After school shooting last week, survey finds teens can obtain a loaded gun in under 15 minutes

Pistol
Jabba from Pixabay
by Markian Hawryluk
Kaiser Health News
KHN - One in 4 Colorado teens reported they could get access to a loaded gun within 24 hours, according to survey results published Monday. Nearly half of those teens said it would take them less than 10 minutes.

“That’s a lot of access and those are short periods of time,” said Virginia McCarthy, a doctoral candidate at the Colorado School of Public Health and the lead author of the research letter describing the findings in the medical journal JAMA Pediatrics.

The results come as Coloradans are reeling from yet another school shooting. On March 22, a 17-year-old student shot and wounded two school administrators at East High School in Denver. Police later found his body in the mountains west of Denver in Park County and confirmed he had died from a self-inflicted gunshot wound. Another East High student was fatally shot in February while sitting in his car outside the school.

The time it takes to access a gun matters, McCarthy said, particularly for suicide attempts, which are often impulsive decisions for teens. In research studying people who have attempted suicide, nearly half said the time between ideation and action was less than 10 minutes. Creating barriers to easy access, such as locking up guns and storing them unloaded, extends the time before someone can act on an impulse, and increases the likelihood that they will change their mind or that someone will intervene.

“The hope is to understand access in such a way that we can increase that time and keep kids as safe as possible,” McCarthy said.

The data McCarthy used comes from the Healthy Kids Colorado Study, a survey conducted every two years with a random sampling of 41,000 students in middle and high school. The 2021 survey asked, “How long would it take you to get and be ready to fire a loaded gun without a parent’s permission?”

American Indian students in Colorado reported the greatest access to a loaded gun, at 39%, including 18% saying they could get one within 10 minutes, compared with 12% of everybody surveyed. American Indian and Native Alaskan youths also have the highest rates of suicide.

Nearly 40% of students in rural areas reported having access to firearms, compared with 29% of city residents.

The findings were released at a particularly tense moment in youth gun violence in Colorado. Earlier this month, hundreds of students left their classrooms and walked nearly 2 miles to the state Capitol to advocate for gun legislation and safer schools. The students returned to confront lawmakers again last week in the aftermath of the March 22 high school shooting.

The state legislature is considering a handful of bills to prevent gun violence, including raising the minimum age to purchase or possess a gun to 21; establishing a three-day waiting period for gun purchases; limiting legal protections for gun manufacturers and sellers; and expanding the pool of who can file for extreme risk protection orders to have guns removed from people deemed a threat to themselves or others.

According to the federal Centers for Disease Control and Prevention, firearms became the leading cause of death among those ages 19 or younger in 2020, supplanting motor vehicle deaths. And firearm deaths among children increased during the pandemic, with an average of seven children a day dying because of a firearm incident in 2021.

Colorado has endured a string of school shootings over the past 25 years, including at Columbine High School in 1999, Platte Canyon High School in 2006, Arapahoe High School in 2013, and the STEM School Highlands Ranch in 2019.

Although school shootings receive more attention, the majority of teen gun deaths are suicides.

“Youth suicide is starting to become a bigger problem than it ever has been,” said Dr. Paul Nestadt, a researcher at the Johns Hopkins Center for Gun Violence Solutions.

“Part of that has to do with the fact that there’s more and more guns that are accessible to youth.”

While gun ownership poses a higher risk of suicide among all age groups, teens are particularly vulnerable, because their brains typically are still developing impulse control.

“A teen may be bright and know how to properly handle a firearm, but that same teen in a moment of desperation may act impulsively without thinking through the consequences,” said Dr. Shayla Sullivant, a child and adolescent psychiatrist at Children’s Mercy Kansas City. “The decision-making centers of the brain are not fully online until adulthood.”

Previous research has shown a disconnect between parents and their children about access to guns in their homes. A 2021 study found that 70% of parents who own firearms said their children could not get their hands on the guns kept at home. But 41% of kids from those same families said they could get to those guns within two hours.

“Making the guns inaccessible doesn’t just mean locking them. It means making sure the kid doesn’t know where the keys are or can’t guess the combination,” said Catherine Barber, a senior researcher at the Harvard University T.H. Chan School of Public Health’s Injury Control Research Center, who was not involved in the study. “Parents can forget how easily their kids can guess the combination or watch them input the numbers or notice where the keys are kept.”

If teens have their own guns for hunting or sport, those, too, should be kept under parental control when the guns are not actively being used, she said.

The Colorado researchers now plan to dig further to find out where teens are accessing guns in hopes of tailoring prevention strategies to different groups of students.

“Contextualizing these data a little bit further will help us better understand types of education and prevention that can be done,” McCarthy said.


KHN (Kaiser Health News) is a national newsroom that produces in-depth journalism about health issues. Together with Policy Analysis and Polling, KHN is one of the three major operating programs at KFF (Kaiser Family Foundation). KFF is an endowed nonprofit organization providing information on health issues to the nation.

Federal Affordable Connectivity Program offers low-cost internet to eligible citizens

Photo:NAPSI
NAPSI -- A fast, reliable Internet connection has become a critical part of our daily lives. From remote learning and working to networking and searching for jobs, Americans everywhere felt an online shift during COVID-19. 

And, while the country gradually recovers from the pandemic, the collective need to stay connected remains stronger than ever. 

Enter the Affordable Connectivity Program (ACP).

ACP extends and makes permanent the Internet subsidy for families in need that began under the Emergency Broadband Benefit (EBB) program. Falling under the $1.2T bipartisan Infrastructure Investment and Jobs Act, the ACP is part of a $65 billion broadband Internet initiative designed to bring affordable or even free Internet service to families who qualify.

Eligible households can save up to $30 a month, or up to $75 if they reside on tribal lands.

So, who qualifies? Here’s a glance at the different criteria from the FCC of which one or more is required:

  • Household is at or below 200% of the Federal Poverty Guidelines.
  • Participates in certain assistance programs, such as SNAP, Medicaid, Federal Public Housing Assistance, SSI, WIC, or Lifeline.
  • Participates in tribal-specific programs, such as Bureau of Indian Affairs General Assistance, Tribal TANF, or Food Distribution Program on Indian Reservations.
  • Participates in the National School Lunch or Breakfast Program, including through the USDA Community Eligibility Provision.
  • Received a Federal Pell Grant during the current award year.
  • Meets the eligibility criteria for a participating provider’s existing low-income Internet program.
  • Visit fcc.gov/acp for more details and call 844-844-WIFI (844-844-9434) to find a participating provider nearby.

    There were 44 COVID-19 outbreaks in Illinois schools


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


    Nearly two months into the school year, Illinois public health officials said they have verified COVID-19 outbreaks in at least 44 school buildings across the state, but they declined to say where those cases occurred and acknowledged they may not know the full scope of the virus’s spread in schools.


    Many other states already publish data on outbreaks in schools. But Illinois so far has released only county-level data about COVID-19 cases in people younger than 20.

    Unlike many other states, Illinois doesn’t publish the number of cases linked to schools or which schools have been affected — even as parents and educators try to assess whether in-person learning is safe. State health officials released overall numbers at the request of ProPublica Illinois and the Chicago Tribune.

    With more than 1,800 public schools operating in person at least part time, along with an unknown number of private schools, the outbreaks represent a tiny fraction of Illinois schools in session, according to an analysis of state education data. Most outbreaks have been small — two or three cases at each school — but at least 105 students and 73 employees at public and private schools have been affected.

    State health officials said many COVID-19 cases seen among children are tied to gatherings outside school and other community events, while acknowledging that local contact tracing efforts likely have missed some school-related cases.

    In all, 8,668 Illinois children ages 5 to 17 have tested positive for the virus from Aug. 15, when schools started to reopen, to Oct. 2, state health officials said. That amounts to about 180 new infections among children each day, on average, since school returned. Between March and early August, there were 11,953 confirmed COVID-19 cases among children, an average of about 72 a day. Fewer than five school-aged children have died of the disease, according to the Illinois Department of Public Health.

    Even as parents, school leaders and others in the state have pushed for more transparency about cases related to schools, the state health department said this week that it continues to weigh whether to publish data on school-driven outbreaks and has no timeline to decide whether to do so.

    IDPH spokeswoman Melaney Arnold said health officials are concerned that publishing COVID-19 data tied to schools could identify students and staff and violate their privacy. The department publishes case counts for other facilities, including nursing homes and psychiatric hospitals. It also specifies the number of cases in people younger than 20 in each county.

    “Obviously we want to be as transparent as possible and get information out that people can use. That’s why we have on our website the county-level data. That way, counties can make their own decisions about what they want to do,” Arnold said. “We’ve certainly received a lot of interest in this data. We’ve received interest from many different groups.”

    Illinois Gov. J.B. Pritzker was asked at a news briefing Wednesday whether the state will publish data about school-related infections. He did not commit to it.

    “I’m sure that IDPH is looking at school-specific reporting,” Pritzker said. “I’m very much in favor of trying to get our kids back into in-person learning; however, we want to make sure that it’s safe. And it’s very difficult at the state level to dictate how each school — of the 4,000-plus schools that we’ve got across the state of Illinois — can do that.”

    Other states make district- or school-level outbreak data public online, including Ohio, Indiana and Mississippi, which post data about public and private schools; Michigan and Tennessee, which list new and ongoing outbreaks; and Kentucky, which provides student and staff case numbers “out of transparency and as quickly as possible,” according to the state website with school data.

    A school outbreak is defined as two or more confirmed cases within 14 days of the start of symptoms in people who do not share a household and did not have close contact in another setting.

    Nearly two-thirds of the confirmed school outbreaks resulted in two or three infections, and about a third led to between four and nine cases. One school had an outbreak that affected 18 people.

    Health department officials are also tracing current school outbreaks in which the total number of infected people isn’t yet known, said Dr. Connie Austin, an infectious disease epidemiologist with the IDPH. Austin said the department is reluctant to estimate the risk of attending school — each community is different — but emphasized that students and staff should wear masks and keep socially distant when together.

    “We need a little more time to be able to evaluate these outbreaks,” Austin said. “It is certainly happening; that’s why schools need to take the precautions they can take.”

    In Illinois, students and staff at about 25% of school districts are operating exclusively in person, and nearly 70% are spending at least some of the week in person. A total of about 685,000 students attend school in these districts. Some of the state’s largest school districts — including Chicago and U-46 in Elgin — are operating entirely remotely for now.

    Many school districts gave parents a choice between in-person classes and e-learning but allow them to switch only during school breaks, including at the end of a grading period. For both parents and school officials, it would be helpful to know more about virus transmissions at schools, one parent advocate said.

    “Parents are in the dark about infection rates. How can we make an informed decision about whether or not to send our kids back to school when we don’t know how it is actually going at the schools that have returned to in-person school?” said Mary Fahey Hughes, a parent liaison for Raise Your Hand for Illinois Public Education, a parent group that advocates for public education.

    Michigan provides weekly updates on outbreaks in schools throughout the state, and Gov. Gretchen Whitmer’s administration recently ordered schools to notify the public within 24 hours of any confirmed student and staff coronavirus cases. The push for transparency came from the Michigan Association of Superintendents & Administrators, among other groups, after inconsistent reporting by schools.

    “The only way to get through the pandemic is using transparency,” said Peter Spadafore, deputy executive director of the Michigan superintendents group. By publishing statewide figures, school leaders “can begin to understand what measures were successful in mitigation and stopping outbreaks.”

    “When we talk about returning to school in person … we then have a lot of data to understand what works and what doesn’t,” Spadafore said.

    Emily Oster, a Brown University economics professor, has been working with school administrators across the country to create a national dashboard to track the virus’s spread. Participation in the dashboard is voluntary; about 115 Illinois schools are included so far, with 0.13% of students testing positive in late September, about the same as the national rate.

    “If we don’t have public accountability reporting, people don’t know what is going on. That is making it hard for them to make choices,” Oster said. “There are a lot of states and places that are hiding behind privacy, and the push I keep trying to make to people is it would be good to release this data.”

    Nationally, cases among children and teens peaked in July, declined in August and then started rising again in early September, according to a recent report from the U.S. Centers for Disease Control and Prevention in Atlanta. Infection rates were twice as high in teens as they were in children. The CDC said that in-person learning can be safe when community transmission rates are low, but that it could increase risk in communities where transmission is high.

    Illinois data suggests that many cases among teens involve outbreaks at colleges, not at K-12 schools. There were 15,464 confirmed cases among people younger than 20 between Aug. 16 and the last week of September, according to IDPH. But in roughly the same time period, the agency documented only 178 connected to K-12 schools.

    Large outbreaks on university campuses in Illinois and across the country have been documented, though, contributing to case spikes in college towns.

    For example, cases have surged recently among younger people in McLean County, in central Illinois. But Jessica McKnight, administrator of the county health department, noted that many of those cases were in the 18- and 19-year-old range. Illinois Wesleyan University and Illinois State University have both reopened in the county.

    She also said most of the virus spread in K-12 children so far has been tied to community sports and other gatherings unrelated to school.

    “We’re making it as safe as possible within the walls of the school,” McKnight said. “You have control over what happens inside the building. It’s outside the building … that may be more concerning.”

    School districts have taken varied approaches to informing their communities about COVID-19 cases. While some publish real-time dashboards, others alert parents only with form letters when a positive case is discovered. Some send out periodic updates tallying the week’s cases.

    North suburban New Trier Township School District 203 updates an online dashboard twice a week with the number of staff and student COVID-19 cases, as well as the number in quarantine. After starting remotely for all but select students, the high school reopened Monday with 25% of students in person at a time. As of Wednesday, there were five positive cases among students and none among staff, according to the district. Nearly 60 students and 13 employees are in quarantine, according to the dashboard.

    Mike Sutton, superintendent of Highland Community Unit School District 5 in Madison County, near St. Louis, doesn’t publish a dashboard but sends families a weekly summary with a tally of the week’s confirmed COVID-19 cases. He said there have been about 25 confirmed or presumed cases in the district since the school year began.

    “This has not been ideal, but we believe that’s how important it is to have kids in school,” Sutton said.

    In west suburban Geneva District 304, about 5,500 students and staff members have been learning in person since Aug. 31. There have been 26 confirmed COVID-19 cases among students and school workers, though none of the cases is linked to exposure at the schools, according to district spokeswoman Laura Sprague.

    “These confirmed cases are from community-based exposure rather than in our schools, which shows the health and safety precautions we put in place are working,” Sprague said.

    Students and staff wear masks during the school day; families are required to complete a daily symptom screening and certify that nobody in the family has COVID-19 symptoms. District officials email families and staff whenever they learn of a positive case in the school community, Sprague said.

    Olympia District 16 in McLean County publishes its own online dashboard that updates daily.

    “Being transparent with numbers, cases, etc., has helped and our staff has been positive about being in person,” said Laura O’Donnell, the district’s superintendent.

    County health officials said they reviewed districts’ return-to-school plans and made suggestions when necessary, and they have advised districts what to do when they have had positive cases.

    In St. Clair County, in southern Illinois, school officials alert the health department when someone tests positive and they work together to trace exposure. Some school employees have taken the county’s contact tracing course to understand the process, said the health department’s executive director, Barb Hohlt.

    The county, like others across the state, does not publish the number of cases tied to schools, Hohlt said.

    “We will follow the lead” of the state health department, Hohlt said. “We are leaving it up to each school (to decide what to disclose about) cases in a school. We will inform parents or teachers or employees only if there is a need to know they have been involved in a case or contact.”

    Statewide, there have been 307,641 confirmed cases of COVID-19 and 8,878 deaths attributed to the virus as of this article.


    *** Clarification, Oct. 22, 2020: This story originally said some Chicago Public Schools students will return to classes in November. The district hopes to begin in-person learning for preschool and certain special education students in the second quarter, which begins in November.

    This story was originally published by ProPublica on October 21, 2020. 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




    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




    Meet the Class of 2020 - Four fantastic SJO seniors

    Ashley Abbott

    Clubs & Activities
    FFA
    Art Club
    Landscape Design
    Ashley Abbott lives in St. Joseph with her dad and stepmother. She has three brothers and one sister.

    Her hobbies include playing video games, attending Art Club, and gardening.

    Abbott currently misses her daily high school schedule, but she is making the most of her time at home.

    After high school, she plans to attend Parkland College. She plans to transfer to a four-year university to major in landscape design after finishing her program at Parkland.

    Her favorite classes at St. Joseph-Ogden High School include Horticulture, Biology, and Art. This school year, Abbott really enjoyed all aspects of FFA and enjoys learning about all aspects of agriculture.

    Her favorite teachers at SJO are Mrs. Jennifer Brooks, Mrs. Darcy Nekolny, Mrs. Jeanna Kerner, Mrs. Ashley Krisman, and Mr. Don Beckett.


    Kendall Ayers

    Clubs & Activities
    Scholastic Bowl
    Drama Club
    Chorus
    Kendall Ayers lives in Royal with his mom and has two older brothers.

    His hobbies include playing video games, singing, and working on computers, and he has a passion for geology.

    His greatest memories at SJO are simply the great day-to-day interactions he has had over the years in high school. Ayers said he will always remember going to All State Chorus at Olivet Nazarene University, which was a huge accomplishment for him that he certainly should be proud of.

    After high school, he plans to take a vacation out west and will attend Parkland College as a member the Parkland Pathways program. His goal is to eventually transfer to the University of Illinois where he will major in computer engineering.

    His advice for future SJO students is "to get their foot in the door and to make an impression."

    Ayers said his two favorite classes at St. Joseph-Ogden High School are Physical Education and Chorus.

    His favorite all-time teachers are Mrs. Max, who was his 5th/6th grade teacher at Prairieview-Ogden, as well as Mrs. Steffen, Mr. Kieffer, Mr. Don Beckett, and Mr. Hess at SJO.


    Kaylee Blackburn
    Kaylee Blackburn lives in St. Joseph with her family, and has six siblings: three brothers and three sisters.

    Her hobbies include writing poetry and short stories and hanging out with friends and family.

    Blackburn has many great memories from her time at St. Joseph-Ogden High School. Over the years, she enjoyed the overall atmosphere at all home football games with the Maroon Platoon. She is a big fan of Homecoming week and has really enjoyed participating in the Spartan Olympics.

    She really enjoyed post prom and will miss the opening show night for the spring musicals.

    After high school, Blackburn will attend Eastern Illinois University in Charleston to study early childhood education.

    Her advice for future SJO students is to "simply enjoy everything and to appreciate all of your teachers and friends."

    At SJO, her favorite classes over the years are American History, Advanced Civics, and Economics with Mr. Schacht; English with Mrs. Lindenmeyer; and Geometry with Mr. Duval.

    Blackburn, like other seniors, has several favorite teachers at the high school. Mr. Marshall Schacht, Mr. Jeff Kieffer, and Mrs. Heather Lindenmeyer as well as Mr. Steele from St. Joseph Middle School top her list.

    Clubs & Activities
    Cheer (4 years)
    Drama Club (4 years)
    SADA, Student Council
    We The People

    Joe Yeager
    Joe Yeager's greatest memory at St. Joseph-Ogden High School was when he missed two of his toughest classes his sophomore year because of a gas leak. The whole school had to evacuate the building and he will never forget this moment.

    His favorite classes at SJO included art with Mr. Jake Beccue his sophomore year and construction with Mr. Bill Billman this year. Over the years, Yeager's favorite teachers have been Mrs. Maxwell at Prairieview-Ogden in 5th/6th grade and Mr. Don Beckett at SJO.

    His dream job is owning his own shop where he can do custom automotive work or work on performance race cars. After graduation from SJO he willl start working toward that goal by attending Parkland College studying in one of their automotive programs.

    One Yeager's many hobbies is tearing down and rebuilding car engines. He is a member of one of two teams that trains at Parkland College and competes in Hot Rodders for Tomorrow competitions held around the country. In February, his team qualified for the national competition at the Race and Performance Expo in Schaumburg.

    Clubs & Activities
    Art Club
    FFA

    Teams are made up of high school students who practice teamwork, critical thinking and initiative as well as team communication as they tear down and reassemble Chevy 350 engines without the use of power tools.

    Hot Rodders for Tomorrow's mission is to teach high school and junior high students around the country about mechanical engineering and to encourage teamwork. The organization also offers scholarships to college students and has awarded more than $15 million since 2008 to future technicians. Not only are the competitions a great learning experience, but participants also have the opportunity rub meet with possible future employers as well as with industry experts to learn the latest technological advances.

    To future SJO students, Yeager offers this advice: "Finish all homework and to get involved."

    He lives in Royal with his mother, father and sister, Mariel.


    Photos and text provided by St. Joseph-Ogden High School

    Wow! 42% of the student body earned academic letters at SJO

    While St. Joseph-Ogden High School may be known outside of the community for its competitive prowess in sports like softball, baseball and football, all which receive a healthy dose of media attention through out the year, the student population is equally impressive when it comes to their studies and classroom pursuit.

    Friday morning, SJO held an awards ceremony to recognize current students and May graduates from the Class of 2019 for their academic performance during the 2018-19 school year.

    SJO students cheer for the football team at Friday's homecoming game against Pontiac. Despite a rigorous academic standards and plenty of opportunities for extracurricular activities, nearly half of the student population at the high school enjoys a GPA of 3.6 or better. Photo: PhotoNews Media/Clark Brooks


    One hundred and ninety-one individuals from last year's student body of 452 earned an academic letter. When you do the math, that is a remarkable number statistically and even more so when you compare it to other public schools not only in the area, but around the state.

    "(It) means 42% of our students earned at least a 3.6 GPA for the entire school year, had no D or F’s, and was enrolled in at least five academic classes," said Principal Gary Page, III, in his address to students, parents and family members in attendance at an all-school assembly. "To put that in perspective if a student takes six academic classes they need an A in four classes and at least a B in the other two to achieve a 3.6."

    Noting that the majority of the students are involved in two or more extracurricular pursuits like the performing arts, FFA or are multi-sport athletes, the number of students receiving an academic letter is certainly impressive.

    "When you combine that statistic with our high standards for classroom rigor it screams excellence," Page said, proud of the accomplishment made by not only the students who earned the awards, but also the teachers and staff who work hard to create an environment of high expectations. "There is no substitute for showing up and working hard when it comes to success."

    Below is a list of this year's academic letter winners by class.

    Class of 2019 • Graduates

    Gage Atwood, Cassidy Bagby, Erin Beyers, Kaylee Blanchard, Joel Branson, Rebecca Campbell, Kayla Canas, Daniel Carlson, Sarah Chahine, Peyton Crowe, David Cummins, Emmy Daniels, Liam Davis, Abigail Dunham, Avery Edwards, Nathan Emmert, Emory Ericksen, Jasmine Febus, Michael Foreman, Emilie Fox, Cole Franzen, Adam Frerichs, Rachel Gherna, Mikayla Harshbarger, Kaitlyn Hess, Zach Hill, Kalli Ingram, Kenneth Lahners, Hannah Lewis, Nathan Logan, Erinn Miller, Caroline Moore, Eve Owens, Angela Palmer, Ben Reitmeier, Adam Rose, Madison Rubin, Abigail Schlueter, Elizabeth Schluter, Samantha Schmidt, Ben Setterdahl, Jacob Shaw, Kaitlin Shoviak, Grant Siegmund, Rylee Sjuts, Brianna Suits, Maclayne Taylor, and Nathan Walden.

    Class of 2020 • Seniors

    Lindsey Aden, Jenna Albrecht, Mallory Ames, Taylor Barnes, Katelyn Berry, Emily Bigger, Kaylee Blackburn, Erin Bridgewater, Ginny Bytnar, Payton Cain, Trevon Carr, Kristen Costa, Drew Coursey, Kathryn Cramer, Andrea Cunningham, Faith Dahman, Hannah Dukeman, Asjah Fonner, Jaiden Freeman, Robert Gebbink, Payton Grimsley, Lucas Grindley, Erica Guelfi, Emily Hardimon, Ethan Hinrichs, Chance Izard, Cody Johnston, Lacey Kaiser, Danielle Kelso, Nathan Maier, Ava Mills, Carson Mills, Alivia Norem, Nolan Peacock, Taddy Pettit, Eric Poe, Hannah Rajlich, Lexi Ribbe, Jenna Schaefer, Joshua Sexton, Rylee Stahl, Kenly Taylor, Stephanie Trame, Anna Tranel, Isabelle Vliet, Brayden Weaver, Sam Wesley, Zoey Witruk, and Jackson Wooten.

    Class of 2021 • Juniors

    Isabelle Brooks, Crayton Burnett, Josh Buttjer, David Bytnar, Taylor Campbell, Kylie Duckett, Hanna Eastin, Nadirah Edwards, Emily Fisher, Dakota Franzen, Alexandra Frerichs, Emily Froman, Atleigh Hamilton, Emmy Houston, Lukas Hutcherson, Logan Ingram, Cailer Kellenberger, Shelby Kofoot, Spencer Lahners, Ethan Lane, Aiden Livesay, Alyssa Maddock, Tyson Madsen, Sophia Martlage, Flannery McCorkle, Garren Meeker, Abigail Moberg, Samantha Naylor, Alec Painter, Erin Patton, Aidan Roberts, Indira Robinson, Mazie Ronk, Evan Schmitz, Max Shonkwiler, Tessa Smith, Payton Vallee, Nora Walden, Brayden Wendt, Rachel Wilson, and Logan Wolfersberger.

    Class of 2022 • Sophomores

    Addison Allen, Tyler Altenbaumer, Kailyn Anderson, Ella Armstrong, Madison Atwood, Abigail Behrens, Ella Besson, Andrew Beyers, Brandie Bowlin, Mara Burkhalter, Kennedi Burnett, Angela Chahine, Braden Clampitt, Anastasia Conerty, Deanna Cummins, Ben Cunningham, Sidney Davis, Zander Dressen, Ashley Eldridge, Jared Emmert, Hannah Fox, Zella Fuqua, Avian Gerdes, Brennan Haake, Liam Hamer, Lauren Harper, Claire Huffman, Payton Jacob, Alison Kearney, Ava Knap, Kelsey Martlage, Sophia McDade, Conrad Miller, Coby Miller, Elijah Mock, Jett Morris, Keaton Nolan, Jessica Palmer, Emma Parkinson, Hope Rajlich, JoLeena Reynolds, Kendra Riddle, Taryn Sexton, Alyssa Shoviak, Luke Stegall, Rebecca Steinbach, Mackenzie Trame, Ethan Vanliew, and Taylor Wells .