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An Integrated Curriculum For The Washington Post Newspaper In Education Program

Nov. 4, 2014 ©2014 THE WASHINGTON POST

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The Student Editor

■ Personal Reflection: Josh White: Tansitioning from Reporter to Editor■ Teacher Resource: Adviser to Adviser: On Working with Editors■ Job Descriptions: The Rampage, Rockville High School, Rockville, Maryland■ Job Descriptions: The Wilson Beacon, Woodrow Wilson, High School, Washington, D.C.■ Job Descriptions: Newsstreak, Harrisonburg High School, Harrisonburg, Virginia■ Job Description: The Adviser■ Student Activity: Pitch It■ Student Activity: A Word Cloud of Responsibility



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Since my first reporting assignment in middle school more than 25 years ago, journalism has always been one of the most exciting and energizing things I could think to do. It begins with learning about a subject, speaking to people about their lives and experiences, and immersing yourself in the world around you in ways you might not have done otherwise. It ends with the great responsibility of explaining that world to everyone else. I see journalism as a public service – a pursuit more than a job, one codified in the nation’s Constitution because it is so important to our way of life.

I was drawn, like many journalists are, to the glamor of reporting. Hunting down information and sources while racing against time, going to places many only wish they could see, viewing the most important events of the day through others’ eyes. It’s one thing to read about war, it’s quite another to duck down as bullets zip and crack over your head; you can have an idea of what capital punishment means, but very few have watched a murderer — who they’ve interviewed — executed in the electric chair. The thrill of being there – on the sidelines of the big game, in the courtroom as real-life dramas unfold, in the living room as someone shares her experiences for the first time – is one of the greatest feelings there is.

At every stage of my journalism career, from high school to college to working at The Washington Post, I never believed that my journey would include editing, but it has always led there. At Newton North High School, I had a passion for news reporting that led me to co-edit that paper with two great friends. At the University of Michigan, the staff chose me to lead The Michigan Daily, one of the most amazing

years of my life working with some of the most talented people I’ve ever met. And at The Post, after 14 years of covering crime, wars and doing investigations, I moved into editing two years ago, a humbling, challenging and extremely rewarding responsibility.

The transition to editing can be a challenge on many levels. In high school and college, you are moving into a position of authority over your friends and peers, people who sit next to you in class, who you play sports with on the same teams, and who you see at parties. Professionally, you are tasked with leading people who you deeply admire, who often know more about a subject than you do, and who you have shared reporting responsibilities. Regardless of the stage in your life, the move requires care and understanding. Your own experiences combined with some timeless advice can make it just as fun – if not moreso – than reporting.

As an editor, you are no longer focused on the one story you’re following, you have a hand in every story that your reporters are working. It provides an opportunity to have more of an impact on your organization’s daily work.

The most important thing to keep in mind is this: Editors and reporters are all on the same team, trying to accomplish the game goal. You are working together, not against each other.

STRATEGIES FOR SUCCESS

Transitioning from Reporter to Editor

Josh White is The Washington Post’s education editor. Josh joined The Post in 1998, as a summer intern. He has covered crime and wars and been an investigative reporter. Josh was editor of Newton (Massachusetts) North High School’s student newspaper and of The Michigan Daily at the University of Michigan.



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The following is some of the best editing advice I’ve received from a series of truly remarkable editors and leaders, from my journalism adviser in high school to editors at the Michigan Daily and some the best journalists in the world at The Post.

Edit as you would want to be editedThis sounds simple – and even biblical – but it is critical. Don’t let the authority of being a supervisor

go to your head. These are your friends and colleagues, and they want to do an outstanding job and oftentimes know how to do that job better than you do. I see editing as facilitating, with the goal of helping reporters do their best work and highlighting that work in the best way possible. If you would cringe at an editor yelling at you, or an editor belittling you, or an editor doubting you, don’t in turn do those same things to your reporters. The worst editors I’ve had (thank goodness they are few and far between) saw themselves as more important than their reporters, and that cannot be further from the truth.Talk through stories before the reporting and writing begins

This is called “front-end” editing. Have conversations about stories early and often so that everyone is on the same page. That’s not to say you should decide what a story is going to say before the reporting is done – that’s, of course, impossible – but how to approach a story, how to deal with interviews, who to interview, are important elements that should be part of the initial thoughts about a story. If you have those conversations, the story will turn out better, the editing will be easier, and everyone will be happier.Guide, don’t dictate

Reporters are always going to be happier and do better work if they’re focusing on stories they want to do. Of course there always will be assignments based on news developments, but I believe the best stories grow out of reporters who are excited about the work they’re doing. Work with their ideas to help them come to fruition. Help them focus their reporting and encourage them to do the stories that interest them. Say yes, a lot. I have never told a reporter not to pursue a story and I have never turned down a story idea. Sometimes you have to redirect an idea, or give it boundaries and focus, but there’s always a way to do every story.Be direct and honest

Though it sounds easy, this is probably the most difficult aspect of editing, especially when you’re editing your friends. You have to have difficult conversations, but I believe that reporters value hearing it like it is and knowing what problems there might be before they fester and turn into something bigger. A story comes in not as expected? Talk it through. A correction is needed? Correct it. Talk directly about expectations and when those expectations aren’t met. Explain why a situation is as it is, why deadline is so important to meet, why something didn’t work out. The only way to fix it for next time is to talk it through. You want your reporters to be honest with you; do them the same favor in return.Make decisions

Sometimes you just have to make a decision and stick with it, especially on deadline. Hear reporters out, listen to them carefully, and then decide, even if it means going in a direction that might be unpopular. Do with integrity what you believe is right, fair and journalistically responsible, and it will most often work out in the end. And if it doesn’t – and it won’t always – learn from your own mistakes and apply that knowledge to the next situation that comes around. Being an editor means being a leader, and I as a reporter often turned to my editors seeking guidance, direction and decision-making.Have fun

Life is short, and if you’re not enjoying your job, you’re doing something wrong. Journalism is awesome and a lot of fun. There will be tough moments, long hours, and days you’d like to forget. But it should remain thrilling, and you should find ways to get joy out of it. Each and every day is different and an opportunity to explain the dynamic world around you. Enjoy it and help ensure that your reporters are enjoying it. You’ll all benefit from that.



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Adviser to Adviser: On Working with Editors Jessica NassauRampage, Rockville High School, Rockville, Maryland

❖ Make sure your outgoing editors-in-chief have equal (if not greater) voice than you in selecting staff positions for the next year. They are keen observers of their peers and want the paper to succeed as much as you do. Plus, if it’s a student paper, students should always have the final say. Your job is to advise, not decide.❖ That said, you need to trust your editors-in-chief 100%. Talent is important, but that the editors-in-chief are devoted to the mission of the newspaper and have a strong sense of ethics is just as important.❖ I like having more than one editor-in-chief. It’s a big burden for one student to carry alone. By having a team of two or three, they can lean on each other during busy periods as far as divvying up work fairly. ❖ Build your staff’s collective talents. Though your seniors will often take on more of the challenging articles or page layouts, make sure to have underclassmen shadow them and begin to take on the big tasks. Good editors will also see the importance of making sure they leave behind strong leadership.

Mary StappThe Wilson Beacon, Woodrow Wilson High School, Washington, D.C.

❖ Respect their skill level. Some years you have editors with a lot of skill, and they don’t need you as much. Sometimes they are greener or just not as mature and you need to be much more hands on.❖ Choose your battles. Don’t nitpick on every little thing. In general give WAY more praise than criticism. This can take a lot of patience.❖ Students love snacks. ❖ When it comes to picking the next year’s staff, listen to what your editors have to say. They know the other students better than you. But they are also graduating, and you are left with the decisions, so balance out your own instincts with what the editors have to say.❖ Build time into your production schedule for editors to edit, but for you to step in and begin asking questions if/when that editing is not getting done. ❖ Don’t ever be the last person in the room when the paper goes to bed. It’s the student’s paper, and it’s their responsibility. Don’t finish pages for them, except MAYBE in an extreme emergency.



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JOB DESCRIPTIONS

Editors of Rampage | Rockville High School, Rockville, Maryland

Editor-in-Chief •Willattendallpaste-upsperissue,fromstarttofinish. •Willattendallfundraisingevents. •Willwriteatleasttwoarticlesperproductioncycleforeither online or print. •WillswitchoffwritingeditorialswithotherEditors-in-Chief. •WillattendallmeetingswithFacultyAdviser. •Willturnindraftsontime. •Willcopy-editallarticlesandflats. •Willmaintaincommunicationwithwritersontheirpageandall other staff members. •Willshowleadershipqualitiesonadailybasis. •WillrepresenttheRampagerespectfullyatpubliceventsandat meetings with higher-ups. •WilloverseeALLRAMPAGEPRODUCTION.

Managing Editor •Willattendallpaste-upseachissue,fromstarttofinish. •Willattendallfundraisingevents. •Willwriteatleasttwoarticlesperproductioncycleforeither online or print. •Willturnindraftsontime. •Willcompleteflatsbytheirduedates. •Willcopy-editalldraftsontheirpagewhendraftsaredue. •Willcommunicatewithwriters,photographersanddesigners on their page. •WillreporttoEditors:associate,directorofcomm.andin-chief.

Associate Editor, Director of Communications •Willattendallpaste-upsperissue,fromstarttofinish. •Willattendallfundraisingevents. •Willwriteatleasttwoarticlesperproductioncycleforeither online or print.

•WillattendallmeetingswithFacultyAdviserunlessotherwise specified. •Willturnindraftsontime. •Willcopy-editallarticlesandflats.

November 6, 2013Volume 46 Number 2 2100 Baltimore Road, Rockville, Maryland 20851AMPAGE

AMPAGEINSIDENews Opinion Features Sports

Nora Wahlbrink weighs in on the bene ts of the Aff ordable Care Act on students. 7

Check out Madison Cary’s preview of the fall play, “The Crucible.” 14

Panorama

Kristi Qesari reports on new Maryland driving laws aff ecting all drivers. 4

For more stories and expanded coverage, please visit http://www.RockvilleRampage.com

Find out which RHS siblings are featured as Athletes of the Month. 18

Kelsie Hegarty, Frances Marks and

Christine DiFonzo write about drug dangers. 10, 11

Average SAT Performance Improves Most in County

By LEAH YAREDEditor-in-Chief

Adam Bensimhon -- The RampageCollege test prep teacher Anne Ehlers assists senior Doug Trach with SAT practice questions. The course helps prepare students for all sections of the SAT: critical reading, math and writing.

CONTINUED, 5

RudeAwakeningSubdeck Subdeck Sub-deck Subdeck Subdeck

By MAGDA GOLCZYNSKIEditor-in-Chief

Sign up for the Rampace 5K

Nov. 23!

RudeAwakeningHigh School Start Time May be Pushed to 8:15 a.m.

Adam Bensimhon -- The Rampage

With a 57 point increase, RHS’ average SAT score for the graduating class of 2013 improved the most out of 25 Montgomery County high schools, reaching 1,582 on a 2,400 scale. SAT participa-tion and performance among

graduates who received free and reduced-price meals also increased.

A staff SAT team of teach-ers from all of the academic departments, including coun-seling and administration, was one of the factors that led to RHS’ improvements. The team, which has been an ongoing initiative at RHS for years, was led last year by

MCPS Superintendent Dr. Joshua Starr is pushing for a later high school start time that would give students 50 additional minutes in the morning before the start of the school day.

If Dr. Starr’s proposal becomes reality, high school students will start school at 8:15 a.m. and end at 3 p.m., while mid-dle school students will start ten minutes earlier and elemen-tary school students will be dismissed 30 minutes later.

Changing start and end times for schools could have a large impact on the school system’s bud-get. The option described above was estimated to cost about $12 million by Dr. Starr’s 2013 Bell Times Work Group because of the need to add additional bus routes.

“Does that mean we won’t get as much money for textbooks? Does that mean we won’t be able to hire as many teachers? There’s a lot of questions,” Principal Billie-Jean Bensen said.

Supporters of later start times believe that beginning school nearly an hour later will allow students to get more sleep and be well-rested, despite ending the school day later. Sleep de-privation is a common issue among high school students, and has been studied by the 2013 Bell Times Work Group.

“Studies show kids [waking up later] aren’t going to bed later,” Dr. Starr said when discussing the effects of push-ing back school start and end times at a round-table with student reporters Oct. 21. Dr. Starr also said that cost and time implications will

continue to be studied. Implementation of his recommendation, if it happens, will not occur until the 2015-2016 school year.

According to Bensen, the data in the report did not suggest that pushing back start times would necessarily help students academically, but that it would have social and emotional bene ts. However, some students and parents expressed concerns about what will happen when high schools end fty minutes later and

sports practices, drama rehearsals and other after school activities end up

being pushed back.“It would be nice to have

a little more sleep in the morning,” senior SGA Vice President Angelalucy Deva-nadera said. “For me person-ally, I work and it’s going to

wbe harder for me to get out of school later.” Devanadera

attended the MCR meeting Oct. 8 with other members of SGA and

other SGAs from the district, where start times were among the topics discussed.

Students would not be the only ones whose schedules would have to change if the new start times were implemented.

“There de nitely would be a change for staff, and for some that’s a positive,”

Bensen said. “On the other end, we have some staff who travel from

a distance … and want to leave right after school.” Many staff members are parents who need to leave school soon after it ends to pick up their children from school or daycare.

The effects of starting high school later are still being stud-

ied by the Bell Times Work Group and will be for several months. For this

time, MCPS has organized community forums that will take place throughout the winter. In addition, the county will conduct surveys, fo-cus groups and self-guided discussions.

*In a random survey of 148 RHS students. Graphics by Cole Bennington

math teacher Kurt Kohler.Kohler looked at the

PSAT or SAT scores of last year’s seniors and grouped them into two categories: above 1,650 – which is what MCPS deems “college ready” – or between 1,250 and 1,650. The team focused on students in the latter category.



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•Willtakeonspecificdutiesassignedatthebeginning of the year.

•Willmaintaincommunicationwithwritersontheirpage and all other staff members.

•WillreporttoEditors-in-Chief.

Director of Photography •Willattendallpaste-upsperissue,fromstarttofinish. •Willattendallfundraisingevents. •Willattendmorethantwophoto-takingopportunities per issue. •Willcontributetoandmanageonlinephotogalleries. •Willbeintouchwitheditorsbeforefirstarticledrafts are due. •Willhavephotosturnedinbythetimeseconddraftsare due (unless a specific event has not happened yet). •Willmaintainstrongcommunicationwitheditorsand

photographers especially. •Willgiveoutphotoassignmentstophotographers. •Willenforcephotoduedates. •WillreporttoEditors:associate,in-chief,etc.

Graphic Designer •Willattendatleastonepaste-upperissue,fromstartto finishoruntiltheyaredismissed.

•Willattendallfundraisingevents. •Willdesignatleastthreeimagesperproductioncyclefor

either online or print. •Willbeintouchwithwritersandeditorsbythetimearticle

drafts are due. •Willhavecompletedoralmostcompletedcopiesofallthree

images by the time second article drafts are due. •WillreporttoallEditors:managing,associate,in-chief,etc.

Grading Summary per Issue

A All work is turned in on time, member is presentatpaste-up,articlesandflat are of highest quality, all beat work is up- to-date, member is communicating every other week with their beat source, member had strong communication with editors writers, photographers and designers, member had high involvement in the copy-editing process.

B Flat and articles are one day late, member ispresentatpaste-up,articleandflatare good, member had good communication with editors, writers, photographers and designers, member had decent involvement in the copy-editing process.

C Flat and articles are 3 days late and not of best quality, member not present for all of paste-up, member had decent communication, member had involvement in the copy-editing process.

D Flat and article are 4 or more days late andlittleeffortwasshownineitherflat or articles, member not present for all of paste-up, member had poor communication, member had little involvement in the copy-editing process.

E Flat and articles are late and done with poor quality, member is not present at paste-up, no communication, member had no involvement in the copy-editing process.

**Ds and Es risk demotion.

Rampage is advised by Jessica Nassau.



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JOB DESCRIPTIONS

Editors of Newsstreak | Harrisonburg High School, Harrisonburg, Virginia

Print Editor-in-ChiefThe role of the print editor-in-chief is to oversee the monthly production of the print paper. He or she should encourage, inspire and assist each staff member to the best of his or her ability. He or she is expected to leave Newsstreak better than he or she found it, as well as the staff members that will still be working for the staff.

•Makesureeverystoryhasbeeneditedandreturnedtothereporters insufficienttimetomakeeverydeadline. •Correctanylayoutmistakesasectioneditor/pagedesignerhas made. •MakesuretheAPStylebookhasbeenusedtokeepallelements consistent. •Remaininconstantcommunicationwitheachstaffmemberto insure a strong, bonded working environment. •Organizetheagendaforeachweeklystaffmeetingsothatordercan be maintained. •Organizeandleadthemonthlychatandchewsession •Answer,respondto,andencourageLetterstotheEditor. •LearnhowtoconfidentlymaneuverintheInDesignprogram. •Helpinthedecisionmakingprocesswhenweenterarticlesand issues in competitions. •Recognizeweaknessesinstaffreportersandfellowstaffmembers so that a focus on improvement may be made. •Promoteupcomingissueonannouncementsandonwebsite/social media •Collectbeatsheetsandstoryideastoprepareforstoryassignment day •Poststoryassignmentsonwhiteboardandupdatedraftsreceived daily •Communicatewithstaffregularlysotheyareawareofdeadlines, assignments and activities •Communicatewithonlineeditor-in-chiefaboutexpandingstories online that have begun in print (additional info, more photo galleries)

LIFE OF A FISHERMAN. STEM students, sophomores Ryan Showalter and Gen-evieve Cowardin, interacted with the bay on a variety of levels- from eating its produce to exploring the marsh and the muck it is made of.

Coming Up Updated sports scores and schedules for all seasonal sports

Feature package stories and extended coverage of print packages

Advertising forms and information Breaking news from school and the community

Video footage of sports Variety of reviews and blogs Up-to-date gas prices in the area

Coverage of J.R. Snow on Dancing with the Stars (Harrisonburg edi-tion)

Senior privileges update Fall sports wrap-ups Hunting feature Comparison of local foods Debate and Forensics Columns and editorials Humans of HHS feature

Scan this with your cell phone to go to www.hhsmedia.com

On the Web At your fingertips

Brenna CowardinEditor-in-Chief

STEM travels to Chesapeake Bay

See STEM TRIP on Page A2

See MEDEIROS on Page A2

Following brother, Medeiros leads JROTC cadets

NewsstreakThewhere every person has a story

Harrisonburg High School • 1001 Garbers Church Road • Harrisonburg, VA 22801 • 540.433.2651 • Volume XIIC • Issue 2• October 31, 2014

B3: Pumpkin Spice Latte experiment B6: Seniors win powerpuff football B10: “Humans of HHS” feature”

Since the late 1980s, hundreds of stu-dents have camped on the Chesapeake Bay with STEM director Myron Blosser. This past September, HHS STEM students were the first from HHS to take the trip in 12 years.

“Part of the reason we went is to get the students and myself in a different mindset for three days- living when nature says we can go,” Blosser said.

The students and Blosser stayed on Port Isobel, a 250 acre island that was donated to the Chesapeake Bay Foundation, a non-profit that works on bay restoration and has hosted students since the late 1980s. Sophomore Jake Urbanski saw the island as a getaway from life in Harrisonburg.

“It was really pretty there. There weren’t any streets...You were away from the city,” Urbanski said.

Blosser as a long time visitor to the Bay, favors a stay at Smith Islands because there, the group lives among the people of the island. He has also stayed at Fox Island which is completely off the grid. The Ches-apeake Bay is home to many things besides people though, and Blosser sees this as an

important connection for students. “The Chesapeake Bay is the largest es-

tuary in the world. It’s the bed for a lot of growth. Here in the Shenandoah Valley we have impacts on that estuary,” Blosser said. He believes it is very important for students to actually experience that sort of connec-tion. For Blosser, it’s about the journey.

“Learning in a classroom with cin-der block walls is like getting in shape on a treadmill, and part of my goal, what I’ve been passionate about for the past 30 years is getting students out to climb mountains-learning through climbing,” Blosser said. “When you’re not there, it’s hard to appreciate it. Once you really be-come tactile with something, you really start to appreciate it.”

Students enjoyed the hands on aspect of the trip. Sophomore Tyler Sutton par-ticularly liked the opportunity to wade in muck in the marsh.

“We got to learn more because in the classroom you can’t really show what’s inside the marsh,” Sutton said. He got to touch the dirt, water and roots that made up the marshland.

Blosser took the students phones at the beginning of the trip to truly live the life of

When the bell rings at 2:35 p.m. every-one rushes out the double doors to their cars, the bus, or whatever else they use to get home. Maybe a couple people are left for rehearsal or extra help, but overall, the halls are silent. At 2:36 p.m. The JROTC classroom is anything but. Hoards of stu-dents from all walks of life, in all shapes and sizes cram into the classroom that isn’t big enough to hold them all. They catch up with each other, laughing and talking. Someone pulls out a bottle of lotion and is rewarded with three other girls borrowing its contents. The chaos is fleeting, as the cadets change and go off to practice.

At the head of it all is senior Maria Me-deiros. She’s in charge of controlling the chaos, of making it into something great.

“I’m the highest cadet we have here in the program. I’m the highest leader, so I pretty much get to boss everyone around,”

Medeiros says, laughing as she does. She joined JROTC her sophomore year, when her brother was in the position that she now holds. In true sibling fashion if her brother did it, she had to do it, too.

“I gave it all I had. Every day after school I’d be in here just working on it, every lit-tle thing. I just kept going for it,” Medeiros says. She showed perseverance and good leadership, putting her in the perfect shoes for the job.

The HHS JROTC team is busy preparing for their Raider meet which they will be hosting at Brethren Woods. Even if they are the host, that doesn’t mean the teams aren’t doing everything they can to win. Every member practices until 4 p.m. after school, working on the skills they’ll need to be competitive and to raise money in their competition.

Ellie PlassOnline Managing Editor

Ten years ago, HHS wasn’t the tech-nologically-charged place that it is today. No rolling labs of Chromebooks roamed the halls, computer labs weren’t outfitted with the shiniest of Apple technology, and grades were given in red pen, rather than through Powerschool. However, the school still has the same number of technology staff it did in that pre-technological bo-nanza era. Craig Shoemaker and his fellow technicians are struggling to keep up with the proliferance of technology pouring into classrooms, as an adage they know all well too well proves true- more technology means more potential for problems.

“We definitely need more bandwidth,” Shoemaker said. “We are putting more and more devices on our network every year, and this year an extremely large number of new devices. Each one of them needs to go out to the internet, so that bandwidth is

More technology comes with more problems

See TECH on Page A2

Mia KarrEditor-in-Chief

High school credit, real life experience and possibly even senior service hours come as a package deal for those involved in student campaign volunteering for Kris Vass’ AP government classes.

There are many different activities of-fered while volunteering, all of which are informative in different ways.

“[Students] do whatever the campaigns want them to do. The Democratic and Re-publican parties have offices here in town that they can go to. They can do phone banking where they call people who are likely voters. They go door to door, handing out literature,” Vass said.

Vass hopes the kids are participating for more than just the credit and to actually

Austin SwiftSports Editor

From previous years, HHS’s one act performances have been known for their successful results, from sweeping the state in a first place two years ago, to being run-ner-up in the region and placing an overall third in the state last year. This year, the group hopes to continue their success with their show The Beggar’s Opera.

Senior Graham Rebhun has been on the one act cast since his freshman year and experienced all the different one acts’ lev-els of success.

“[This one act] is different because it’s more of an older show, but we’re doing it in a really extravagant way. Like a lot of the actions are super exaggerated, and it’s more Shakespearean. It’s going to be really cool,” Rebhun said.

Senior Caroline Shank enjoys the fresh new spirit relative to the gloomier energy from the show last year.

“[This year] it’s funny. It’s a comedy, which last year [it] was super serious; kinda really heavy. This year it’s funny, it’s sarcas-tic, it’s over the top. And it’s a lot of fun, we laugh a lot which is good because last year it would be kind of depressing sometimes after rehearsals, but this year it’s just really

Faith Runnells Managing editor

One act prepares comedy show

COMIC RELIEF. From left to right: sophomore Ben Hollenbeck, senior Isabelle Burden and senior Ariel Vogel perform as the Peachum family in The Beggar’s Opera. The performance on Oct. 16 was free and open to the public. See ONE ACT on Page A2

PHOTO BY BRENNA COWARDIN

Campaigns give students opportunities in politics

See CAMPAIGN on Page A4

PHOTO COURTESY OF MYRON BLOSSER

PHOTO COURTESY OF TINA SERRELLREPRESENT. Senior Maria Medeiros dis-plays her honors from years of JROTC.



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Online Editor-in-ChiefThe role of the online editor-in-chief is to oversee the daily maintenance of the Newsstreak website, www.hhsmedia.com. He or she should encourage, inspire and assist each staff member to the best of his or her ability. He or she is expected to leave www.hhsmedia.com better than he or she found it, making sure that we are constantly trying new things with the website.

•Makesureeverystoryhasbeeneditedbeforeitisposted online•Regulatethepostingofcommentsonthewebsite•Makesureaphotoispostedwitheverystoryandhasa good caption with it•Writeaheadlineforeachstory•MakesuretheAPStylebookhasbeenusedtokeepall elements consistent.•Remaininconstantcommunicationwitheachstaff member to insure a strong, bonded working environment.•Organizethepostingofdailyfeaturepackages,making sure staff members are keeping up-to-date.•LearnhowtoconfidentlymaneuvertheWordpress software we use with the site.•Recognizeweaknessesinstaffreportersandfellowstaff members so that a focus on improvement may be made.•Promotestories/photos/etc.thatarepostedonannouncements and via multiple social media outlets•Postbreakingnewsandopinionstoryassignmentsonwhite board and update daily•Communicatewithstaffregularlysotheyareawareof deadlines, assignments and activities•Communicatewithprinteditor-in-chiefaboutadding additional stories online that have begun in print (additional info, more photo galleries etc.)•Postapollweeklyonthefrontpageofsite•Designacontestorinteractivequizmonthlytodrivepeopleto the site•Updateonlineadvertisingonthesite•UseGoogleanalyticstoreportsiteusagetothestaffatweekly staff meetings•Organizeandmanagepeopleusingsocialmediapostingfrom events(Facebook,Twitter,Instagram,Vine,Pinterestetc.)•Makesurebloggersarepostingregularlyasassigned.•Makesureonlinesportsstaffispostingscoresand highlights daily•Makesurevideosarebeingpostedatleastonceweekly, preferably more often



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News Section Editor The role of the news section editor is to aid in informing the reader of current events in the school and community.

•Assignstoriestoeveryoneinthatsection. •Writeanglecardsforallstories/infographics/photosetc.thatwillbe included on the page and send to all writers/photographers/editors associated with the page •Editthefirstdraftandreturnitontimeforthereportertocorrectit and make deadline. •Coachstaffreportersandfreshmenbymeetingwiththemafter editing their story to make sure they understand which mistakes they made. •Editandcorrectlayoutbypagedesigners. •Makesureeverystandingelementhasbeencorrectlyplacedinthe section each month. •Exploreawidearrayofcampus,local,regional,state,nationaland world news. •Producelong-terminvestigativereportingstories. •Makesurenewsbriefsareincludedineachissue •MakesureSCA,GuidanceDepartment,SchoolBoardnewsisall covered in the issue •Makesurepagedesignershavefollowedthechecklistontheir gradesheets •Double-checksourcesandquotationsforconfirmationinarticles. •LearndesignonInDesignCS.

Feature Section EditorThe editor of the feature section editor is responsible for judging which stories will be most entertaining and informative for our readers.

•Decideonthethemeoftheeachparticularpageeverymonth. •Assignstoriestoeveryoneinthatsection.

•Writeanglecardsforallstories/infographics/photosetc.thatwillbeincludedonthepageandsendtoall writers/photographers/editors associated with the page •Editthefirstdraftandreturnitontimeforthereportertocorrectitandmakedeadline. •Coachstaffreportersandfreshmenbymeetingwiththemaftereditingtheirstorytomakesurethey understand which mistakes they made. •Editandcorrectlayoutbypagedesigners. •Highlightstudentscoveredonmasterlisttoinsurediversecoverage. •Workaheadtodevelopsurveys,sidebars,infographics,photosandartfordoubletruckideas. •Makesureadominantelementisoneverypage •Double-checksourcesandquotationsforconfirmationinarticles. •Makesurepagedesignershavefollowedthechecklistontheirgradesheets •LearndesignonInDesignCS.

Olweus program starts anti-bullying initiative

HARD AT WORK. Principal Cynthia Prieto works in her new office. Prieto joins HHS this year after serving as assistant principal at Lake Braddock High School in Fairfax County.

PHOTO BY BRENNA COWARDIN

Coming Up Updated sports scores and schedules for all seasonal sports

Feature package stories and extended coverage of print packages

Advertising forms and information Breaking news from school and the community

Video footage of sports Variety of reviews and blogs Up-to-date gas prices in the area

Interview with author and alumni Josh Sundquist

Fall sports coverage Club news Comparison of local foods Extended learning time update Debate and Forensics Reviews Columns and editorials Humans of HHS feature

Scan this with your mobile phone to go to www.hhsmedia.com

On the Web At your fingertips

Mia KarrEditor-in-Chief

HHS welcomes new principal

See PRINCIPAL on Page A2

Alumnus wins theater award

See AWARD on Page A2

SCA plans for new school year

See SCA on Page A2

Brenna CowardinEditor-in-chief

ON THE JOB. Senior Newsstreak editor Ariel Vogel glances back at the marching band while junior Newsstreaker Austin Swift takes pictures and sophomore broadcast jour-nalist Cedric Ansah takes video.

PHOTO BY MIA KARR

HHS Media brings journalism staffs togetherVictoria GironFeature editor

An unfamiliar voice traveled through the intercom to greet students on the first day of school this year. After a moment of confusion, it became clear that the voice belonged to new principal, Cynthia Prie-to. Although taking charge of an unfamil-iar school with over 1400 students might intimidate some, Prieto is eager to jump right into the HHS community.

“I’m not [nervous]. I’m excited,” Prieto said. “I was nervous moving down here because I didn’t know anybody. But people have been so open and so welcoming that I don’t feel that way anymore.”

School principal isn’t the only job that Prieto is qualified for. In fact, she holds three degrees from Michigan State Univer-sity; Spanish with a teaching certificate and a business minor, English with a writing emphasis, and math with a teaching

NewsstreakThewhere every person has a story

Harrisonburg High School • 1001 Garbers Church Road • Harrisonburg, VA 22801 • 540.433.2651 • Volume XIIC • Issue 1• September 25, 2014

See MEDIA on Page A2

See OLWEUS on Page A2

HHS alumni Josh Marin, graduated 2008, has recently been nominated by the Richmond theater critics for awards “Best Actor” and “Best Supporting Actor” in two different musicals in Richmond, VA.

Marin’s musical career began his soph-omore year of high school, when HHS fine arts teacher Swartz cast him in the musi-cal Seussical with the part of a wickersham brother.

“Considering everything going on in theater in Richmond, [the nomination is] a big deal,” Swartz said.

Swartz saw Marin’s potential right away.“I kept expanding his role a little bit [in

Seussical] where I could because every-thing he did was interesting,” Swartz said.

Marin was a standout student to Swartz even as a sophomore in high school.

“Josh was a great guy to work with. He always took things seriously, in a good way. He had a lot of a good sense of humor and he was a lot of fun, but he always worked really hard and tried really hard at every-thing he did,” Swartz said.

Faith RunnellsManaging Editor

At the end of last school year, HHS vot-ed in a new team to lead the school. Senior Rozda Askari (president), junior Josh Byrd (vice president), junior Yasmine Rodriguez (secretary), junior Zahraa Saleh (treasurer) and junior Ayanna Shine (reporter) are the Student Council Association officers for the 2014-2015 school year. The SCA has one important plan for the this year: fun.

“I think we need to hype up the school a little bit more, [because] it’s very boring right now,” Rodriguez said. “School’s about academics, but we are kids.”

Askari and his team are, at the moment, focusing mostly on homecoming, which will take place on Oct 4.

“[I want] to have one of the best home-comings we’ve ever had. I have plans [for] doing things that are different, because if we keep everything the same as we have it’ll still be lame,” Aksari said. Byrd added that they’re in a bit of a time crunch.

“It’s very stressful; we’re about a month

This new school year marked some big changes for the journalism department at HHS. The different media at HHS merged as one to become HHS Media.

HHS Media is a collaborative journalistic effort between broadcasting, newspaper, and yearbook. All three organizations are going to tell stories through pictures, vid-eo, text stories, social media, and more. The stories will be accessible to anyone through its website HHSmedia.com.

Although HHS Media is mostly run by the students who are a part of broadcast, Newsstreak and yearbook, Valerie Kibler, the adviser for Newsstreak, was the mas-termind behind the creation of HHS Media.

“I got the idea from Sarah Nichols in Cal-ifornia and Mark Newton in Colorado who both instituted it with their schools and to the best of my knowledge, there are not a whole lot of schools in the country doing it,” Kibler said.

After coming up with the idea, Kibler ran the idea by the yearbook adviser Mary Strickler and the broadcasting adviser, Seth Stratford.

The Olweus Bullying Prevention Program isn’t just another lecture based band-aid for the real issue.

According to guidance counsel-or David Ward, it’s a culture-chang-ing, community-building phenome-non proven through research to be effective. Ward helped begin the program last spring.

“I think I’m just excited for the students to walk down the hall-ways and feel secure,” Ward said. “For somebody in my role, I don’t have a lot of students who come to talk to me about how great their walk down the hall was.”

The Coordinating Committee, made up of students, teachers community members and parents, is at the forefront of the Olweus program. All of them attended a two-day session this summer to be trained in their roles. In turn, they trained HHS staff right before school started.

“Everybody that works here has been trained, except for the bus drivers and the cafeteria staff, and they will be doing their own sepa-rate training,” Ward said.

Senior Alexa Baiges, a member of the Coordinating Committee, enjoyed the learning she found in the training sessions.

“I think the best part [of the experience so far] was that we had to attend a two-day training, and at first we were all really confused and we didn’t know what it was,” Baiges said. “Then we had to train the teachers two weeks later, and it was really cool to see how all of us got it and were able to explain it to them, and they were just as lost as we were when they started, but at the end, they got it, too.”

The Olweus program is based in “classroom meetings” which spread primarily a message of bul-lying prevention.

“The biggest part of the pro-gram is classroom meetings, and

B3: The hottest food trucks in town B6: Football team adds new players B10: “Humans of HHS” feature”

CIRCLE OF TRUST. Male members of symphonic band participate in their first Olweus community meeting during ELT.

PHOTO BY AVA REYNOLDS

Ariel VogelStyle Editor



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Sports Section Editor The role of the sports editor is to aid in informing the reader of current sporting events in the school and to present our sports coverage in a feature nature because of timeliness. The sports section editor should work closely with the online sports editor and online editor-in-chief to make sure that timely sports information is being posted online. •Assignstoriestoeveryoneinthatsection. •Writeanglecardsforallstories/infographics/photosetc.thatwill be included on the page and send to all writers/photographers/editors associated with the page •Editthefirstdraftandreturnitontimeforthereportertocorrectit and make deadline. •Makesureeverystandingelementhasbeencorrectlyplacedinthe section each month. •Makesurethateachstoryinhissectionistimelyandrelevantforthe sports season. •Coachstaffreportersandfreshmenbymeetingwiththemafter editing their story to make sure they understand which mistakes they made. •Assignsportseventstobecoveredbyphotographers. •Maintainalistofstudentssothatthereisnoduplication. •Makesuretocoveranunder-coveredsportineachissue. •Makesuresportscolumnsareincludedineveryissue. •Makesureadvancecoverageofupcominggamesisdominant •Double-checksourcesandquotationsforconfirmationinarticles. •Makesurepagedesignershavefollowedthechecklistontheir gradesheets •LearndesignonInDesignCS.

Style/Entertainment Section Editor The role of the style/entertainment editor is to make sure that everything in the section is entertaining to the reader. •Developideasfortheeachpageasearlyasamonthbeforedeadline. •Writeanglecardsforallstories/infographics/photosetc.thatwillbeincludedonthepageandsendtoall writers/photographers/editors associated with the page •Updatethereviewratingsystem. •Makesurethereviewsarecurrent,timelyandrelevant. •Coachstaffreportersandfreshmenbymeetingwiththemaftereditingtheirstorytomakesurethey understand the mistakes they made. •Makesureeverystandingelementhasbeencorrectlyplacedinthesectioneachmonth. •Keepalistofupcomingmusicreleases,bookreleases,filmreleases,concertsandfocusonwhatiscomingup, not what has already happened. •Double-checksourcesandquotationsforconfirmationinarticles. •Make sure page designers have followed the checklist on their grade sheets •LearndesignonInDesignCS.

PHOTO BY ABBY HISSONG

The NewsstreakOctober 31, 2014 FEATURE-A3

Abby HissongStaff Reporter

Ava ReynoldsStyle Editor

IT’S BACK. The Pumpkin Spice Latte is now back at Starbucks for the fall season.

The first thing I noticed was the smell. The room, painted brightly and sparsely furnished, was giving off an odor that was a mix between baby powder and rotting fruit.

The next thing I noticed was the immense amount of health information around the store. When I thought of Smoothie King, I thought of sugary desserts that tasted like fruit so they didn’t make you feel guilty, however the nutrition facts that showed how many grams of protein, fiber, cal-cium, and other necessary nutri-ents they had in their smoothies was a bit reassuring, however not what I was expecting.

The Pumpkin Smoothie, shown in large advertisements around the store, looked surprisingly ap-pealing on paper. It was a hard job to make a smoothie, especially one that was a dull orange color, look really good, but they man-aged.

Once I had ordered, I stood near the counter and observed the other customers. The 10 or so of them appeared to either be all together, or in two large groups

and they were all over 25. Unlike Sweet Bee, the similarly colored store a few doors down in the shopping plaza, this definitely didn’t seem like the place for a group of teenagers to hang out at.

The service was fast. I had no sooner ordered when the worker immediately started whipping it up, and then it was in my hands. When I pried the plastic top off to get a good look inside, I didn’t exactly like what I saw. Compared to the normal pale pink or creamy yellow fruity colors, the Pumpkin Smoothie was a muted orange; a deep pumpkin color. I hoped that meant it was very fresh.

After taking the first sip, my taste buds were acting like guard dogs to my mouth. They exam-ined the taste on a very detailed level, before apprehensively let-ting them in. The taste instantly brought me to Thanksgiving day, opening the can of raw pumpkin meat before using it in the pie, and that’s exactly what it tasted like. Cold, sweetened raw pump-kin from a can. Don’t get me wrong, the taste was satisfying, and if it was a bit closer to the pumpkin related holidays, I might have enjoyed it more, but after an

80 degree day, pumpkin was not settling with me well.

Despite the interesting pump-kin flavors, I couldn’t stop sip-ping on it on the way home, however that stopped as soon as the smoothie started melting. It turned into a sort of pumpkin

juice that was even more unnat-ural than a pumpkin smoothie. As soon as I got home, I put it in my freezer to save for a more fall like day where I would appreciate it more.

All in all, the pumpkin smooth-ie was satisfying, especially for

someone who loves fall flavors such as pumpkin, however when looking for a pumpkin flavor around the ‘Burg, I suggest trying something more season related such as a pumpkin latte, pumpkin cider, or even pumpkin bagels, but not a pumpkin smoothie.

Pumpkin smoothie doesn’t seem to fit in with season

Mr. J’ss brings Pumpkin Bagel back for fall season

Naomi Gelberg-HagmaierOp/Ed Editor

“PSL” back as sweet pick-me-upYou know that fall is here

when the leaves start to turn, the days start to get shorter, and of course, Starbucks starts sell-ing pumpkin spice lattes again.

Pumpkin spice lattes are very popular, yet a bit of a mouthful, so many have lovingly abbreviat-ed it “PSL”.

The “PSL” is a latte (that is, espresso and steamed milk) with “pumpkin spice” flavored syrup, whipped cream, and a dash of spices on top. I don’t know how much actual pumpkin is involved in the creation of the flavoring syrup, but the “spice” in the name refers to pumpkin pie spic-es: usually nutmeg, cinnamon, ginger, and cloves.

Though there are multiple Starbucks locations in Harrison-burg, I went to the location at 1306 Hillside Ave. across from the JMU football stadium.

Mornings are the busiest time of day at Starbucks; howev-er, I received my drink relatively soon after I ordered. The limited chairs and tables were all taken within the shop, so I took my drink to go.

Let me just say, the pump-kin spice latte is a great way to start your morning. It has very unique flavor compared to a lot of other pumpkin flavored items. The “PSL” focuses more on the “spice” part of the name, there-fore isn’t as heavy as something that focuses more on the pump-kin part. This provides for a hap-py medium for both the pump-kin and the spice, as the latte is still very creamy, and perfect for a chilly morning!

As with all of Starbucks’ drinks, I find the quality consis-tent no matter where I purchase it. It is like having pumpkin pie in a cup!

The drink is customizable to meet each customer’s unique taste preferences. It is available

hot, iced or as a Frappuccino, (a blend of coffee, milk, and ice) beverage. As with many of the Starbucks drinks, the pumpkin spice is a little pricey. The pric-es range from $3.50 to $5.75. That said, it’s not something I would purchase daily because of the calories and price, but it is a great treat to have occasion-ally. I would highly recommend this drink to anyone who loves pumpkin, and is in the mood for sweet pick me up!

Pumpkin Pie Blizzard triggers wonderful fall memories

Harmony WilsonNews Editor

Fall brings a slew of specialty pumpkin delicacies, my favorite of which is Dairy Queen’s Pumpkin Pie Blizzard. It has the creamy, coldness of ice cream and a flavor only pumpkin pie can match. Sweetness with just a dash of spice dances across your tongue. Even though it’s a cold treat, there’s a warmth that comes from it and fills you up inside. It’s like eating spoonfuls of fall. There’s a cool crispness to it, but at the same time a warmth that spreads.

Consuming this marvelous treat makes me wonder what makes it taste so much like pumpkin pie. Obviously, it’s pumpkin ice cream, but it’s more than that. It’s the combination of the ice cream and the gra-ham cracker chunks swirled throughout. They add a flakiness, akin to pie crust. The small pile of whipped cream adds a dash of sweetness and the pumpkin spice sprin-kled over it brings out more of the pump-kin pie flavor.

Even if you got all these ingredients and mixed them all together, it wouldn’t be the same. Maybe it’s the fact that you can only get it only once a year making it taste so amazing. Eating a “blizzard” you made yourself at home would be nothing like having one at Dairy Queen. You wouldn’t be getting the full experience. Plus it would be a whole lot lonelier.

As I sit and enjoy my Blizzard, I am bom-barded by memories, brought on by the flavor of pumpkin pie. My first time see-ing the multi-colored leaves swirl to the ground, being in awe of the things nature

can do. Watching the trees on the route to school slowly change over time. Leaf piles, corn mazes, and carving pumpkins. They are the kind of memories that you can’t help but to smile at. It’s amazing how one small cup of ice cream can trigger all these memories. For me, it’s just one more rea-son to love the Pumpkin Pie Blizzard.

Just as October leaves are turning from green to gold, appetites seem to be anoth-er thing changing with the seasons. Entic-ing, and popularly known deli shop of Mr. J’s, is best recognized for their plethora of delicious bagels, as well as specialty sand-wiches. With fall quickly approaching, reg-ular customers such as myself were more than elated to hear about the return of Mr. J’s Pumpkin bagels; a favorite during the holidays.

Visiting the deli, I was excited to see that I had bypassed most, if not all, of the college student traffic that usually crowds Mr. J’s in the mornings. The staff, I must say, was very friendly and hastily took my order: a non toasted pumpkin bagel with cream cheese. The wait, however, was a bit less to be desired. As I sat down at my ta-ble to wait, I anxiously twiddled my thumbs and tapped my feet, excited to indulge in the pumpkin goodness I had yet to taste since last year.

After about a ten minute wait, I practi-cally sprinted from my chair when I heard my order number called. When I first opened my paper bag I saw an overwhelm-ing amount of cream cheese, smothered between the two slices of bread. Besides that, my bagel was just as plump and fla-vorful as ever. Lightly coated with cin-namon and filled with the aroma of real pumpkins, the entire bagel was devoured in less than two minutes (with the help of a friend, of course).

As always, Mr. J’s never fails to meet my hunger needs. Specialty bagels such as the pumpkin are great pick-me-ups if you are on your way to class in the mornings or are in the mood for a sweet snack in the after-noons. I am eager to return back to J’s and experience the quality and great tastes all over again.

Everything is nice with

On Wednesday Oct. 8, stu-dents and teachers of HHS were candidates in a Pumpkin Spice Latte taste test.

They had to see if they could tell which one was Starbucks and which was the generic brand. The volunteers also had to state which one tasted the best to them. Product A was favored

by four candidates and product B was favored by 34. Some vol-unteers felt that Product B was too creamy and sweet for them. Others felt that Product A didn’t have enough creamer and was a bit bitter. Go to hhsmedia.com to see the full video and find out if Product A or B was Starbucks or generic.

PHOTO BY ELLIE PLASSPUMPKIN SMOOTHIE. The Pumpkin Smoothie can be found at Smoothie King across from Harrisonburg Crossing.

Pumpkin and Spice

PHOTO BY NAOMI GELBERG-HAGMAIERBLIZZARDS. The Pumpkin Pie Blizzard is a fall specialty Blizzard by Dairy Queen along with the Apple Pie Blizzard.

PHOTO BY HARMONY WILSONBAGELS. The Pumpkin Bagels can be found at any of the three Mr. Jays Deli shops found in Harrisonburg.

Poll By John Earle

What Is your favorite fall beverage?5

Cranberry Juice20

Don’t like fall drinks34

Pumpkin Latte45

Apple Cider

Infographic By Jessica Nguyen, Ella Marian and Atticus Bolyard

PHOTO BY ISAIAH KING TASTE TESTER. Students were invited to see if they could tell which product was Starbucks and generic. Senior Alexa Figueara Baiges volunteers to see if she can spot the difference.

PHOTO BY HARMONY WILSONMR. J’S. The deli shop is open from Mon-day-Friday from 6 a.m. to 7p.m. and Satur-day-Sunday from 6 a.m. to 2 p.m.

Experimenters taste test coffees



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Opinion Section EditorThe role of the opinion section editor is to seek out relevant topics to report on in the opinion section.

•OrganizetheLettersoftheEditorandverifythem. •MakesuretheStaffEditorialisincludedeachmonth. •Writeanglecardsforallstories/infographics/photosetc.thatwillbeincludedonthepageandsendtoall writers/photographers/editors associated with the page •Coachstaffreportersandfreshmenbymeetingwiththemaftereditingtheirstorytomakesurethey understand which mistakes they made. •Keepstoriesandcolumnsseparateineachlayout.Thereshouldbeonepageforcolumnsandonepage for stories. •Takeanddesigncolumnpicturesandthestaffbox. •Makesurepagedesignershavefollowedthechecklistontheirgradesheets •Makesurethereisaquestionofthemonth,thiswebelieve,editorialcartoon,hot/notandstudentopinionpoll in every issue. •Trytocenterarticlesaroundathemeforeachmonth. •Makesurethereisapictureorartoneverypage. •Double-checksourcesandquotationsforconfirmationinarticles. •Focusonhavingabalanceofpositiveeditorialsandnegativeeditorials. •LearndesignonInDesignCS.

Photography EditorThe role of the photography editor is to provide each section editor with the pictures they request in a timely fashion. This means he or she must organize the photographers on staff to get all of the photos required for each issue. This is best handled by using the photo board in the room and a Google docs assignment sheet shared with adviser, editors, page designers and photographers.

•Organizeaweeklymeetingofphotographers •Makesureatleastonephotographerisateveryschoolevent.Organizemultiplephotographerstocover different areas of an event. •Overseephotographersastheyimporttheirownphotosandsavethemtotheservercorrectly. •Overseephotographersastheyplacethepicturesonthepagethesectioneditorhaspreviouslyindicated. •Overseephotographersastheywritecaptionsforeachphotoandcorrectlyplaceaphotocreditnext to the picture. •Keeptrackofcameras,cardsandequipmentbyoverseeingacheckoutprocedure. •Learntousedigitalcameras. •LearntousePhotoshop6.0. •Overseephotographersastheycontributephotogalleriesandphotosofthedayforwww.hhsmedia.com



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Art EditorThe role of the art editor is to provide each section editor with the art they request in a timely fashion. •Drawoneeditorialcartoonforeveryprintissue •Drawoneeditorialcartoonperweekfor www.newsstreak.com •Toscanartandsavepiecestotheservercorrectly. •Toplacetheartonthepagethesectioneditorhas previously indicated.

Staff Fun DirectorThe role of the staff fun director will be to plan and execute a variety of events to provide motivation and support for Newsstreak staff members. •Planastaffoutingforeachmonth •Organizefunactivitiesforwhenwegoonjournalism trips •Organizeafterschoolsnacksforeditorialboardmeetings •Workwithparentgrouptoplandinnersforlatework nights •Workwithparentgrouptoplanend-of-the-yearbanquet •Workwithbusinessmanagementstafftosecureprizes for exceptional work done throughout the year

Print Managing Editor junior Ellie Plass passes out pizza samples to participants in the Newsstreak middle school journalism workshop. Middle school students did blind taste tests of five different pizza samples, comparing them in a variety of categories before learning how to write a review.

Newsstreak staff members work to prepare newspapers for circulation to advertisers and other schools throughout Virginia and the nation. Papers are sent to more than 200 patrons each month.

Newsstreak is advised by Valerie Kibler.



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JOB DESCRIPTIONS

Editors of The Beacon | Woodrow Wilson High School, Washington, D.C.

Managing EditorTheManagingEditoristherighthandmantotheEditor-in-Chief.Littlejobs are delegated to her/him that still have a large impact on the paper. This editor is in charge of delegating ads and subscriptions to the Business Manager,andshouldkeeptrackofthefinancialaspectsofthepaper.During production he/she is expected to stay until the paper gets sent to the printer, editing pages and making sure headlines and captions get done in a timely manner. He or she can choose to assign these jobs to other staff members, mainly junior editors.

News EditorTheNewsEditorisresponsibleforfilling,managing,andeditingthenewssection of the paper. This editor must think of enough article ideas at the start of the month and then must assign them or delegate them to other writers. He or she is responsible for writing an article a month for the news section or another section if needed, as well as doing a website article. The News Editor must check in on the writers throughout the month to provide assistance,guidance,orencouragementtofinishbydeadline.TheNewsEditor must then create feedback and edit the articles during production as well as deciding which articles should go on the front page; should attend productionuntilthenewssectionisfinishedandalltheprint-outsarecompleted.

Features EditorTheFeaturesEditorisresponsibleforgettingthehumanangleofstories.Thisincludesbrainstormingarticleideasand assigning and editing articles, as well as writing them. It also means paying attention to interesting individuals, clubsorquestionspeopleareasking.Thereislotsofroomforcreativityinthisjob.BeingFeaturesEditorrequireslots of interaction with people, between interviews for articles, conducting surveys and discovering new stories to share in The Beacon. Part of this job is also to help organize spreads, starting with generating ideas for spread themes as well as the content of the spreads, editing content, conducting surveys and compiling and analyzing data, and working with layout to help design it.

VOLUME 76 ISSUE 7M a r c h 2 8 , 2 0 1 3 BEACONW O O D R O W W I L S O N H I G H S C H O O LTHE

In This Issue

Changes in Place for Class of 2014

Beholding the Body Ideals

Separated At Birth

Once an optional endeavor, it is now required for DCPS stu-dents to apply for post-second-ary education and to complete a college entrance exam. The “Early Warning and Support System Act of 2012,” became law late last year and is beginning to take effect.

You may have first become aware of it on February 27, when all juniors were given the SAT during school for free.

Starting with the 2014 graduating class (juniors this year), all DCPS high school stu-dents will be required to apply to at least one post-secondary institution, which is defined as a university, college or vocational school. In addition, taking either the SAT or ACT before gradua-

tion will become mandatory.These requirements are not

completely rigid, as the new law states that a student may be ex-empted from the requirements if it is determined that it would “constitute an undue hardship on the student.”

The costs of the applica-tion fee will be covered by the government for those who can-not afford it, and the SAT will continue to be administered for free during a school day.

Junior Ayrricka Street said she felt the new requirements would “give students who are unsure a little push and encour-agement into the right direction of the application process.”

Street’s endorsement was echoed by junior Kyra Max-well, who said the initiative is positive because “it forces people who may have been too lazy or couldn’t afford to take the test

Nathan Davis and Maria Brescia-WeilerJunior Editors

Christina Brown and Ciara MackeyStaff Writers

Claire ParkerJunior Editor

“My thighs are so fat.” “I hate my stomach.” “I want to lose 10 pounds.” “My biceps are tiny.” Comments of this nature are uttered often by teens every-where, but the flaws attributed to teenagers’ bodies are rooted not in their actual bodies, but in their minds. Negative body im-age has been shown to be more linked to dysfunctional percep-tions than to actual weight, size, or physical features. Notably, perceptions of body image and beauty ideals vary greatly among different races and ethnicities.

Dr. Perette Arrington, Wilson’s resident psychologist, said that of all the demographics “a large number of adolescents, not necessarily solely at Wil-son, struggle with body image concerns and low self-esteem, and it occurs in both males and

to take it, and I think in today’s world, where having a college education is so important, that’s good.”

Junior Bhadon Shalakin was a little more reserved in his praise of the plan, saying that although he thinks that “the policy is a good initiative...[that] would allow students to explore their various options” it will not achieve much, because “there are some students who don’t care,” who will not take the testing or application process seriously.

There are other parts of the act that apply to younger students, such as an early warn-ing and support system to track the performance of individual students in grades 4 through 9, and for 3rd-graders to meet specified academic achievements ensuring that they are ready for 4th grade.

females.” A recent Beacon survey of the health classes at Wilson found that 45% of students have felt insecure about their bodies. Of these students, 69% were girls.

When asked if girls or boys struggle more with body image problems, sophomore Daniel Brito replied “girls, probably. So-ciety makes it seem like all girls have to be really skinny. Boys [are] not going to feel ugly if we don’t match models.”

“There are higher expecta-tions for girls to look the ‘right’ way,” sophomore Hannah Thompson said. For girls, weight is often a concern, according to health teacher LeJanika Green. “At the same time, a lot of fe-males are embracing their size,” she added.

For those that aren’t, concerns about weight can have devastating consequences. Seven percent of Wilson students

surveyed suffer from an eat-ing disorder, and of those who don’t, 24% of students know of someone who does. Twenty-nine percent of students are unhappy with their current size.

Anorexia nervosa and bu-limia nervosa are two disor-ders Arrington has dealt with at Wilson. Peo-ple who suffer from anorexia often use ex-treme dieting and exercise to lose weight, whereas those with bulimia binge eat, then force them-selves to throw up afterwards.

“I’ve had people share that their teammates are making themselves throw up,” Green said. All of the students who have confided in Green have been girls. Green said that vic-

tims of eating disorders “associ-ate how they feel about them-selves with their weight, so you have to make a disconnect.”

Studies conducted by Brad-ley Hospital, Butler Hospital and Brown Medical School show

that negative body image can lead to depression, anxi-ety problems, and suicide.

Negative body image and the accompanying low self-esteem stem from a variety of sources. Arrington

said the factors include trying to fit into society’s norms of ‘pretty,’ bullying, physical dis-abilities, or the desire to fit into and be accepted by individuals or groups.

First, peer and family relationships play an important role in determining a person’s

body image. Of students we surveyed, 57% said their friends influence the way they feel about their appearance, and 88% of them said their friends’ influ-ence was positive. In addition to peer influences, 57% of students said their parents play a role in affecting their body image, and 13% of this influence is negative.

One of the greatest influ-encers of body image, particu-larly with women, is the media. The first advertisement on the People.com website is a Weight Watchers ad, displaying a slim Jennifer Hudson boasting about her success at losing weight. Us magazine’s website features an article titled “Kim’s Baby Weight Woes,” which chronicles her struggles with feeling fat. Cosmopolitan’s website provides tips on the best angles and light-

Black women’s ideal body is significantly

less slim, studies show.

“You know, you and me look exactly alike,” said Wilson junior Jordan Dickerson to a stranger at a track meet. Throughout the meet, Wilson and Friendship Collegiate kept mistaking one of the girls for the other. That moment in the Prince George’s Sports and Learning Complex forever changed the life of Jor-dan Dickerson.

Some of you may know of her as the only girl on Wilson’s football team. She also plays soccer, runs track, and has played lacrosse for Wilson.

Maybe you have recognized her in the hallways for her adorable smile. Maybe you even have heard that she has recently found her sister.

When senior track runner Laniyyah Elam told Dickerson the name of her look alike, “Robin Jeter,” tears immediately began streaming down Jordan’s face. Jordan knew that she was born in D.C. with the name Kristeen Jeter to her biologi-cal mother, Marguerite Jeter. She was adopted at an early age and her name changed to Jordan Dickerson. However, for 17 years of her life she did not

Continued on P. 6

Continued on P. 10

Pictured from left: Robin Jeter and Jordan DickersonPhoto by Christina Brown

SNOW ANGLES Snow coated the glass ceil-ing of the atrium in a star formation as disappoint-ed students made their way to school on Monday morn-ing. A total of 1.4 inches of snow blanketed the D.C. met-ropolitan area, making for an unex pected spring wonder.

Photo by Clare Rock

Sisters Reunite by Chance



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Style EditorThe Style Editor is responsible for the stories about the arts and style, suchasprofilesofartists,recapsoftheaterevents,andreviewsofalbums, movies. Some articles may be repeated each month about a different topic, but the stories that do not run as a part of a series must be brainstormed, assigned and edited by the Style Editor. The Style Editor is also responsible for contacting the subjects of articles, and making sure writers are in touch with their subjects, as well as checking in with writers to make sure their articles are coming along. He or she should also write an article for each issue, either for the editor’s own section or another. During late nights, the Style Editor should edit the articles in his or her section, and give feedback to writers to ensure their articles are the best they can be. The Style Editor is expected to stay until the end of production when the paper is sent to the printer.

Visual Content EditorThe Visual Content Editor is responsible for assigning cartoons, graphics, illustrations and any other visual elements of the paper. The Visual Content Editor should collaborate with photo editors and section editors to come up with a vision for the paper, especially the spread. The Visual Content Editor is also crucial during production and must attend all late nights to layout the paper. The Visual Content Editor must do all print-outs, collaborate with editors about changes, andPDFthepaper(merginghalvestogether)tobesenttotheprinterand to subscribers.

The Beacon is advised by Mary Stapp and Alexandra Stryker.

Woodrow Wilson Students Who Were on The Beacon Staff

Former CBS Evening News anchor Roger Mudd wrote for The Wilson Beacon and graduated in 1945. In 2011 he said he is still “embracing Wilson as the place where we were taught indelibly to accept responsibility for ourself and our actions.”

Author, columnist, and New York Times theatre critic Frank Rich graduated in 1967. He recalled his time writing for The Beacon as “fun and instructive,” a place where he learned the nuts and bolts of newspaper and got the inspiration to become a better writer.

Derek McGinty, former weekend anchor of WJLA (the local ABC station) and current 9News Now anchor is also a Beacon alumni.



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JOB DESCRIPTION

The AdviserThe role of the adviser (adapted from guidelines developed by the Journalism Education Association) will be to:

1. Produce a journalistically professional learning atmosphere and experience for the students, allow students to make decisions concerning content of the publication, and ensure the publications will remain an open forum.2. Work with students to increase their competence in the following areas: •determining news values •selecting news stories and in-depth stories, feature stories, sports stories, opinion articles •developing and applying legal and ethical knowledge •learning aspects of the interviewing process, of journalism and research skills, of journalism note-taking skills, of proper attributionin stories •writing news stories, feature stories, sports stories, in-depth stories, editorials, columns and commentary, reviews •learning journalism-editing procedures as part of the writing process •developing art ideas and producing art work and design ideas •designing and laying out pages •learning the photographic process •identifying new trends in content and design •learning advertising procedures •learning to use the computer in publications work3. Provide students with an educated, professional role model as adviser and serve as a motivator and catalyst for ideas and professionalism.4. Evaluate student participation by using journalism standards.5. Act as an educational resource for legal freedoms and restrictions for students and encourage discussion of ethics and content.6.ProvidetheopportunityforstudentstoproduceapublicationconsistentwiththeFirstAmendmentandcourt decisions, without faculty or administrative censorship, within the standards of professional journalism and the Society of Professional Journalists/Sigma Delta Chi’s Code of Ethics.7. Act as a helpful adviser, but not as a censor, to students in all steps of publishing. In terms of unprotected speech, the adviser’s role will be to act as a consultant and as an educator.8. Develop, with the staff, an editorial policy consistent with legal precedent, court decisions and professional journalistic freedoms, which will also be agreed upon and signed by the principal.9. Help the staff establish policies that include •roles of all staff positions and role of the editorial board •standards of professional journalism and procedures for the staff •style and design guidelines •a code of ethics for the publication and staff •advertising procedures •staff application and selection policies •staff member removal policy



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•appeals procedure •credit procedure •photography rules and guidelines •computer training •equipment use rules •office guidelines •decision making and consultation10. Work with students •in regular planning sessions with the staff, in regular training session in all aspects of journalism, in meeting schedules and deadlines, in counseling staffers in coverage of school life and in the process of gathering information11. Order supplies and equipment; supervise the distribution, collection, maintenance and inventory control of such equipment in accordance with publication needs and school policy.12. Supervise the financial status of the publication, and encourage fiscal responsibility.13. Work with students to determine publication size and frequency based on content consideration, and a workable publication and distribution policy.14. Work with faculty and administration to help them understand the freedoms accorded students and the goals of the publication.15. Belong to professional and educational organizations and participate, with the students, in activities of these organizations, including local, state, regional and national conventions/seminars.16.Beawareofthetrendsinjournalismandsharethemwithstudents.17. Urge students to attend summer journalism workshops and conventions so they may improve their skills. If necessary, the adviser will make every effort, with the school system’s assistance, to pay part of the cost of the workshops through special money-raising activities or special advertising campaigns.18. Be a source of information for prospective staff, and work with English teachers and others in an effort to recruit new staff members, including minorities.19. Submit the publications and contributions of students to rating services and contests so the student staff receives feedback.20. Provide the staff with information about journalism scholarships and other financial aid as well as about journalism as a career.21. Establish an exchange with other schools in the region, state and nation to share ideas and to be aware of trends. The program may include participation in national student wire services.



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Pitch ItWhether it’s the World Series or a back lot pick-up game, a solid pitch can be impressive. The same is true of a journalistic pitch from a reporter to an editor. To pitch means to present a proposal — for a story, column, segment of a program or show.

When reporters pitch an idea, they must be prepared in order to be convincing. If they can’t say it, editors might think they won’t be able to pull it off. Be Persuasive •Brainstormdifferentargumentstosupportyouridea.Decideonthemostcompellingonestopresent. •Considerdifferentargumentsagainstyouridea.Answerthesewithstrongreasonstoimplementyourpitch. •Whatquestionsmightyoureditorask?Bereadytorespondtothesequestions.Thesemightinclude:Whatisthenewspeg?Whynow?Whatvoices,experts,locationswouldyouinclude?Whatpurposewillyourproposalachieve? Be Well informed •Areanyotherschoolspresentingsimilarapproaches?Aretheysuccessful?Talktostudentsatthisschool. •Towhatdemographicinyourschoolwouldthisideaappeal? •Whatcostsmightbeinvolvedtoimplementyouridea?Especiallyifnewequipmentoranewsetisrequired. •Whatquestionsmightyoureditorask?Bereadytorespondtothesequestions.Thesemightinclude:How longwillittaketoproduce?Whatwillitcost?Howwillitbringmorereaders/viewerstoourstudentmedia? Be Concise •Plan your pitch and practice presenting it. •Hone the pitch so you all of your arguments are relevant to your school community. •Be ready to make your pitch in three minutes. ASSIGNMENT: Role PlayYou be the reporter with an idea to pitch to an editor. You determine which editor — print, online or broadcast; news, entertainment, sports, science or other area. Here are some possibilities: •Canyouthinkofatopicforanewsstory?Oranewangletoreportingonanannualevent? •Doesthestudentnewspaperhaveamonthlycolumnoraweeklyonlinecommentary?Thinkofawayto approach topics or a better “voice” for opinions to be expressed. •Ifyouareonabroadcaststaff,brainstormanewshowthatwouldappealtooneofthedemographicsofyour school. Or a different way to report the news.

Whether pitching an idea to an editor who might assign the story to you or suggesting an angle for someone else’s story in an editorial meeting or wanting a change in the way coverage is done, you must believe in your idea, know your subject and be both persuasive and brief.



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Say It in a Word CloudWord clouds present ideas and their relationship to other words in visual format. The most important or most frequently appearing words appear in larger font size. Concepts appear in descending font size to relate proportionate significance. The more prominent the idea or frequently a word is used, the more likely the word is to appear in a word cloud.

Word clouds may be limited to three words or contain a hundred words.

Word clouds can be created in black and white or in color.

Word clouds appear in neat grid patterns or in a chaotic arrangement. They may form a shape related to the idea.

Word cloud creators select the font — one or more — to be used.

Word clouds communicate quickly, using legible fonts.

AssignmentCreate a word cloud to convey one of the following concepts.•Thedutiesofaneditor•Therelationshipofeditorstoamediastaff•Scholasticjournalist—rightsandresponsibilities•Freedomofthepress•Makingapitch

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