T O M O R R O W ’ S N E W S T O D A Y

THE TALON

T h e O f f i c i a l N e w s p a p e r O f A t a s c o c i t a H i g h S c h o o l

M a y 2 0 1 3 w w w . a h s t a l o n . c o m

What’s Inside:

Tux and gown-clad students flashed by in an array of colors as they flocked to the checkerboard dance floor, while Jeffrey Overbay’s voice boomed over the ding-ding-dings of slot ma-chines, the sliding of poker chips, and shuffling of high-heels. “It's that time of night...” said Overbay, the senior class sponsor. In a few minutes, he would reveal the names of the Prom King and Queen. The students, assembled at Min-ute Maid Park’s Diamond Club, held their breath. Counting Down The Minutes Just a few hours earlier, when the Diamond Club was still and vacant and limos had not yet started to arrive at Minute Maid, Michelle Hicks sat at a table in Maggiano's, chit-chatting with her boyfriend, Daniel Higdon, while nibbling her way through a three-course Italian meal. A golfer, cheerleader, NHS mem-ber, and staff writer for the AHS school newspaper, Michelle had been nominat-ed along with seven others for the title of Prom Queen the week before. Just as hours of preparation went into the class of 2013's prom, Michelle also had an extensive prepping process before the big night. After trying on dress after dress at Muzzie's, a boutique that specializes in high-end brand gowns and dresses, she eventually settled on a long, silver, open-back dress from Dillards. “I fell in love with it,” said Mi-chelle. “It was only around $100 and it went with the theme of Gatsby, so it was a win-win situation.” However, finding the perfect dress was just one component necessary for Michelle's perfect prom look. On the day of prom, she had her makeup done at MAC cosmetics, and headed over to In Color, where her fresh-

ly-highlighted hair was swept up into a side-braid reaching from the crown of her hair to the center of her elaborate

up-do . Finally, after smiling for the click of a camera at the Mercer arboretum and the downtown waterwall, she now smiled out of genuine excitement amid the chatter of her friends as their party bus driver headed for Minute Maid Park. At approximately 8:30 p.m., Michelle entered the frenzied scene of silver, glitter, and 1920’s glamour. Though she was ready for a night of fun, nothing could prepare her for the honor she was about to receive. The Final Moments Moments after Overbay qui-eted the crowd with his announce-ment, Michelle shared the stage with the other nominees: Brady Frederick, Kyle O'Farrell, Jesse Rodriguez, Tucker See, Hayley Jost, Joey Tang, and Crystal

Naceanceno. She stood in suspense as the crowd waited for the words that would reveal the two seniors who would for-ever be remembered as the Queen and King of the 2013 Prom. “I was really anxious,” Michelle explained. “But when they mentioned

Brady, I had I feeling I would win be-cause the rest of those nominated were couples.” Moments later, Michelle’s nerves had dissipated, and a smile spread across her face, as she was surrounded by a roaring applause. A silver tiara, sparkling under the spotlight, was placed in her blonde hair. She took the place on stage beside her fellow winner, Brady Freder-ick, a baseball player known for carrying Atascocita's spirit stick with him to the school's sporting events. A glow across her face once again that night, as she proudly sported a white sash with embroidered black cursive letters. They read: Prom Queen.

Crowning the Queen By Megan Jenkins Staff Writer

Prom queen and king, Michelle Hicks and Brady Frederick, smile after being crowned. Photo by Amanda Rojas

The bell to signal the end of the day has just rung and students are spilling out of every conceivable exit, as teachers try to herd the stragglers out the doors. Some students, however, are in a line that snakes down the caf-eteria wall in front of downstairs Blue House l. This is a common scene

on many days in Atascocita High School, as the numbers of stu-dents attending D-hall has swelled into the dozens. Since an improved system of discipline enforcement has been implemented by principal Bill Daniels, the numbers of at-tendees in D-hall has nearly dou-bled compared to last year. On Mondays and Tuesdays, as many as 50 to 60 students will attend D-hall, while during Wednesday’s

afternoon sessions the numbers often swell to 100 to 168 students at one time, said Monique Zibi, the discipline program facilitator. Last year, the number of D-halls being given out was almost the same as this year, administra-tors say. However, the discrepancy between this year and last is due to the enforcement. According to Zibi, in the past, students could often avoid their punishment. Because viola-tions were sloppily recorded and the chain of discipline was notD-Hall continued on Page 2

Enforcement Spurs D-Halls

By Niq CobonStaff Writer

NewsParking Woes?A new student parking poli-cy is set to go into effect next year.See Page 2

NewsAn Immigration StoryAn AHS student walked thousands of miles to come to the U.S.See Page 3

Op-EdStepping into the FutureA senior contemplates the major steps in his life as he heads to college.See Page 5

CenterHigh School Is ...Explore the world of high school in words and pic-tures.See Page 6 and 7

FeaturesCheering the Home TeamThe Diamond Dolls bring snacks and support to AHS baseball players.See Page 11

2 NewsParking LotteryBy Lindsey WillsStaff Writer

Every morning, just before 7 a.m., traffic backs up into the AHS student parking lot as more than 600 students guide their cars into assigned spots. Come August, however, some people predict that the traf-fic could be even worse under a new parking policy taking effect next year. Instead of giving stu-dents an assigned parking spot, White House 1 principal and AHS parking director Will Falker has decided to change the policy to open parking. Falker wants the students at the school to be more responsible and college ready. Changing the policy to open park-ing will help students do both of those things, Falker said. According to Falker, this will give students more responsi-bility and will help to get students college ready by preparing for parking in college. “Our students park with-out their own spot, all the time at sporting events, school dances, and work, so this new policy should work just fine,” said Falker. Under the new policy, stu-dents will still have to purchase

enforced, students could dodge having to go to detention, said Zibi and Daniels. “They thought they could slip through the net, and skip D-hall,” said Zibi. This might have been true in the past, but no longer. Under the new system, everyone who is assigned a D-hall will go to D-Hall or be assigned a worse punish-ment. “Don’t think we will forget it. We won’t,” said Zibi. The chain of command in the discipline program, which in-cludes D-hall, Thursday/Saturday class, ISS and suspension, begins with Eric Lathan, Red House 1

principal, who is the coordinator. “This is not a democracy,” said a stone-faced Lathan. Lathan’s job is to pull to-gether each aspect of the program to create a well-run machine that has a function to carry out fair and well-organized discipline. Next is Zibi, whose job is to preside over the D-hall aspect of the discipline program.. Zibi coordinates with secretaries to compile a list of students who attend detention or Thursday/Saturday class. Zibi is also responsible for enlisting teachers to watch D-halls. Regu-lars include Kap Mcwhorter, Joni Bates, Jill Davis, Tara Bain, Debra Howsmon, Lori Kittrell, and Me-gan Sandvick. When detention numbers swell to 100, Zibi could have as many as three additional teachers to help watch students. Terry Perkins, associate principal, who Zibi credits as be-ing “in the loop of the disciplinary program,” is involved in cancel-ling certain detentions because of other discrepancies. This year, once a student is given a warning for an infrac-tion, the next citation will result in a D-hall; infractions that require immediate detentions such as tardiness are immediately record-ed. Once the mistake has been recorded, a system of secretar-ies and principals work together to ensure that a student either attends or is aware of his or her D-hall. “When a student is get-ting a D-hall, [we] make sure they know why they got it, and how they can prevent getting another one in the future,” said assistant principal and discipline program

collaborator Will Falker. Every day, the house principal communicates with the secretary, who is responsible for reminding the students about their detentions. When students fail to attend their D-hall, they are advanced to a Thursday/Sat-urday class, which morphs into in-school-suspension. A chain of administrators check and double-check to ensure students get the correct punish-ment. When a student breaks a rule, according to the discretion of the present AP/administrative representative, a citation is noted with the respective secretary. However, some students believe punishment can be un-fairly meted out. “I felt like it was unfair, because my pants were ripped and I saw everyone else doing the same thing,” said Vincent Wilson,

an AHS senior about his D-hall. However, administra-tors say they note the date, time, student name, and type of rule broken, so as to ensure efficiency. The same process is carried out to keep up with students involved in seat time, and those traveling through the discipline system. “When we get a D-hall, the [AP’s] explain why you got it, your actions, and how you can avoid your next one,” said junior Jhalil Davis, a D-hall attendee. And if one D-hall isn’t enough to teach students to avoid the next one, administrators say chances are good that they will be waiting for them.

D-Hall Continued from page 1

“Don’t think we will for-get it. We won’t,” said

Zibi.

a pass, which will cost $35 for the year and $20 for a semester. Seniors will park in the Red House parking lot, while underclass-men will park in the Blue House lot. Underclassmen will only be allowed to park in Red if there is spillover. Students will be as-signed color-coded tags to distin-guish the grade levels. Falker plans to reserve the front row spots for students with perfect attendance as an incen-tive. Some AHS students say they will be much more inclined to get to school early to get a good spot next year and are excited about the policy. “This open parking policy is great. I have to be at school early every day so I’m going have a great spot,” said Natalie Pries-meyer, 10. However, other students worry that this new policy will cause them to be tardy -- a con-cern Falker dismisses. “If students are running late then they are already running the risk of being tardy, so it will be their responsibility to get to school earlier,” said Falker.

A parking tag hangs from the mirror of an AHS student’s car.

“I felt like it was unfair, because my pants were ripped and I saw every-one else doing the same thing,” said AHS senior

Vincent Wilson.

Students line up on Main Street for afternoon D-hall. The numbers have gone up as stricter enforce-ment of rules has been implemented on campus.

Trip of a LifetimeBy Michelle HicksStaff Writer

He traveled alone, leaving his family and friends behind in the only life he knew. He walked for months, crossing more than 1,784 miles. He rode on top of trains, risking his life with every motion. His name is Antonio Ruiz, an immigrant from El Salvador, and an 18-year-old freshman at AHS. Antonio left his home in El Salvador on the night of April 30, 2012, hoping to arrive in the Unit-ed States and bring back money

to his family. However, throughout his journey, he was worried and scared to death that he would get caught and sent back home. “My mother and my four brothers are what kept me moti-vated,” says Antonio with a smile. After walking for a little over a month, Antonio arrived in Mexico. Once he crossed the Mexi-can border, he was captured by a cartel who demanded money. “I thought I was going to die, but my friend gave them money to let us go,” says Antonio. Antonio experienced many hardships along the way, such as cutting his leg when jumping on a train, attempting to swim across the Rio Grande three times, and being put in a detention center once he reached Texas. According to a Border Patrol Commission report, 10,000 unaccompanied minors cross the border each year. Of those, more than 8,000 were taken into cus-tody this year, double the number taken into custody at this time last year. Once he crossed into Texas,

Antonio Ruiz

News 3

Antonio walked for six days to Houston in search of his uncle. However, he was caught by border patrol and put in a new detention

center. He was there two months and nine days, counting every day as if he were in a jail, according to Antonio. Finally, the workers at the detention center found his aunt and uncle in Atascocita, and An-tonio was sent to live with them until a decision is made. Often, when students from Latin America come to the United States, they face a huge culture clash, said Spanish teacher Josie Delgado. However, in her Spanish for Native Speakers class, students like Antonio are introduced to the culture of the U.S. Antonio is still waiting for a decision about his legal status. “If I have to go back to El Salvador, it’s going to be hard be-cause I am so used to the oppor-tunities I have living here,” says Antonio. In the meantime, in the small fold of his wallet, Antonio carries a crumpled piece of pa-per that allows him to stay in this country. He guards it with his life.

Alyssa Cannon had never thought about what it would be like to go hungry. Until the AHS senior spent three days living on the streets as part of the school’s Social Action class. During the class’s an-nual poverty simulation, Cannon experienced life without shelter, without food, without warmth. And she’ll never forget it. “It made me realize how lucky I am to have the things I have,” said Cannon. Social Action is one of the three most popular courses cho-sen by students, according to head counselor Josie Pratt. The other two are Forensic Science and AP Psychology. The daily agenda of Social Action consists of learning about local, social, and global issues such as human trafficking and poverty while trying to make a difference. On block day, Social Ac-tion students get to go off campus and serve the community or the certain category that they are interested in. According to Social Action teacher Kap McWhorter, many students continually sign up for Social Action because they are hungry to make an impact and to make the world a better place. McWhorter said he never has to advertise for the class, but rather his students go out and do the talking, influencing others every year to sign up for this life-changing course. Social Action has made such an impact on the students’ lives that even after they gradu-ate, some students continue on to make the world a better place, according to McWhorter. Erin Siple and Matt Thompson, Class of 2011 gradu-ates, are now on to bigger and better things in college at the University of Texas. They have teamed up with a water project group in a village called Yoloshi in Tibet to help purify and give the village clean water. Siple thinks that Social Action is a big part of her daily inspiration to go out and help people in need. “Every year students blow my mind,” said McWhorter.“I see them focus less on them-selves, making everyone else their main target.” While students in Social Action go out and make an impact

on society, students in Forensic Science learn how to solve and investigate crimes. Everyone has seen televi-sion shows such as “CSI,” “ Dexter,“ “NCIS,” and “Bones.” When stu-dents hear they can learn about those kind of things in school, they are immediately interested in the class, and line up to enroll. According to Forensic Science teacher Cindy Welch, the class consists of many hands-on activities such as processes crime scenes, studying fingerprints and making plaster footprint impres-sions. “I decided to take the class just because it sounded interest-ing, but I soon realized it’s some-thing I think I would like to do as a career,” said Forensic Science Club president Emily Stibbe, a junior. The students are always up out of their seats, learning through labs rather than sitting in class taking notes, according to junior Christian Rios, Forensic Science Club vice president. “Mrs. Welch creates a lot of songs about the topics and sings them in front of the class,” said Rios. “I don't think any other teacher in the school does that.” Stibbe and Rios were the ones who came up with the idea of the club from their love for the class and their desire to learn more about the subject. The lessons learned in Fo-rensic Science include analyzing bones to determine race, age and gender. The students also study maggots and decomposing pigs in order to understand the stages of decomposition. “It’s not a boring class where we sit down in a desk all day and take notes while the teacher talks,” said Rios. “It’s very hands-on.” In AP Psychology, students don’t just canvas a crime scene, they explore the inner workings of the mind, according to teacher David Duez. The course considers such questions as “What attracts one person to another?” and “What is more important: nature or nur-ture?,” as well as studying psycho-logical disorders and treatment techniques, said Duez. The course attracts stu-dents who want to earn college credit and gain a “better under-standing of human motivation and behavior,” he said. “Simply put, every student can relate to psychology,” said Duez. “The course is about them. It is about every human on the planet, really.”

What Will You Select? By Michelle HicksStaff Writer

Adviser:

Monica Rhor

Layout Editor:

Brooke Schoch

Photo Editor:

Megan Jenkins

Staff Writers:

Michelle Hicks

Darnell Woods

Lindsey Wills

Dylan Richards

Niq Cobon

Donyale Brock

Chaz Kinner

Margot Tiscareño

Ashleigh Roland

Alyna Diaz

Dominique Puente

Cameron Crim

TA L O N S TA F F w w w. a h s t a l o n . c o m

4 Op-EdBy Lindsey WillsStaff Writer

couldn’t care less about getting to class on time and don’t care that they have to sit through D-hall. Some others have to suf-fer through D-hall for their very first tardy because the traffic on Main Street was so bad that they couldn’t get to class on time. It’s also not fair to make teachers sit through detention with that many students. It’s just unreasonable. One could argue that strict-er enforcement of rules will lead to better compliance with school rules. However, rather than solv-ing one problem, it has just led to another: an excessive number of students in detention. So what is the solution? Let’s try bringing back the tardy bell. The tardy bell was

An Atascocita High School student walks down Main Street with a sense of dread lingering in her stomach as she realizes that she is getting her very first detention. It is her last semester of senior year -- and the punish-ment is for being late to one class. Ever since school officials implemented the rule that every tardy is an automatic detention, the number of students in D-hall has increased. This policy, in theory, seems like a great way to ensure students get to class on time be-cause it provides an incentive not to be tardy. But, in reality, it’s not working. Some students still

a way for students to know that when they got to class, they still had two minutes to go to the bathroom or their locker, or to take care of any business before class starts. It also lets students who are caught in traffic on Main Street know that they need to hustle and get to class. Everyone knows that some students hang around and wait to go to class until the tardy bell rang, but let’s be honest. If it helps more students get to class on time and keep more students out of D-hall, it’s just a small price to pay. And if it doesn’t work, then just take the bell away again. It’s not like students haven’t been put through enough change this year.

Time to Reconsider Tardy Policy

By Lindsey WillsStaff Writer

can’t be printed in the newspaper. Students who call people such derogatory names are inappropri-ate and just plain rude, especially when the people they are talking to are their friends. A word that society consid-ers demeaning should not be used to refer to friends, and shouldn’t be coming out of students’ mouths at all. Friends are meant to add to life, not detract from life. Too often teenagers also think it is perfectly fine to argue with their parents about every-thing and blatantly disregard what they have to say. They don’t have a problem sneaking out of the house or doing exactly what their parents tell them not to. But sneaking out behind parents’ backs and not respecting what they have to say is down-right wrong. Some students argue that everyone is disrespecting every-one else now, so that makes it permissible, right? Wrong.

A culture of disrespect is creeping into our society. Too many students think that it is acceptable to disregard people’s feelings or insult their friends in a joking way. It is not. Teenagers need to real-ize that regarding adults as their friends and calling their friends derogatory names is not accept-able and quite offensive. Too many teenagers talk to teachers as if they are on the same level, when in fact it is wrong of students to do so. Teachers deserve a certain level of respect. When students get too comfortable around their teachers, respect is thrown out of the equation. Soon, students think calling teachers “dude” or “woman” is acceptable. Too many times, students walking down the hallways of AHS call their friends names that

No one should be disre-spectful. Under any circumstanc-es. Before talking to friends or calling out something in the hall-way, students should think about how they would like to be greeted. Before addressing teachers as just “teacher,” students should consider whether that’s how they would like to be addressed in their position. Before sneaking out of the house or disrespecting their parents’ wishes, students need to think about how they would feel if the roles were reversed. Treating teachers as if they are a friend is wrong. Referring to other students using inappropri-ate names is wrong. Not showing parents the respect they deserve is wrong. Disrespecting people is unacceptable and wrong. Period.

No Excuse for Disrespect

An AHS student is sitting in class, cell phone on desk, visible and ready to be used. The teacher sees it and doesn’t take it up, but rather insists that the student use it. Educators are divided over the benefits of using cell phones for educational purposes. But in reality, cell phones should be con-sidered computers that can fit in a pocket. Imagine sitting in a class-room and not having to go to the room next door to search for a piece of information that can be instantly retrieved in the palm of the hand. The saying “there is an app for everything” is quite true. Need a calculator? There is an app for that. Don’t know a word? There is an app for that. Stuck in Spanish class and don’t know the transla-tion? There is an app for that. We are now in the 21st century. Information we now have to take extra steps to find in school could be instantly found. So why waste class time to search something that can be literally found in the matter of seconds? Teachers often say that students have a hard enough time focusing in class and that giving students an opportunity to have a device that is the source of enter-tainment might not be the bright-est of all ideas. According to an article in School Library Journal, 60 percent of students use their phones in school even if the rules prohibit it. If students are allowed to have their phones out, teachers can be aware what they are doing, rather than forcing students to hide their phones so they won’t be taken up. Billions of dollars are being spent on increasing technology in schools. Is it worth that much money just to restrict student ac-cess to tools on their phones that they already use regardless of the rules? Having a cell phone out and visible can make teachers more aware of what’s being done on the phone. It provides endless uses that can make education much easier and more up to date. Our society is in the 21st century, shouldn’t our classrooms be too?

By Mackenzie DupreSpecial to The Talon

Why Not Let Students UseCell Phones?

Op-Ed 5

got closer the mirage came into focus. After the first few days of going into that new phase, howev-er, the grandeur of my extravagant dreams wore off like the smell of cheap cologne. I always had the misconceived notion, as most do (probably due to media), that high school was a huge party: a place where breakout musical selec-tions with complex dance steps were performed, and the eternal hierarchy of the seniors was su-

preme. Oh, how mistaken I was. After I got the hang of high school, the days began to spill into one another into a monotonous mixture of waking up every day to the same seven classes, punctu-ated by the all-too-brief two-day respite known as the weekend. If I could do it again, I would. I would take a less apa-thetic stance to school and extra-curricular activities and come in to pull out all of the stops. I feel like no one properly explained high school to me. All they said was “make good grades,” “manage your time,” and “don’t do drugs.” They never said anything about not being late for school too many times or you will end up in a place you don’t want to be. Or “Hey, guess what your grades matter from jump. Don’t mess up, It’s just that your whole life is riding on this test grade. No pressure.” Now that I know what I

know, I am even more apprehen-sive about moving on to college. I seriously worry about the men-tal health of those seniors that always say “ I can’t wait to go to college.” Do they even seriously consider all of the things that go into going to college, especially if you are going away from home? Maybe they feel like they have everything set and ready to go. Personally, I feel like I showed up to first period English on a day there was a test that I didn’t study for, I’m pants-less, and I forgot my glasses at home. But maybe I’m overreact-ing. Maybe college will be like everything else. It just takes time to adjust and then you get it. All I know is that I feel like my life is spread out before me like nutless peanut butter on a plain piece of bread. I can see the finish line. The end is nigh.

Does anyone else real-ize that the bell to dismiss class sound like a person flatlining? I don’t know, maybe after the first few days of hearing it seven times a day -- every day -- you start to get used to it. But for me, first impressions do matter. So I’ll always remember the first time I heard the flatlining bell, just like I remember all the firsts in my life. Speaking of which, I dis-tinctly remember the first day of my high school career. I re-member the first day of middle school. I even remember when I transferred over to Pine Forest Elementary school. Before the transition into another step of schooling, wheth-er it was in fifth grade or eighth grade, the next phase was always some big mystery to me. A fasci-nating enigma that looked like a mirage in the distance, but as you

By Niq CobonStaff Writer

Another First Nears as College Approaches

Finding Strength in Silence

Most children learn to speak through words and sounds. I learned through gestures and movements. American Sign Lan-guage was the first real language I can remember knowing like the back of my hand. I lived in a world where the only language used to com-municate uses hand movements, hand shapes and facial expres-sions. In my young and impres-sionable mind, a language that requires “silly faces” to get a point across was magical and almost fairy tale-like. That sense of magic was nurtured even more by my par-ents and by the place where I grew up. I was raised on the campus of Gallaudet University, the only university in the United States that offers education specifically for the deaf and hard of hearing. There, on a beautiful and busy Washington D.C. campus where students signed greetings and communicated like any other college student would, my parents -- both deaf -- attended classes and I learned to appreciate what Deaf culture, with a capital “D,” really is.

My parents were my men-tors in Deaf culture. They always made sure to inform me never to sell myself short just because someone could hear better than I could, or because my first lan-guage required me to use my hands to communicate. They taught without preaching. They didn’t force me into Deaf culture but instead they opened the door and let me see for myself before entering. And I saw a community that was warm and accepting, a community sharing a family men-tality and a philosophy that said: You’re Deaf like me. You share the same struggles I do. You get un-dermined and oppressed like I do. I may not know who you are, but I am connected to you in a unique and exclusive way.

If I’m out in public and I see a Deaf person or group of Deaf people signing, I instantly feel a need to approach them and have a friendly conversation. It’s the power of feeling as if you know someone already before you even know them that makes Deaf cul-ture so strong. The beauty of Deaf culture doesn’t come from the lack of hearing or the language. It comes from the connection each and ev-ery Deaf person shares no matter how far or close they are to each other. This year, I plan to apply to Gallaudet University. Not to follow the footsteps of my parents, but to go back to where I came from. To go back to the roots of who I am, to the beginning of me. Not because I feel like I’ve lost direction, but because I miss the feeling of Deaf culture. I miss the socializing at sporting events. I miss the Deaf entertainment and theatre. I miss the friendly attitude and family-like mentality of Deaf culture, the feeling of being a part of some-thing larger than I alone could ever be. I am applying to Gallau-det University not only to better myself as a person, but to better myself as a Deaf person.

The AHS Talon online surveyed readers to find out what shows they are watching. The choices pitted bayou boys versus zombies, stage moth-ers versus mean girls. Here are the results of the wholly unscientific poll:

Duck Dynasty: 81

Walking Dead: 49

Dance Moms: 10

Pretty Little Liars: 9

Downton Abbey: 3

For more polls, photo galleries and up-to-the-minutes news, read the Talon online at www.ahstalon.com.

Online and in print, the AHS Talon brings you tomorrow’s news today.

By Darnell WoodsStaff Writer

What’s Your Favorite TV Show?

Darnell Woods

Niq Cobon

High school is the slam of snooze buttons on alarm clocks at sunrise. It is the trudging of feet to the bathroom, brushing of teeth, and dressing in the latest styles. It is chatting in the flex area and being shooed to class by administrators. High school is the slam of a locker and the roll of eyes. It is the rush of Main Street and the standstill of lunch lines. It is the adults’ need to control and the students’ need to rebel. High school is a playground for young people. It is trying to find yourself in a constantly changing world. It is the crash-course for adulthood. It is hoping, learning, and growing. It is students groaning things like “I want to go home,” “I’m tired,” and “I don’t get this.” It is realizing that none of the little things will matter in the long run and the moments we are living in now will someday be mere memories. High school is being young and reckless and having fun. It is enjoying youth and having little responsibility. High school is my choices, my failures, and my growth. It is learning through trial and error, heartbreak and triumph, loss and gain. It is and endless flow of tests, quizzes, worksheets, and lessons. It is the difference between studying hard and not caring. It is the stress to get grades up before report cards come out and the pres-sure to have a high class rank and GPA. It is focusing on what does matter, the entire reason I come to school every day. It is finding interests and following dreams and all the hard work it takes to get there. High school is the things I’m experiencing. Right now. In this moment. It is my life today, but who knows what the future holds. -Alaya Balderas-Gallegos, Special to The Talon

HIGH SCHOOL IS ...

A student displays his love of music by wearing his headphones.Photo by Kazzandra Farias

Atascocita cheerleaders rally the crowd at a home game. Photo by Aerie Yearbook Staff.

Cowboy boots let everyone know Atascocita students have Texas style. Photo by Tiffany Wallis

My Life Today

An AHS swimmer adjusts his cap during a meet. Photo by Kristien Newman

A butterfly is ready for release at an NHS fundraiser that helped a local fifth-grader with cancer. Photo by Savannah Holtcamp

Atascocita cheerleaders rally the crowd at a home game. Photo by Aerie Yearbook Staff.

Adults tell teenagers all the time that high school is the best four years of their lives. Although we don’t want to admit it, it’s true. Some of our best memories will be in high school. You can be whoever you want to be, and completely change your mind the next day. But that’s the beauty of it. You can express who you are through art, music, and fashion. That is what intrigues me most about the students at Atascocita High School. Many kids express who they are and what they’re like just by the clothes that they wear. When students are older and have a job and a family, they’re not going to be able to change their mind every day about who they’re going to be. In most cases, they’re pretty much stuck with it. High school is the time to change your hair color, try out differ-ent styles, and get your hair dramatically cut. Sure, you may look back and think “Wow, why did I do that?” But at least you have something to laugh about. When I’m walking through the hallways going from class to class, I observe the different styles and fashions of individuals at Atas-cocita, and I can usually tell what a person is like. For example, if they’re wearing sweatpants and a t-shirt, they’re probably really laid-back and don’t care what other people think. Or if they have a bright red streak and sparkly boots, they like the attention drawn on them. It amazes me how every person is different in their own way, and how they choose to express that. Whether it’s their hair or shoes or clothes. Notice how you never see two people wearing exactly the same outfit. That’s because no one is the same. I think that reflects kids in high school really well. Two people may look similar, but everyone has something dif-ferent to offer.

-Chloe Soto, Special to The Talon

A Style All My Own

AHS Theatre Arts students perform The Tragedy of Romeo and Juliet. Photo by David Shorey

A crowd of students celebrate Gatsby-style at this year’s senior prom. Photo by Selena Morrison Chin.

The AHS Patriettes perform at the group’s spring show. Photo by Taryn Lawson

Two students engage in the popular pursuit of the perfect “selfie.” Photo by Teresa Mastroberardino

Jill Davison never thought she’d be craving exercise, but that changed after she entered a “Big-gest Loser” competition held on the Atascocita High School cam-pus. These days, the Avid and English III teacher says she’s motivated to maintain her new healthier lifestyle. In the AHS “Biggest Loser” competition, 22 teachers fought for the title of weight loss champi-on. Competitors were required to pay a $10 entry fee to participate. If contestants lost weight at the weigh-in, they did not have to pay a fee. If their weight stayed the same, they paid a dollar.

If it increased, they forked over a dollar per pound gained. A $5 fee was collected from those who did not weigh in at all. “This contest is a good ac-tivity that allows teachers to come together and benefit from such a fun activity,” said Matthew Webb, the head of the Social Studies department, who supervised the competition. Davison has been using an app called “Lose It,” which allows her to track calories, exercise, and weight loss. Davison says it helps her to be more aware of what she’s eating and to stay on track. Davison’s goal was to lose 20 pounds, but she said she would be happy with only 15. On April 1, with only one week left in the competition, she had already lost 16 pounds. Throughout the entire process, Davison looked to the help of a “rival competitor” for support. “I only got into the compe-tition because one of my co-work-

Her Loss, Her Gain By Brooke Schoch Layout/Design Editor

“I’m pretty comfortable with my fluffiness,” said Davison.

“But I’m happy with the changes I’ve seen.”

8 Features

Jill Davison

ers was determined to win, and kept saying she would destroy us all,” said Davison. Davison admits she’s sometimes a little spiteful, so she is pushing herself just to outdo her co-worker. Although Davison believed she was too behind to win, beating her fellow teacher has kept her going strong. But Davison’s main drive in the competition was to support her friends. She plans to continue with her healthy habits no matter the outcome of the competition. “I’m pretty comfortable with my fluffiness,” said Davison. “But I’m happy with the changes I’ve seen.”

He walks down the hall-ways, dressed in a button-up red shirt, slim-fitting green pants, and a belt decorated with piano keys. He smiles and brightens up every-one’s day with his caring grin. Edgar Aguilar, a 17-year

-old senior at Atascocita High School and one of this year’s Top Ten, is known for his outspoken faith and his passion and talent for music. His life consists of playing music at different churches and going on weekend family vaca-tions. His musical ability became apparent at the age of four when he pulled out all the pots and pans in his kitchen, and began to make melodious beats on them. Within a year, Edgar’s par-ents had taken him to music school to see if they could sign him up for drum lessons. The school normal-ly offered lessons only to students eight years or older, but according

to his music teacher, Edgar was an exception due to his incredible learning aptitude and evident tal-ent. Shortly after he began learning the drums, he was di-agnosed 100 percent deaf in his left ear. His parents were afraid it would be the end of his music career. But through the power of prayer, Edgar’s ear disability com-pletely disappeared. He believes it was a miracle from God. Over the years, Edgar has learned to play more instruments and is now playing over 12 dif-ferent instruments: drums, piano, singing, guitar, bass, violin, clari-net, bass clarinet, bassoon, trum-pet, cello, and percussion instru-ments. Whether Edgar is putting together a “Back to School” con-cert or singing at church, he hopes that his music has the power to show people the joy and freedom of faith. He has influenced many people through his music. One day after a concert, a boy with an unfa-miliar face came up to Edgar and thanked him for doing the concert. The boy was going through a rough time, and Edgar helped show him who Jesus was. “Music is my outlet. What I lack in social skills, I make up for in music,” Edgar says with a smile, the caring smile that can brighten anyone’s day. “It’s more than sound. It’s the ultimate communication de-vice.”

Music With A Message By Michelle HicksStaff Writer

Edgar Aguilar

As soon as the 2:45 p.m. bell rings, a stream of AHS students pile their backpacks and gym bags into their cars and drive less than half a mile from their school park-ing spots to the Lifetime parking lot. They check in and store their belongings in the locker room and head to the basketball courts or workout machines. By 3 p.m. on most days, the basketball courts, workout ma-chines and dance studios at Life-time are filled with AHS students, turning the state-of-the-art work-out facility into a daycare for many students who don’t have a ride home or just need a place to go af-ter school. “I go to Lifetime because I like being in the basketball games and I like working on my shooting skills,” said sophomore Anthony Elder.

The guys usually partici-pate in basketball games which last until one of the players has to leave. Whether they play three on three or even six on six, they say they still have fun while working on their skills. When their games are over, some go upstairs to the weights section of the gym and lift weights to get "swole," as many like to say.Many girls, on the other hand, put on their yoga outfits and head up-stairs to the dance studio, where they stretch and get ready to dance and sweat in a class called “Soul Grooves.” Soul Grooves is a dance class, which lasts about an hour and features choreographed dance numbers and hip hop songs. "I go to the Soul Grooves class to hang out with my friends and get a good workout at the same time," said sophomore Macy Meyer. "You don't even realize you’re working out because it's so much fun." The Soul Grooves atmo-sphere is very welcoming and non-judgmental, participants say. The regulars welcome newcomers and the AHS students who attend, ac-cording to the people who take the class on a daily basis. In a typical class, rows of people in yoga outfits and tennis shoes dance while the instructor yells out phrases such as “Come on!” and “I better see you sweat-ing!” One phrase in particular that makes everyone laugh: “Mothers, don't look at your daughters for this song.” When the students are finished with their workout and games, they walk down to the Life Cafe to drink smoothies such as the popular Mocha Madness or Strawberry Sunrise and eat chick-en quesadillas or Super Caesar Salads before going home. By 5:30 or 6:00 p.m., the students start to say goodbye to their friends, get their belong-ings out of their lockers and walk through the exit doors. But the next day, just after 2:45 p.m., they will all be back fol-lowing the same routine.

Lifetime Fit By Ashleigh Roland Staff Writer

Features 9

Teaching Skills for Lifeown specific goals whether it’s learning math or gaining more life skills and it’s my job to help them,” said special educator Joe Willson. Willson graduated from Texas State San Marcos with a bachelor degree in Cultural An-thropology – and no idea that his heart really longed to be a special education teacher. “My mom and aunt were both teachers. I guess it just runs in the family,” said Willson, now in his fourth year teaching Life Skills at AHS. “What we are teaching them here will help students not only be very successful in educa-tion but with life skills and social skills.” Each individual special needs student has a personal goal to reach outside of high school, according to the special education teachers. One program that helps students reach their goal is Mo-saic, a vocational training school that the students can attend outside of high school through a selection process. This school helps create jobs and further their education. “Seeing those students walk across the stage at gradua-tion has to be the greatest thing I have ever seen,” said Willson. Clemmie Mann, who grad-uated from Steven F. Austin with a double major in health science, agreed.

“Just being able to see these students become well shaped adults is amazing,” said Mann, who has been teaching life skills at AHS for six years. AHS allows special educa-tion students to remain at the school until they are 22. Recog-nizing this, the teachers say it is foremost that these students learn all they can to be independent. “We teach them to budget money; how to work,” said Mann. “It is very community-based. We just don’t sit in a classroom.” At AHS, regular students are said to be very accepting of those who have disabilities. “I remember in high school

I never saw special needs stu-dents as regular people, “ Willson said. “But now being a teacher, I see they really are normal people they all want the same things as others.” Since regular education students are accepting to those with disabilities, the idea of mix-ing the two is advantageous in many ways. Regular and special needs students can be fully aware of each other’s ways, according to Willson. “Seeing these students ev-ery day and seeing the kids happy really gives me a different outlook on things,” Mann said. “I shouldn’t take things for granted.”

Her hand rested over the boy’s shoulder. His eyes teared up as he looked at his activity scores on the computer screen. Clemmie Mann, a special education teacher at Atascocita High School, whispered softly, “You’re going to do better next time. It’s okay.” Just like that, the boy’s eyes lit up and he was on to the next activity. This time with a smile ear to ear. The boy sat in a nearly empty classroom. In the back of the room, some students focused on the task on the computer screen. In another corner, the soft murmurs of students asking questions about their assignment filled the quiet classroom. Around the room, teachers worked one-on-one with students, making sure all their questions were answered. It was just another day at AHS’s Life Skills classroom, a program with 30 students. The Council for Exception-al Children states that “(Special educators) work to ensure that students with disabilities reach their learning potential.” The special education teachers at Atascocita High School are doing just that. “Each individual has their

For FFA Students, Cycle of Life is Part of Lesson

Faith Underwood has spent countless hours by the side of Tigger, her energetic, playful goat. Twice a day, she made a trip to the barn to feed him. Once a week, she groomed, walked and bathed his coat of ivory fur. “Just like you get attached to them, they get attached to you. I remember my goat used to follow me around everywhere,” Faith said, her voice breaking out into a giggle as she reminisced. It was that way ever since she got Tigger in October. But Faith also knew that her time with the little goat was limited. He’s not a pet, but an animal she raised in the program known as FFA, formerly known as Future Farmers of America. As an animal raised for market, Tigger will be killed -- the industry prefers the term “harvested” -- for his value. If her

goat doesn’t make sale, Faith’s sponsor will decide where to place him. Either way, Tigger will not be placed back into her care and will not live longer than the few months spent prepping him before he’s shipped off. Although Faith felt accom-plished when her first goat made sale, as if she were giving it more of a purpose, the parting day was no easier to face. On the day that animal was taken away, Faith and her class-mates stood teary-eyed as they watched their hard work, dedica-tion, and in many ways, their pets, be taken from them. “It was really hard.” said Faith, who is no longer in FFA. As she spoke, her giddy laughter dis-appeared, her voice trailed off and the corners of her mouth receded into a thin line. FFA’s primary aim is to provide a learning experience through agricultural education, especially for students aspiring to

enter into an agricultural pro-fession. The program advocates the hard work, dedication, and commitment associated with the realities of a career in agriculture, according to Atascocita’s official FFA website. However, some high school students may not be prepared to trade off their pig, knowing that in a few months it will be chopped up, deep fried, and served along-side pancakes. “You will gain an emotional relationship with your little crea-ture ... and just to have it shipped off to be killed?” said Alex Cleaver, 11, who regards the FFA associa-tion as animal cruelty. Christine Torres, a member

of FFA since freshman year, ex-pressed a different view, explain-ing that the FFA sponsors “make sure that you’re aware that it’s a meat product, not a pet. You’re going to get attached regardless, but the reason you’re raising the animal in the first place is for pro-duce.” For some, blurring the lines between pet and market animal was not a challenge. For instance, Jesse Gonza-les, 12 regarded the pig as a bur-den that he gladly handed over. Erin Richardson, 12, how-ever, worries that it would be too much for her. “I would love to raise an animal, but I would get too at-tached to it,” Erin said. Despite her own pref-erence not to raise an animal through FFA, she still recom-mends it to other people. “I mean if they can handle [knowing their animal will be killed] than they can go right ahead.”

“Just like you get at-tached to them, they get attached to you,”

said former FFA mem-ber Faith Underwood.

By Megan JenkinsStaff Writer

By Mackenzie DupreSpecial to The Talon

Education comes naturally for Life Skills teacher Joe Willson, who is part of a teaching family. Photo by Mackenzie Dupre

10 FeaturesTalent Showcase

By Alyna DiazStaff Writer

After a long day of school, sophomore Brian Cruz rushes to a place just down the street from AHS called Jitters Coffee. As he walks in, the aroma of coffee and freshly baked muffins fills the air. There’s quite a line to wait before he is able to get his order, but he says, “It’s worth it. The food is so good.” The walls are painted a harmonic color, and the place has its own homey feeling, a good at-mosphere to relax and eat after a long day of tests and schoolwork. But this is just one example of the various places students like to go to eat after school.

“I usually just go to Jitters because it’s quiet and the coffee there is really good,” said Brian. Some other students like to hang out with friends at fast food restaurants and also eat after school. Some favorite fast food restaurants include McDon-ald’s, Chick-fil-A, Panda Express and Sonic. “McDonald’s is close and has really good food so I just go there and hang out with friends,” said sophomore Jocelyn Ramirez. Many students at AHS like to stop by and hang out at local eateries. Some students even swing by local gas stations to grab a drink and a snack on the way home. Some popular dine-in

Portrait of a Young Artist

By Megan Jenkins Staff Writer Hazel eyes scan a blank, barren canvas. A silver rose dan-gles from a chain, draped around the neck of light-complexioned girl whose brown hair cascades in soft waves. The hazel eyes continue their voyage through the canvas’s white plains. Her hand advances towards a paint brush, and she closes in on the canvas. The first stroke of fresh color appears. The hazel eyes belong to a girl named Codie McKneely. Those same hazel eyes direct the AHS senior through Atascocita High School’s crowded halls. Saying she had a “busy schedule” in her last year would be a gross understatement. Even as the 18-year-old participated in varsity track, took a total of seven college-level courses, and dealt with the strife of teenage years, her passion for art held a constant presence.

That passion began the moment her tiny two-year-old hands could grasp a pencil. She hasn’t regretted a single moment since. “Every second that you invest in art is a second you’ve improved,” she declares with a smile. And she certainly has improved. Gradually, her art went from scribbles, to sketches, to stunning masterpieces. Not only has her art won the admiration and compliments of her peers, but it also garnered a four (the highest score possible) at an art competition known as Vase. Her art teacher, Mick Wat-son, even submitted one of her pieces to the Fine Arts Festival of Houston without telling her that he did until afterward, knowing she wouldn’t submit anything on her own. Codie’s decision to turn her talents into a career was fi-nalized as her junior year neared its end, when her classmates insisted that to pursue any other path would be a waste of talent. Despite her mother’s warnings of a hunger and mon-ey-deprived future, she heeded her classmates’ advice. The girl with hazel eyes vowed to become an artist. One day, she hopes to hold a diploma from Colorado State, where she plans to major in art. But for now, she contin-ues to add to her canvas. One brush stroke at a time.

Guitar Man

By Dominique PuenteStaff Writer He wears combat boots as black as his newly cut hair, a thick metal chain with a silver lock around his neck, and a smile that can light up a room. Judging by his appearance, you’d never suspect this Atascoci-ta High School senior is a musical theater major. Girls turn the other shoul-der as he opens the cold metal glass doors. Boys walk into him as he lurks down the hallway as if he were invisible. A simple acknowledge-ment brightens his day, “People are afraid of what they don’t know,” Zachary Doolen, 17, says with truth in his eyes. English IV. 7th Period. The class sits in cliques texting, gossiping or playing games. Not Zach. He strums his prized possession, a glistening acoustic guitar named Diana that is always by his side. The tunes he weaves can clear minds, melt hearts and

sends chills through one’s spine. The class silences and turns to him. He looks up and lets out a simple chuckle. After two short years of playing the guitar, the aspiring songwriter has already completed an instrumental album, “Games with Death.” With passion in his voice, Zach discusses his favorite band, Staind, a post-grunge metal band. Oddly enough, with the same passion, he finds himself in awe over Les Miserables, a Broad-way show. He laughs at himself, smiles, looks down at Diana and takes a long, deep breath. Diana is named after a dear friend who took her own life: Diana Solano. “It felt right naming my guitar after Diana. It really opened my eyes when she was gone,” Zach says with tears in his eyes. His first instrumental album contains the first song he wrote, “Ding, Dong, Ditch with Death,” a song about suicide. As the bell rings, he picks up Diana, pushes in his chair and swiftly walks towards the door. He holds it open with a smile on his face -- as always. “Everyone on this Earth is considered a blessing,” Zach says. “And when someone takes their own life, it’s like taking that much good left in the world.”

After the Bell Rings, Time for a Biterestaurants visited by students include IHOP, Iguana Joe’s and AppleBee’s. Students go to these res-taurants to unwind and release the day’s stress by hanging out with friends and grabbing a bite to eat. “I love Sonic’s drinks so I just go there after school for their ‘Happy Hour’,” said sopho-more McKenzie Becker. Going to a place to eat after school is common with high school students, who prefer to grab a bite with friends rather than to just go home. As sophomore Brenden Ball explained, “I’d rather go to a place to eat after school with friends than go home with no one there.”

Hot FoodWhere do AHS students

go to grab a snack?

Go to www.ahstalon.com to vote for your

favorite.

McDonald’s

Taco Bell

Jitters

Panera Bread

Iguana Joe’s

Chick-fil-A

Codie McKneely Zachary Doolen

Diamonds Are A Guy’s Best FriendBy Brooke SchochLayout/Design Editor

It’s the morning of the big game, and walking through the halls in their game day best are the AHS Diamond Dolls, a group of girls who show support for baseball players on game day. The girls sport white Dia-mond Doll shirts, embroidered with their player’s name and number, at almost every home game. They are loud and proud and play an important role in how the team performs, according to many of the players themselves. Whether it’s sunflower seeds or baseball-shaped cup-cakes, these girls do their best to help their boys leave the game with a win.

Jay and Alyssa Jay Anderson loves the game of baseball. He’s been play-ing ever since he can remember. His passion and dedica-tion to the sport gained him his position on the varsity team as a sophomore. A third baseman who wears a number 10 jersey, Jay shares his game day excitement with his Diamond Doll and good friend Alyssa Powell. The two met in the eighth grade during their fourth period Spanish class, and the friendship grew from there. Jay appreciates everything Alyssa does for him on game day, but says his favorite part is the snack she brings for him during class. Jay says it helps make every game day even more special.

“Having Alyssa as a Dia-mond Doll brought our friendship alive again,” said Jay. Alyssa, a 2013-2014 varsi-ty cheerleader and choir member, has always shared Jay’s love for the game of baseball. It all started when Alyssa joined a softball league at age nine. She fell in love with the game and continued to play for six more years until devoting her time to cheerleading. “I’ve always loved base-ball even when I was little,” said Alyssa. “It’s just always been a part of my life.” Alyssa loves making Jay’s game days special. Her favorite goodies to give to Jay are baseball-shaped chocolate cupcakes with peanut butter icing. “I love coming to the games and showing him my sup-

port,” said Alyssa.Brandon and Annalyse

Brandon Cody, a graduat-ing senior, has also been playing baseball ever since he can remem-ber. Brandon, who has been involved in the game since he was 4, will finish his AHS baseball ca-reer as a pitcher. Brandon hasn’t decided on a college yet, but is considering Ranger and Blinn, with the hopes of continuing his baseball career. “I love the game and every aspect of it,” said Brandon. Brandon shares his game day experiences with his girl-friend of five months, Annalyse Janak, a sophomore at AHS. He says the best part of having his girlfriend as a Diamond Doll is the support she brings on and off the field.

“She’s always there to sup-port me,” said Brandon. “I always have the best snacks on game days.” Annalyse, an all-around athlete, spends her days involved with basketball, volleyball, Patri-ettes and choir. When she’s not in the gym, she’s stretching in the dance study or singing on stage. Annalyse grew to love baseball over the years and spends her time in the stands at many of the varsity games with the other Dia-mond Dolls. “I love cheering on Bran-don and supporting all of the baseball boys,” said Annalyse. Although Brandon is graduating this year, Annalyse still plans to return as a Diamond Doll next year. “I love being a part of mak-ing the players’ game days spe-cial,” said Annalyse.

Cell phones, iPads and laptops may soon be as common as textbooks in Humble ISD class-rooms with the introduction of a Bring Your Own Device program next year. The school district will be piloting the program, popularly known as BYOD, in at least two secondary school campuses, ac-cording to superintendent Guy Sconzo. The school board is hoping to eventually bring the program to every campus, said Sconzo. Under BYOD, students can bring their device, an electronic

B-Y-O-D Spells Learningtablet, laptop, or smartphone to use in the classroom for Internet research, quizzes and other activi-ties. “The district is currently in the process of drafting policies and making improvements to our network that would make this possible for us in the future,” said Paige Parker, a instructional tech-nology specialist with the district. Curriculum coordinators will be working with instructional technology specialists and teach-ers to design lessons to use in the classroom. “There is a lot involved regarding infrastructure and policies before students are al-lowed to use their own devices in school,” said teacher Ann Weh-

rman, explaining that there is a lot of planning and getting the policy approved before the policy can be put into use. The Bring Your Own De-vice program will make use of applications such as Edmodo, Socrative, and Poll Anywhere, which allow teachers to grade and receive the students’ work elec-tronically. Students will be allowed to use their devices for strictly edu-cational purposes only, district officials say. “I think being able to use my cell phone to help with school would actually bring my grades up,” said sophomore Madison Shaw. “Since teenagers are al-ready on their phone most of the

time, doing some school work on it probably would benefit them and their grades.” According to the U.S. De-partment of Education’s 2010 Na-tional Education Technology Plan (NETP), many school administra-tors hope BYOD programs will help make students engaged and excited about their own learning. Humble school board members and technology special-ists are working to get the pilot and systems perfected before put-ting the policy in schools as soon as they can. “I predict that AHS will see BYOD just as soon as we can work through some testing with pilots next fall,” Sconzo said.

By Ashleigh RolandStaff Writer

Features 11

An AHS baseball player assumes a stance during practice. Photo by Taylor Bollom.

AHS BY THE NUMBERS

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