as part of the total grade 7-12 curriculum. The social education program for residential students is a continuous informal and formal program developing self-management and social living skills through child care counselors, facilities and numerous school related organizations and activities. For further information, write to: Director, Wisconsin School for the Deaf, 309 W. Walworth Avenue, Delavan, WI 53115.
WSD’s Firebird football team rejoices at the announcement that they were, again, named National Deaf Eight-Man Football Prep Champions. Front Cover: Apples photographed by elementary teacher Jennifer VanDerMolen, during a trip to the Apple Barn. Story on page 3. Back cover: 2009 National Eight-Man Champions pose with traveling trophy, the Hilltopper Axe, which they won from the Minnesota School for the Deaf in a 52–6 game on September 3, 2009. The game is a continuation of a long time annual event. Story on page 17.
The State of Wisconsin Department of Public Instruction Dr. Tony Evers, State Superintendent Michael Thompson, Deputy State Superintendent Carolyn Stanford Taylor, Assistant State Superintendent Division of Learning Support: Equity and Advocacy Dr. Stephanie Petska, Director, Special Education
Wisconsin School for the Deaf Alex Slappey, Director The Wisconsin Department of Public Instruction and WSD are equal opportunity employers functioning under an Affirmative Action Plan.
- The Wisconsin Times
Elementary School News by Jennifer VanderMolen
Apple Barn Field Trip The preschool through third-grade students boarded the bus with anticipation. They were on their way to the Apple Barn in
Delavan to visit the apple orchard. Many of the students had been there in the past and were sharing stories of their experiences. They reminisced about picking apples, playing on the fire truck, and making their way through the tree maze. The rookies who were attending for the first time were eagerly waiting to see what the others were all hyped up about. As the bus pulled up to the apple orchard, the excitement grew. The students made their way off the bus to get instructions and collect the bags that they would put their apples into. They boarded the hayride and rode out to the apple orchard with enormous smiles on their faces. When the students arrived at the place where they would pick their apples, they enthusiastically explained
to the tour guides that they remembered how to pick the apples. Each student explained: “You must hold the apple up and twist.� The guides were impressed that the students remembered and quickly reviewed the rules and expectations. Then the students were off to pick their apples from the trees and fill their bags. Once the students finished picking their apples, everyone got back on the hayride to go back to the main building, where they learned about how different apple products are made and stored. After the students toured the store and the area where cider is made, they were led to the barn to watch a short video about the apple orchard. Here, they were given a snack consisting of an apple slice, an apple doughnut, and a cup of cider. With a hearty snack in their tummies, students were ready to climb and play on the old fire truck. They pretended to be firefighters saving the houses and the apple orchard.
Before we left, they were given a few minutes to explore the tree maze. All the students enjoyed chasing each other through the maze, finding different ways to get out. Laughter was heard throughout the maze. When it was time to leave, the students climbed on the bus and animatedly shared their stories and favorite parts of the trip. Fall 2006 -
Deaf Awarness Week The third week of September is National Deaf Awareness Week. The week originally started to help teach hearing people about deaf people, American Sign Language, and Deaf culture. For our WSD students and deaf people all over the country, it is a week to celebrate their Deaf pride through various activities, which is exactly what our WSD elementary students did.
and stories all week and shared them on Thursday, when they took a field trip to the Southern Lakes Association of the Deaf clubhouse.
The week kicked off with an assembly, which showcased Deaf culture. The students learned a little about Deaf history and how the National Deaf Awareness Week began. Teacher and
Another part of Deaf culture is De’VIA, which is Deaf visual art. The students were given the challenge to create De’VIA in their classrooms throughout the week. There were posters hanging around school displaying photographic art the students did. There were pictures, sculptures, and paintings of De’VIA that the students created and shared. Their work was beautiful.
students shared ASL poems and letter art with the audience. The elementary ASL club shared a skit about WSD Firebirds, and finally the kindergarten and first grade class explained what a firebird looks like. The students were encouraged to take part in the various events and activities that would be taking place throughout the week. After the assembly the elementary students were excited to try to create their own ASL poems to show, and to share part of their rich culture with others throughout the school as well as out in the community. They practiced their poems - The Wisconsin Times
The students were afforded the opportunity to visit the Deaf clubhouse here in Delavan. After having a tour of the clubhouse by Dean Kelly, the students performed their ASL poems and stories. They received several compliments on their hard work and their Deaf pride. They shared doughnuts with some of the members of the Deaf club and then watched a presentation about the Deaf club, events, and people who have been a part of its history. The children really enjoyed their trip and talked about it for days.
The elementary students ended their celebration of Deaf Awareness Week by learning about the Deaflympics. In the process they were able to meet two athletes that have participated in the Deaflympics. They were able to ask questions of the athletes, sparking interest in what could be the future Deaf Olympians from WSD. After viewing pictures and v-logs about the athletes and the events, the students had the Deaf Olympians Roman Drymalski ‘09 opportunity to try a few and Ryan Kelly ‘05 spoke to all classes. of the events that took place just a few days prior in Taipei at the Summer Deaflympic Games. The students tested their skills in the softball throw, the long jump, and a relay. The students gave the week a thumbs-up. They enjoyed the activities and the opportunity to learn more about their rich culture. Everyone is looking forward to next year’s events.
S.T.A.R. Club
In fourth and fifth grades, the students have the chance to be part of S.T.A.R. Club (S.T.A.R. stands for Scientists in Training for Astrophysics Research). This club offers the experience to the students to learn more about our Earth, space, and stars through hands-on activities and brief lectures. Throughout the year, the students experiment and conduct research concerning space. The children work with experts from Yerkes and others in the community. They have the opportunity to view the night sky through telescopes. In May, we hope to be able to attend Space Camp in Alabama for Deaf Week as a culminating activity. So far this year the students have learned about concave and convex lenses. They experimented with the lenses to see what they would do to the light. From their experiments they learned that convex lenses bend the light and bring the light to a focal point. And conversely, concave lenses bend the light and
using the lenses. They tried to answer a variety of questions: Did the image get larger? Did it flip? Would it become smaller? Was it a real image? In November the students took a trip to Yerkes Observatory in Williams Bay, to view the telescopes and see the night sky. The students had the opportunity to meet with experts in the field of astronomy and astrophysics and learn side by side with these professionals. Yerkes Observatory is the home of the largest refracting telescope in the world. The telescope is a 40-inch refracting telescope, which means it uses lenses to focus the image. They were able to look through the 40-inch refractor telescope and see the planet Jupiter and three of its four visible moons. Later we went up to the 24inch dome and used the 24-inch and 10inch reflecting telescopes. The children looked through the telescope and saw Jupiter and three of its moons once again. It was fun to watch the excitement and shock on the students’ faces as these faraway images were brought close enough to get a better look. Using these reflecting telescopes, they were also given the opportunity to view the moon and the Sea of Tranquility, which is where the astronauts landed. After their nighttime viewing of the sky, the children briefly learned about the Stratospheric Observatory For Infrared Astronomy project (also known as SOFIA). They viewed a model of the SOFIA project and got a better understanding of what the project is all about. The SOFIA project is the largest airborne observatory in the world, which uses a custom-designed 747 aircraft fitted with a 2.5-meter reflecting telescope that will look at the infrared spectrum. One of the scientists we met is building the camera, which will be placed on the telescope to record images.
cause it to refract outward. Next they conducted an investigation with the lenses by looking at an image through the different lenses. The goal was to determine how the image would change
The S.T.A.R. club kids are all looking forward to the possibility of visiting Yerkes again. They had a great time and were able to learn so much! Fall 2006 -
New Firebirds Preschool
Jordan Joseph Gatch Michael Schroeder
Jaela J. Chapin
Tyler Burkhardt
Elementary
Wyatt Stoller Roberto Gonzales Jon Post
Middle School Zach Henry Darion Henderson
Tommy Benish
Elisabeth Breaker
Jose Amador Zepeda 6 - The Wisconsin Times
Anna McCartney
High School
Brady Bostwick
Eli Breaker
Julian Chairez
Ian Breaker
Brandon Carter
Veronica Duran Alejandro Evangelista
Dequan Carter
Janessa Guza
Taylor Koss
Genna Menting
Mandi Feliciano
Kayla Waters Olivia Percifield
Joshua Weber
Mai Yang Fall 2009 - 7
Middle/High School News by Brian Lievens and Michael Coates
“A Learning Experience of Titanic-Proportions!” The Milwaukee Public Museum was offering an exhibit about the Titanic, and the middle school department took advantage of the opportunity to create an interdisciplinary unit to learn more about that tragic day of April 14, 1912. Each classroom taught about something related to its subject area.
Science Middle school students participated in a couple of interesting and fun labs related to the sinking of the Titanic. All students were greatly impacted by the results. Students were encouraged to imagine what people experienced during the sinking of the ship. The students did the Sinking Ship activity provided by the museum. Before its first voyage, many people believed that the Titanic could not sink, because it had a new design; thus it was called the “Unsinkable.” The ship’s hull (the main body of the ship) was divided into 16 sections. Each section was separated from the neighboring sections by wall-like structures called bulkheads. The bulkheads had doors to shut in an emergency to form a watertight seal, preventing water in one section from going into another section. If 12 sections remained dry, the ship would stay afloat. Unfortunately, when the Titanic struck the iceberg, the hull was torn open, quickly filling five sections with water and resulting in only a very few sections that remained dry. This caused the Titanic to sink. For this activity, the students observed an ice cube tray with four spoons taped to the sides of the tray. Prior to this activity, they made predictions regarding the tray’s ability to sink or float. Students floated their tray in a sink half full of water. A student poured water into one empty cube-section at the bow of the tray, then into a neighboring section. The result was that the tray eventually sank as the water spilled from section to section. This gave students an idea of how the ship sank.
8 - The Wisconsin Times
In another lab activity the students made an iceberg. First, they used the scientific method to answer questions such as: how can an iceberg stay afloat, and how deep is the iceberg? They froze a balloon filled with salt water and placed the “berg” in a fish tank for them to observe. They calculated the area of the iceberg and found that only about one-eighth of an iceberg is visible above water. This explains why the crew mate saw only the tip of the iceberg. Below the tip, the iceberg was much larger and wider. An iceberg is a piece of a glacier, which has broken off. Most of the icebergs in the North Atlantic area originate in Greenland. During the iceberg ctivity, students learned about hypothermia, to get a feeling of how people froze when the Titanic sank. They put their hands in a tank that was full of mini icebergs. They left their hands in the tank until they were no longer capable of tolerating the ice-cold water. Most students pulled their hands out at two to three minutes. They realized how cold water could affect the body temperature and imagined how extreme cold weather could result in people becoming frozen rapidly.
Reading For the reading classes, the students read excerpts from Exploring the Titanic by Robert Ballard, Survivors: The Night the Titanic Sank by Caryn Jenner, and The Titanic: Lost and Found by Judy Donnelly. The students read stories about the night the Titanic sank and about the people on board the Titanic. The characters in the books were real and vivid. The students were surprised at how big the Titanic actually was based on the readings. The students discussed the ramifications of the Titanic disaster and how it impacted the modern international shipping laws.
Writing Students wrote a persuasive paper on whether the artifacts from the Titanic should be left alone, or lifted out for sale, or to be put in museums. The poll from the four classes showed that three-quarters of the students wanted to leave the Titanic alone, mostly due to it being an underwater graveyard. Students also learned about the Morse code and the ever-important S-O-S message for help, which means “Save Our Souls.” Shown in Morse code, it is three dots, three dashes, and again, three dots. We can communicate in Morse code through the telegraph, sounds, vibration, lights, and even window shades. The students practiced communicating with encrypted words to each other through flicking our classroom lights. They did quite well in translating.
“Real-Life” Experience The teachers also planned a social class experience, in which the students were able to immerse themselves as a member of the first, second, and third classes. During study hall, we offered snack time, in which the third class was only served saltines and water. They had to line up, and serve themselves from a big cooler, and had to divide up the number of crackers available to them for everyone in the room. Second class offered better conditions, with whole fruits, juice boxes, teddy grahams, and modestly decorated table settings. First class provided the best in food, atmosphere, and expectations in behavior. Wearing ties and dresses, the
first-class students sat at tables with white tablecloths, decorated with flower centerpieces. They were expected to show exemplary table manners and etiquette. They were served by the teachers with platters of cheese, crackers, sausages, fruits, vegetables, and cookies. The students really enjoyed the experience of each of the three classes. Some students remarked it was harder to start in first class on the first day and get
demoted each successive day, because they felt they had nothing to look forward to. Other students shared that they liked both first and third classes, because second class was too mediocre and ordinary. First class offered the finest of food and service, but they felt constrained by the expected manners. However, third class offered minimal food but provided the best situation for socializing with each other.
An officer who specializes in boat safety from the town of Delavan Police Department came to WSD to talk about boat safety, laws, and facts about lakes and boats. The police department demonstrated how to appropriately wear life jackets. All the students really enjoyed learning about boat safety, and they understood how important it is for everyone to wear a life jacket while on boats. Fall 2009 - 9
All-Day Focus Teachers also offered an all-day activity extravaganza, in which they set up six different teaching stations in the Round Room. The students learned how to: tie neckties, play backgammon, and fold napkins into fancy shapes with starch and an iron. Teachers also offered lessons in general etiquette and table etiquette, which included understanding the purpose of the full silverware set and multiple plates. Finally, students were challenged with posture-walking with dictionaries on their heads, offering their arms to others to walk with, and introducing themselves politely to people. Having had all these lessons, they were ready for the big event—the Titanic Luncheon. The Round Room was transformed into a banquet hall, with a long stretch of tables covered with white tablecloths and decorated with fancy candlesticks. Fine china was used for all the place settings. Students were delighted by the elegant display. All of the students were dressed in their finest attire, while the staff was dressed in traditional black and white clothing as servers. Our special guest of honor was Mrs. Marla Walsh, who came as Mrs. Captain Smith, the wife of the Titanic’s captain, wearing a large Edwardian-era hat. All of the students followed protocol and introduced themselves to “Mrs. Captain Smith” and went to their seating, and the boys helped the girls with their chairs. The cafeteria catered the event with a delicious meal of baked chicken, mashed potatoes with gravy, vegetables, and salad. For dessert, they provided brownies, cream puffs, and whole pieces of strawberries. The students displayed manners in waiting for each other to get their food before beginning to eat, and also by showing good table manners and conversation throughout the meal. It was a memorable event for all.
10 - The Wisconsin Times
The students had the opportunity to go on a field trip to Milwaukee Public Museum to explore the Titanic exhibit. The exhibit was awesome! It contained a lot of information and artifacts about the Titanic. The students were able to see how people in the first class, second class, and third class looked and how they acted. The students were impressed with the exhibit about the boiler room. There was a real iceberg (manmade, of course) that the students were able to touch and feel. Finally, the students matched the names on their admission tickets with the names on the board to see if the person named actually survived or passed away during the Titanic disaster.
Distance Learning Experience with Another Deaf School
Last spring, Genise Orberson, a teacher from Kentucky School for the Deaf, contacted our reading specialist, Kathleen Sterwerf-Jackson, about a distance learning experience opportunity. Kathleen met with the middle school language arts teachers, Karen Copeland and Brian Lievens, about this. The middle school language arts teachers decided to jump in this experiment along with Kathleen and Karla Gunn, the school’s bilingual specialist. The teachers from KSD and WSD collaborated and decided that this year’s focus would be on writing. The topic of the distance learning was “Writing Through the Years.” Ms. Orberson developed the Power Point presentation that the students from KSD and WSD would be using to teach each other about writing in history. Karen Copeland worked with the students practicing their presentation to the students from KSD the week before the presentation. The students learned about hieroglyphics, tablets, scrolls, ink, quill pens, lead pencils, telegraph, Morse code, typewriters, and computers. Also, the students were involved in hands-on activities. Karla Gunn worked with the Technology Department on the technical equipment for this distance learning experience. Karla, Karen, Kathleen, and the Technology Department participated in a dry run with KSD on the Friday before the day of the presentation to make sure the equipment was working smoothly. The equipment on both sides indeed worked smoothly. On the day of the presentation, October 20, 2009, the WSD seventh and eighth graders went into the Distance Learning Room to participate in the event. The equipment on the KSD side had some hitches, but it worked out eventually. First, KSD students presented about Egyptian hieroglyphics, Roman tablets, scrolls, and ink. Then the WSD students presented about quill pens. KSD students discussed lead pencils and then our students discussed telegraphs and the Morse code. Last, the KSD students presented about the mechanical typewriter and computer. After the presentation, KSD and WSD students went into groups to participate in hands-on activities, such as making Egyptian hieroglyphics, writing on Roman tablets, using quill pens to write on a paper, and using flashlights to send messages to each other using the Morse code. KSD and WSD students then closed out the presentation with hand waves and good-byes. The learning experience was positive for both schools, and both schools are looking forward to collaborating in the near future.
Homecoming
Fall 2009 - 9
Fall 2009 - 11
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FIREBIRD SPORTS by Chris Woodfill
2009 Fall Volleyball Season 10–18 WSD volleyball team had a record of 10–18 with three no decisions during the 31 matches. Eight games were against hearing teams, while 23 were against Deaf teams. WSD placed last in the spike-out tournament. WSD placed fourth in the GPSD tournament. WSD finished eighth in the Indian Trials Conference.
WSD vs. Minnesota Deaf
20–25, 17–25, 24–26, 25–22
WSD lost to Minnesota Deaf in the season opener. The game was closely fought throughout the four matches. Ashley Wagner led the team with 10 service points and 30 set assists. Tiffany BesawBenz contributed with 8 service points and 22 set assists.
WSD vs. Rock County Christian 17–25,
WSD vs. Georgia Deaf
25–16, 25–10, 25–11
WSD comfortably dispatched Georgia Deaf in three matches. Taylor Banta led the team with 7 service points, 15 serves, and 9 serves receiving. Hannah Rees ably contributed with 6 service points, 15 serves, and 13 serves receiving. Ashley Wagner is not to be forgotten with 19 serves, 10 aces, 13 set assists, 6 kills, 5 attacks, 4 service points, and 16 serve receiving.
WSD vs. Waukesha Christian
14–25, 23–25
Rock County defeated WSD relatively easily in this game. However, WSD fought back and nearly won the last match. Taylor Banta led the team with 8 service points, 16 serves receiving, and 13 serves. Ashley assisted with 3 service points, 16 serves, 14 sets, and 15 serves receiving.
WSD vs. Maranatha Baptist
11–25, 14–25, 8–25
WSD continued its losing streak, losing easily to Maranatha. Ashley Wagner contributed the most, with 3 service points, 9 serves, 7 sets, and 18 serves receiving. Tiffany Besaw-Benz chipped in with 2 service points and 8 serves and serves receiving each.
WSD vs. Ohio Deaf
25–12, 25–23, 25–14
WSD scored its first victory of the season against Ohio Deaf. WSD had to fend off Ohio Deaf’s resurgence during the second match of the game and assumed comfortable control of the game afterwards. Ashley Wagner led the team with 7 service points, 18 serves, 12 sets, and 19 serves receiving. Tiffany Besaw-Benz was the right-hand girl with 5 service points, 13 serves, 8 sets, and 14 serves receiving.
25–22, 18–25, 15–25, 18–25
WSD lost to Waukesha after a good start. WSD won the first match but lost the next three to lose the game. WSD did not earn a service point in this match. Ashley Wagner shined by earning 37 sets, 31 serves receiving, and 3 kills. Hannah Rees contributed with 42 serves receiving. Lori Eldred and Teagen Laack-Johnson chipped in with 35 serves receiving each.
WSD vs. Missouri Deaf
25–4, 25–12, 25–14
WSD had Missouri Deaf for an easy victory. Taylor Banta was far and away the leader in this game, with 15 service points and 36 serves. Ashley Wagner helped out with 4 service points, 16 serves, 7 set assists, and 8 serves receiving.
WSD vs. Union Grove Baptist 19–25, 23–25, 25–19, 17–25 WSD lost to Union Grove in a close and hard-fought game. Taylor Banta was the star of the game, with 11 service points, 21 serves, 4 sets, 16 serves receiving, and 4 digs. Hannah Rees was the right-hand lady with 6 service points, 19 serves, 3 kills, 31 serves receiving, and 4 digs. Fall 2009 – 13
WSD vs. University Lake 25–13, 25–19, 25–20 WSD held off University Lake to win in three matches. Ashley Wagner was the leader of the team with 14 service points, 18 serves, 15 set assists, 5 attacks, and 6 serves receiving. Hannah Rees was right behind with 10 service points, 14 serves, 12 serves receiving, and 2 digs and blocks each.
WSD vs. Mississippi Deaf
24–26, 25–22, 25–18, 26–24
WSD won in a hard-fought match against Mississippi Deaf. Each point had to be earned the hard way on the way to the final victory. Hannah Rees led the team with 14 service points, 14 serves, 7 sets, 3 kills, 4 attacks, and 43 serves receiving. Lori Eldred assisted ably with 11 service points, serves, and attacks each, 10 kills, and 25 serves receiving. Ashley Wagner is not to be left out with 11 service points, 13 serves, 29 set assists, 20 sets, 11 kills, 7 attacks, and 27 serves receiving.
WSD vs. Faith Christian JV
WSD vs. California Deaf Fremont
14–25, 8–25
California Deaf Fremont aced WSD in the opening game of the Spike-Out Tournament. WSD was the proud host of the tournament this year. Ashley Wagner, Hannah Rees, Teagen LaackJohnson, and Taylor Banta earned 1 service point each. Lori Eldred had the most serves receiving of the team at 9. Hannah Rees and Teagen Laack-Johnson had 8 and 7 respectively. 25–20, 25–19
WSD won their only game during the Spike-Out tournament against Ohio Deaf in a relatively challenging match. Taylor Banta 14 – The Wisconsin Times
led with 4 service points, 10 serves, and 4 serves receiving. Hannah Rees contributed with 3 service points, 9 serves, and 8 serves receiving. Ashley Wagner chipped in with 2 service points, 10 serves, 6 sets, 3 set assists, and 5 serves receiving.
WSD vs. Arizona Deaf
20–25, 21–25
WSD lost to Arizona Deaf in a closely fought game. Ashley Wagner led with 6 service points, 12 serves, 9 sets, 5 set assists, 5 kills, and 10 serves receiving. Lori Eldred contributed with 2 service points, 5 serves, and 10 serves receiving.
WSD vs. Indiana Deaf
15–25, 8–25
WSD got tarred and feathered in the game against Indiana Deaf. Teagen Laack-Johnson and Taylor Banta earned a service point each. Ashley Wagner got the most receiving serves at 10.
WSD vs. MSSD Deaf
22–25, 17–25
WSD started by challenging MSSD in the first match but faltered some in the second match to lose the game. Hannah Rees was the star in this effort to defeat MSSD, with 5 service points, 10 serves, and 12 serves receiving. Taylor Banta contributed significantly with 2 service points, 5 serves, 3 sets, 8 serves receiving, and a dig.
13–25, 25–13, 25–21, 25–21
WSD roared back and won the game after losing the first match rather badly. Ashley Wagner excelled with 19 service points, 24 serves, 30 sets, 18 set assists, 8 kills, 19 serves receiving, and 5 digs. Tiffany Besaw-Benz was right behind Ashley with 17 service points, 18 serves, 10 sets, 7 set assists, 18 serves receiving, and 2 digs. Taylor is not to be dismissed with 11 service points, 14 serves, 11 serves receiving, and 3 digs.
WSD vs. Ohio Deaf
Spike-Out
WSD vs. California Deaf Riverside
19–25, 17–25
WSD put up some fight against California Deaf Riverside but was not able to hit hard enough for a victory. Ashley Wagner was the star with 6 service points, 4 aces, 4 serves, 16 sets, 7 set assists, and 13 serves receiving. Lori Eldred was the right-hand lady with 3 service points, kills, and attacks each, 8 serves, and 10 serves receiving.
WSD vs. Minnesota Deaf
19–25, 16–25
WSD tried to push Minnesota Deaf off the court but faltered as the game went on to lose at the end. Lori Eldred, Ashley Wagner, and Teagen Laack-Johnson earned a service point each. Teagen had the most serves receiving at 19. Ashley Wagner and Ruth James had 14 and 12, respectively.
WSD vs. Ohio Deaf
23–25, 17–25
WSD continued to try to snatch another victory during the last game of the Spike-Out tournament against Ohio Deaf. The attempt was not successful. Lori Eldred, Ashley Wagner, Ruth James, and Taylor Banta each snagged a service point for the team. Hannah Rees and Teagen Laack-Johnson had the most serve receiving at 13 each. With this match, WSD finished in 12th place.
serves, 4 aces, 6 set assists, 5 sets, 3 kills, and 9 serves receiving. Teagen Laack-Johnson also chipped in with 2 service points, 5 serves, and 7 serves receiving.
WSD vs. Kansas Deaf
24–26, 25–20
WSD tied Kansas Deaf in a pair of closely fought matches. Hannah Rees led the team with 4 service points, 14 serves, 6 aces, 12 serves receiving, and 4 digs. Ashley helped out with 2 service points, 8 serves, 17 sets, and 11 serves receiving. Ruth James also helped out with 2 service points, 6 serves, and 3 digs.
WSD vs. Minnesota Deaf
21–25, 25–7
WSD lost to Minnesota Deaf. Hannah Rees earned 4 service points, 12 serves, 4 aces, 9 serves receiving and a dig. Teagen Laack-Johnson bagged 3 service points, 8 serves, 3 aces, 6 sets, 9 serves, and a dig.
WSD vs. New Mexico Deaf
WSD vs. Calvary Baptist
18–25, 25–21, 23–25
WSD lost to Calvary Baptist in a closely fought battle in which each point had to be scrapped for and earned. Ruth James broke out and became a strong leader for the team with 12 service points, 14 serves, 7 aces, and 33 serves receiving. Ashley Wagner helped out with 9 service points, 14 serves and sets each, 10 set assists, 7 attacks, 6 kills, and 29 serves receiving.
GSPD Tournament WSD vs. Oklahoma Deaf
25–22, 25–15
WSD defeated New Mexico Deaf after a hard fight during the first match. After the first match, WSD cruised to victory. Ashley Wagner led with 3 service points, 10 serves, 5 aces, 11 sets, 7 set assists and 6 serves receiving. Lori Eldred helped out with a service point, 2 serves, 4 kills and attacks each, 12 serve receiving, and a dig. Hannah Rees also helped out with a service point, 3 serves, 4 sets, and 11 serves receiving.
25–23, 20–25
WSD tied Oklahoma Deaf during the first game of the GPSD tournament. Lori Eldred and Ruth James jointly led the team, with 3 service points each. Lori earned 12 serves, 5 aces, 3 kills, and 8 serves receiving. Ruth James earned 9 serves, 2 aces, and 3 serves receiving.
WSD vs. Missouri Deaf
25–14, 25–10
WSD easily defeated Missouri Deaf in this game. Ashley Wagner earned 5 service points, 22 serves, 15 aces, and 10 serves receiving. Ruth James was right behind with 4 service points, 10 serves, and 4 aces.
WSD vs. Iowa Deaf
13–25, 25–19
WSD tied Iowa Deaf in two relatively lopsided matches in this game. Ruth James led the team with 4 service points and 4 serves receiving. Ashley Wagner chipped in with 2 service points, 10
WSD vs. New Mexico Deaf
25–22, 22–25, 15–9
WSD once again defeated New Mexico Deaf in a closely fought game where each point had to be fought for and chased over. Hannah Rees and Teagen Laack-Johnson were the stars of the game with 5 service points each. Hannah earned 13 serves, 3 aces, 16 serves receiving, and 4 digs. Teagen earned 16 serves, 8 aces and sets each, 3 kills, 2 attacks, 16 serve receptions, and 2 digs. (Continued on page 18)
Fall 2009 – 15
Eight-man National Football Champions WSD vs. Minnesota Deaf
52–6
WSD vs. Mississippi Deaf 42–22 Mississippi Deaf led 14–0 by the end of the first quarter. Patrick Jennison provided a crucial turning point in this game by getting a quarterback sack and receiving a safety. After that turning point, WSD dominated all the way until the last two minutes when Mississippi scored another touchdown. Jose Castillo carried the team with 3 touchdowns and 6 solo tackles. Patrick had another quarterback sack later in the game. Tony Davis and Merrick Frei scored a touchdown each.
WSD handily demolished Minnesota Deaf in the season opener. All 52 points were earned during the first half. The second half consisted of the team without five starters. Minnesota was able to score once during the second half. Jose Castillo was the star of this game with 3 touchdowns and 11 solo tackles.
WSD vs. Tennessee Deaf at Ohio 60–22 During the first half, WSD ensured its victory against Tennessee by running up a score of 36–0. Tennessee did not give up and fought back with a 22–24 performance against WSD. Taylor Koss led the team with 3 touchdowns, 3 pass interceptions, and 4 solo tackles. Tony Davis assisted with 2 touchdowns, 136 yards rushing, and a pat.
WSD vs. Ohio Deaf 46–8 WSD barbequed the Ohio Deaf team by dominating them in racking up all 46 points by the half-time. Ohio came back and scored a touchdown right at the end of the game. Taylor Koss was the leader of the team, with 3 touchdowns and 2 solo tackles. Jose Castillo contributed with a touchdown and 5 solo tackles. Dylan Laux and Tony Davis also contributed a touchdown each.
WSD vs. Kansas 24–0
WSD vs. Missouri Deaf 62–0 WSD dominated Missouri Deaf so absolutely with both first and second-line players that Missouri Deaf conceded the game at half-time. Taylor Koss earned 2 touchdowns. Jose Castillo earned a touchdown and 5 solo and assist tackles. Merrick Frei, Dylan Laux, Lennon Morrissey, and Tony Davis each earned a touchdown. 16 – The Wisconsin Times
WSD creamed Kansas Deaf in the final game of the season, thus sealing the national eightman championship for WSD. WSD scored touchdowns in first, third, and fourth quarters. Taylor Koss scored 2 of those, along with 6 solo tackles. Tony Davis scored a touchdown. WSD was supposed to play Iowa and Michigan Deaf. The games were canceled due to circumstances beyond WSD’s control. For example, Michigan Deaf had a severe H1N1 virus outbreak, sending 45 of their students home the week of the Michigan vs. Wisconsin match.
(continued from page 15)
WSD vs. Kansas Deaf 18–25, 25–16, 13–15 WSD lost to Kansas Deaf to finish fourth in the GPSD tournament. Hannah Rees led the team with 6 service points, 17 serves, 5 aces, 19 serves receptions, and a dig. Lori Eldred was right behind with 4 service points, 12 serves, 4 aces, 8 attacks, 15 serves s receiving, and 2 digs.
WSD vs. Iowa Deaf
19–25, 25–13, 14–16
Iowa Deaf aced WSD during this game. Shaniquia Felton was a surprise leader of this game with 5 service points, 12 serves, 5 aces, 7 serve receptions, and 2 digs. Lori Eldred, Ashley Wagner, Hannah Rees, Teagen Laack-Johnson, and Ruth James all contributed 2 service points each.
WSD vs. Mountain Top
The WSD eight-man football squad won the honor of being named the national Deaf Eight-man football champion in 2009 with a record of 6–0. The team had previously won the 2008 co-national champion award. During the season, WSD outscored the opponents by 286 to 58. This is the first season the eight-man team faced all Deaf schools.
17–25, 14–25, 17–25
Mountain Top threw WSD off its mountain top during this game. Ashley Wagner and Hannah Rees led the team with 4 service points each. Ashley had 11 serves, 20 set assists, 12 sets, 29 serves receiving, and 2 digs. Hannah had 10 serves, 4 attacks, 22 serves receiving, and 3 digs.
WSD vs. Kansas Deaf
25–17, 25–27, 7–15
WSD lost to Kansas Deaf in the final game of the season. The season started and ended the same way. Lori Eldred led the team with 6 service points, 13 serves, 4 sets, kills, and attacks each, 13 serves receiving, and 5 digs. Ashley Wagner was close behind with 5 service points, 12 serves, 19 sets, 11 set assists, 8 attacks, 4 kills, 1 serve receiving, and 3 digs.
Fall 2009 – 17
2009 Regional Special Olympic Bowling Tournament On November 8, 2009, five Special Olympic bowlers competed in the Regional Tournament at AMF Bowlero Lanes in Wauwatosa. These five bowlers qualified to compete after winning a first, second, or third at the Area Tournament in Waukesha in October. Alvin Horton and Shane Tisa, calling their team the WSD Battalion, placed third out of eight teams in Division 7 and will advance to State on December 5 in Milwaukee. Alvin, with a qualifying average of 102, bowled 102, 105, and 102; and Shane, with a qualifying average of 133, bowled 141, 137, and 128. The WSD Turkey team of Wyatt Keller and Andy Coppola placed sixth out of eight teams. Wyatt, with a qualifying average of 63, bowled 62, 71, and 37; and Andy, with a qualifying average of 60, bowled 61, 52, and 52. Anthony Jacoby, bowling in singles, won fourth place out of eight in Division 31. With a qualifying average going into the tournament of 73, Anthony bowled 49, 60, and 105. The bowlers were cheered on by their coaches, families, and friends.
Special Olympic Bowling The Special Olympics Bowling Team had a good season this year. A total of 23 eager bowlers began the season. Coach Mike said, “It was an awesome and busy season.” Twice a week the bowlers would go to Wheeler’s Bowling Alley in Delavan. From 4:00 to 5:30 they practiced bowling. The bowlers all improved and grew with their bowling skills during this time. “As a coach that was awesome to see,” stated Coach Mike. In October it was off to the first tournament, which was held in Kenosha. Even though everyone did a great job at the tournament, only five bowlers moved on to the next tournament, which was in November and held in Milwaukee. These five bowlers practiced very hard until tournament time. Once again they bowled awesomely well, but only two of them qualified for State. Those final two are Alvin Horton and Shane Tisa. On December 5 they headed back to Milwaukee for the State Competition. We are very proud that they are representing the Wisconsin School for the Deaf. Coach Mike would like to extend a big THANK YOU to all the parents and staff who came and supported the team during tournaments and practices. 18 – The Wisconsin Times
Middle School Sports
Fall 2009 – 19
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