April 2018 by Sage Hill School

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April 2018 Volume 18, Issue 7 lightningboltonline.com Sage Hill School 20402 Newport Coast Drive, Newport Coast, CA 92657

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Don’t Fear, Titan HST is Here! Mobile app Titan HST streamlines emergency protocol on campus

Lily Button The new mobile application, Titan HST, brings communication and safety at Sage to a new height. With the ability to send emergency alerts to students instantaneously, report suspicious behavior and request help from live responders, it is a leading app in the security field. With the increasing violence in schools across the nation, Titan HST provides a refreshing sense of security for many. “I think it’s really comforting to know that I have this app right at my fingertips at school in case there is a crisis or a scary situation,” sophomore Linda Hachim said. “I think the app is a really good idea for all of us to download because you can never be too prepared.” According to the Washington Post, “More than

187,000 students have been exposed to gun violence at school since Columbine [1999]”. The app takes necessary precautions to ensure the

One of its key factors is its ability to communicate with officials in real time. Students can mark themselves as safe or text for help. Emergency responders also

test with an interactive earthquake reaction simulation on Apr. 17. After a school-wide drill, students had the opportunity to partake in the “search and

AMANDA DUONG | The Bolt

THE ‘INJURED’ From left to right: Junior Lia Darmer feigns surprise at the rubber pencil “stuck” in her arm. Students feign a limp. Junior Stephen Ferry reacts to an artificial head wound.

well-being of the community. It also provides resources to educate responders about first aid and proper emergency protocol.

have access to the location of people in danger, which dramatically reduces reaction time. Sage put the app to the

rescue” portion, where they hid around campus disguised with fake injuries. “I supposedly had a sprained ankle… and I put

two chairs on top of my ankle as if that was the cause of my injury and the search and rescue team came, which was the teachers, and they helped me walk,” freshman Jamie Goldin said. “They carried me to the [practice field] where students were helped and treated for injuries.” Then, teachers took action by locating and saving them. The drill provided an opportunity for teachers to review their safety preparedness. “Whenever you see things on paper you can have an idea of how it’s going to go but then when you actually do it you feel like you’re prepared and have actually done it already,” Dominic Campeau, history teacher, said. Members of the community should review the emergency procedure and download Titan HST to stay informed and safe in case of an emergency on campus.

After 11 Years, Poff Departs Polina Mogilevsky When you think of Sage culture, one person always comes to mind who represents everything Sage stands for: Dean of School Life John Poffenberger, or “Poff.” Whether you loved Poff or feared him, one can’t deny that for 11 years, he was the epitome of Sage culture. His decision to leave was based solely on family, Poffenberger said. “My entire family is from Minnesota and we want our

Sage community bids goodbye to long-time leader

2 ½-year-old daughter to be ted to Sage and its constant closer to her family,” he said. improvement that his only Despite his scary reputation as a punisher, the Dean of School Life said he loves the students. – Donna Okamura “It’s always been about the students for me,” Poffenberger said. “They regret during his time here invigorate me to keep doing was “not being able to spend what I do… hopefully at my more time with the students, new school there will be simi- hanging out with them and lar students.” building those relationships,” The man was so commithe said.

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“ Editorial, 2

He makes people laugh, and I appreciate that.

From the food to the different clothing and dance performances, it’s all here. — Jamie Goldin

His upcoming departure has inspired a few students and teachers to come forward and share their sentiments. “My first impression [of Poffenberger] was that he had a great voice and presence,” said visual arts teacher Donn Okamura. “He makes people laugh… and I appreciate that.” Okamura described him as “funny, very good with

”

Mental Illness

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Multicultural Fair, 6/7

Inflated Grades Inflated Egos Inflated Futures

Doesn’t Make You Crazy Opinion, 10

kids, and strong.” Arlie Parker, English teacher, also shared a few parting words. “Thank you for your friendship and your leadership, Jon,” Parker said. “I will miss you.” Aside from faculty, students will also miss Poffenberger around campus. “[Mr. Poffenberger] seemed like a really nice guy, if not a little intimidating,” said sophomore Ian Grimm. I’m going to miss him because he [is] really cool.”

Opinion, 11

Backpage, 12

The Bolt April 2018 Sage Hill School

In four days, after months of stressful college applications and a painstaking wait for the equally dreaded and anticipated release of decisions, the entire Class of 2018 will be committed to colleges that will serve as their home for the next four years of their lives. While May 1 is ultimately the deadline for committing to colleges, the process of planning, procrastinating, worrying and maybe even shedding a few tears about what we probably consider the most important outcome of our young adult lives began a long time ago –– junior year for some, freshman year for others and for some of our dutiful parents, the day we were born. In this day and age, the college mania has dominated our priorities, consumed our mindsets and scraped away at our honesty both to ourselves and to our community. Students rush to participate in the latest resume-boosting extracurricular, sign up for as many sports as possible even if they hate working out, dub themselves Executive Chief President Monarch of their own clubs that meet once and never again or volunteer not out of the goodness of their hearts but because they heard colleges love community service. Even the most well-intentioned of us resort to grade grubbing or even cheating in order to receive any advantage and boost their GPA. We sign up for APs in subjects we hate and overload our schedules purely for the grade bump. Others spend hours after school for many months at (incredibly expensive) ACT or SAT prep classes, sacrificing valuable time to study in a room for these standardized tests that we are told determine our entire futures. Oftentimes, our parents –– those who are supposed to protect our well-being and legitimately care the most about us –– are the most well-intentioned and yet the most cruel. Parents push their Humanities-loving children to STEM

Editorial fields, or vice versa, to make them more well-rounded and attractive to colleges. Others will personally protest the administration when their child receives (gasp) an A-, or insist on editing every sentence of their child’s college application. From the moment their children

can speak, the most involved parents herd their toddlers into piano practice or their elementary schoolers to debate team –– in preparation for middle school, so that they can perform in high school, allowing them to get into college, from where they need to get a high-paying, respectable

job. It’s all for the plan. Of course, not every student and not every parent falls into these categories. There always are those peers who seem to have escaped the downward-spiraling culture of college stress, who go to class to learn, are passionate

about all that they do outside of school and maintain a healthy schedule. And of course, it is possible to be all those things and play the college game as well –– most of us settle for a compromise of some kind –– but oftentimes it is in exchange for our health or personal happiness.

Our pre-teen and teenage years are supposed to be our childhoods, a time before we have to grow up and worry about food and jobs and bills. It is supposed to be a time to explore what we love, find our passions, and to learn skills that we need for adulthood –– yes, learn, not just get As on tests. But as tempting as that sounds, parents and students alike feel obligated to push themselves to the limit, for fear of being rejected from the college of their choice. Everyone else is doing it, so we have no choice – it’s a vicious cycle. At some level, we are all responsible of contributing to this negatively charged culture that drives us to compete for more AP classes, seek more leadership positions and pour more money into ACT tutoring. To the most and least guilty of us: chill out. From the inside, it might seem like college decisions are the most important thing in the world. But ultimately, the students who love what they do and do what they love – not those who have optimized every single minute of their high school lives towards college admissions – will be a more balanced, passionate and happier member of the campus they do join after graduation, whether or not that school be Harvard (and seriously, if you got into Harvard, that’s amazing, and people need to stop bullying you about it –– but that’s a discussion for another time). To the Class of 2018: Congratulations! You did it. For better or for worse, your time at high school is up. We wish you the best of luck in the next step of your lives. To everyone else: See? Take a deep breath. It’s going to be OK. As one of the most iconic high school student personas ever created for film, Ferris Bueller, once said, “Life moves pretty fast. If you don’t stop around and look around once in awhile, you could miss it.”

THE BOLT

he Bolt, published seven times a year, is a student newspaper and serves the public forum at Sage Hill School. Its content - news, editorial, opinion, and feature - is protected by Education Code 48907, the state student rights law and the California Constitution which guarantees all citizens the right of freedom of speech and of the press. The Bolt accepts signed letters to the editor from members of the Sage Hill Community which may be posted as comments to our website, lightningboltonline.com, or addressed to editor-in-chief Hannah Woodworth and put in her mailbox on campus. These letters may not exceed 150 words or they will be edited for inclusion.

Editors-in-Chief Daniel Fishman (Online), Michelle Hung (Bolt), Niva Razin (Storm), Hannah Woodworth (Bolt) Editorial Board Jonathan Chance, Karli Davis, Amanda Duong, Genesis Gonzalez, Madison Harrison-Weiner, Sarah Kim, Jenny King, Trevor Klein, Isabella Mora Adviser Kelly Parker

Yuna Baek

Alexis Kelly

Halah Biviji

Valentina Lin

Lily Button

Sydney McCord

Ashwin Chona

Polina Mogilevsky

Miranda deBruyne

Rowan Oliphant

Jacob Gibbs

Cammi Phillips

Genesis Gonzalez

Haley Rosmann

Linda Hachim

Alicia Theoligides-Rodriguez

Lily Humphrey

News

The Bolt April 2018 Sage Hill School

A NEW LOOK FOR THE BOOKS A reinvention of the Johnson Family Library will enhance learning and collaboration

COURTESY OF LPA

RENOVATIONS A rendering of changes coming to the Johnson Family Library. Daniel Fishman In recent years, Sage Hill has taken on an annual, capital project, embodying our value of constant improvement. From the science center to the tennis courts to the pool, each project has brought a new, exciting element to campus. The latest development is to renovate the library. “We are going to be renovating the library starting between May and August and updating both levels,” Sally Bedoya, Archive and Library Assistant at Sage for 19 years, said. “We will be making some nice changes that will really enhance the space.” Next year the new library

will allow students the opportunity to study, learn, and work in a space designed by and for students. Students around campus are excited for the new renovations. “Though the current library is really nice,” junior Jordan Lopez said. “I am looking forward to the new structure that will have quiet space on the lower floor and more collaborative space on the upper floor.” One of the more popular spaces in the upper library is a glass room known as the “fish bowl,” which allows for collaborative work in a quiet, isolated environment. “I am looking forward to more fish bowls because I feel

like it will allow the space to be used more productively and efficiently by the students,” junior Chenghao Meng said. The reasons behind renovating the library are to create more space that students like and will enjoy using for study. As a result, student opinions were strongly taken into account when making planning decisions. “I am looking forward to the added fish bowls in the library,” freshman Brady Bunch said. And there will be many other additions to the library as well. “I am looking forward to the chess tables that will be added in the library,” sophomore Gordon McNeil, Jr said. Considering that the Sage

Hill student population is slowly increasing, it is important that all students have enough space to learn. “I am really excited to have a quieter working environment that is focused around each individual student,” junior Manu Nanda said. The new library will be student-centric, although there will be space for group work, along with quieter areas as well. Seniors are also excited about the renovations, though sad that they will not be able to take advantage of them. “The renovations seem really great, though it is disappointing that I will not be here when everything is completed,” said senior Vinod Sardesai. Still, the library’s renovation

is only a short ways away, and students are anxiously anticipating the new opportunities that will come with its redesign. “I am really excited to see the new spaces that they are creating,” said junior Ryan Simpson. “I like how much more open it is going to be. I’ve seen the plans, and it looks really cool.” The new library is almost here! It is popularly known that the current Sage Hill library is modeled after the University of Southern California’s library, though the Sage Hill community can proudly say that the new library is modeled after our own students and their needs inside and outside of the classroom.

PLANTING THE SEEDS OF CHANGE ‘We are going to clear out part of the coop and have fewer chickens and install large aquaculture tanks so we can have fishes and other things we are growing’

Miranda deBruyne

Throughout the past few months, the garden has undergone major changes and renovations as it becomes more student-friendly and versatile. These alterations, along with a series of other changes to the campus, will transform the appearance and functionality of these spaces for the 2018-19 school year, as well as years to come. Dr. Todd Haney, science teacher and the driving force behind the recent renovations, described the current garden as not being functional for “gathering for advisory, the PTA or an evening party in the garden.” “There is not much utility to the space and nobody comes up here because there is no real ability to set up your laptop and relax and there is no wireless so you can’t get reception and check your assignments,” Haney said. He described the changes made in the last few months,

explaining that “the ground has been leveled and we installed decomposed granite. We’ve arranged the planters to form a walkway in between and we are looking into putting an arbor in to provide shade for tables and glass boards like those we have behind the Humanities building for outdoor teaching or study spaces.” The goal of these renovations is to make a better atmosphere in the garden for students who need a quiet place to study, as well as a place versatile and functional for a variety of science classes. “They key drive is to make many improvements to the garden so it is nicer and a more usable space for many groups, but particularly students,” Haney said. One of these major changes is a series of aquaculture tanks to be utilized in the science curriculum. “Some of [the tanks] might

be used for environmental science purposes, for labs or for marine science. The idea is to have replicate tanks so that we can use different treatments and have a control and experimental groups,” Haney said. Adding to this idea of increased functionality, Haney explained that he wants to have “a glass board for teaching with more hydroponics, so [teachers] can take a whole class outside for a period.” These hydroponics are one example of the changes coming to the garden. “We are going to put in hydroponics wall with panels made by a former Sage Hill student to cover the wall [of the chicken coop]. The water is entirely recirculated and the plants are grown without soil,” Haney said. The changes being made to the garden will alter the atmosphere of the science building, adding new places to study, teach and perform experiments.

CAMMI PHILLIPS | The Bolt

FRESH SEEDS The garden will soon hold more plants as well as an aquaculture tank.

The Bolt April 2018 Sage Hill School

Student Life Finding Our Passions

Career Day speakers share their stories

Yuna Baek

AMANDA DUONG | The Bolt

#ENOUGH Seniors Sarah Saborian, Henry Lavacude-Cola, Natalie Eaton and Taylor Magliarditi chant “No more silence! End gun violence!” during the student walkout for gun control.

Walk Out for Gun Control

Jacob Gibbs

While the 17 deaths that came out of the Parkland shooting were tragic and troubling, it was the aftermath that sparked both controversies and shed light on the issue of gun control. On Mar. 15, members of the Sage community, along with many other schools and universities, walked out of their classes or campuses to demand more gun control. While much of the student body participated, there were some students who chose not to participate. “While I have nothing against the idea of gun control, I am a little unsure about walking out of class when I do not yet know what I am standing up for

or against,” sophomore Justin Lin said. Teachers and students alike paid their respects for the 17 casualties in a commemorating moment of silence. Afterward, students chose to use their voices for a cause they believe in. Other students chose to stand in solidarity like junior Lia Darmer, who chose to decorate a poster demanding stricter gun laws nationwide. Darmer is the co-founder of the Progressive Direct Action Club at Sage and encouraged students to sign a petition calling for the administration to bring the flag at half mass every Wednesday in order to remember the tragedy of the Stoneman Douglas High School massacre.

Students honor 17 dead at Parkland Other students chose to stand with the movement, including sophomore Natalie Rosenberg. “It was so inspiring for me to take part in an event that friends of mine across the country were taking place in too in order to create change in our country at such a young age, as our current political leaders are illustrating the lack of ability to do so,” Rosenberg said. While the purpose of the student walkout was to remember the lives lost on Feb. 14, 2018, in Parkland, Florida, students nationwide believe that while they are unable to vote, their votes do matter and keeping involved in politics will prepare them for the future of this country.

Sage Hill held its annual Career Day event on Mar. 14, where students got the opportunity to listen to speakers with various careers. There were 16 guest speakers with one keynote speaker who came to discuss their career paths as well as ways to become a successful individual. Unlike past years at Sage Hill, there were tables set up after the sessions in order for both students and speakers to communicate more with each other. Given this special chance, many students engaged in conversations with the speakers to learn more about their true passion. “I went to the Orthopedic Surgeon’s and Lawyering Skills [session] and I learned that choosing the right passion you love is very [important]. When I grow up, I want to be an ER doctor for emergency medicine,” sophomore Shreya Chitoori said. “I went to the Clinical Psychiatrist’s and Walt Disney Company [session]. I learned that having social connections is very important and helpful throughout our career journeys,” sophomore Elizabeth Chen said. Stuart Palley, a Career Day speaker and Sage Hill ‘07 alumnus, is an environmental and commercial photographer whose works have been published in National Geographic, Los Angeles Times, Time Magazine and many more. “Growing up in SoCal, I’ve seen a lot of fires. I usually go alone to take photos, but I think

taking photos with others can [encourage one another] to bounce off ideas for each other,” Palley said. Jason “JP” Paul is a Film Editor who works in the film industry and has been involved in the making of a short film/documentary titled Dream Big. “Our recent film Dream Big, which is about engineering marvels, shows emotional stories people can engage in and use solutions to [solve] big problems. Especially seeing everything come together, ideas clicked,” Paul said. Trilby Robinson Dorn, an associate dean and professor of lawyering skills, practiced law for 14 years and has served in many committees. “My passion regards women’s rights and issues [and] I enjoy helping people solve problems as different days have different issues,” Dorn said. Students will continue to find their passion after having learned about possible career paths from this event.

Success for Symposium

The third annual Multicultural Symposium brings diversity and discussion to campus

Jacob Gibbs

The third annual Multicultural Symposium on Apr. 11 brought an increased awareness about a wide range of social issues to the Sage Hill community. “I think that the purpose of having a Multicultural Symposium is getting people more fa-

miliar with issues that they might not be aware of and sparking interest for new topics,” junior Lauren Langdale, a member of the Multicultural Symposium service learning group, said. A keynote speech from Felicia Perez, the Innovation Director at the Center for Story-Based Strategy, kicked off the

event. Perez spoke on her own experiences with discrimination and the importance of equity. “Felicia Perez was a pleasure to have as our keynote in our master class, and she taught us a lot about how she applies story-based strategy in her community,” Langdale said. The symposium also offered

AMANDA DUONG | The Bolt

MIS-RAPRESENTATION Students are seated while learning the fascinating history of rap culture.

break-out sessions led by faculty members, students and guest speakers in order to give students an opportunity to learn about a more specific interest. “After working on the event for several months, it was really awesome to see students, faculty and outside speakers get involved either through presenting or attending different sessions on campus,” senior Anuli Ononye, Multicultural Symposium co-chair said. “I have always really loved leading the Feminist 101 session with Mrs. Alvarez, so it was awesome to participate in those discussions during my senior year.” Now in its third year, the Multicultural Symposium has become a staple on the Sage Hill calendar, and the student and staff volunteers who orchestrate the event are continually finding new ways to appeal to everyone on campus. “This year was a big step

for us because it was the first time that Symposium was a mandatory event for students and faculty. We hope to take into account the changes from last year to make it an even more positive event for next year,” Ononye said. Although most students didn’t see the hours of behindthe-scenes work that went into the Symposium, they certainly saw the payoff. “In general, I have heard pretty positive feedback,” Ononye said. “I know in particular, at the end of the event a student came up to me to tell me how much the session that they had attended meant to them, and it felt awesome to know that the work our team put in this year was appreciated.” Overall, this year’s Multicultural Symposium successfully opened students’ eyes to new perspectives on current issues.

Arts

The Bolt April 2018 Sage Hill School

Getting Their One-Acts Together

‘My favorite part of the process was watching them create and own their vision as directors’ Isabella Mora The world of acting at Sage is wide enough to welcome all interpreters who want to enjoy unique and original projects, especially if fellow peers create the content. A group of 17 theater department students performed a series of one-act plays collectively called the One Acts Festival on April 12 and 13. Initial planning for this event began in the Fall semester as Mary Kildare (Robinson), theater instructor, prepared Theater Ensemble students with a full unit of directing and casting, and Tannis Hanson, Jason Dino and Rob Wolter provided production and technical support throughout the process. In addition to the casting process, the theater department offered a playwriting master-class to help prospective students develop original work for their individual directing roles. The only guideline requirement for writing the plays was that they be relevant to the community. “I watched them create and own their vision as

directors, work together and with their cast and finally see their work culminate in an audience’s experience of all their incredible work,” Kiildare said. “This year’s Theater Ensemble is an absolutely incredible group of students who all directed or assistant directed and I am in awe and so grateful for their dedication and commitment to our Theater Program.” The festival was incorporated into this year’s theater curriculum and culminated in its final presentation open to the student body in the Black Box. Each of the eight One Acts plays were independently scripted and directed by the following mix of juniors and seniors: Iman Amini, Dylan Dickerson, Taylor Garcia, Capri Campeau, Maddy Green, Juliana Brandt, Jenny King, Peyton Webb, Nicolas Collins, Catherine Kiani and Ryan Spataro. The plays were independent of each other, each with a unique and independent theme. “It’s different every year, and we have had years when they are connected. This year, it was

JENNY KING | The Bolt

SURE THING Ashley Sarkisian and Luca White-Matthews talk in a coffee shop. the design and vision of the directors from the Theater Ensemble class,” Kildare said. The play topics were proposed, read aloud to the class and all students collaborated on editing the original work through a workshop process. “The piece I directed with Maddie Green is called Sure Thing. It’s about two people at a coffee shop who can never get the conversation correct. We actually didn’t write this scene. Some of our classmates wrote but about half found them elsewhere, and we worked with Capri and found this One Act,” Juliana Brandt, student director, said.

The students also had the opportunity to find themselves on the opposite end of the acting process through the plays. “I’ve always been an actor and never had the chance to step into the shoes of a director, so I loved seeing the directions I had given start to be implemented,” Peyton Webb, student director, said. The plays are meant to captivate the student body’s attention and bring people together through shared social experiences that are relevant to everyone on campus. Watching students create original content for this purpose can also be very rewarding.

“My favorite part of the process was watching them create and own their vision as directors, work together and with their cast and finally see their work culminate in an audience’s experience of all their incredible work,” Kildare said. Through several theater opportunities such as this one, students are able to contribute to their community by creating content and stepping up as leaders. The theater department has yet another project left to present this year, so the student body can enjoy one more performance–the Theater Ensemble Show on May 18.

GEMfest: Teaching Girls to Sparkle A Day of Conversation and Celebration for Middle School Girls

COURTESY OF KARLI DAVIS

FEMALES OF THE FUTURE The GEM team prepares for their upcoming event on Saturday, April 28. Hannah Woodworth

On Saturday, April 28, the Girls Empowerment Movement (GEM) Service Learning group will be holding Sage Hill’s firstannual GEMfest – a day of conversation and celebration for middle school girls.

GEMfest is targeted for girls ages 11-14 and meant to connect like-minded people who believe in the future of women. “During middle school, I feel like girls are really vulnerable, getting different messages about how they should act, what they should

do and what they should wear,” GEM member and junior Eliza Feffer said. “That is why we specifically chose that the event should be for girls ages 11-14.” The first keynote speaker at the event is Wende Zomnir, Urban Decay’s co-founder and chief creative officer. Since her teenage years, Zomnir believed that makeup is about self-expression. With a break-the-rules mentality, Urban Decay fosters an environment for all people – regardless of age, race, or gender – to express themselves, helping to revolutionize the face of the beauty industry. “[Zomnir] is a personal inspiration of mine because she found this new pocket in the beauty industry that hadn’t been done before and made it her own,” Feffer said. “She has made makeup about expressing who you are

instead of covering up your flaws.” The second keynote speaker is professional surfer Courtney Conlogue. A Sage Hill alumna, Conlogue has been ranked No. 2 in the world twice by the World Surf League. In 2016, Conlogue was listed as a top role model for girls and young women in the Orange County Register’s Most Influential List. In addition to the keynote sessions, attending girls can go to workshops covering public speaking, body image, coding or tools for success. Each workshop is meant to prepare girls for their future, giving them the skills to be confident and ready to take on high school. Additional mentors at GEMfest include Danika Brysha and Camille May, founders of Model Meals; Twila True, founder of Polished Perfect; and social

media influencer Alexa Losey. In an effort to encourage girls to pursue a career in science, technology, engineering or mathematics, GEMfest will host a female STEM panel, consisting of engineers, geologists, doctors and coders. The panel will include Dr. Natasha Stavros, a system engineer at the California Institute of Technology; Leslie Werbin, geologist and culinologist at Culinex in Seattle; anesthesiologist Dr. Bow Barris; and Annesha Prakash, coder and social chair for the Society of Women Engineers. “I can’t wait for GEMfest because it’s such an amazing opportunity for girls to not only have fun and meet new people,” Feffer said, “but to be provided with new perspectives, skills, and insights from the inspiring speakers and mentors.”

Comm

The Bolt April 2018 Sage Hill School

Around the World

The annual Multicultural Fair gives students the c

Alicia Theologides Rodriguez | The Bolt READY TO PERFORM Sage Hill had the pleasure of hosting performers outside of our campus, including Latin dancers.

“It was a wonderful time. I loved getting to see all of my friends and my family come out here and watch me play music.” -Senior Nick Bost

Alicia Theologides Rodriguez | The Bolt ON THE RUNWAY Freshman Emily Xu walks in the Chinese fashion show.

Valentina Lin | The Bolt Valentina Lin | The Bolt ISRAELI FARE Students get OPEN FOR BUSINESS a taste of Israeli culture at this Shout out to the parents who beautifully decorated booth. set up these beautiful tables at the fair’s bazaar.

Rick Davitt

FRENCH FOOD FOR SALE Senior Mia Lehavi serves up some delicious crepes at this year’s acclaimed French food booth.

“It’s the reaction of the crowd to the performances. It’s such a family friendly atmosphere to have babies through grandparents here enjoying it.” -John Poffenberger, Dean of School Life

munity

The Bolt April 2018 Sage Hill School

d in an Afternoon

chance to showcase and sample global cultures.

Alicia Theologides Rodriguez | The Bolt DANCING INTO DIVERSITY Latin dancers put on a captivating show, showcasing a unique style of dance.

Alicia Theologides Rodriguez | The Bolt FASHION ON DISPLAY Freshman Lauren Avenatti represents India in this year’s multicultural fashion show with a dark red choli.

“It’s such an amazing experience because you get to see so many different cultures...from the food to the different clothing and dance performances, it’s all here. You get to see so many different aspects of different cultures and experience it.” -Freshman Jamie Goldin

Alicia Theologides Rodriguez | The Bolt CROWD PLEASER Junior Darius ShayanSmith shimmies for the crowd at the multicultural fashion show at the fair this year.

Alicia Theologides Rodriguez | The Bolt CULTURAL CLOTHES In this year’s multicultural fashion show, freshman Alex Paek represents South Korea. He was one of many students to walk in the fashion show,

Sports

The Bolt April 2018 Sage Hill School

Set for Season Karli Davis –– boys’ volleyball The boys’ varsity volleyball team has had a very successful season winning a majority of their games. “The season has been going very well,” sophomore Captain Amin Sajjadian said.

ALICIA THEOLOGIDES RODRIGUEZ | The Bolt PRACTICE MAKES PERFECT Team members face off against each other during a heated practice.

“Our best game was against Pacifica when we beat them in five sets. Although we won that game, we are still working on our consistency. We want to be a strong team regardless of the opposing team.” The team lost to Crean Lutheran 3-1 at Crean’s home court, but they play them again on April 24 in the Ube. They unfortunately lost both their games to St. Margarets, their biggest rival. “I am most looking forward to playing Crean Lutheran again and beating them next time.” Sajjadian said. “We definitely have an advantage this time having the home court and we need all the support we can get.”

Sorry...

We’ve Gotta Run

Sydney McCord –– track and field The boys’ and girls’ track and field teams are made up of a majority of underclassmen this year, as the only senior on the team is distance runner Brooklyn Button. Button, also a team captain, scores a large portion of points for the girls’ team and recently broke the existing Sage Hill record for the 3,200-meter run with a time of 11:26.95. The boys’ team is mainly led by junior distance runners Kylen Patel and Luke Nataupsky and junior sprinter Greg Suhr, all of

Causing a Racket!

LINDA HACHIM | The Bolt DOUBLE TROUBLE Sophomore Matthew Strok serves as junior Manu Nanda gets ready to volley.

tennis.” Though the regular season is not quite finished, several players are preparing to compete in individual play during CIF playoffs and other high-level tournaments. “I’m looking forward to the

LINDA HACHIM | The Bolt READY TO ROLL Junior Emin Torlic gets ready to spin a forehand down the line.

Ojai tournament, where me and other top Sage Hill players will play an individual CIF tournament,” junior Emin Torlic said. “Not only that, but the actual CIF tournament where my teammates and I will be challenged to greater division one teams.”

Sydney McCord –– swim

The boys’ varsity lacrosse has had a great start to their season winning their very first league game 11-10 against Crean Lutheran. They have been enjoying their season and bonding together as a team with the addition of lots of new freshman. “The best moment of the season so far has to be at the beginning of the season when we had a really great overtime win versus one of our greatest rivals, Crean Lutheran,” junior Ryan Simpson said. “This was by far the closest and most exciting lacrosse game I’ve ever been a part of.” The team has been pretty consistent throughout the

The boys’ and girls’ varsity swim teams are both having stellar seasons in league this year, winning the majority of their meets and taking advantage of

The boys’ baseball team is primarily made up of under-

The girls’ varsity lacrosse came out strong this season winning 15-7 against Segerstrom High School for their first game With new head coach Michael Finley, and lots of new freshman, this win was a unifying moment for the team and they knew this would be an unforgettable season. “Our season so far has been great!” junior Hannah Herin said. “We have a lot of new players this year but our coaches have been working really hard to help them and they all have picked up the game so well.”

Swim Makes a Splash

Karli Davis –– boys’ lacrosse

Sydney McCord –– baseball

League matchups. However, the team is looking to improve both together and individually. “I think the season is going really well so far,” freshman Grace Robinson-Dorn said. “It’s fun to see how many freshmen joined track this year and are getting in shape.”

Karli Davis - girls’ lacrosse

LAX to the MAX

Don’t Count Baseball Out

whom are co-captains. “Our team is pretty young this year,” Nataupsky said. “But we have some really great runners on both the boys’ and girls’ side that work really hard.” In the team meets thus far, the girls’ and boys’ teams have both placed 5th in the Academy

No Re-LAX-ing This Season

Sydney McCord –– boys’ tennis The boys’ varsity tennis team is performing well its first year in division one, with a record 5-1 in Academy League. The team is led by its only senior, Ian Huang, 10 juniors and head coach Zoran Korac. The toughest match of the season against Crean Lutheran was an upsetting 7-11 loss, where the boys fought their hardest but couldn’t manage to get a win. “It was just a perfect storm of events that made it tough to win” junior Alex Christiano said. “But overall we are having a lot of fun and playing some great

ROWAN OLIPHANT | The Bolt READY TO RUN Team captains lead the track and field teams in a stretch before a practice run.

DAVE SEIGMUND| The Bolt KEEP AWAY Attacker runs down the field cradling the ball swiftly.

season, controlling most of their games and always being the more dominant team. “The season has been pretty good,” junior Michael Sherlock said. “We’ve been playing well as a team and all of our losses we should’ve won.” Both Sherlock and Simpson are most looking forwarwd to seeing their teams improve and looking back at the progress they made throughout the season. classmen this year, with 12 of its members being freshmen or sophomores. Nonetheless, the team is still performing well with a current record of 7-4. In the beginning of the season, the team suffered an un-

DAVE SEIGMUND | The Bolt PLAY BALL Hitter strikes the ball before taking off to first base.

the new pool facilities finished in 2017. On the girls’ side, freshmen Sophia Schreiber, Sydney Rosmann and Sarah Fischer, along with sophomore Nicole Harvey broke the existing Sage Hill

AMANDA DUONG | The Bolt SPLASH! Sophomore Nicole Harvey starts her race with a strong push off the starting block and streamline against Crean Lutheran High School.

fortunate 3-1 loss against Irvine’s University High School during the Newport Elks Tournament Orange County Division. The boys were quick to bounce back, however, defeating Academy League opponent Oxford Academy, 3-2, only a few weeks later. Although, winning games is a huge priority for the boys’ baseball team, the team prides itself on being supportive of each other and having great team camaraderie. “My favorite part about baseball is team bonding and the overall team experience,” freshman Alvaro Corona said. “My favorite experience has been sharing team stories with Trevor Klein and Drake Mossman,” freshman Bryson Smalls said.

Putt-ing in the Work

CAMMI PHILLIPS | The Bolt SPIKE THAT THING Freshman Ben Romeo sets the golf ball on the tee and prepares to hit a long shot.

Sydney McCord –– boys’ golf The boys’ varsity golf team headed by coach Bruce Loman is performing well in Academy

JENNY KING | The Bolt PRACTICE MAKES PERFECT Attacker runs the ball down the field during a practice.

Though the season is not done yet, the girls are most looking forward to more team bonding and the last few games of the season together. “I am really looking forward to our last few games,” senior captain Ellie Kline said. “I am excited to see the progression of where we started to where we will finish.” record for the 400-meter freestyle relay during a home meet against Webb High School. “I was really honored to be able to set records for my school,” Rosmann said. “It was especially amazing to crush the 400 freestyle relay with my teammates, because we all worked so hard and it was really special to share that moment with them.” The boys’ team is looking to defend their two time Academy League champion title, while being led primarily by juniors and seniors who pride themselves on team camaraderie and spirit. “I am really thankful and happy for my team’s support, and it shows our great team spirit,” junior Jason Schreiber said. “I also look forward to continue seeing our team swim fast, have big time drops, and win races.” League thus far, with an undefeated record. Co-captains, junior Zack Rackauckas and senior Brandon Tse have been an integral part of their team success. “By nature, golf is a very individual sport,” Tse said. “However, my favorite part about Sage golf is the fact that this individual sport has been able to become a team sport.” The team plays their home matches at Strawberry Farms Golf Course in Irvine, where they have yet to defeated. “We have a really good team this year,” Rackauckas said. “I’m looking forward to CIF and seeing how we compare to the rest of our area and hopefully our state.”

The Bolt April 2018 Sage Hill School

Student Life Less Skits, More Spirit

Traditional Grade Level Performances are Swapped for Class Competitions Karli Davis The spring pep rally, also known as Accepted Students Day, was organized a bit different this year as it was voted on by Student Council to not include skits in the program. Instead, the students took part in a series of class games and competitions and the grade winner was determined by how many games they won and how much spirit they had. “Student Council chose to go back the the roots of pep rally and keep it focused on games, grade participation, spirit and decorations,” senior Ashton Carroll, Vice President, said. “The spring pep rally is a much shorter block of time, so by eliminating the grade level skits, we were able to make the rally more competitive and exciting within the time frame.” The pep rally itself got off to a slow start after an incident occured in the gym and everyone was moved to Town Square, a spot where pep rally is rarely held. Everyone was able to move outside fast and efficiently, and it did not take away any time from rally itself.

“I think this past pep rally had a lot more spirit than the first one because of the incoming freshman,” freshman Lexi Van den Bosch said. “We wanted to show them our school spirit and the excitement of Sage.” Some were originally opposed to the idea of not having skits at this pep rally and thought it would take away from the purpose of pep rally. Junior co-chairs Charlotte Cohen and Darius Shayansmith really enjoyed doing the skits for the first pep rally and they felt it really brought the junior grade together, they said. “Having the juniors win the first pep rally was a super fun experience,” Cohen said. “So when we all decided to make the change to have an all games pep rally, it was definitely an adjustment, but I am so happy with how it turned out. People were calling for the change, and I’m proud of our efforts to create the new and exciting format! On the day of the event, Student Council acted as a team to provide the most fun and memorable pep rally we could, and I hope the accepted students had a great time as well.”

STUDENT BOX Luca White-Matthews Ashwin Chona When Luca White-Matthews first started debate in seventh grade, he did it at the request of his science teacher, not expecting much out of it. Now as a junior at Sage Hill, White-Matthews is ranked seventh in Canada and in the top 16 in the United States for debate. The collection of knowledge and success that White-Matthews acquired in debate inspired him to start his own debate company, Virtuoso Debate, to give debaters life skills and an opportunity to embark on the intellectual journey of debate. “There are big schools like Harvard-Westlake that have debate coaches that are paid to be there, but there are students interested in debate at other schools that don’t even have debate programs; I started this company to give those kids an opportunity,” White-Matthews said. White-Matthews uses Skype and FaceTime to connect with students across the country and in Canada to give these kids an opportunity to succeed in debate and fall in love with it as he did; he strives to be the debate coach that these students never had. “I am looking into hosting debate camps in this area in conjunction with other debate companies and schools,” White-Matthews said. “It is very impactful because when you have many debaters in an area you are able to do more and impact more.”

White-Matthews currently works with one or two debaters at a time, but through his camp, he strives to give access to more people. For White-Matthews, debate is more than winning or losing, it is about curiosity and exploration because that is when the debater learns the most. “Although I made it to Nationals in Canada and placed seventh in grade eight and am one of two to win Provincials twice, one of my greatest achievements was leading the brand new Sage World School team to victory over Team Mexico and having 17 debaters from Sage Hill in the top 50 state World School rankings,” White-Matthews said. For White-Matthews, debate is bigger than success in a tournament; it is about allowing other kids to take part in debate because it provides immense value for people. With his company and his Sage Hill team, White-Matthews focuses on the bigger picture of being a more knowledgeable person that winning a debate. When White-Matthews’ career as a debater took off, he not only used it to advance himself but to bring other debaters with him and give them an opportunity to be successful. On the side, White-Matthews also writes feature articles on E-Sports on LinkedIn to show that E-Sports is bigger than playing games for money, but a full fledgling industry with many opportunities.

Everyone seemed to enjoy the change in the pep rally, and thought the day was a success. “I liked the change in pep rally,” Tyler Wong, Activities Coordinator, said. “Speaking from personal

experience, the skits could be very grueling to organize and would only elicit minimal enthusiasm. We felt that the spontaneity and ‘hype’ from inter-class games fostered more spirit, and ultimately felt that increasing

the quantity of such activities would bring more of communal vigor. I feel that this most recent pep rally was rather successful on this front.”

Alicia Theologides Rodriguez | The Bolt

POSTER TIME! Sophomore Peyton Carroll hangs a class poster at the 2018 spring pep rally.

Robotics Reboots for Next Year Robotics Team Suffers an Unfortunate Loss at UCI Halah Biviji After six weeks of hardwork designing, programming and building their robot, the Lightning Robotics team competed in the FIRST Robotics Competition on March 21-24 at UC Irvine. Named Vivo, out of homage to their previous faculty advisor, Dr. Chris Vivo, the robot was designed to deploy ramps that would allow it to lift other robots off the ground. Unfortunately, however, the robot did not accomplish what the team had hoped it would do. “Our lifting mechanism did not deploy properly,” Eric Frankel, club president, said. “We were constantly making modifications, so that they deployed properly, but once they finally did deploy, the ramps were too steep for other robots to actually drive onto them.” Despite the problems with the robot, the team still managed to place somewhere in the top half out of

the 52 teams that competed. However, the team is still disappointed because they had to rely on their alliances with other schools to win matches. “We really only placed that high because of our teammates, who carried us in every match, so overall, I am not really satisfied with what we did,” electrical lead Richard Horn said. The Robotics Team attribute their disappointing performance to not being able to accomplish their over-ambitious goals because of their relative lack of resources and members. “In comparison to other teams, we don’t have as much money, and we don’t have as much manpower, so it is difficult to get things done,” Horn said. “Usually, it was three guys sitting in a room for hours after school, where most of the teams have upwards of 10 to 20 members working on the robot.” Even though the Robotics Team left the tournament

disappointed with their performance, they were still able to learn a lot and have fun. “I am really proud of the team dynamic during the competition because while we were struggling a lot in terms of our performance in the matches, the team still maintained a positive attitude,” Frankel said. “We worked together to improve the robot, and eventually in the last match, we were able to get it to work.” While the team is done with competition for the year, they still have a busy couple of months ahead of them. “We hope to train people so they know what to do for the next season, and we are hoping to recruit some people next year,” Horn said. Moving forward for competitions next year, the robotics team learned a lot that they hope to apply. “Next year, we will pick something much simpler that (we) know we can accomplish in the six weeks,” Horn said.

PEYTON CARROLL | The Bolt

COMPETITION AT UCI Seniors Miles Wilson and Eric Frankel collaborate with the Robotics Team.

The Bolt April 2018 Sage Hill School

Opinion

MENTAL ILLNESS DOESN’T MAKE YOU CRAZY

What it’s like to have anxiety, from an insider’s perspective I have anxiety. You, too, may have anxiety, moments of depression or other feelings that at times make you feel unable to function at your best. This doesn’t make you crazy, an outcast or even a liability. However, mental health disorders are something that continues to be misunderstood as a burden in our society. Just like a sprained ankle or a broken femur, mental and psychological disorders prevail in otherwise healthy people. While you would never consider running a marathon on a broken leg, our community still sends a message that the symptoms of mental illness should just be ignored and that we should suck it up. Our society has yet to fully grasp the importance of physiological and mental health. Much like the healthcare services offered from a physical injury, the community has an obligation to provide more mental health services in the workplace and in schools. Society has at times viewed serve illnesses as a punishable offense and mild psychological problems as

a character disorder, without understanding that both might simply represent a moderate mental illness! Even today, there is only one inpatient mental health unit for adolescents in Orange County, which is opening in April of this year at the Children’s Hospital of Orange County. With celebrities like Mariah Carey speaking out about her struggles with bipolar disorder, also known as manic depression, there is more of an open forum for the public to be more aware of their surroundings and themselves. Similarly, Kendall Jenner has recently opened up about her continuing battle with anxiety. Jenner, like myself, has learned that anxiety is a disorder that you can not simply overcome, but take control of throughout your life. However, disorders like anxiety are heavily impacted by factors, like that of that of one’s environment. The controversy over hit TV show Thirteen Reasons Why is stemmed off of the concern that the program is glorifying suicide and the aftermath of it. On the contrary, I believe that the show is not necessarily encouraging vulnerable teenagers to take their own life, but spreading awareness about the signs that may

come with a friend contemplating suicide. While attending Sage is one of the greatest privileges I’ve had, it is essential for me to acknowledge that the highstress environment takes a toll on my daily routine. Recently, my anxiety has been on a rise. With friendships starting and ending, academics kicking in and even the worry about college admissions, my heartbeat is faster than ever before.

Society has a tendency to look down on these practices, however, they have a lasting positive effect in the long run. The issue with mental health disorders is that many patients either do not know that they have a disorder or hope to simply put it off and wait it off until it will just go away later. However, many cases of anxiety, depression, PTSD, schizophrenia, and others are treatable through both medi-

cation and therapy! Just as we all get sick physically, we can all have brief periods of decreased psychological functioning. Having a trusted network of family, friends and healthcare professionals in place while we are in a healthy frame of mind can help us in periods of stress. It is important to understand that this is a normal part of the high school experience and you are not alone.

Answers, Olympic Rings: (left to right, top to bottom) 6, 4, 8 \ 9, 5, 3 \ 2, 10, 12 \ 7, 1 Answers, 2018: Zero! (flip the page upside down and add up the numbers you see...)

Jacob Gibbs

Opinion HANDS OFF: GUNS MAKE US SAFE ‘Guns protect innocent citizens from maniacs’

MICHELLE HUNG | The Bolt

Trevor Klein and Noah Cha

As a result of the Stoneman Douglas school shooting in February, gun control is the gravest issue in American politics today. It is understandable that many people come to the conclusion that heavily restricting the purchase of guns would lead to a safer society. But after taking a deeper look, it is clear to me that guns make us safer. Gun control advocates say more guns make us vulnerable to mass shootings. Since 1950, 98.4 percent of mass shootings have occurred in gun-free zones, according to the Crime Prevention Research Center. Gun-free zones are effectively useless as those with the intent of harming others will always do so. People in gun-free zones are most vulnerable to gun violence because they have no means of self-defense. Shooters kill in gun-free zones because they want to hit people where they are most vulnerable. “[Killers] try to pick targets where they know people can’t defend themselves,” gun scholar and founder of the Crime Prevention Research Center John Lott said during an ITV debate. Lott additionally noted that there has never been a mass shooting at a school where teachers/staff are allowed to carry firearms. Now, we are not saying that arming teachers is a perfect solution, but it is a possibility that should be strongly

considered, as it has worked where it has been tried. In 1991, before Texas had concealed carry laws, Suzanna Hupp had to leave her gun in her car while she and her parents were eating at Luby’s Cafeteria in Killeen, Texas. Then, a man drove his truck into the restaurant and shot 24 people dead, including Suzanna’s mom and dad. Had Hupp been permitted to bring her gun inside the restaurant, the results could very well have been different, and her parents may still be alive today. As a result of her experience, she devoted her life to speaking out about gun issues and the power of the 2nd Amendment. As seen in cities like Chicago, imposing stricter regulations on firearms does not reduce murder rates. According to the Chicago Tribune, since stricter concealed carry laws were imposed in 2013, murder rates have risen. Between 1993 and 2011, gun ownership in the United States increased by about 49 percent, while gun homicides fell 39 percent and non-fatal firearm crimes fell by 69 percent according to Forbes and AEI. The decrease in gun violence was also due to an increase in the police force, but law-abiding citizens’ heightened ability to protect themselves with firearms also was a contributing factor. The amount of police deaths is another strong indicator of public safety. If fewer police officers die on the job, the odds are that fewer people are committing armed

crimes because armed crimes lead to police death. Many gun control advocates claim that imposing stricter gun laws will decrease police death, but the facts say otherwise. According to John Lott’s book, The War on Guns, the six states that do not allow open carry experience a higher rates of police death than the rest of the country. Additionally, Lott found that each one percent increase in gun ownership leads to a 3.6 percent decrease in police deaths. Another measure that gun control advocates cite is gun-related deaths claiming that states with more guns experience more gun-related deaths. This is a flawed measure because gun-related deaths include suicide. In reality, if an individual plans on committing suicide, he/she will be able to do it regardless of the presence of a firearm. According to the U.S. Department of Justice, 63 percent of gun deaths are suicides and only 33 percent of gun deaths are homicides. Out of the six states where open carry is illegal, four have among the top 14 firearm homicide rates in the nation according to FBI data. The reason that stricter gun laws lead to less safety and more firearm homicides is that gun control only works on law-abiding citizens. If someone plans to break the law and commit murder, gun control laws will not stop that individual from purchasing a gun. Even with current Amer-

The Bolt April 2018 Sage Hill School

MADISON’S MOVIE REVIEW

Dazed and Confused (1993)

Madison Harris-Weiner

During a wry moment in 1993’s Dazed and Confused, the red-haired Cynthia lays out the “every other decade theory.” The idea is that hipness skips a decade and so, she asserts, since the ’60s “rocked,” the ’70s clearly suck. Ironically, though intentionally so, Dazed and Confused exists as a tribute to how awesome the 1970s were. Seen from the present, the past and the future are always the golden eras while the present itself is but a detour to get to better times. It is only in retrospect that the past takes on a golden hue and you realize just how lucky you were to be alive then. It is this ode to the past and desire for the future that lends importance to the seemingly ordinary hours writer-director Richard Linklater chronicles in this last day of school romp. Featuring Matthew McConaughey in his first film role and a baby-faced Ben Affleck, it opens on the final hours of school before the summer of 1976, introducing itself with a sweeping shot of classic cars and Aerosmith’s “Sweet Emotion” as long hair and bell-bottoms idle their way to class. The elation of these moments, right before the freedom of summer, ring so true that Linklater needs little narrative action to make them tangible. This simplicity, where the everyday banter of high school kids is enough to propel the story, is a theme he carries through the film. In the opening scene, we meet a familiar array of characters including the nerds whose philosophical conversations are the voices of reason among the jocks who just want to party and, of course, that one stoner whose lack of brain function is somehow the funniest punchline. These and other tropes, like pitting rebel youth against moralistic grownups, gives Dazed a cultish feel. Not a cliche, however, is the idealistic sense of respect that allows everyone, despite different circles and outlooks, to get along in a way that says “we’re in this together.” With evident inspiration from 1973’s American Graffiti, Linklater stretches out only a few inconsequential hours into a feature film that is carried by its confident sense of impor-

ican gun laws, less than a fifth of gun crimes are committed by lawful gun owners according to Pittsburgh’s Graduate School of Public Health. Thus, when gun lawful citizens cannot own guns they are virtually defenseless against violent criminals. Finally, gun control advocates claim that banning semi-automatic weapons will reduce the number of criminals with those weapons. If semi-automatic weapons were illegal, then the black market would meet criminals’

tance, affectionate portrayal of even trivial conversations and the idea that these teenagers’ lives are worth watching. The historic hazing of the freshmen and the conflict of the football team’s behavioral contract which all summer plans aim on breaking, holds the plot together. Most of the film, however, simply features the various groups cruising around town in search of elusive excitement, the build up to which Linklater emphasizes over any ultimate realization. He handles Dazed and Confused with an optimistic hand that hints at a strong fondness for his own high school days. As it rolls swiftly from one vintage car and rock n’ roll hit to the next, it takes the form of a slightly enhanced snapshot of 1976, quite literally like a greatest hits album. Aside from the brutal hazing rituals, Linklater’s world is pretty great: talking into the wee hours of the night on an empty football field with your closest friends and the eternity of summer stretching before you, everyone getting along, sneaking home at dawn without consequences as the world seems to stand still for one fleeting moment. Definitely not a complete picture of high school but these cherry-picked moments are entirely genuine. There’s no teen angst, no talk of college or weighty questions of life after. Rather, the future is a place that remains tucked out of sight, allowing the present to be appreciated as endless, yet electrically alive with the distant promise of something bigger. As dawn approaches and the film draws to a close, Pink, the star quarterback, makes a half jested request of his friends to remind him to kill himself if he ever starts referring to these as the best years of his life. The whole film plays off of the common conception of high school, walking a fine line between humor and nostalgia. But, while hating high school is an age-old routine, this moment exposes an age old truth: we’re reluctant to admit it but high school is a special time, we only get four years of it and there is a small part of all of us that wants to hang on for just a little longer. With Dazed and Confused, Linklater invites us to do just that and to try enjoying it while we’re still living it.

demand for those weapons. This is not just a theoretical as the same thing happened with machine guns. In 1986 machine guns were banned throughout the country. Now, machine guns are widely available on the black market, and criminals, who want to buy one, can purchase them fairly easily. Guns protect innocent citizens from maniacs and killers, thus our second amendment right to keep and bear arms must not be infringed.

The Bolt April 2018 Sage Hill School

Backpage

Inflated Grades Inflated Egos Inflated Futures What happens if everyone gets an A? Author’s Note: In an effort to accurately report the many viewpoints surrounding this issue, I interviewed six teachers from the math, world languages and science departments as well as the Dean of Faculty and Curriculum. I also sent out a survey to the faculty, to which 19 teachers responded. The quotes here are from these interviews and responses to the survey. Many teachers and students requested to remain anonymous due to the sensitive nature of this article. Thank you to everyone who contributed to this article. Niva Razin Did you get all As last semester? If so, you’re not alone. Rumors of grade inflation have long circulated the halls of Sage, but now teachers are confirming an issue that the administration says doesn’t exist. Here’s what I know. Three teachers confirmed to me that in a compiled list of 2017-2018 first semester grades, roughly 70-75 percent of all grades were As or A-s. Over 50 percent were As. And there were zero Ds, zero Fs and fewer than ten Cs awarded. (I asked administration to see these lists of compiled grades, or comparable lists of anonymous grades stripped of teacher and course identification, but was denied access.) To put this in perspective, there are currently 538 students enrolled at Sage. If we approximate that each student is taking 6 classes, then less than 10/3228, or 0.31 percent, of all grades were Cs last semester (if you round up). All other grades, or 99.7 percent of grades, were above a C. However, Matt Balossi, Dean of Faculty and Curriculum, rejected that there is any grade inflation at Sage. “Grade inflation is a very different thing than grades trending higher,” Balossi said. “Grades can trend higher because kids deserve the higher grade. That doesn’t necessarily mean that their grades are inflated.” Balossi argued that Sage has created an environment that is conducive to high achievement, hence the overwhelming amount of high grades. “If you have smart, diligent, hardworking students and dedicated, professional, well-equipped teachers, then we should expect our students to be doing really well and their grades to reflect that,” Balossi said. Several teachers I talked to disagree with this perspective. “The student attitude toward learning helps a lot, and all these [avenues] of support that the community has built in helps,” said one teacher. “But, that doesn’t explain the extent to which we have this skewed distribution towards As. And it’s heavily skewed toward A-s and As.” In the words of another teacher, “There’s no question there’s grade inflation at Sage, but that is not the official party line.” This conviction was overwhelmingly echoed in a survey that The Bolt sent to teachers last week. In response to the question, “Have you noticed any grade inflation at Sage? (Where ‘grade inflation’ is defined as the tendency to progressively award higher grades for work that would have previously earned a lower grade)”, 17 of 19 teachers responded “Yes” and two responded “I’m not sure … I haven’t been teaching at Sage long enough to assess this.” During the first half of its existence,

Sage earned a reputation as a school of great academic rigor. According to one long-time teacher, it was common knowledge that students could attend Sage and have a valuable, in-depth learning experience but might earn a lower GPA than their counterparts at local public schools due to this rigor. As a result, the school tended to attract those with learning, instead of college or grades, as their primary academic goal. For example, in a class of 12 to 15 students, normally one or two students would have an A, a couple of others would have an A- and the majority would have Bs. “An A was much more special back then,” said one teacher. “It’s lost its specialness.” Then, the economic crisis of 2008 and 2009 occurred. Several teachers cite this as a major catalyst for grade inflation. Some faculty members were let go, and enrollment diminished. As a business, the school was forced to reevaluate what could be improved and marketed to attract more customers. According to several teachers I talked to, the school’s solution seemed to be to inflate grades. This made Sage a more appealing educational provider by eliminating some families’ fear that their student’s GPA would suffer at Sage. Teachers were asked to include categories of assessment that allowed more students to score higher grades. For instance, participation and effort grades were added, resulting in higher average grades because “everyone has the ability to participate and show good effort.” One teacher told me that this was “not unethical grade inflation” and that it even came with its benefits. For example, participation grades that were intended to increase grade averages also encouraged quiet students to be more vocal during class. Effort and participation remain a staple in the Sage teacher’s grading rubric. Other pressures have emerged, as well. An intense combination of parental, student, administrative and college pressure have put teachers in a tough spot. When students don’t get the grade they want, they may “grade grub” or their parents may take initiative by pressuring teachers directly or indirectly via the administration. “It’s easier to give As than it is not. It’s just always been the case that you don’t have fights from both the administration and parents,” one teacher told me. Particularly in the context of college admissions, the same teacher said, “Parents know [their students] have to be above average, so, they work really hard to do that. They fight tooth and nail and bitch and moan if they don’t get [the higher grade], even if it’s clearly the student’s problem.” Every year parents and students try to get grades above the average of their class. Yet each year that average is raised. “As people get the higher grades, they

start expecting the higher grades,” this teacher said. Another teacher shared that, “Parents and students are demanding higher grades due to both real pressures from college admissions, and a perceived sense of entitlement, both of which are antithetical to a genuinely high-quality education.” “Teachers should feel empowered and supported in their assessments,” this teacher continued. “When grades are inflated, or changed due to parent pressure, it devalues the learning process and undercuts a teacher’s training and expertise.” There’s also a sense that teachers’ grades must fall within an acceptable range. “You get judged on how your grades looked compared to everyone else. You can’t be too far out of line,” a teacher said. This is not an inherently bad practice, but “if everybody else is giving easier grades because it’s easier, then [you have to follow in suit].” One teacher gave insight into the administration-teacher dynamic. “I don’t feel direct pressure, but I think we have indirect pressure.” That is, there is no explicit instruction to award high grades. However, teachers know that if their grade averages are on the lower end, meetings, justifications and “a whole lot of headaches” will likely ensue. “So, indirectly, you know, well if I give only As and Bs (and not too many Cs), then you can fly under the radar,” this teacher added. But are students working harder than they have in the past? Could a better work ethic be the cause of these grade trends? The teachers I talked to said no. Although students seem busier and more “overscheduled” than in the past, they do not seem to be working any harder. Instead, their time is divided between more activities and their learning is less concentrated. An emerging pattern is that students have a sense of entitlement over the grade they think they deserve. “There’s almost an expectation that for a certain degree of effort, they should be getting an A,” said one teacher. Multiple teachers are concerned that the system is doing students a disservice by awarding grades that do not reflect a true mastery of a given subject. According to one teacher, the biggest ramification of grade inflation is that students develop a “completely altered and skewed sense of self.” As another teacher said, “There’s a lot to be learned from an honest grade.” Additionally, extremely high GPAs are no longer unique and may no longer be indicative of high-quality work. A sentiment I heard repeated over and over among faculty is that, “There’s no differentiating students when everybody’s GPAs are all clustered together.” “While it may be particularly egregious here, grade inflation is not exclusive to Sage,” said English teacher Christopher Hathaway. “There are many high-achieving institutions (Harvard, for instance, is notorious for its inflated averages) that suffer

in this way. The consequence of all of this is a narrowing of the gap between those who are talented and putting in an honest effort and those who aren’t. It’s catering to the bottom half of the student population, which must be frustrating for those kids who work hard because they’re genuinely interested in learning.” “We are not trying to fit our students to a more even distribution of grades,” said science teacher Todd Haney. “We want all of our students to achieve high marks across the board. The issue at hand is whether or not the grades we award represent honest, accurate measures of each student’s understanding.” Several students I talked to have also noticed unbalanced grading. “People like to get their satisfaction from grades instead of actually getting a good grasp on the material,” observed one senior boy. “I think we’re definitely not the only ones that have it, but I think it’s important to acknowledge that maybe some students don’t necessarily get the grades that they deserve in class.” Taylor Garcia, another senior, reflected on her own grade progression. “In the last couple of years, I feel like I haven’t been working as hard, and my grades don’t really reflect that. It’s kind of an odd disconnect.” Some faculty are hopeful of the direction Sage has recently taken. “In fairness, we’re spending much more time on this now, and the faculty does have discussions about this sort of thing behind closed doors, whether that’s as a whole faculty or in subgroups within departments,” said Haney. “But the fact of the matter is that one of the issues the school probably needs to address is how this is treated from department to department, or even from person to person within a department.” Others are wary. The fact that so many faculty would only go on-record for this article if they could remain anonymous indicates the tension and lack of openness surrounding this topic. A major sentiment among the faculty can be summed up by one teacher’s observation: “It’s a big, pink, white elephant in the room that no one wants to talk about.” If there’s anything I’ve found while researching grade inflation, it is that this problem is indicative of larger issues facing not only our community, but communities nationwide. It’s students’ progressive disinterest in learning and concern with gaming the system. It’s excessive parental pressure and interference. It’s overstretched students. It’s the college process on steroids. The bottom line is this. Higher grades result in more satisfied students, happier parents and a less jostled administration. Yet at the end of the day, grades are only a letter, a number. The knowledge gained through learning is what sustains personal development, career achievement and community advancement.