Urbana Park District hosting high school basketball tournament

URBANA - The Urbana Park District is sponsoring a seven-week basketball tournament for high school age students starting March 26. There is no registration fee and trophies will be awarded at the end of the 14-game open gym schedule.

Games will be played at Brookens Gym from 4-6 p.m. on Tuesdays and Thursdays. Teams can play in one or on all 14 dates.

For more information, email Joe Manning at jamanning@urbanaparks.org or call (217) 368-1544.


"
at

Illinois high school seniors already facing a challenge applying for college financial aid

Michael Wysmierski/Pixabay

by Joe Ulery
Illinois News Connection

CHICAGO - Illinois high school seniors have new hurdles to overcome to get to college. High school students are waiting several extra weeks to get their hands on a newly designed Free Application for Student Aid. You might know it better as FAFSA.

The delay in the current process puts students behind when applying for financial aid.

Tabitha Jackson, senior seminar instructor for CICS Longwood High School, works with seniors at the charter school in Chicago. She said FAFSA has always been an Achilles heel, but the delay -- combined with the U.S. Supreme Court's decision to repeal affirmative action -- has further exacerbated the process.

"It's so frustrating and it's so hurtful to let a student know, 'Because of who I am, I may not have some additional support or some additional support benefits of being able to go to this school,'" she said. "My question is to my students: 'If affirmative action stops at this level, what's next?'"

Jackson added a lot of students don't want debt, and financial aid helps determine which college they can afford. The 2024-25 FAFSA form is expected to be available by the end of 2023.

The cumbersome conditions coincide with a downward trend for high school seniors who are participating in career and college aid counseling.

Doug Keller, partnership lead with San Francisco-based YouthTruth, said its Class of 2022 Survey underscores troubling findings from respondents.

"We found that there's significant declines among particular student groups and their participating in counseling about how to pay for college -- specifically, among Hispanic or Latinx students, multi-racial and multi-ethnic students and boys," he explained.

Keller said the largest gap is among American Indian, Alaskan and other Indigenous students, with a 14% gap between those who want to go to college and those who expect to attend.

at

Back-to-School: Safety tips for students riding the bus to school

School bus
Photo: Jean Woloszczyk/Unsplash
Family Features - Another school year means millions of children across the United States will begin and end each day with a bus ride. The way many kids ride to school today, however, is the same as it was 25 years ago - in diesel school buses, which have been shown to be harmful to children's health, the community and the climate.

Investments are being made to clean up the nation's school bus fleet, like the Environmental Protection Agency's (EPA) Clean School Bus Program, which will provide $5 billion over five years to help replace existing buses with low- and zero-emission models. One alternative energy source, propane, is an environmentally friendly and affordable option that can be implemented today to provide a better tomorrow for more students. The low-carbon emissions energy source is abundantly available and can work in tandem with other energy sources, including electric, to move the nation's school bus fleet further down the path to zero emissions and ensure every child has a safe, clean, healthy ride to school.

In addition to speaking to your children's school district officials about alternative school bus solutions, there are lessons parents can teach their children about how to remain safe before, during and after their daily trips on school buses. Consider these tips from the experts at the National Association of Pupil Transportation.

Before the Bus Arrives

  • Ensure backpacks are packed securely so papers and other items don't scatter as the bus approaches.
  • Create a morning routine that puts kids at the bus stop five minutes before the scheduled pickup time. This helps avoid a last-minute rush, when safety lessons are easily forgotten, and ensures kids are safely in place for boarding.
  • Encourage children to wear bright, contrasting colors so they can be seen easier by drivers.
  • Instruct children to walk on the sidewalk. If there is no sidewalk, advise them to stay out of the street, walk single-file, face traffic and stay as close to the edge of the road as possible.
  • Walk young children to the bus stop or encourage kids to walk in groups. There is safety in numbers; groups are easier for drivers to see.
  • If kids must cross a street, driveway or alley, remind them to stop and look both ways before crossing.
  • Verify the bus stop location offers good visibility for the bus driver; if changes are needed, talk with nearby homeowners or school district officials to implement changes. Never let kids wait in a house or car, where the driver may miss seeing them approach the bus.
  • Remind children the bus stop is not a playground. Balls or other toys can roll into the street and horseplay could result in someone falling into the path of oncoming traffic.
  • Instruct children to stay at least three steps away from the road and allow the bus to come to a complete stop before approaching it.

    • On the Bus Ride

  • When boarding the bus, items can get bumped and dropped. Caution children that before picking anything up, they should talk to the driver and follow instructions to safely retrieve their possessions.
  • Teach safe riding habits: Stay seated with head, hands and feet inside at all times; keep bags and books out of the aisle and remain seated until the bus stops moving.
  • Instruct children to never throw things on the bus or out the windows and to never play with or block emergency exits.
  • Remind kids that loud noises are off limits so they don't distract the driver. That includes cellphones and other electronic devices; instruct children to put them on mute or use headphones.

    • Leaving the Bus

  • Remind children to look before stepping off the bus. If they must cross the street, teach them to do so in front of the bus by taking five big steps (approximately 10 feet) away from the front of the bus, looking up and waiting for the driver to signal it's safe.
  • For parents who meet their kids at the bus, eliminate the risk of your children darting across the street by waiting on the side of the street where they exit the bus.
  • Make the bus ride part of your daily "how was school?" discussion. Encourage kids to talk about the things they see and hear on the bus so you can discuss appropriate behaviors and, if necessary, report any concerns to school administrators.

    • Benefits of Propane Buses
    Every day, 1.3 million children in the United States ride to school in 22,000 propane-powered school buses, which are currently in use by more than 1,000 school districts across 48 states. Alternative fuels, such as propane, offer multiple benefits for school districts and students alike because propane buses reduce harmful emissions, save money and provide a safer ride for students.

    Student Health
    Propane reduces harmful nitrogen oxide emissions by up to 94% compared to diesel and emits near-zero particulate matter emissions. Both emissions, which can be found in the cloud of smoke emitted from the tailpipes of diesel buses, are known triggers for asthma, bronchitis and other respiratory problems, according to the EPA.

    Reliability
    Propane has a range of 400 miles and the performance needed to drive long distances without stopping to recharge or refuel.

    Cost Savings
    While propane and electric are both options for clean student transportation that also reduce the harm to air quality, the cost is not equal. On average, an electric school bus costs $375,000, meaning districts can purchase three propane-powered buses (which are only $6,000 more expensive than diesel buses) for the price of one electric bus. In fact, a study from the World LP Gas Association found the cost savings of getting rid of all diesel buses and replacing them with propane would save enough money to hire 23,000 teachers due to lower long-term fuel and maintenance costs.

    Find more information and learn how to talk to school district officials about adopting clean school buses at BetterOurBuses.com.

    at

    Guest Commentary | Getting shot at because you knocked on the wrong door is beyond insane

    by Glenn Mollette, Guest Commentator


    Knocking on doors is as American as apple pie. Politicians, sales persons, clergy, girl scouts, federal census workers, and the list goes on of persons and professions who have depended on knocking on doors.

    When I was a child, I sold Grit newspapers. I needed to knock on a lot of doors to sell 20 papers which made me a cool $1. Serving churches for years, I have probably knocked on over a thousand plus doors to invite people to church. I’m so glad no one shot me.

    The recent shooting of a 16-year-old teenager in Kansas City, mistakenly knocking on the wrong door, is beyond insane. The teenage boy was at the wrong house to pick up his brothers who were a block away. Who shoots through a door without reason unless the individual is crazy or on drugs or perhaps both? The problem is, we do have a severe mental illness epidemic in America and a drug crisis. Throw in America’s growing gun violence issues and therefore knocking on strange doors becomes a scary scenario.

    I admit hearing someone knock on the door at dinner time is a bit aggravating. Usually for me, it’s a high school band member selling mulch to raise money for the band. Or, it’s someone raising money for another school project. You can’t be irritated with a 15-year-old kid is out trying to raise money for his school. Unless, you are crazy or on drugs. Then anything might tick you off. By all means, don’t be this person.

    For the most part, more and more industrious people are relying on social media to try to gain new business. It’s true you can reach more people more efficiently via Internet advertising, social media and other media sources than by taking all day to knock on a few doors. If people want it, they will respond to your advertising.

    People have rightfully withdrawn from knocking on doors because they are paranoid of disturbing someone’s favorite television program, meal or nap. This is never a good environment for making a sale or making a friend.

    Maybe the day of selling magazine subscriptions, brushes, vacuum cleaners, and stuff like that door-to-door is in the past. Do any ministers ever knock on your door and invite you to church?

    If someone does knock on your door, don’t immediately invite them into your house. They should have a picture identification badge for you to see. They also should talk to you about a future appointment when you can make time for the pitch. In addition, they should present you with some information containing a phone number so you can call them if you have further interest. You can always say “no thank you,” and shut your door. If you have a chain lock on your door or a glass locked door you can talk through then you are even better off.

    Give consideration to the hard work some people put into knocking on doors. Give careful consideration to how you answer the door.


    -----------------------------------------------------------

    Dr. Glenn Mollette is a syndicated American columnist and author of Grandpa's Store, American Issues, and ten other books. He is read in all 50 states. The views expressed are those of the author and are not necessarily representative of any other group or organization.

    -----------------------------------------------------------

    This article is the sole opinions of the author and does not necessarily reflect the views of The Sentinel. We welcome comments and views from our readers. Submit your letters to the editor or commentary on a current event 24/7 to editor@oursentinel.com.


    -----------------------------------------------------------
    at

    CPR, it’s a critical skill for young people should learn

    by Tim Ditman
    OSF Healthcare

    URBANA - After professional football player Damar Hamlin suffered cardiac arrest during a game, experts are talking about the importance of knowing cardiopulmonary resuscitation (CPR).

    CPR is a life-saving skill. And for Jordan Meeks, a pediatric wellness specialist at OSF HealthCare, it’s a critical skill for young people to learn.

    "Most cardiac arrests happen in people 40 years and older, a lot of teachers, parents, grandparents, coaches and those that young people are spending a lot of time with," Meeks says. "And young people are getting to a point where their body is maturing, so they’re able to do those compressions with enough strength to be helpful."

    Meeks visits schools across Illinois teaching students hands-only CPR. Recently, she was in Fisher, a small, rural town where it might take first responders a little longer to get to an emergency - all the more reason to equip junior high and high school students with CPR skills.

    CPR basics

    Meeks says CPR is used when someone is unconscious and in cardiac arrest (in other words, having a serious heart problem).

    The first thing to do is call 9-1-1. If you’re by yourself, put the phone on speaker while you help the ailing person. Get over the person, interlink your fingers and press hard in the middle of the chest over and over.

    "It’s compressing the chest in half at a rate of about 100 beats per minute. Think of the song Stayin’ Alive by the Bee Gees,” Meeks explains. "The compressions help restore blood flow to the body and brain, which is really important to help preserve that person’s life."

    CPR may also be done alongside an automated external defibrillator (AED), a small device that’s common in schools and workplaces these days. Meeks explains that two pads are applied to the patient’s skin - one near the heart and the other on the person’s side - with wires leading to the AED box.

    "It gives you step-by-step instructions. It’s going to tell you when you need to stay clear of the patient. It will analyze the heart’s rhythm to see if it’s regular, irregular or not beating at all,” Meeks says. "Then it will provide instructions on whether to deliver a shock. You press a button to deliver a shock. Then it will tell you to start CPR."

    The AED will then continue the cycle of shocks and CPR until first responders arrive.

    Teaching hands-only CPR does not require certification, Meeks says. Someone can easily learn the tools and pass them on to others.

    Adding the skillset of mouth-to-mouth resuscitation - when you exhale into a patient’s mouth to help revive them - is a little more involved. Meeks recommends calling your local first responders (police, fire and ambulance), your local hospital or the American Red Cross to learn about those CPR training opportunities.

    Training young people

    During her stop in Fisher, Meeks watched as students performed CPR and applied AEDs to manikins. A red light on the manikin meant the compressions were too fast or too slow. A green light signaled a good pace. To Meeks’ delight, there were more green lights than red.

    CPR Manikin

    "The manikins are very much like the human body, so the students get a really good, hands-on experience with how CPR works,” Meeks says. "They also learn how to use the AED. Most students know where it is in their school, but they’ve never seen it before. They have no idea how it works."

    You can count Paige Ferguson and Kira Becker, both juniors at Fisher High School, among the adolescents who think the training is valuable.

    "You just had to stay at a consistent pace, which was difficult [to start]. But once you got that pace going, it was pretty easy to stay with it," Ferguson says, describing the training.

    "It’s important to know this so you can help friends and teachers in your daily life. You can help save a person’s life,” Becker says.

    One of those teachers is Doug Ingold, the health and physical education instructor who asked OSF to train the whole student body.

    "It’s great to have hands-on experience. It’s different than just watching a video,” Ingold says. "Having OSF come in and give the students actual practical experience really gives them a good idea of what it takes to do CPR."

    at

    ECIYO to host spring concert on Sunday

    Urbana -- The East Central Illinois Youth Orchestra will present this year's spring concert at Monticello High School's auditorium this Sunday.

    The May 15 concert will be free and starts at 7:00 pm.

    "The kids have worked long and hard during a challenging time, and the results will be very much worth hearing," said Kevin Kelly, Music Director for the East Central Illinois Youth Orchestra. "If you have the evening free, I hope you’ll consider attending."

    The young musicians who will perform on Sunday are the top high school classical instrumentalists in the area. The student-musician group, who audition individually for their chair, consist of 49 students from Champaign, Urbana, Mahomet, Monticello, and Danville.

    In addition to classical pieces from Bach, Tchaikovsky, and Mozart, concert-goers will hear new work by Aaron Rosenstein, a member of the orchestra.

    "The kids have worked long and hard during a challenging time, and the results will be very much worth hearing," Kelly added.

    at

    M.A.S.K. tips & resources can help parents' responsibilites raising their kids

    Mom and dad helping with homework
    Photo: SOFATUTOR/Unsplash
    NewsUSA -- Parenting is hard, and the past year was especially challenging for parents of school-aged kids, as they struggled to juggle their children's virtual school and the loss of many activities and in-person contact with friends.

    The goal of MASK (Mothers Awareness on School Age Kids) is to provide resources for parents, children, schools, and communities that address the challenges facing families and empower children to make safe and healthy choices. MASK is a nonprofit organization founded in 2007, and has evolved into a multimedia format that includes a website, a print magazine, an app, a digital learning platform, and a series of YouTube videos.

    MASK tackles topics that include managing peer pressure, coping with trauma, and negotiating the peaks and valleys of social media, which can be especially challenging as families restore their networks and return to in-person school and activities.

    "MASK programs teach children and their families how to handle the ever-changing landscape that our children are living in," says Kimberly Cabral, CEO, founder, and publisher of MASK.

    Parents and their kids can engage with the MASK tools to build life skills and promote self-esteem through any or all of these options:

    - MASKMatters app. Download the app on Apple or Google Play (also available in Spanish) for easy access to age-appropriate life skills resources that can be used by students, parents, and teachers.

    - MASK Magazine. For those who like their information in print, MASK Magazine is a quarterly parenting manual and is also available through Zinio digital. Each issue focuses on a specific topic, such as Internet safety, with details on how it impacts children from preschool to college.

    - MASK E3 Institute: The digital platform for MASK can be used by schools, community organizations, or families at home. The Institute is designed as a series of year-long comprehensive programs for different age groups: MASK Storytime for pre-K children, MASK Academy for kindergarten through sixth grade, MASK Prep for middle and high school students, and MASK Leadership for colleges students. Each of the age-appropriate programs teach kids social skills and educate them about topics such as bullying, drug and alcohol use, and staying safe online.

    - MASK + Live: MASK offers a series of YouTube videos featuring feature medical doctors, clinical psychologists, professors, and other child health professionals who share their expertise on parenting and offer advice on physical health, mental health, and enhancing your relationship with your child.

    Visit maskmatters.org for more information about the full range of MASK materials and programs.

    at

    St. Joseph-Ogden 2nd-quarter Honor Roll

    St. Joseph-Ogden High School Honor Roll This week, St. Joseph-Ogden High School announced the second-quarter Honor Roll and High Honor Roll recipients. To receive honor roll recognition at SJO students must earn a grade point average of 3.25 or higher on a 4.0 scale. Students whose GPA soared above 3.74 are recognized as High Honor Roll students.

    High Honor Roll

    Freshmen

    Sophomores

    Juniors

    Senior

    Honor Roll

    Freshmen

    Sophomores

    Juniors

    Seniors

    at

    Youth orchestra to perform on campus this Sunday

    The East Central Illinois Youth Orchestra will perform a concert at Smith Recital Hall in Urbana this Sunday, January 16, at 7pm.

    The orchestra is made up of 49 students from the local area including Champaign, Urbana, Mahomet, Monticello, and Danville. Each student must audition for a spot in the program run by The Conservatory of Central Illinois. The young musicians are among the top high school classical instrumentalists in the area.

    "We’ve been preparing since mid-September, with weekly rehearsals on Sunday afternoons at the Krannert Center," said Kevin Kelly, Conductor and Program Director. "The orchestra plays professional-level music from the standard orchestral repertoire, which presents expressive and technical challenges and tremendous learning opportunities for talented, highly motivated student musicians."

    The program includes Giuseppe Verdi Overture to The Force of Destiny, Camille Saint-Saëns Danse Bacchanale from Samson and Delilah, and Brahms' Hungarian Dance No. 5 in G Minor and No. 6 in D Major.

    "This particular program has two selections drawn from operas—by Verdi and Saint-Saëns—two influenced by national styles of particular countries—the Irish dances of Arnold and the Hungarian dances of Brahms—and a movement from a celebrated symphony by Dvořák, who was a protege of Brahms," Kelly said. "Some of the tunes will be quite familiar to classical music fans, but all of it can easily be enjoyed by even the novice listener."

    The concert is free to the general public and proof of vaccination or negative COVID test is required for admission.

    The musicians for Sunday's program include:

    Violin: Noel Chi, co-concertmaster, Jenna Shin, co-concertmaster, Elijah Song, co-concertmaster, Sierra Freund, assistant concertmaster, Emily Duong, Sarah Guo, Andrew Kim, Maggie Li, Wesley Lu, Swarup Majumder, Elan Pan, Shreyas Singh, Bruce Tang, Maya Viswanathan, Max Wang, Renee Wang, Emily Wilson, James Yan, and Dan Yang.

    Viola: Sarah Kim, principal and Advait Rajmane.

    Cello: Yelim Kim, principal, Ellie Kim, Sarah Su, Jeana To, Firmiana Wang, and Jason Yan.

    Bass: Kalah Weber, principal and April Vanichtheeranont.

    Flute: Grace To, principal, Hewitt Friedman, Elizabeth Su, and Jonas VisGirda.

    Piccolo: Jonas VisGirda.

    Oboe: William Ding, principal, and Ioelle Lee.

    Clarinet: Benjamin Chang, co-principal, Stefania Dzhaman, co-principal, and Teo Percoco.

    Bassoon: Christian Deck.

    Horn: Owen Robinson, principal, and Mason Miao.

    Trumpet: Gabe Difanis, co-principal, and Aaron Rosenstein, co-principal.

    Trombone: Roman Di Girolamo, principal and Jack Minor, and Nick Wurl (guest).

    Tuba: Owen Ericson.

    Piano: D. J. Wang.

    Timpani: Elianna Lee.

    Percussion: Jason Kim

    at

    Viewpoint: The most effective and powerful scientific theory is an enigma

    by Prinistha Borah

    What keeps you busy when you are bored of your everyday school curriculum? Maybe video games, books, some fun hobbies; great! One such thing that I find to be very fascinating is Theoretical physics, not the calculations as they are far beyond my scope, but the theories and speculations about everything: from the tiniest ‘quark’ to the most massive ‘universe and beyond’.

    I’ve always been curious about the origin and the end of everything around me and beyond. Where did the universe come from? Will it come to an end? Are the fundamental particles, constituting matter, further divisible?

    These questions would keep me captivated for hours on end. I decided to dig deep inside this world of mind-boggling possibilities, so I bought a few books by some bestselling authors of theoretical physics which include Michio Kaku, Stephen Hawking, Sean Carroll, and Carlo Rovelli. Those books made me wonder if I’d, one day, be able to find out what physicists now are trying to find: a Theory of Everything.

    Well, a Theory of Everything is a theory, several inches long, which would probably describe the origin and fate of everything. Quantum mechanics and Relativity are probably the two giants of theoretical physics most common in debate among physicists.

    Quantum physics is the prevalent theory of the microscopic world, which describes the atoms and molecules, the fundamental forces, and the subatomic realm. Whereas, relativity on the other hand begins to answer the questions such as: Is there a beginning and end of time? Where is the farthest point in the universe? What happened at the creation? Etc.

    Now, to achieve a theory of everything would mean to merge these two supreme yet opposite theories. Is it a huge task? Yes, it is. Why?

    Einstein in his theory of general relativity described gravity, not as a force at all but the bending of space-time caused by the presence of matter-energy. His theory of special relativity states that light always moves at the same speed regardless of perspective or reference frame. If this is the case, then it means that the speed of light in the presence of gravity will be the same as its speed in space. Since space-time is bent by gravity, the distance between two points in the presence of gravity would be a curve.

    For light to travel with the same speed, as it will do in space, time itself will slow down, distorting time.

    Despite that relativity describes how gravity works so perfectly, it is still incomplete. It predicts regions of space where space-time can get so distorted that nothing can escape including light: a black hole. Within the black hole lies a mass concentrated to an infinitely small point with infinite density, called a singularity. Here, even the laws of general relativity break down. To figure out what happens in such infinitely small regions we need the study of the very small: Quantum mechanics.

    But Alas! The equations of quantum mechanics make no sense in terms of singularity or general relativity. At the microscopic level, the force of gravity is so weak that it barely has any effect on any single subatomic particle. Also, physicists find it difficult to incorporate general relativity into the microscopic world. But loopholes are not acceptable in a theory of everything.

    As of now, the search for a unified theory of everything is still on.

    I write this as a premature aspirant of physics, all these being based on only what I now know. You might think what led me to write all this. Science, as we all know, is subtle and complex. The fact that anyone and everyone can very precisely understand it is unbelievable.

    People are often afraid of the complexities. But as we look into this abyss, we find a very beautiful interior decorated with some astounding achievements. We ought to complete what they had left for us to complete. Do you know what describes us as children? Curiosity.

    Our curiosity to know things, determination to stick to a thing until achieved and our imagination are the qualities that make all of us scientists. We children are the future. If we are interested, then we can surely achieve it!

    Prinistha Borah is 9th grade student at Kristo Jyoti High School in Bokakhat, Assam. Her dream is to attend college at MIT, Oxford University or the University of California Los Angles. "I want to be a theoretical physicist in future and I want to know the secrets of the physical world around me."
    at

    Listening is important, Coping with the stress of social and academic struggles

    Matt Hawkins, Rosecrance Health Network
    The first semester of school brought its share of challenges as students and educators readjusted to in-person learning environments. As classes began, it became clear that two interrupted years left many youth falling behind in academics and social learning skills.

    A lack of face-to-face interaction and an increased dependence on less-personal virtual learning hindered the development of social skills critical for these formative years. In addition, the stress of changing learning environments made it more difficult for young students to learn or retain as much information. High school students focused on college preparation may have felt added stress of not meeting personal academic expectations or scoring as high on the SAT as the would have liked.

    Beyond the classroom, developing adolescent minds may have struggled to process the constant stream of harsh political conversations and news headlines that flooded social media feeds.

    "All kids are behind to some extent because they all have experienced the pandemic’s impact in some way," said Rosecrance Central Illinois Director of Substance Use Treatment Carol Bradford. "They need to be reminded that we are all going through this together, including their teachers. Knowing they are not alone will help them, and really all of us, put life in a healthy perspective to face whatever each day brings."

    As the spring semester kicks off, adults who are concerned about youth in their lives are encouraged to watch for irritability. That is one of the most common symptoms of struggling youth because they may not have developed the language to effectively articulate feelings and thoughts. Adults also can watch for isolating behaviors, lack of enthusiasm for usual things in life, and excessive acting out or arguing at home or school.

    Listening also is important. When youth feel they are heard by a safe adult, they will be more likely to share what they are going through.

    Also, recognize resilience. When a teen handles a difficult situation well or bounces back from a disappointment, let them know you saw the success.

    Then, begin this semester with healthy structure and routine. Proper rest, nutrition, and exercise will equip the teen with foundational supports for success the rest of the year.

    Last, if you sense your child needs help, contact a school counselor, social worker, or teacher. They are as concerned for the child’s wellbeing as you, and they have resources to help. Rosecrance works with schools in the Champaign area to provide assessment and intervention services, as well as a full continuum of care.

    at

    Guest Commentary: This has to stop. Will it ever?

    by Glenn Mollette, Guest Commentator


    We are unfortunately informed once again of another horrific, senseless school shooting. They don’t stop. When will the next one be? Who will be the next shooter and who will be the next unsuspecting victims?

    Once again, American kids go to school to pursue education and American life but are murdered by a classmate while walking the hallway or sitting in a class. This has to stop. Will it ever?

    According to news reports, on November 30, 2021, Ethan Crumbley, a fifteen-year-old, took the lives of four schoolmates and injured seven others at Oxford High School, a Detroit, Michigan suburb.

    Crumbley has once again reminded us of the horrific outcomes of mental illness and the importance of parents, teachers, churches and communities working together to protect each other.

    According to news reports, the Oxford school was alerted to Crumbley’s disturbing social media posts, drawings depicting violence, and other actions that had called for his parents to come to the school for a serious talk about their child. Reports of the parents buying a semi-automatic weapon for their son’s Christmas present and taking him to a shooting range for practice is revealing their denial of, as well their failure to address, their son’s problems.

    My dad gave me some shotgun lessons when I was growing up. I was turned loose in the hills of Appalachia to hunt for squirrels at the age of 12 with a hunting license. Parents teaching their children to shoot a weapon and hunt are as old as our nation. However, parents should never provide their children access to guns when there are obvious warnings of mental illness.

    Past school shooters have talked about being bullied by classmates or not fitting into any of the school social groups. Rejection, being bullied, failure to make the school team or feeling outright mistreated makes anyone feel bad, dejected and disappointed. Such feelings should be a push to any of us to look at ourselves to see how we either must adjust, change, work harder, problem solve as to what is happening or even find a different school or community in which to live. Hurting others never resolves anything and only increases our pain, darkness and sentences the rest of our lives to prison or regret of how we handled our feelings.

    School can be a difficult life learning ground. What we face in the local school often is only preparing us for what we may face at the office, the factory, the workplace and the neighborhood. Throughout life we know everyone is not going to like us, accept us, applaud us or even try to get along with us. There are always people who don’t like us. However, there are people who will affirm, support, and befriend us. Sometimes it just takes a while to find those communities, houses of faith, social groups, and others with whom we can emotionally connect.

    The Ethan Crumbleys of the world are sad, scary and wreak destruction. They need help now. His life and many other lives are forever destroyed. Apparently, his parents were living in some sort of disconnected denial of what their son was really about to do to himself, them and many others.

    Schools and work places must have all authority to protect themselves quickly. Oxford school officials were alarmed by some of his actions. They were trying to work with the parents. Looking back, he should have been escorted out of the school and barred from its grounds until a professional counselor had given written permission for his return. I know, hindsight is always 20/20.

    Sadly, for those who are now dead, it’s too late. Maybe the other Ethan Crumbleys can be stopped today, right now, before it’s too late.


    -----------------------------------------------------------

    Dr. Glenn Mollette is a syndicated American columnist and author of American Issues, Every American Has An Opinion and ten other books. He is read in all 50 states. The views expressed are those of the author and are not necessarily representative of any other group or organization.

    -----------------------------------------------------------

    This article is the sole opinions of the author and does not necessarily reflect the views of The Sentinel. We welcome comments and views from our readers. Submit your letters to the editor or commentary on a current event 24/7 to editor@oursentinel.com.


    -----------------------------------------------------------
    at

    Op-Ed: SCOTUS decision a victory for student free speech

    Op-Ed by Jennifer Lauren Hamad

    The F-bombs that a frustrated cheerleader dropped in a Snapchat post after failing to land a spot on the varsity cheerleading team at her school recently detonated in the U.S. Supreme Court into a victory for student free speech and student activist organizations, like the one I led, that collaborated in submitting an amicus curiae brief to the Supreme Court.

    In the historic B.L. v. Mahanoy Area School District case, the Court ruled that the school’s actions in punishing Levy for her undisruptive off-campus speech were unconstitutional. Although student organizations are overwhelmingly relieved by this ruling, we remain unnerved by the dystopian reality of what could have been had the Courts ruled in favor of Mahanoy.

    Social media has become the indispensable virtual voice of youth that has galvanized youth activism by making national and global exchange of views possible. However, if public schools succeeded in punishing off-campus speech, social media would have become synonymous with a virtual school classroom where schools have authority to regulate speech just as they would in a physical classroom. This would blur the metaphorical dividing line that separates speech "in the school context and beyond it" (established by Tinker v. Des Moines), leaving students without clarity on when they are afforded their full constitutional right to free speech. This ambiguity would become oppressive and subject students to the feeling that their speech is regulated 24/7, effectively stifling youth activism and threatening the existence of the student organizations that depend upon it.

    Although Tinker’s precedent established that a school could punish students for speech if it disrupts the educational process, Levy’s case quickly revealed that Tinker could be applied to stifle what the late Congressman John Lewis deemed to be "good trouble"- "fearless agitation designed to provoke, challenge, and move the nation forward". Instead of restricting Tinker’s application to off-campus speech that disrupts the educational environment (e.g. threats of violence, harassment, bullying, etc.), schools could turn any off-campus political/social activism or speech they disapprove of into a case of “disruption.” Student speech that criticizes an educational institution, its policies, or the behavior of its personnel would become particularly vulnerable to retaliatory disciplinary action from schools.

    Perhaps one of the most concerning assertions made by the Mahanoy Area School District was that a student "targets" or "directs speech at a school" anytime he or she "refers to school affairs or sends speech directed to classmates". This suggests students "target" their school by merely offering their opinion about a school program or policy or discussing school affairs with their peers.

    Under this notion, my organization would not have been able to speak at board meetings, lobby for educational legislation, speak out about issues like student mental health, write op-eds, speak to reporters, or merely share stories amongst members without the imminent threat of punishment. This excessive and unwarranted control of speech would inevitably disenfranchise and disempower students.

    A school could overextend its disciplinary power to punish any and all speech that concerns the educational process. Such far-reaching censorship would mean the beginning of the end of American democracy, as our public schools would quickly transform from the cradles of democracy into totalitarian enclaves where students become accustomed to an imbalance of power that strips them of their basic freedoms.

    As the looming threat of punishment causes students to decline to share their opinions and partake in activism, vital student representation would be lost. This strong push to punish off-campus student expression related to education is alarming and would suppress eyewitness accounts of issues in our American public schools that would otherwise be revealed through the sharing of student experiences through social and political youth activism. Criticism of everything from educational inequities to school safety issues could be hidden from public knowledge if off-campus student speech were regulated and punishable by schools, resulting in the erasure of the student narrative.

    Conveying the student narrative is a powerful tool used by students to inform decision-making on policies that directly affect their education. In the absence of student voice, students would be subjected to policies implemented without their input. Before schools know it, students would be crying "NO EDUCATION WITHOUT STUDENT REPRESENTATION!," echoing the sentiments of our American Revolutionary forefathers.


    Jennifer Lauren Hamad served as Speaker of the Houston Independent School District Student Congress that represents HISD’s 215,000+ students and collaborated with other student voice organizations to submit an amicus curiae brief to the U.S. Supreme Court for the B.L. v. Mahanoy Area School District case. She is also an incoming freshman at Stanford University.
    at

    Photo of the Day - February 8, 2021

    Kimberly Capagalan [right] and Abriel Shipley brave a downpour to get to their graduation ceremony in 2007.

    Graduation Day

    Kimberly Capagalan [right] and Abriel Shipley, both from St. Joseph, race through a heavy downpour and flooded school parking lot on their way to their graduation ceremony at St. Joseph-Ogden High School. The two seniors and 104 other students made up the Class 2007 graduating on May 27, 2007.

    (Photo: PhotoNews Media/Clark Brooks)
    at

    Bill Banning Locked Seclusion and Face-Down Restraints in Illinois Schools Stalls as Lawmakers Run Out of Time

    Jennifer Smith Richards, Chicago Tribune
    Jodi S. Cohen, ProPublica

    Illinois lawmakers had the support to ban schools from locking students alone in a room or physically restraining them face down. But they didn’t have the time.

    A yearlong legislative effort to end decades of controversial practices that often left confined children crying for their parents and tearing at the walls ended without a vote in the Illinois House on Wednesday as the legislative session expired.

    The bill had unanimously passed the Senate on Tuesday and was on track for a concurrence vote in the House, but other measures put up for approval instead and last-minute maneuvering by some private schools scuttled plans to call the seclusion bill for a vote.

    “Once again, Illinois has failed its children and lost the opportunity to reform school practices that are a serious threat to the safety and well-being of students with disabilities,” said Zena Naiditch, president and CEO of Chicago-based Equip for Equality, a federally appointed watchdog for people with disabilities. She praised the bill’s sponsors for their efforts.

    The sponsors quickly pledged to reintroduce the legislation to the new General Assembly in the next couple of weeks.

    The legislation would have required any school that receives state funding to make a plan to reduce — and eventually eliminate — its reliance on any kind of timeout and restraint over the next three years.

    But a main feature of the bill was an immediate ban on schools’ use of locked seclusion rooms and prone, or face-down, physical restraints. In addition, schools would have been told they could seclude students in unlocked spaces and use other types of restraints only when there is an “imminent danger of serious physical harm” to the student or others. Access to food, water, medication and a bathroom would have been mandatory.

    The Illinois State Board of Education would have been directed to sanction schools that didn’t comply with the legislation.

    On Tuesday night, advocates for people with disabilities thought their pleas to end the controversial practices would be answered. Some were prepared to issue statements congratulating legislators.

    But other issues were pressing as the General Assembly wrapped up its term, including a sweeping criminal justice reform bill, as well as the selection of a new House speaker.

    The legislation “had critical components to protect students from harmful and abusive use of seclusion and restraint practices in school,” said Chris Yun with Access Living, a nonprofit that advocates for people with disabilities. “I am very disappointed that resistance from private facilities blocked Illinois from moving forward in the right direction.”

    Lawmakers said the biggest challenge to the bill was some schools’ insistence on the need for face-down restraints — though more than 31 states have banned prone restraints because they can obstruct a child’s breathing. Those schools have argued that prone restraint is as safe as other restraints when performed correctly and that sometimes it’s the most effective way to deal with students in crisis.

    “We just wish that there would be a way to have a compromise so it is not totally banned but there are qualifiers” and it could be used in some situations, said Sylvia Smith, executive director of Giant Steps, a Lisle school for students with autism. “It is just that sometimes some of our kids, if they have a meltdown, they get extremely agitated and strike out and sometimes they try to hurt themselves or hurt others.”

    Such opposition “helped muddy things” ahead of the House vote, said the bill’s sponsor in the Senate, Arlington Heights Democrat Ann Gillespie. Still, she said that wasn’t the primary reason for the bill’s demise.

    “We had a fully agreed bill,” said Rep. Jonathan Carroll, a Northbrook Democrat who sponsored the House bill, but “just ran out of time.”

    Now the process must begin again with the new General Assembly, which was sworn in Wednesday. Gillespie said the bill would be reintroduced by February. She and Carroll said they are determined to strengthen protections for children.

    “We’ve poured over a year of our time into this legislation because we must discontinue these horrific and barbaric practices,” Carroll said. He had been secluded as a child and has spoken about the harm it caused.

    The lawmakers are trying to amend a law on seclusion and restraint that has been in place for about 20 years; that law is more vague about when school districts can use these interventions and led to widespread misuse, a 2019 investigation by ProPublica and the Chicago Tribune found.

    State rules adopted last April in response to the investigation had placed stricter limits on the use of seclusion — including a prohibition on isolating students behind a locked door — but did not ban prone restraints. Critics of seclusion and restraint had argued that it was important to pass a state law protecting children from these practices, rather than rely on rulemaking.

    “The Quiet Rooms” investigation found that about 100 Illinois public school districts had secluded students more than 20,000 times in a 15-month period from September 2017 to December 2018, often to punish children for poor behavior or to force them to comply with workers’ commands. Those reasons weren’t valid under existing state rules on seclusion, but there was no state oversight or enforcement.

    Students also had been physically restrained, or held by workers so that they could not move — sometimes pinned on the floor — at least 15,000 times in the same time period, records showed. Workers often restrained students after they were disrespectful or profane and when there was no stated safety concern.

    After “The Quiet Rooms” was published, ISBE mandated that all school districts and private schools provide records on their use of seclusion and restraint from the past three school years. Schools also are now required to alert the state within 48 hours of using seclusion or restraint.

    In December, ISBE released a summary of the data provided by the schools, revealing at least 10,785 students had been subjected to seclusion and restraint during that three-year period. There were 43,993 incidents of timeout, averaging 30 minutes each, and 53,336 incidents of physical restraint, averaging 10 minutes each.

    ISBE found that in nearly 11,000 of those incidents, school workers identified no safety risk before secluding or restraining a student, as required by state law.

    Before the Senate’s unanimous vote, Gillespie told fellow legislators that shutting kids inside seclusion rooms “actually tends to exacerbate the behaviors” that school workers are trying to address.

    “There are instances where you need to remove the child into a quieter type of environment, but the goal here is to have the school personnel continue to work with the child rather than just locking them up and moving them out,” Gillespie said.

    Gillespie told lawmakers that the goal of the three-year planning requirement was for schools to learn alternatives and eventually eliminate the “traumatic interventions.”

    “Hopefully schools will learn those techniques and adopt them over time,” she said.

    This story was originally published by ProPublica on January 13, 2021. ProPublica is a Pulitzer Prize-winning investigative newsroom. Sign up for The Big Story newsletter to receive stories like this one in your inbox.

    Filed under: Education




    at

    St. Joseph-Ogden announces 1st quarter Honor Roll

    St. Joseph-Ogden High School Honor Roll
    Today, St. Joseph-Ogden High School announced its first quarter Honor Roll. One hundred and fifty-seven students earned High Honor Roll recognition for their academic efforts in the first quarter of the 2020-21 school year. The junior class led the way with 43 students who secured GPA above 3.74.

    Despite the challenges of hybrid schooling, 239 students started the fall semester with a grade point average of 3.25 or higher on the school's 4.0 scale.

    High Honor Roll

    Freshmen

    Sophomores

    Juniors

    Senior

    Honor Roll

    Freshmen

    Sophomores

    Juniors

    Seniors

    at
    Subscribe to: Posts (Atom)


    Food & Dining |
    Recipe-of-the-week: 3 Layer Arkansas Possum Pie

    The star of your next spread can be hidden away in the refrigerator for a surprise delight for your guests. It's topped with chocolate syrup and chopped pecans, and your loved ones just may vote it to be their favorite dish.

    It's an Arkansas Possum Pie, made with three delicious layers and crunchy toppings for a show-stopping dessert.

    Read more >>>


    Recent study suggests childhood trauma could haunt Illinois adults for life
    New data from the Centers for Disease Control and Prevention showed 75% of U.S. high school students said they have had at least one adverse childhood experience, or ACE.

    Research has shown ACEs can alter a child's brain chemistry and produce a prolonged toxic stress response. Experiencing at least one ACE as a child is linked to having alcohol and substance use problems in adulthood, and chronic diseases such as diabetes and obesity.

    Read more ...
    Op-Ed |
    Tipped wage system isn't working, removing taxes won't save it
    Both major presidential candidates have called for eliminating taxes on tips. But that won’t help most restaurant workers.

    What will? Replacing the subminimum wages that tipped workers make with one fair wage nationwide.

    The federal minimum wage for most workers is just $7.25. But for workers who get tips, employers are allowed to pay them $2.13 an hour. If tips don’t raise your hourly pay to at least the ...
    Read more ...
    Health & Wellness |
    Is it depression, ADHD or bipolar disorder?
    Lavender Zarraga, APRN, a behavioral health provider at OSF HealthCare, says it’s not uncommon for her patients to ask for a medication that isn’t the right fit.

    The culprit? She says symptoms of common mental health issues like depression, attention deficit hyperactivity disorder (ADHD) and bipolar disorder can overlap. So, it’s important to stay in contact with your provider to make ...
    Read more ...
    In case you missed it |
    America is ready for cheer, brightness and hope
    When I was a child, I thought Christmas would never come. The weeks dragged by while I wore out the toy sections of the Sears and Penny's catalogs hoping Santa might stop by. I always looked for Santa Claus and tried to stay awake on Christmas Eve just to catch a glimpse of the jolly big guy.
    Read more >>>