The Hoofprint – May 2017

Buffalo High School • Buffalo, MN • Issue 4 • May 2017

Surrounding us all are individuals who are overcoming adversity each and every day. Whether it be small movements towards greatness, or larger triumphs that result in large tears in one person, each individual has a story. Inside the issue, you will be introduced to the trials that individuals at BHS have faced and the efforts they make to redeem their lives. There are infinite, personal stories that find their value in the road to the new, valuable destination. Although each of these individuals face setbacks on their journey of achievement, the purpose behind our editorials is to remind students that in the midst of their own personal adversity — they are not alone.

Although we all have different backgrounds, experiences, and struggles, it is important to understand as students what comes next — and the stories of those close to us. Despite the miraculous change that could occur in a matter of months or years — it may be difficult in the moments of our own struggle. Reflecting the individuals contained in this issue, maintaining growth and optimism, and a continued motivation is essential in recovering and living a balanced life. A personal collapse is predictable — but facing the struggle head on and being others’ supports will encourage a journey of recovery.

The stories contained in these personal editorials impact us all for two reasons. First, adversity is the one way we connect with one another. Allowing ourselves to be vulnerable and sharing our testimonies can bring us together and allow for a new strength. There is no other way. Our behaviors, values and life defined differently as every single individual through his or her experiences. Overcoming adversity is the one way that binds us together.

As you page through this issue, you may notice that there is a consistent theme in all of these personal editorials plastered to each page. These highly cohesive experiences of thought and emotion bring connection as you follow these stories. It is important to recognize the commonalities of these individuals’ personal experiences while keeping in mind their individual experiences as well. The stories told should not only be dictated or sympathized with, but instead revered as an individual’s personal battle and the identity one’s created.

It is only right that our personal interactions can be developed through the discovery of our common adversity. As the year comes to a close, may the stories of the individuals found in this issue bring hope to BHS. There is no rewired atmosphere stronger than love, compassion and full belief in people. This is what we hope you may find through your discovery of the editorials contained in this issue. May these stories continue to inspire you to improve the morale of our hallways and the progress of human connection.

“Be kind, for everyone you meet is fighting a hard battle.” - Ian Maclaren

Divorce is a subject that touches home for many students at Buffalo High School, and in a damaging way. Whether it’s a rough ending to their parents’ relationship or a family that has slowly stopped seeing their holidays spent together every year, these students are affected in a way that is unique to their situation.

Several students have also been affected by divorce in non-traditional ways and in ways that have molded them into the people they are today. Students whose parents are divorced have a different home situation than many, and, according to the US Census Bureau, it isn’t few; only 43.1% of Americans impacted by divorce either.

I was in 5th grade when my parents decided to separate, and in 6th grade when their divorce was finalized. I was more upset by the idea of it, rather than the reality of it. It was odd living with my mom in the main split-level of the house, and my dad living in the basement apartment. I had no idea what this situation was like for other people. Shortly after, I got to middle school. I met so many people that had been dealing with this for years already and it gave me hope. Kids who were so resilient and happy despite any troubles they had. I realized my situation wasn’t so unique after all.

At first, they had joint custody, but because my father wasn’t able to financially support me during his time, it was nicer for me to stay with my mom full-time. My relationship with my dad has always been very casual, so we were both okay with it.

As far as what they taught me about love, I know they loved each other. They were childhood sweethearts, and they married young. Now I know growing up and growing apart is a very real thing. I don’t think there was a way to avoid it. I lived with my mom for about seven years, then I decided to live with my dad for a while. From all this, they both taught me independence. I am able to take care of many things on my own and I don’t rely on other people very much. It’s something that has allowed me to exceed in many facets of what I do. Through their divorce, I learned that my brother and I are the main priority for my parents. Some things are worth compromising for, and some things you can’t compromise. They are both very happy with their current relationships and I couldn’t be happier for them. I’m very appreciative that my parents made a way as they could for us.

My parents have been divorced for as long as I can remember. I only remember a few times with parents being together and all of those times just brought stress. People probably think having divorced parents is the worst, but for me, it was a benefit. When my mom got married again, I got two new siblings. My stepdad has always treated me better than most people I’ve met and he still has. One thing that my stepdad had done is adopting me. A few months before I was born I was supposed to be put up for adoption and be adopted as a newborn, but that didn’t happen for reasons unknown to me. I was younger so I won’t find out until I’m 18. But the day that I did find out that I was going to be adopted I was ecstatic. I’ve always felt like I wasn’t completely part of my family because both of my siblings didn’t have the same dad as me and I was the only one with a different last name. I always wanted to be a “Johnson” so I could be a part of the amazing family that my mom and stepdad had created for me, my sister and my stepdad. Doing this made me feel at home and complete because it worked out great and I have more people to love.

“My eating disorder screamed at me that I was a fat-ass, that I was worthless, and that absolutely no-one could ever love me, not even me, if I simply gained five pounds…that’s it.” That’s ridiculous, why would that matter that much? you might say. Well, if you were told the same thing, you, too, would be in therapy four times a day for four years, in a mental facility.

Eating disorders are the deadliest mental disorder, killing a person every 62 minutes (ANAD.org). They cause anemia, brittle fingernails and bones, hair loss, organ failure, and in severe cases, death.

Senior Isabella Searcy was diagnosed with severe Anorexia and Orthorexia. Anorexia is characterized as self-starvation (see image) as low-calorie foods and chronic dieting are ingested. Orthorexia is defined by over-obsessive healthy eating. Both diseases cause dehydration and low temperatures, low endurance, and damage to organs.

“I think I was eating disordered for about four years when I was younger, and then for two years, very sick in late highschool,” she said. “Being constantly nauseous from undereating and overexercising, I felt like I was walking around like a dead person.” “I was very engrossed in my eating disorder thoughts during all hours of the day.” When swimming once in the Napa River, she said she had less than 1,000 calories in her system. “I felt like I was walking through fog because my body and brain were not being fueled enough to function.”

Searcy said with her low-bascal temperature she was constantly cold and required a blanket. “Eating more convinced me that if I listened to the deadly rules that it gave me, I would be happy again, I would love myself, and everything would be perfect. But in fact it had taken over my life and I was getting sick.” She said it took a long time to realize that she had a problem. “It was like the disorder was another person in my body. It would be very manipulative and tell me that it knew best, but it really didn’t,” she said. “It’s hard when you feel like you can’t tell your own mind what to do.”

Searcy said that one in five women have some form of an eating disorder. Searcy said, “The mass number of girls from NCS and other schools who are either currently or used to be in the treatment also says something about teen pressures in DC.”

Searcy said the comments people made about her body in freshman year contributed to the cause of her disease. “I was conscious of sizing up my body to other girls in the locker room and of guys saying certain things like ‘be careful, you’re glowing up too quickly, don’t hurt anyone,’ and ‘you have a great body,’ all comments that made me feel two-dimensional,” she said. “I felt like people only cared about my body and not me, and because it received so much attention, I felt like it had to be perfect.”

Searcy has dealt with recovery for two years, she said. “I’ve learned that recovery is not perfect or linear,” she said. “It is not let’s make peace with your body in five small steps and love your shape and ta-da. It’s a treacherous and beautiful and dangerous and gorgeous and scary and empowering journey. The courage and difficulty of recovery is underestimated.” Searcy said recovery has changed her perspective. “I have learned that recovery is not black and white, and things can be two opposite things at once — a paradox. I can be strong and vulnerable, I can be brave and terrified, I can be in intense emotional pain, and I can be happy at the same time.”

“Suffering from an eating disorder can be completely isolating,” Searcy said. “A group of people or one friend can change that. The best thing you can do for a friend is listen, validate, and help them get help.”

Searcy said that, for those in recovery from addiction, eating disorders, depression, OCD, anxiety, or any other chronic illness, they are encouraged to feel supported.

Addiction carries a stigma that can make it difficult to talk about. And in an environment like a high school, where an addiction can mean very serious consequences—suspension, expulsion, getting kicked out of sports and activities, even ruining a hard-earned scholarship—admitting can be an accused substance abuser, makes it all that more difficult to get help.

Admittedly, Buffalo High School has an environment where many are pressured to skip school. Things aren’t easy for everyone, and things can escalate into addition. It is not black and white who is the victim of their own poor life choices, nor are they always blamed. Others have their support system in place, which includes some who are addicted. The best way to support those people appears to be to be there for them personally. Even if it is scary, just listen. If the person is ready to accept help or treatment, encourage them to get help. If they are not and an Addiction or Drug Abuse, they may need help from the school, community or law enforcement.

Also, many who believe they have no problems are at an all time low according to a survey taken in March by the BHS newspaper, the Drang Net. The survey seems to show that the problem is widespread. Addiction can be a touchy subject, but it is important for those who need help to find it.

37% of students at Buffalo High School know someone with an addiction

25% of students report that the person they know has gotten help with their addiction

Numbers collected in an email survey

May 2017

When the final bell rings to signal the end of a school day, most high schoolers begin to file out of the steps of the hometown high school, ready to go home, to a job, or to another afterschool activity. However, a certain population of our students have a different after school bus that delivers them to their most important priorities: parenthood.
One of the challenges teen parents often face is the difficulties they encounter with their schoolwork, a subject that only grows bigger when parents pick up their children after school. With the help of their families and friends, however, they must then keep up, complete their work, and finish their homework, all while keeping afloat all of house chore, too, such as cleaning and doing laundry.
“Balancing school and being a parent is hard. Trying to complete my responsibilities while I have this many obligations has been a struggle,” said Lily DeMarsico, BIS senior and mother. “I just keep going for my son. That’s what keeps me going, what keeps me fighting.”
In her work and life, DeMarsico has come with being a young parent. DeMarsico relies on jobs and volunteer work to save money to help give her child a comfortable future.
“I work two part-time jobs, babysitting and working at Target to try to save up money for my son,” DeMarsico said. “It’s hard juggling work and school, but I know it’s worth it.”
According to the United States Department of Health and Human Services, nearly one in four teen girls has gotten pregnant at least once before the age of 20. For some, it is a goal that can seem out of reach, and for others, teen pregnancy has a snowball tone, widely regarded that way both parents and friends and teachers.
In fact, some students have described a number of setbacks they have had to face with their schoolwork, their home life, and their personal life. Through their experiences of being a teen parent, they’ve made them stronger and more resilient to obstacles in their path.
“No one should be judged for being a teen parent,” said junior Crystal Gonzalez. “Everyone makes mistakes. As a teen parent, I’m stronger and wiser. I know what I need to do to make a good life for my baby and myself.”
Despite being a teen parent, many parents are happy with their decisions for their children. The mothers note that their children keep them motivated and pushes them to continue that reassures them that they are doing a good job.

Every spring, students across the school participate in a full day of silence. This day is dedicated to revealing the existence of the LGBTQ students experience each day that they remain silent in order to be free of judgement and reprimand. Coming out as being a part of the LGBTQ community is a huge and influential moment; as this is potentially met by constant criticism.

For individuals in the LGBTQ community, this can include a sense of community, judgement by others in their community, fear for coming farther out, which questions their sexuality, and unfair assumptions.

“I didn’t really want to come out,” says junior (name with held) “It was something everyone [C]loe Power had an [h]issy fit about in middle school; so you could tell I was different and not ‘normal’ or what the gay people wanted. Don’t get it wrong, I don’t hate the ideas behind the LGBT community. I know it stands for a lot of good stuff, and there are others who fight against it,

but I hate it’s expectations that since I am gay I have to act gay. I am glad they finally acknowledge real people and not some stereotypes. Sure the patriarchy has a ways to go and I hope one day we can all be equal, but, I am not going to put on this fake persona of [w]hat the gay community is supposed to be like, and I don’t really fit into a box that says here’s how one should be gay. I want to be me, and what that means for who I am attracted to is as much an evolving characteristic about me as Anything else.”

Although coming out may be a huge part of the community, not everyone agrees it always needs to be in public. To senior Lucy [F]riel[y], coming out was a different experience. “I think coming out in 8th grade or freshmen year was just a way for me to feel more accepted by everyone else,” says Friely. “I don’t think I even knew my full identity back then. I told people I was pansexual for a long time because I didn’t want to use the term lesbian. I thought people would assume I hated men or that I couldn’t ever see myself marrying a cis-guy. I don’t hate men, I just don’t feel completely myself when I’m dating someone who doesn’t understand what I go through as a queer person.”

Term usage is not a new concept, but those participating in the LGBTQ community tend to have different preferences. Comfortable terms can significantly help acceptance as well as awareness. This includes preferred pronouns as well as how one addresses sexuality.

“Some people hate being called queer,” says [F]rily. “I think it is a nicer term than lesbian because it has a broader meaning to it. Some people think [q]ueer has a negative connotation because it was used as a slur against the community. I personally like the term lesbian, but only when another queer person calls me it. I don’t like it when straight people use lesbian to describe me because I feel like it puts me in a box and makes me feel like that’s all that I am.”

Different labels can help people become more comfortable with their sexuality. In some instances, however, a label may be seen as generally unnecessary and limited.

“I think labeling things in general is toxic,” says [F]rily. “I don’t label my sexuality as anything. I just say I like girls. Not women and not females, girls. And when people ask, I say I identify as queer. Not lesbian, not gay and not bisexual. Just queer.”

For some, coming out is a process that takes time and thought in addition to self- research. For others the process begins as natural changes occur in their own life.

“I used to be a huge supporter of homophobic people. Before I came out, I thought hell was a place only gay and bisexual people went. I mean I heard time and time again that God didn’t like them, so I didn’t want to be one,” says freshman (name with held). “And here I am a composer and a lesbian and a Christian, and I honestly couldn’t care less how others are going to react. If you don’t like me, don’t talk to me. If you still love me and accept me, then we will be cool.”

Most teenagers are averse to this same attitude as it becomes harder to become forthcoming with one’s particaularly their parents as this potentially negatively impact their lives.

“I was really nervous that if I came out to my mom she would might kick me out of the house,” says (name with held). “I had a friend whose parents did kick him out of the house when he came out freshman year, and I was afraid the same would happen to me.”

For (name with held), she came out in second grade. It wasn’t something she intended to happen. It was an impulse; a gut instinct that backfired. “I wanted to be myself. I didn’t want to be stuck hiding who I was from everyone,” she says. “It was a huge mistake. Everyone, even the teachers made fun of me because I said I wanted to marry a girl. It wasn’t like I liked a girl-I just thought boys were gross at the time. I didn’t understand fully what I was saying. I was six. I didn’t even know what gay meant until after a few months of being bullied for it.”

Though she now embraces community and impacts around her, yet the role model she now intends to be is far kinder than the ones with whom she interacted with as a child.

“Now it doesn’t bother me what they think,” says (name with held) “I honestly think we all have the right to be ourselves So that includes me and my significant other. If someone’s parents are not okay with them being gay, they don’t deserve to be in your life. They don’t have the right to control what you do with your life.”

Though it is important to embrace who one is, their seems to be a general misunderstanding of what stereotypes are thought to be for any community and LGBTQ is no different.

“I used to think lesbians had short hair and were just like tomboys. I thought that made them gay because that’s what everyone use to tell me,” says (name with held). “When one of my friends came out, it was a huge shock. She was straightening her hair all the time, and she didn’t wear flannels, but she was still a lesbian. Honestly, I felt really bad that I used to think it was as easy as that to tell who was a lesbian. She got made fun of because she didn’t fit the stereotypes. I grew up since then, and I feel more mature then I used to be.”

Heteronormativity is a list of a stereotype of what a lesbian’s supposed to be like, and it doesn’t show reality. It is what most have been taught all their lives and what most students tend to hold in their daily lives.

“There was a girl who liked me in 2nd grade. It was funny because I had a crush on a boy at the time, so I guess I could be considered bi-curious at the time,” says senior Emma (name with held). “I always liked boys, but I liked this girl, and I felt she was really pretty. She was nice to me. When I saw her last year I realized I had some lingering feelings, so I know who I am. I’m bisexual. But it isn’t all that am. I’m still religious, I love to write short stories, and I am as politically science liberal as they get, yet when I tried to put those pieces together with something else that wasn’t what everyone else was, they told me it couldn’t be done and I was afraid to come out.”

I was in the Quest program, the — year of high school. It was the worst year I ever had in my life. There were a lot of things I missed and even events that happened during school. The depression was so powerful that I did not only drop out, but I quit my job and went through a drug depression which caused suicidal thoughts as
well.

Starting off THIS year, I had zero motivation to do any work. The medications weren’t helping because I was having side effects. I tried to self harm and I fainted. That happened for two days. I was also having weight issues. I lost 20 pounds in a week. The pain killed me and my depression didn’t help. The pain didn’t stop either. One day, the nausea hit me hard and I was throwing up for a while. I thought of the worst things that could happen to me. The pain had lasted for a while and then stopped, but I was still throwing up. I went to the hospital where the doctors looked through my labs for the causes. The testing continued for a while and then it hit me. The biggest thing in my life happened.

The doctor came in and told us what he found on the CT scan. “This is what I see ...” He said it was inflammation around the appendix and gave me an antibiotic to help. “Take this with food and water twice a day for 10 days.” After leaving the hospital, I thought everything would finally be OK. They said my inflammation was not that serious but it needed to be treated as soon as possible.

A few weeks passed and I was still in so much pain! I returned to the hospital and this time I was horribly nauseated and I had a slight fever. The doctor said it wasn’t my appendix. He told me it was most likely a stomach virus. He recommended over-the-counter meds and sent me home. Three days later I went back to the ER and this time they admitted me to the hospital with a high fever. My blood pressure was high and my heart rate was too. I was afraid. This was it. While I was in the hospital the doctor told me what to do, I had

tried online school, but that failed. And also a previous school nearby, but that failed as well. Nobody would help me. But I was done.

A lot of people would encourage me with “push through it” and “get over it.” That didn’t help. They would not speak about what depression really is, and how it would affect people’s futures. I cared about what would happen after all this. I cared about what would happen to me.

After I had dropped out, I also had to learn what to do before I got better. I had to find something to do at home. And this is where it made me feel useful and helpful for everyone I was around. My biggest accomplishment was that I started feeling that I did a good job helping my friends and family. I helped clean, cooked and did everything for them when they needed help. That was something I was really proud of and it motivated me to do better. Talking to my friends and family was big in my life. I felt that I could lean on them and that they would support me when I needed it most.

My boyfriend has been working and finished school while I was out. He has been there since the beginning and never left me. He was there during the depression and the hospital days. During our relationship I did not feel as motivated as I wanted to be, but he stayed and encouraged me to get a job. He pushed me forward and I’m thankful that he is a good influence. He helps me avoid the wrong crowd. I finally got a new job and I’m very thankful for it.

I feel these last eight months were not the greatest, but it helped me realize what I want in life. Whether it’s with someone else or alone, it helped me realize that school isn’t for everyone. When I was younger, I never thought that I would be the one to drop out. But hopefully I’m not the only one that knows that feeling. The day I was officially done with school was the most relieving feeling ever. The thousands of pounds that I’d been carrying for so long were suddenly lifted right off of me.

I’m finally stress free and I’m happy now. I don’t regret my decisions because I feel free and that is a good thing for me. Thank you for reading my story and I hope we meet again!

This last season was eventful for the Boys Bison Bantam hockey team. A bantam is a boy that is either thirteen or fourteen years old, and plays hockey at that age. It was eventful because the team had an extremely successful year and it was the season when Bison bantam’s left winger Jake Braccini was named the Bantam Player of the Year. Jake Braccini has been playing hockey since he was young and has always had passion for this sport. He started playing with his older brother on his free time and fell in love with it.

“He practiced and practiced,” his mom, Sherrie, said. “He just was obsessed and loved it.”

Jake is a motivated athlete. He also strives to look at a lot of other student athletes. One of the many people he looks up to and was friends with is Bison hockey player, Sam Hill. Jake sometimes referred to Sam as a brother. “He was my brother,” Jake said.

On and off the field, Jake took opportunity to get better and get more practice in. “I was on the outback! I’d try to get out there in my shorts, my boots, my t-shirt and practice little stick tricks,” Jake said. “I think that if you put in a little extra time like that, it really pays off in the end. In the summers, I play three to five nights a week. In the winter I slide out whenever I can and play boot hockey, and basketball. Tyler and I are always out on the ice in there. Sometimes Tyler and I played pick-up basketball, even with centers in the team.”

Regardless of being recognized for the “Bantam of the Year” award, Jake still said, playing alongside for Rogers/Maple Grove is significant. “I wanted to play with these boys. I feel like they’re my brothers,” Jake said. In the end, there are many things to be successful in this sport. The team starts and everyone with everyone is very conscious about the amount of time there is to put into both on and off the ice. A lot of things to keep in mind are the important things for a lot of people in this sport.

“The coach evaluates good hard work, and knew I was working extremely hard all year,” Jake said. “He found out way before and nominated me. I worked over a few of the other guys and then they audited the team and interviewed me.”

Not only does he participate in this sport, but the best quality about him is himself. He is simple and described by others as generous, conscious, and respectful of others.

“I do like his heart!” his mother said. “Sam would be more put back about Jake. That’s Jake. He’s got the heart, just like his best friend did.”

Jake’s ambition in hockey is to go all the way through from high school, to the college level and possibly beyond, with interest in future hockey career.

In the heat of teacher evaluations, when they’re only told what they can do to improve, teachers are often left in a state of contemplation: what do we want to do better on and how can we do it? Our school has created a solution for just that. A weekly teacher’s meeting on Friday mornings gives staff members an environment to share new ideas and podcasts, discuss the art of teaching, and better understand the relationships within the school in which we live and work, together.

The meeting is completely optional, which was the main idea behind the original discussion. Social Studies teacher JoEdeen Fitzgerald says that it was initially planned that way. "We wanted to explore what professional development would feel like as a voluntary program."

Math teacher Sara McCollum and World Language teacher Peter Sommers lead the weekly discussion together. The meeting’s topic and podcast are shared through the staff email in advance. If the topic interests teachers enough, they arrive promptly at 7:45a.m. If not, they can come at 8:30 and head to their respective places for the beginning of the school day at 9:00.

Sommers says he and McCollum have weekly teaching schedules and adding this meeting as an extra task wouldn’t really be much work. For him, the meetings are energy producing in a way. They get him excited for the day and give him time to share ideas he’s been thinking about. "This is a great way to get people together to co think things. I’m a co-thinker by nature. A lot of good things come out of thinking with other people," says Sommers. "There are always people that are going to take little bits of this and that from it and that’s fine. If that’s the reason [people] come to this it’s okay."

There are always recurrent teachers who show up for the meetings, no matter the topic. But the weekly subject usually tends to draw new staff members each week, depending on what they want to learn about. In any Council the leaders always have a question that they ask. In this case: What is it that we want? "What do you want to get out of it; what do you want to learn more about?" asks Fitzgerald. "We can coordinate ideas each week from there."

This has also helped Fitzgerald because those who attend in the morning group are able to try out new ideas in their classroom that day, and then report back later to let her know what has worked and what didn’t. "If something doesn’t work," says Fitzgerald, "I try and find a way to make it better."

The general feeling when looking for ideas is an optimistic and positive one. Staff members like to find things to constructively help them move forward in the classroom, so naturally they look for podcasts that show solutions rather than problems. They avoid any negativity that might bring down the mood of the meeting.

Logically, if many people in the community are excited about something, it’s bound to happen. In another case, if people in the group want something but it doesn’t happen, they find a different path, but there is still always a way and a will to continue the optimistic learning process for everyone.

"The benefit of being in a community of inquisitive adults who are dedicated to kids and their learning has become heightened for me in these weekly morning meetings." says Counselor Brett Thornton. "These meetings are valuable because it gives us a place to think and talk about why we do what we do. At the same time I also get to hear from and appreciate the other members of my learning community."

Throughout the ten week program, staff members have developed the habit of connecting morning meetings to things happening in Advisory. And these connections weren’t just happening in their classrooms, but also in their everyday lives. For McCollum, attending these meetings was easy because of this. It’s a weekly reminder that if an idea isn’t working exactly how you want it to, you can always adjust it.

"The idea is to try to be grown so that other members of your community can feel the growth of the people around them and help them grow by their growth," says Sommers. "[We] want to provide models of risk taking and attempts at improvement for our students."

The group practices and supports the idea that the best teachers are those who are still students. They are the ones that still try and listen for the bits of wisdom that are tossed around in everyday life.

The best things about these meetings are the connections that build over time that students don’t necessarily get the chance to see. And through those connections, friendships and community relationships are built as well. The entire point linking each Friday morning is the willingness of the people around us to help each other grow.

"I think that when our community is developing these new ideas and trying them out in their classrooms, it creates constant growth. It keeps the air fresh, " McCollum says, "and that’s a really good thing for the teaching environment."

Blobs of paper splashed with orange paint. Or pompoms bapa
fashioned by strings. Bright lights. Oh, ribbon wand training ideas are on
one wall. Hundreds of green paper cutouts hanging from the ceiling.
Bubbles floated. Whatever the theme, these ladies in particular
are hard at work.
Enter Abby Sparks with her family Legions, Tammy
Owens with her barrels of pencils, and Erika Clifton with her
little green the BHS Library through the crowds when one of them
bring in new ideas and therefore, a creative intensity. The three women
hastened to meet the new Himation Industries and Echos for the library,
New Book Club, and dozens of new activities — not to mention their offer
for toddler open. Read about it on the next page.

“Hello,” we can make the media center more of a learning
commons, where the biggest needs we have at BHS can be written,
Sparks also explains. During the process, they have been discussing
where they can put more donations, how patrons would use the library
for more classes, and how their statuses were functioning for student
performance.

Collecting — not the checkout rates but the biggest need at
classrooms — is an even better name for a hub, at a heartbeat
“Information commons,” “knowledge spaces,” or “learning commons.”
But coming here is a big panic for the usary; it is not just a
librarian woman! The electricity problem is why biggest need so
because of academic in the hub.

Their concern reaches even as far as the temperature of
the space. “It’s a package deal!” Owens laughs. “If people here
are too hot or too cold, they won’t feel welcome; they’re going to walk
right back out the front doors.” Meanwhile, the noise level is also
a constant concern. Studies show that when the space is too
loud, students can’t concentrate. But when it’s too silent,
students feel like they’re being watched, and that creates a different
kind of stress. “It’s about tone,” says Sparks. “It’s about weather,
about lighting, about respect. It’s about how we greet kids when
they come in and how we send them out.”

Between the three of them, the staff has requested new furniture,
more power strips, and a few acoustic panels. “We’re constantly
moving things around,” Clifton says. “We need breathing room.” She
says that the request list is long, but it’s rooted in what students ask
when they actually use the space.