March 2017

Friday, March 24, 2017

2700 NW Glencoe Road, Hillsboro, Oregon

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Volume 37, Issue 2

STANDING WITH YOU Students speak up about anxiety and depression, and the toll these struggles take on a person’s life

by SAM MELVIN Reporter’s note: Two students agreed to be interviewed for this story, and due to the sensitivity of the subject their names have been changed to protect their identity.

A wound on the surface of the skin is easy to see and will often fade over time. What caused this wound on someone is usually easy to see; a bad fall; a broken leg. But wounds under the skin are not as easy to see. However they can have just as big of an impact on someone’s life. When a person experiences depression and/or anxiety their struggles can be significant, and they often need support and understanding from others. “[Depression is] not just a temporary sadness that goes away. It’s a constant lingering shadow over you that just kind of haunts you,” said Kelly, who is a sophomore.

She and Evan, a junior, both experience high levels of anxiety and depression, which have made their lives as students harder.

Evan said depression has a huge impacts on his motivation.

“I was sitting there during

math class, and I couldn’t even bring myself to take notes I was so out of it,” he said.

The stigma surrounding conditions like anxiety and depression make it hard to be open about it with others, according to Evan.

This stigma can paint an unwelcomed image in people’s minds according to psychology teacher Lisa Pearson.

“These days, when someone says the word ‘depression’ most people get the image of a feeble, broken person rocking in the corner,” Pearson said.

According to Pearson there is a natural stage of depression in adolescents that occurs while the brain is rewiring. This rewiring gives rise to the natural saying and mindset of people believing “teens just get sad sometimes,” which is neither completely false or true.

What this understanding does in the end though is sometimes encourage people to ignore anxiety or depression which can lead to more problems later on.

For Evan this way of thinking played big part in his ongoing recovery, as he fell victim to it, too.

“When I realized I needed help

with [depression], it was starting to get really bad,” he said.

The main problem, according to Pearson, is that people do not know what the symptoms look like in other people. A main thing to look for is a general “lacking”: lack of a friend wanting to be a participant in their own life, lack of interest in things they would normally like to do.

is] not “just a[Depression temporary sadness that goes away. It’s a constant lingering shadow over you that just kind of haunts you,

”

“If you have a really energetic friend that does a lot at school and outside of school, and over a couple of weeks they kind of start to disengage with all of it, become isolated, that’s a good sign they are struggling,” Pearson said.

While this does not necessarily mean that someone showing these signs has depression, it is a good idea to try and investigate the issue. As Pearson said, isola-

tion can become a big problem.

Both Evan and Kelly said that isolation had been big problems for them, as it stopped them from wanting to reach out for help.

People sometimes have trouble separating depression from “just feeling down.” For example, when a loved one dies, or another traumatic event occurs in one’s life, it is not unusual for a person to experience temporary depression, according to Pearson. But there is a hard line for when sadness becomes depression.

“It’s okay to be sad when things aren’t going the right way.

If everything is going the right way and you’re still sad, that’s when you know you have depression,” Pearson said.

Anxiety is similar in terms of how it is interpreted. Meaning, there is a difference between being anxious and having anxiety, just like there is a difference between being sad and having depression, according to Pearson.

With anxiety, it is necessary to look at what can be considered “normal” and what can be considered “abnormal.” It is normal to be anxious before speaking in front of a large group of people.

What is not normal is to feel anxious all of the time. That is anxiety.

Kelly said that anxiety puts a damper on things -- even on one of her “good” days.

“On the good days I’m able to laugh with my friends and enjoy my time at school -- aside from being really anxious all of the time, no matter what the situation is,” she said.

School adds to the challenges faced by students like Evan and Kelly, who are both taking at least one AP class this year, along with other challenging courses.

Evan and Kelly want their peers who struggle with depression and anxiety to know they are not alone in their struggles.

Pearson had a final note to add on this topic.

“During adolescence your brain is going through all of these different changes [...] you need space [...] to be a person. It’s good for you to spend time with your friends. It’s good for you to sit and watch Netflix for an hour, or sit an stare at a wall for an hour. [...] It’s really difficult to be 16 in our world,” she said.

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CrimsonTimes

Friday, March 24, 2017

Community debates class types

by EMILY SMITH

Many parents and students are debating the merits and flaws of both heterogeneous and homogeneous classes. Since September the district has been hosting panels and administering surveys to collect opinions from Hillsboro citizens, and the discussion is far from over.

Heterogeneous classes contain students of multiple ability levels. Groups are organized in a variety of ways; sometimes these groups are intentionally composed of students of differing skill levels.

In contrast, homogeneous classes are composed of students with the same ability level. Within any given subject, there is often a regular class, an advanced class, and a class for those needing extra help.

The Citizens Curriculum Advisory Committee (CCAC) is a group of parents, community members, and students who make decisions about the curricula offered in the Hillsboro school district.

According to Superintendent Michael Scott, the debate over the two classroom styles is “the latest issue that [the committee is] dealing with.”

Parents, as well as the general public, report mixed views on this subject.

Ruby Dawn Lyman, parent and professor at Pacific University, sees the value in advanced classes and has been fighting to preserve them.

“My opinion is that homogeneous grouping is superior to heterogeneous classes for a couple of reasons. [...] Many articles show that heterogeneous groupings help the struggling learners, but do little to help the proficient and highly proficient students,” Lyman said.

“Very few teachers are trained to properly implement the differentiation necessary to meet the needs of a variety of learners in a heterogeneous classroom environment. Most teachers tend to teach to the middle, leaving the struggling learners and the highly proficient learners behind,” she said.

Other parents, such as Chitra Datta, feel that a different approach, in which both types of classes are offered, would be more appropriate.

“We need to go with a hybrid approach which includes [flexibility], providing high rigor in standard classes, having multiple tracks in the same standard class, and providing accelerated options for certain classes while other standard classes are well-differentiated,” Datta said.

According to Datta, this is the best approach because while heterogeneous classes often work well for the “middle group of students [...],” advanced or accelerated homogeneously-grouped classes better serve the needs of high-achieving students.

Scott, like many others sees the benefits of advanced classes: “There is no plan to take away advanced courses at all of the schools; that is not part of the deal,” he said. “It is clearly something that the community desires, and [...] there are a lot of students that desire [advanced classes] as well.”

Scott said the district is simply trying to create consistency across the high schools: “The consistency [the district wants to create] would be around things like this: what does it look like on [a student’s] transcript if [he or she has] some type of advanced course? […] If you have an honors course, let’s call those courses the same thing,” he said. “Let’s all use the same terminology around what an AP course is, let’s use the same terminology around any what type of advanced course is. […] That’s what I mean by consistency.” Scott said such consistency would ensure that “an advantage that one student may have at one high school, another student has at another high school.” This way, according to Scott, students will be playing on a more leveled field when it comes to scholarship and college applications.

Many parents and students have developed strong opinions about the issue. Scott said there have been ample opportunities for parents to have their voices heard.

“There have been five or six opportunities for community members and parents to weigh in on this issue […] and we’ve also had opportunities and continue to have opportunities for CCAC members to weigh in,” said Scott.

Lyman disagrees. She feels as though

Local legislators

Representatives give advice for students interested in careers in politics

by ANAHIL ALCARAZ

Two of the Representatives in Oregon’s Legislature have direct links to Hillsboro. They also have strong connections to Hillsboro schools.

In November, Susan McLain who taught at Glencoe for 35 years is currently the Representative of District 29. McLain represents only Forest Grove, Cornelius, and West Hillsboro.

Another House Representative is Janeen Sollman who became the first female representative of District 30, representing Hillsboro and 5 other local cities.

Sollman and McLain encourage students interested in going into politics to explore getting involved in the community to help prepare them.

McLain suggests students to be involved in clubs and activities in the community.

She also encourages students interested in that career path, to take several classes that could help guide them towards that career.

“I would say to take classes like journalism, newspaper and speech and debate, because they have an understanding about the community and what is happening around[them],” McLain said.

A key piece of advice from McLain, is to be “open minded” about issues happening and be willing to connect with others.

Sollman recommends students pay attention to what is happening around the community. “Keep those ears open,”she said.

She adds that the most important thing a student can do is get involved and put themselves out there.

“Find what drives you,” she said.

Sollman, has a three-word strategy: listen, learn and act.

These words helped guide her get to where she is now. Sollman thinks if students learn about this method, it will help them achieve their goals.

“Listen” applies to listening to what is happening around the community and to the needs.

“Learn” means doing research

the district’s calls for parent opinion are strictly for show: “I feel like the school district has an agenda that they are trying to get parents to buy into. Sadly, this means that they come to the table trying to convince parents that their way is the right way, rather than really listening to parent concerns.”

Scott recognizes this frustration, but says that the district is acting with specific goals in mind.

“I think there have been people that have been frustrated with the amount of time this has taken […] but the reason that we’re taking the time to do this is [because] we want to make sure that we hear the varying perspectives of everybody in the community,” Scott said. “We want to [...] [get] opinions [from] a variety of people throughout the community and [...] make a decision that’s going to work for all of our students.”

Assistant Superintendent Travis Reiman said he believes the district should do what’s best for the greatest number of students--and that may mean a combination of heterogeneous and homogeneous classes.

“It’s [...] best to use more heterogeneous grouping [...] in language arts. [...] There’s a benefit to me reading a book alongside students who are different than me, both culturally [and] in terms of their ability level. And I can get the support I need [...] in terms of meeting language arts standards [...] if our teacher can differentiate for us,” Reiman said.

“An example where ability grouping seems to be a best practice is in math, where students seem to follow more of a [concrete] set of steps in advancing forward in math. The skills that are covered in

about the problems going on the community, educating yourself about the issues.

“Act” means to physically do something about it, like get involved in an organization that is working on a problem you feel strongly about.

Sollman believes that “passion can’t be taught“ in a high school classroom Another way to explore whether politics is a solid career choice, is to try interning for someone at the Legislature.

To get an internship, a person should contact a representative or anyone who has legislative job and ask them if they would accept an intern.

McLain said some offices hire high schoolers, but most prefer college students or recent college graduates.

Ivy Major-McDowall, who is an intern for McLain, said the process of applying for an internship requires completing a cover letter, which explains “why you would be good for the job.”

Although, “some offices are flexible, most expect interns to work two full days of the week,” said Pauline Gonzales who is an intern for Sollman.

Algebra and Algebra 2, and then precalc, and then calculus seem sequential and students seem to do better when they’re allowed to advance forward in a more ability-grouped way.”

Regardless of which classroom model the district chooses, there will be students who feel that their needs are not fully met.

Freshman Nisala Kalupahana said that, for him, homogeneous classes are more effective. He sees the value in advanced classes, and feels they serve as a “stepping stone” between grade-level and AP coursework for some students. For other students, he said, they demonstrate to colleges a student’s dedication to rigorous coursework when they are fulfilling graduation or prerequisite requirements.

Kalupahana and some of his peers on the Hillsboro Mayor’s Youth Advisory Council have started an unaffiliated subcommittee on education called “Youth for Education Equity” (YEE). YEE has started one of three community-wide petitions in favor of bringing advanced classes back to the Hillsboro School District. According to Kalupahana, this petition has almost 400 signatures: “The school district needs to stop ignoring the will of the student body and parents, and realize [t]hat their mission is to engage and challenge all learners to ensure academic excellence.”

By contrast, Liberty High School junior Sophie Bailey said she feels strongly that heterogeneous classes personally benefit her the most: “I have learned to adapt to work with different people and problem solve [...] I feel [both of these are] true life skills.”

Glencoe senior Ana Sally Gonzalez said she feels that a happy medium is the best option. However, she said that the most important part of the debate is ensuring that both sides have an opportunity to share their opinions, and that everyone listens to and considers both sides.

“I think paying attention [to] all [...] perspectives is great. [...] I thought the panels were a great [place] to hear different perspectives,” Gonzalez said. “The input from other student and teachers was good for broader discussion.”

Susan McClain Sollman’s Legislature assistant, Drew Cummins, said interns are expected to track a committee that the representative is not on to provide information about it. The time requirement for the internship with Sollman is 10-12

Janeen Sollman hours a week, but the expectation can be flexible as they need to be.

Interested students can reach out to Sollman by sending a cover letter and resume at rep.janeensollman@oregonlegislature.gov .

CrimsonTimes

Friday, March 24, 2017

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There are some new sheriffs in town Glencoe welcomes four new members to the school administration

Kelly Cox

Dave Vickery

If you could be any fictional character, who would you be?

Elizabeth Bennett from “Pride and Prejudice.”

What did you think you would be in elementary school and high school?

I thought about being a pediatrician and a lawyer. I was pre-law at one point.

Starbucks, Dutch, or something else?

Starbucks. I have very strong feelings about this. I am more than happy to discuss or debate this in person.

Day or night?

I am a morning person for sure. My kids give me a hard time for falling asleep during movie night!

How long have you been in education?

Nine years. First taught math and special education, has been in administration for four years. Before I was an engineer and surveyor.

What is the funniest memory you have from teaching?

A student very loudly

passed gas in class, and I unsuccessfully tried to keep from laughing while reprimanding the rude interruption.

If you could travel anywhere, where would it be and why?

Antarctica. It is the only continent I have not been on.

Joe Painter

Matt York

How do you spend your free time?

I like to cook and barbecue.

My favorite sport is flyfishing. And golf. And football. It is kind of a three-way tie. I played football in high school- I was a linebacker, and actually, Coach Self was my coach.

What is your favorite food?

I cannot say that I have a favorite food, because all food needs to be loved equally.

Thai is always good, though.

I love green curry.

What is a little known fact about you?

My fiance and I are getting married in June.

Favorite food?

Spaghetti with garlic bread and salad.

Favorite childhood memory?

My favorite memory was from when I was 12, and my Little League team went up against the reigning champions. We beat them and won

the city championships.

How do you feel about being at Glencoe?

I am excited to be at and meet the students of Glencoe!

I love the culture of Glencoe and the school spirit at games; that is probably my favorite part.

New surroundings bring new adventures After studying abroad in Korea over the summer, senior Jessica McLaury shares her experience of jumping into a new culture

O

by JESSICA MCLAURY

n an afternoon in late March, I stood in a crowded Starbucks, my hands shaking, emotionally overwhelmed as I was granted a crucial first step to my career. The grueling six-month application process for NSLIY had concluded, and by some miracle, I was awarded a full scholarship to study in Korea for the summer.

I had known I wanted to study abroad in high school, but like so many students, I had not known how I could pay for it or where to start. I stumbled upon NSLIY by chance, which opened up my eyes to a world of exchange programs. There are so many opportunities for high school students to go abroad, and a wide array of scholarships that are also available.

Most exchange programs do not just throw you into your host country without preparing you first. Before we even departed the United States, my program had a thorough orientation to prepare us for the potential culture shock we would experience when we entered Korea. I should clarify now that I went to South Korea, not North Korea. If I had a dime for every time someone asked which one I went to, I would have enough money for subway fare in Seoul.

First Impressions Going on exchange most likely will require enduring long flights, but they actually provide a great time to befriend the other people on your program. By the time our 13-hour flight landed in Incheon, I had already bonded with friends on the program.

At the Youth Hostel, where we had more orientations, I struggled ordering coffee using Korean. Yet, there is nothing

more exhilarating (and sometimes frustrating) than trying to communicate in a real scenario for the first time.

Exchange is not all just fun and games.

We had intensive Korean class every weekday at Sookmyung Women’s University.

The first of many heavy downpours arrived our second day of school. The rain in Korea is not friendly rain like in Portland. Koreans constantly warned us not to get it on our skin if we could help it because it had chemicals in it from factories in China. As an Oregonian, I felt bad using an umbrella during light rain, but the risk of health problems reminded me it was necessary.

The weather was not always gloomy.

While hiking on one humid (but sunny) day, my friend and I got lost and ran into two friendly brothers who guided us and even showed us Korean hospitality by taking us out to eat afterwards.

Acclimating The weeks flew by and every day I could converse a little better with my host family; my hard work was paying off. We all had study groups with Korean college students. Most of the time we would just practice Korean at a coffee shop, but on some days we would go out to do cultural activities around the city. By the way, people who say Portland loves coffee have never seen the coffee scene in Seoul.

We took memorable photos wearing Hanbok (traditional Korean clothing) together, we even gave presentations to local high schoolers about what America was like, and they taught us about their country in return.

My supporter, Dohee Kim explained that “Supporters [taught] Korean games and you guys [taught] your games, so it felt like a real cultural exchange.”

Not only does an exchange help you get a broader understanding of the world, it also helps you get a deeper understanding of yourself and your own culture. Looking back, I never felt more connected to America than I did when I was in Seoul.

True Gangnam Style Gangnam was a great hangout spot, and as the song says, it really does have a certain style. The area is known for its wealth and fame. By chance, my friends and I met Jeremy Reeves, who was one of Bruno Mars’ producers. I had complimented his beard as he walked by on the street. He ended up buying us coffee, and during a

photo by JESSICA MCLAURY The Changing of the Guard is a traditional ceremony at Gwanghwamun, the gate to the palace which housed the King in the Jeoson Dynasty. long conversation, he even showed us an early version of the song 24K Magic to get some feedback.

Reeves described the fashion as “more forward than the U.S.” He mentioned that “[the] vibe was busy, but not like New York busy... everyone was still respectful and polite.” By the way, Korean fashion includes minimalist t-shirts with random and often grammatically incorrect phrases of English on them.

Accustomed to War Men in South Korea are required to do two years of military service, but even though soldiers can be seen everywhere, you would never guess that the country is still at war. I got the opportunity to visit the DMZ (Demilitarized Zone), which is about 40 minutes from Seoul and is the closest you can get to North Korea, (before accidentally starting a conflict).

We went to the Dora Observatory, which was a great spot to get views into North Korea itself, since it was perched at the top of a mountain. We also visited the Third Infiltration Tunnel, an underground tunnel dug by North Korean Soldiers into South Korea, which was an eerie reminder that the war is still a reality. The strict regulations we had to follow gave us a sense of how serious the conflict still is.

Opening up the World Going on exchange is one of the best things I ever have gotten to do. Although taking the leap to go abroad can be a hard decision, exchange is generally a positive experience. Do not just take my word for it.

I asked a few NSLIY participants for some insights about their experiences.

“Exchange will change the way you see the world and open so many doors for you through language, the connections you make, and through the experiences you gain,” Two-time NSLIY Korea participant Alex Litz articulated.

NSLIY alumna Paula Zhang also offered up some observations.

“I almost backed out of NSLIY because I was scared of going abroad on my own,” she explained, “but it’s an experience that three years later still impacts every aspect of my life, from my friends to my studies to my career…and has pushed me to continue making this world a better place.”

Do not be afraid to take the leap. Who knows what you will find, whom you will meet, or what you will discover about yourself. Just as Seoul will always have a special place in my heart, exchange can help anyone find their own special place in the world.

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CrimsonTimes

Friday March 24, 2017

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Understanding Diversity

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Minority students of Glencoe come together to discuss the discrimination they have felt. They share ideas for how people can work together for change

Gender: A sense of self

Gender diverse students comment on the journey they have taken to get where they are today being their true selves

by MIRANDA DAVIS

At 12 years old, Destery Epling discovered something online that changed his life.

He was looking at art online, and found one particular artist whose work resonated with him. The pieces were about being transgender and hating one’s own body.

Epling said he looked up a biography which described the artist as a transgender man. Epling had never heard this term before and began to research it online.

After finding out that a transgender person is someone whose sense of personal identity and gender does not correspond with their birth sex, he messaged the artist with questions about what this meant and how he knew. Epling said talking to this man gave him a huge epiphany.

Throughout his childhood, Epling felt different than other children. Now, he knew why-- it was because he is transgender.

“The artist was able to put words to the uncomfortable feeling I had, and he explained why I always gravitated toward guys, why I hated dresses, why I used to cut my hair with safety scissors under the table, and why I wasn’t upset when people would think I was a boy,” Epling said.

Epling, who is now a junior, explained that his gender was assigned female at birth, but he has a deep inherent sense of being a man. He also explained that this sense is not purely based off of what he likes and how that contributes to society’s gender roles, since he likes pink sometimes and is generally attracted to males. When he was younger he did not feel like a girl, even though he enjoyed “Powerpuff Girls” and Barbies.

“I’m just as male as the next guy. I’m just a self-made man,” Epling said.

Epling said he realized he was transgender right before middle school. However, he feels he would have recognized his identity earlier if he had been educated that it already existed.

Sophomore Zack Ford, a transgender male, said he feels Glencoe is generally a welcoming and supportive place for all of its students. However, he has received a few negative comments, but he does not let these comments bother him.

“If you’re not going to be my friend, then I don’t need to talk to you. You can go your way and I’ll go mine,” Ford said.

Senior Dominik Silicani is gender fluid.

“To me, being gender fluid is under the umbrella term of non-binary. Some days I feel more masculine, other days I feel more feminine, and other days I feel neither,” Silicani said.

Silicani goes by they/them pronouns and regrets gendering themself in the past.

“I used to go by she/her and he/him, but then I realized people were calling me ‘it’ behind my back, which is very offensive,” Silicani said.

How to be an ally

Students and teachers share ideas about how the student body can be inclusive toward minority goups

by NATY CREAGH

Photo by Grace Simantel Gender minority students face many struggles and conflicts of which other students are likely unaware.

Before attending Glencoe, Epling had a teacher who would intentionally misgender and bully him. At that point in his life, he said he did not know how to stand up for himself. However, he said he has never had a transphobic teacher at Glencoe, and the staff treats him with respect.

Epling said he faced more difficulties toward the beginning of his transition, and he received violence and name-calling for using the men’s restroom his freshman year at school. He said there is a gender neutral bathroom at Glencoe that he prefers to use.

However, there are transgender students too anxious to use it because it is in the teachers’ area.

Silicani said that you can change the gender you are registered under at school, but the problem is that there are only two options: male and female. Silicani hopes that in the future there will be a customizable or an ‘other’ option.

Epling, Ford and Silicani said that gender equality and issues are not talked about enough. Gender minority students said they believe much of the population are not close-minded or intolerant, but merely uneducated about the variety of genders and issues that are faced every day.

“There shouldn’t just be boys and girls.

There should be everybody,” Ford said.

Although gender identity and the LGBTQ+ community are taught in health class, Silicani said it could be covered better. They said that this would help provide a greater understanding so that all students can learn how to be more respectful.

Epling said it is also important to recognize that one’s gender identity does not

entirely embody who they are as a person.

Being transgender is a part of him, but it is not a defining trait, Epling said.

Epling, Ford and Silicani all expressed feelings of relief and satisfaction from coming out as gender minorities. Ford would like to say to people who have not come out as being LGTBQ+: do online research, find one trusted person to confide in, and then gradually tell more friends.

“It seems like a very big deal because it is. It impacts our lives, but it isn’t a do-ordie situation. Whatever you do with your life, do what makes you happy. At the end of your life, nothing is more important than being your authentic self, and if someone doesn’t like that then they aren’t someone you need.”

“At the end of the day, the person that matters most is you. You want to live your life standing up for yourself, not regretting not making yourself happy. If I had not gone through transition, if I had dismissed it and given up, I would be miserable right now,” Epling said.

Senior Gianni Richards noticed a striking difference from the moment he moved to Hillsboro from central Texas.

For the first time in his life he experienced openly-displayed racism.

Richards grew up in a diverse community in Texas where he felt accepted.

“We lived near the army base so we got everyone from everywhere there. It was a diverse place,” Richards said.

He lived in a community that was primarily black. Richards, who is bi-racial, identifies most as black because that is what he grew up around.

Richards said the move here has been difficult. In Hillsboro he no longer felt acceptance.

“It wasn’t the same because I could tell that there was hate from the moment I moved up here. Even dealing with kids up here, I’ve had racist remarks made toward me or about me,“ Richards said.

“I was going to a football camp, and I had a kid tell me that his dad was a slave owner and that he could own me as well.

I was just taken for a loop right there. It’s different being up here.”

“No one should have to feel that way [...] like someone who is hated or unwanted,” Richards said.

Because of these kinds of experiences, allies must step up and be a part of matters that concern race and sexual orientation/gender identity.

Community members expand on

what it means to be an ally. Ian Reynoso, a graphic design teacher, talks about what allies do in his life. “[An ally is] someone who can give support and encouragement. [They] help another group find comfort [...] and strength. People who have been allies in my life are my best friends, family members, teachers, [and] my coaches,” Ian Reynoso said.

Richards said it is important to be an ally because there are vast differences between contrasting communities and cultures.

“You need someone else from the outside standing up for your culture to help back it up,” Richards said.

Allies can show their support in different ways. Reynoso said that he, as an ally, helps students in whatever they do.

“If I’m going to be an ally to one (or a group) of my students, I’m going to show them that I care about them, that I love them, and that I support them,” Reynoso said.

Non minorities are less likely to be discriminated against for things that they cannot change, like the color of their skin or sexual orientation. Reynoso said he feels that the key to assistance begins with education.

“The biggest reason that [marginalized groups] are discriminated against is a lack of understanding,” Reynoso said An ally must be ready to learn about the group that they want to help. Understanding can come from reading articles, following organizations like the Na-

tional Association for the Advancement of Colored People (NAACP), and having conversations with minority groups about how they want to be treated.

“Of course, there is researching [what it means to be an ally],” Richards said. “Whatever you’re trying to be [an] ally to, you have to know their beliefs.

As well as those who oppose [them]. I guess to be an ally you generally have to know what’s going on and how the other side thinks and feels as well as the side you’re trying to support.”

Bob Bizjak, an English teacher, said the LGBTQ+ community is often misrepresented in American culture, media, and books.

The biggest reason that “[marginalized groups] are discriminated against is a lack of understanding, ”

“I think that anytime a civilian notices a misrepresentation or an exploitation of any member of any community, including race, they need to step in and give voice to the voiceless,” Bizjak said.

Bizjak advices teachers to be in the hallways during passing time to greet students. Interactions by teachers lets students feel supported.

“I think it’s also important for teachers take time out of their day to go find a

club t h a t they never thought that they would be apart of or to just let the kids know that they are there,” Bizjak said.

An ally can let minorities know that they want to help by being willing to take time and hear issues. Cynthia Harris, second Vice President of the Portland NAACP, weighs in on talking about race.

“Be authentic. Have a willingness, have time and be open minded. There aren’t a lot of people of color at Glencoe. [This school] needs to have more conversations about minority groups,” Harris said.

Harris said that people of color and the LGBTQ+ community should start and continue discussions more often, especially with each other.

“There is a difference between allies to people of color and to allies within the LGBT community,” Harris said.

Openly speaking about race and gender encompasses the crucial first step an ally must take.

Graphic by Jessica McLaury “As a culture, a lot of people tend to [stay in] their own bubble. And I think that’s the first step in providing ourselves, as allies, to those groups on campuses. Learning. Talking to kids, talking to people,” Reynoso said.

He described Woodland High School’s experience with a sit-in after racist comments were made online.

“Election stuff was going on…

[There] was a group of 300-400 students, out of class, sitting in the commons area. So the principal of the school looks at this situation and says, ‘We need to utilize this in a positive way,’” Reynoso said. “So the principal grabs a speaker and a microphone and says ‘Okay, who wants to talk,’ and kids start voicing their opinions. It was the most inspiring school day they’ve ever had.”

Reynoso dreams of a school that bridges the gaps.

“Having that support across ethnicities, cultures, that would be amazing to see how strong that would make our high school.”

Racial realities

Minority students share their experiences of being discriminated against because of their race

by AZARIA COOK Creating a safe and welcoming school environment is important. Although the staff puts forth its best effort, many students still suffer from bullying. Many of these students are students of color.

Senior Tiveoni Clarke, who is black, has experienced overt racism at school.

“One time last year, I was sitting at a table alone during lunch. A group of people came and sat down at the table I was at. There was one seat open next to me and their friend was like ‘I am not sitting next to the black kid’ so I just left.”

In addition Clarke also realizes how easy it is for a student of color to be attacked online.

Graphic by Johnnie Workman “It’s so easy to say something on social

media, hide behind it, and never be able to say it in person,” Clarke said.

Students of color also hear racist remarks directed at them in the community.

Senior Maria Jocobi experienced one instance recently while on her way to work.

“The other day this guy called me ‘a [explicit] Mexican idiot’ because I didn’t let him pass when I was turning into Sonic. [...] That made me completely uncomfortable just because people are so cruel. Especially a man who is like 60 years old saying it to a 17-year-old. I’m never excluded from people in my generation. I’ve never really experienced discrimination. I’ve always felt like I was included,” Jocobi said.

A race or ethnicity influences how that person views and understands the world.

Senior Chidube Egbo, who is black, said it has been helpful to him to see more

people of color represented in media.

“Media reflects as a mirror to how society views things… Seeing people that look like me or share similarities in the media makes me feel normal, like I have worth,” Egbo said.

Jocobi said she is proud who she is.

“I’m proud to be Mexican; everyone to me is the same. We may be different colors, but that shouldn’t make any difference on how we are treated. My mom always told me, treat others how you want to be treated,” Jocobi said.

Clarke would like to see all people treated with respect.

“Ever since I was little I’ve had the outlook to be open to anything. [...] Everyone is the same; we’re all people,” Clarke said.

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Friday, March 24, 2017

Two peas in a pod

Juniors Justina and Megan Tunnel

by JAYMI MAKIN Imagine sharing a glance with someone and knowing exactly what runs through their mind. This happens for some twins regularly, depending on their closeness to each other.

When seniors Sean and Hailey Harple were younger, classmates nicknamed them “the twins.” But as time went on, it took their peers longer to make that connection.

According to Hailey, a family joke among the Harples was an ongoing competition to be the better twin.

“Whoever had better grades was the better twin at the time; whoever did more chores was then the better twin,” Hailey Harple said.

Even with competition lurking, the two still spent time with each other.

“It’s kind of like having the same friend for a while.

Sometimes you get tired of them, but you always have them,” Hailey Harple said.

“It’s a consistent person that’s always there,” Sean Harple added.

Despite the competition and occasional arguments, the two still support each other in their activities.

Another set of twins, juniors Deepak and Karthik Vijay, work on supporting each other regularly.

CrimsonTimes

Juniors Deepak and Karthik Vijay

Seniors Sean and Hailey Harple In elementary and middle school there was less awareness of what each other was involved in. When entering high school the fraternal twins became more mindful of activities the other twin participates in. The more activities the two shared, the more support they were able to give to each other.

“I joined speech and debate because Karthik was in it [...] If we were in different grades, I probably wouldn’t have joined,” Deepak Vijay said.

The shared experience of speech and debate also allows for bonding time and a common interest, while the twins continue to lead separate lives.

Juniors Justina and Megan Tunnell’s case has a different dynamic.

When the Tunnells were infants they shared a crib and held hands as they slept. As they grew older, the Tunnells created a “twin language” made to communicate with each other, though it is one they cannot recall today.

The identical twins constantly spent time together when they were younger. Over time they grew to be different people living contrasting lives.

“We did that on purpose. We lead different lives so no one would say we are the same person, because we’re not,” Megan Tunnell said. “That’s probably the worst thing you can say to a twin. ‘You’re the same person.’”

Though the twins groaned at the thought of being called the same person, making eye contact allows the Tunnells to know what is on the other’s mind in that moment, pulling a giggle from both of them.

“It’s not challenging, but what I don’t like about [having a twin] is being compared,” Justina Tunnell said.

Justina and Megan Tunnell have distinct personalities, play diverse sports, and act different; Justina is more supervising, silly and plays softball. Megan Tunnell is more girly, serious and plays volleyball.

Although twin dynamics and relationships carry a certain uniqueness, the sets of twins have one thing in common: company is always present.

Are you surfing through school?

The constant access to social media and other capabilities our phones hold are producing a damaging effect on attention spans

by JOHNNIE WORKMAN Technology is a useful tool teenagers have at their disposal during their high school years. Thanks to these developments, students no longer need to search through mountains of books for specific information they can’t remember the name of for their assignments.

However, technology can be just as much a curse as it can be a blessing. Even the most dedicated students are distracted when CNN notifies them that Beyoncé is pregnant with twins, and the next thing

they know they are looking at Kim Kardashian’s baby pictures and wondering when the next season of “Sherlock” will come out.

By the time they realize they are not paying attention to math -- other than counting Beyoncé’s children -- the teacher has moved on to another equation for the test that determines their semester grade.

Sound familiar?

This is a common habit many students seem to fall into when using the Internet at school. They always have access to it; it is in their pockets, on the chromebooks, on the PC’s, Apple watches, and other distracting forms. This access can be beneficial for education and communication purposes; however, the negative effects are concerning.

Many students know that there is an Internet policy at Glencoe, but are unaware of the repercussions of disregarding or breaking that code.

Principal Claudia Ruf further explained what some results of abusing the privilege of Internet usage entail.

“If a student is using the Internet to bully or harass someone, then [the consequence] could be suspension [or] expulsion,” Ruf said.

“Students [...] are subject to strict laws and school regulations when using [computers]. Students risk losing full computer or Internet access if these regulations are violated,” the Student/Parent Handbook states.

One plague created by constant Internet access is distraction. There is always a funny video to watch, a new post to like, fresh music to listen to, an email to check, or friends to snapchat.

Senior Lindsay Couch said her phone can be distracting when she is studying or doing something else that requires her attention.

“When my phone alerts me I always check, but I don’t always respond. I try and turn off my phone so that I’m not struggling to listen. [Some] things can wait until after school,” Couch said.

The concept of “unplugging” is being discussed on media platforms for parents

who are concerned about their children’s attention span or ability to focus. The average teen is exposed to nine hours of Internet time a day.

Senior Madison Fike said she tries to separate herself from technology when she is doing homework.

“Something I like to do is tell myself that I can use my phone or computer after I get it done,” Fike said. “Or I ask myself, ‘Would future me appreciate past me being lazy?’”

Finding a place to focus solely on one project for class is crucial to completing the assignment completely. Some students like to listen to music while they work. Although this can help increase productivity and performance, music can also be distracting and can lead to use of other Internet sites.

Once the brain has been retrained, productivity will sky rocket and make finishing that APUSH assignment much more bearable.

Crimson Times Staff

Co-Editors-in-Chief: Lukas Hanson, Emily Smith Production Manager: Johnnie Workman Business Manager: Miranda Davis Illustrators: Jessica McLaury, Job Sena, Leah Venkatesan, Tara Martin Photographers: Ally Hedges, Grace Simantel Reporters: Anahil Alcaraz, Alex Bowman, Azaria Cook, Naty Creagh, Miranda Davis, Lukas Hanson, Jaymi Makin, Jessica McLaury, Sam Melvin, Emily Smith, Johnnie Workman Adviser: Juanita Reiter

CrimsonTimes

Friday, March 24, 2017

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Presidential paths to change

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To fulfill campaign promises and enact desired policies, presidents must make effective use of their executive powers

P

by LUKAS HANSON resident Trump ran his campaign as a political outsider with the promise of bringing significant change to the United States’ government. This has been a great source of hope, anxiety, and every emotion in between for the many Americans anticipating his planned policies.

Despite the significant public attention and discussion devoted to the Trump administration, no one knows for certain how successful his presidency will be. The many factors that determine the accomplishments of a president make it difficult to form predictions this early.

Historically, there are several key elements that influence the success of a president. If Trump is to deliver most of his campaign promises, it is likely he will need to forge a strong public image, build a good relationship with Congress, and make effective use of his executive powers.

Arguably one of the most important presidential assets is the “bully pulpit”, which refers to the position of constant public attention the president holds. Presidents often aim their speeches at persuading the public to support or take a certain action because they know Americans are listening.

People and Politics teacher Joe Rodrick argues it can have a variety of effects depending on how effectively the bully pulpit is used.

“This position makes people listen, which can be both a benefit and a curse.

All of his [triumphs] and mess-ups are noticed,” Rodrick said.

In regards to public image, Trump’s presidency has been off to a rough start.

Trump’s impromptu news conference this February was met with largely critical re-

ception, and CNN’s article “Gallup poll: Trump approval rating at new low” by David Wright claims that “just 40% of Americans approve of President Trump’s job as president so far.”

While the legitimacy of these assessments is open for debate, it is irrefutable that Trump has been a controversial president thus far. Should this trend continue, it could prove to be problematic—lost public support can translate to lost Congressional support, since constituents often impact their representatives’ beliefs.

The relationship a president shares with Congress is another crucial factor in determining their success. Currently, Republicans control both the White House and Capitol Hill, which has often described a ‘unified government’.

This perceived unity leads many to believe that the government will run smoother. This is not necessarily true, as members of the same party can have beliefs that significantly diverge.

AP United States Government teacher Brooke Mowry argues that a unified government does not make passing legislation significantly easier. “[Trump] may or may not be in line with Congress. The success or failure of [his presidency] is uncertain at this point in time. [It will be] easier for Republicans to pass legislation, but negotiation is still necessary.” Mowry said.

Most political scientists refer to the first 100 days of the president’s first term as the “honeymoon” period. It is during this time that the president will likely receive the most support from Congress and the public. This is because the interest and support Americans give their president wanes over time as presidential blunders and scandals arise. Forging a strong relationship with Congress could allow Trump to extend the length and productivity of this period, which is essential if he hopes to meet all of his campaign promises.

Lastly, Trump’s use of executive powers will significantly impact the efficiency of his presidency. The powers of the presidency, particularly the executive order, can be used to quickly implement policies.

When Congress is too slow to respond to a pressing issue, the president, historically,

Signs That You’re a

illustration by LEAH VENKATESAN has held the power to make decisions in response.

This power is not without restrictions. “[There are] limitations on executive orders. [They] have to fall under certain umbrellas. The emancipation proclamation was an executive order, but it needed to become a law in order to remain [in effect] after the Civil War ended,” said AP United States History teacher Patrick Ackerman.

If Trump uses these executive orders to their fullest potential, it is likely that he could deliver some of his campaign prom-

ises early in his presidency. His recent immigration ban, however, is an example of when this power oversteps what is perceived to be its boundaries.

Depending on how the Trump administration approaches both domestic and foreign issues in these first 100 days, the rest of his presidency could be a great success or failure. It is important that we, as Americans, pay attention to the presidency as these issues develop, as they will likely give us a glimpse into the coming years of his presidency.

A Strong Sense of School Spirit

lenconian

Unhealthy Addiction to Dutch

1 2 3 4 5 6 7 8

Refusal to accept the 8-period system and standing by A and B days

Sunglasses to protect your eyes from the blinding brightness of the Bathroon Stalls Backpack riddled with receipts from Plaid Pantry

Glencoe Gear Infographic by LEAH VENKATESAN

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Friday, March 24, 2017

WINTER SPORTS

CrimsonTimes

(Dance cont.)

Favorite moment: Going to thunderbird dance camp and team bonding where the girls wrote their fears on a piece of wood then learned how to break it with their hands.

Cheer Coach: Jessica Bascom Captains: Sarah Anderson, Tannah MacLean, Hailey Owens Seniors: Sarah Anderson, Samantha Midkiff, Arturo Ramirez Achievements: Getting 5th place at state was such an exciting moment, a lot of hard work payed off Traditions: Showcase before state- JV cheer at a varsity game Every time they place 1st the coach buys the whole team chicken nuggets. The week of state they go to dinner at red robin, then make a cheer bear

Color Guard

by GRACE SIMANTEL Eric Mckinstry dribbles past Jesuit at the last varsity home game ending with a close score of 65 to 71

Boys Basketball

Coach: Josh McInnis Captains: Karl McFadden and Justin Ochoa Seniors: Dakota Becker, Noah Maldonado, Karl McFadden, Eric Mckinstry, Connor Moran, Justin Ochoa, Jarrett Pinster, Kevin Vanoudenhaegen Tradition: The team meeting up in the center of the court after every home game... it’s where we start the game and talk at the end of it regarding how we play. Whether it be talking about our best game, the mistakes we’ve made, how to fix them, how we feel about the game, etc.

“I loved seeing the connection we all had for each other in the beginning all the way to the end! Throughout all my high school sports I’ve been a part of I’ve never had this close of a team,” Ochoa said.

Girls Basketball

Coach: Clint Vaile Captains: Abby Anderson and Jordyn Feinauer Seniors: Abby Anderson, Jordyn Feinauer, Emma Hawkins, Ayana Ramberg, Natalie Walters Achievenments: “Two really good games against Westview,” Traditions/events: a team dinner every Wednesday before the games- just the girls.

A “fun game”: the coach will ask one of the captains a question while they’re running; if she gets it right, they’re done, if she gets it wrong they run more.

Favorite part about coaching the girls: “The girls. Them. They have really good attitudes and they want to play more and they’re learning that they’ve got to earn their playing time. The girls are the best thing.”

Dance

Coach: Stephanie Harper Captains: Miranda Davis and Emily Smith Seniors: Ana Interian Achievements: I always tell them they’re “small and mighty, they’ve accomplished a lot. We’ve placed at every competition and ended 2nd in state.”

Traditions: We go to Red Robin after each competition but the coach -es only go if we win a trophy.

Coach: Amy DeGiovanni Captains: Shelby Mentzer and Emma Verney Seniors: Claire Murphy, Sarah Rief Traditions: The team has a tic tac before they perform which they call “suck mints.” The reason is not sucking when they perform.

Achievements: “Varsity continues to set the bar high and debuted with a drop less, near flawless run!” said Coach DeGiovanni.

Take away moment: The amount of growth the students have had so far!

Swim

Coach: Lynn Horihan Captains: Ian Dolbec, Christine Fachiol, Justin Mellott, Natalie Staihar Seniors: Justin Mellott, Natalie Staihar, Manny Loredo, Adam Sahfeld, Aaron Maldanado, Victoria Vasquez, Anna Pagel, Kira Bewersdorff, Stone Westergaard, Julian Chu Favorite Part: Watching the kids do better than they think they can. I love to see how much they grow from the beginning of the season to the end. Even when the kids think it is impossible to shorten their time, they still work hard and it pays off. I always see an improvement Traditions: We have a practice where the kids all jump into the pool with their clothes on. It sort of helps them realize why we need swimsuits, and it makes the swimming feel easier after they change.

Getting the kids up at 5 in the morning is always a task… At first when they have to jump in the

Skiing Captains: Ryker Bullis and Josh Gibbens Senior: Elleott Callies “We had a lot of fun races, and the bus rides and trainings on Thursdays are pretty laid back, I’m currently ranked 15th in the Metro League. Overall we had a great season, and we were able to represent Glencoe on the slopes.”

Wrestling Coach: Jason Harless Captains: AJ Lucas, Erik Munoz, Ian Stettler Seniors: Megan Craig, Jacob Heninger, Ronaldo Lara, Patrick McGrory, Erik Munoz, Catarino Rangel, Berenice Salinas, Ian Stettler Achievements: 7 district placers, 5 state qualifiers, 2 state placers Difficulties: Maintaining consistency in training and competition, facing inclement weather and canceled school days, was the greatest challenge for us this year.