The Northridge Reporter Exchange Paper May 11 2015

THE NORTHRIDGE REPORTER

est. 2003

AT A GLANCEThe background of the exchange PAGE 2

College, career prep at Bryant PAGE 6

MAY 11, 2015

Photo by James NiilerRyan Foster, senior and student mentor for the student exchange, leads the Central High School cboir in rehearsal during third period April 6.

Students, director describe love of singing in Central choir

I don’t teach a subject; I teach

students.LEVERT HEGEMON, JR.,

CENTRAL CHOIR DIRECTOR

““

JAMES NIILERNORTHRIDGE HIGH SCHOOL

“Wee-ah wee-ah wee-ah wee-ah wee-ah wee,” they sing, at the sound of

piano chords, growing progressively higher each time. A few minutes later, a spiritual wafts through the room and down the hall, as the talented group of individuals prepare for their next concert. It’s third period at Central High School, and it’s choir rehearsal time. “It’s a very inspirational thing, music, it’s just so in every way: whether you’re sad, you’re happy, you just sing. It’s just perfect,” Patsy Douglas, junior and student exchange mentor, said. Douglas, a soprano in the Central choir, sings in both church and school. “I like to sing gospel—I love gospel. I like to sing R&B sometimes, but gospel is the thing. I love God, I love gospel; that’s the thing,” she said. Douglas began singing at the age of seven, influenced by her family. “My grandmother was a singer,” Douglas said. “She had a singing group—a gospel singing group—when she was young, so that kind of encouraged me. My family sings a lot, so I was like ‘OK!’” Choir member Carleshia Williams, junior, named the pieces being practiced by the choir. “We’re working on ‘Didn’t My Lord Deliver Daniel’ by Moses Hogan and ‘Rocking Jerusalem,’ and we’re just getting ready for our spring concert...in the beginning of May,” she said. Williams, who enjoys singing “all genres” of music and plans to minor in music in college, considers her musical talent a way to serve both God and other people. “It is a way to minister to people, and

people enjoy it,” she said. “It can give them inspiration, and it encourages other people to sing.” Like Douglas, Cai’Lyb Collins, senior, was influenced to begin singing by his family. “My family’s been in the music industry for a long time, so I just did something I like to do. I believe I can do anything and I did,” he said. A bass II singer in Central’s choir, Collins has also sung with the choir of Deliverance M i s s i o n a r y Methodist Church, as well as his former middle school. “I’ve been singing since the sixth grade in Westlawn Middle School’s choir,” he said. “I’ve been singing in my church choir here and there and I haven’t been doing that in awhile, but I started with that.” Collins also spoke of the “friendly rivalry” between the Northridge and Central choirs. “Normally it’s just between Central and Bryant, but I guess Bryant’s out of the picture now...not real sure,” he said. “But Northridge...they stepped up their game a little, and I think that’s awesome.” Levert J. Hegemon, Jr., Central’s choir director, said he believes exposing his students to a variety of experiences is important. “I don’t teach a subject; I teach students,” he said. “So in my teaching, even though I’m teaching music, I’m teaching them life lessons, and I believe exposure is a lot. So I try to expose them to all kinds of different

experiences. I know that through music they can grow and it will help them cognitively, so I try to go from that vantage point and help them develop into productive citizens. That’s the whole goal.” Like many of his students, Hegemon said he has been “involved in music throughout [his] life,” but a choral directorship was not his first profession. “I really didn’t decide it; it was decided for me. Initially I taught language arts and reading. I did that for about 13 or 14 years at

the middle school level, and they had a changeover, and they needed a choral music director. And they knew my background in music and asked if I’d be willing to do that then, so that started in 2000,” he said. A teacher

since 1979 at Westlawn Middle School, Hegemon arrived at Central this year, although he still teaches at Westlawn as well. Stating that Central has a “strong choral music department,” Hegemon nonetheless acknowledged the scheduling obstacles students face if they wish to take choir. “Because of the change in the way they’re doing classes, the opportunities that students have, they take them, and [with the] different kinds of choices they have such as TCTA and AP classes, it kind of makes it difficult for some students to take core music, even if they want to,” he said. “And so we have a much smaller group. But even though we have a small group, we’ve still been able to carry on and we have a

very good, strong choral music department. And that’s the goal—it’s to not let them lose that, and develop it even better.” Hegemon listed with pride the various activities his choir has participated in and his future plans for the ensemble. “We participate in Solo and Ensemble...we participate in All-State with choral music assessments, and also participate in another group that’s part of the FAME-Future Music Education Students, and also we participate in national competitions. We’ve gone to Orlando, New Orleans, sung at Carnegie Hall, and we were looking at going perhaps to Europe, some part of Europe. So that’s kind of a long-range goal that we’re looking at,” he said. Douglas, who plans to take choir next year, said that under Hegemon’s leadership the choir has “grown a lot.” “The man who’s over it, he is awesome. He’s awesome. So I mean, I think it’s just the process of everybody just learning how to sing. And you can learn how to sing,” she said. “It doesn’t just come. It comes sometimes, but you really have to learn, and he’s done that for us.” Like others at Central, Dr. Clarence Sutton, principal, considers the choir to be a point of pride for both himself and the school. “I love my choir! We did lose our main teacher, and so a lot of my students who were there don’t perform like they used to, but it’s still one of my trademarks,” he said. “Mrs. Richardson was here for 30 or something years, and then she left, and then Mrs. Brandon picked up the torch, but when she left, we shared Mr. Hegemon. I feel sorry for him—he’s gotta work here and Westlawn, and so I know it’s tough on him, but we’re blessed to be talented. Isn’t that right, Mr. Collins?” he asked. “Yes, sir!” Collins responded with pride.

Central ’s IB programPAGE 5

JROTC at Bryant PAGE 6

Central High School student Tyra Hollis-Clark, junior and student exchange mentor, works in her second period precalculus class on April 6. Hollis-Clark is an IB student, a majorette and a volunteer at the Children’s Hands-On Museum. “When I heard about [the student exchange], I was kinda like, ‘Well, I hope students from other schools get to see we’re not that bad.’ Like no school is per-fect, but at least they’ll be like, ‘Well, it’s not that bad’, at just [being] horrible. So I thought it was a good opportunity for all of us to see other schools and see that everybody’s rumors aren’t correct.” Read the rest of the interview with Hollis-Clark and other Central students at northridgereporter.wordpress.com.

Photo by James Niiler

withspecial edition

BRYANT HIGH SCHOOLCENTRAL HIGH SCHOOL

‘WE SHALL OVERCOME’: THE STORY OF THE EXCHANGE

The background of the ‘student swap,’ and what it means to us

2

Art by Mychi Tran

ACKNOWLEDGEMENTSSpecial thanks to Mrs. Earnestine Tucker, Dr. George Dan-iels, Dr. Paul McKendrick, Ms. Lesley Bruinton, Dr. Robert Coates, Mr. Lee Garrison, Dr. Clarence Sutton, Dr. Linda Harper, Mr. Kyle Ferguson, Mrs. Susan New-ell, Mr. Tyrone Jones, Mrs. Joy Snoddy and Mr. Michael Otero for their inspiration, advice, and guidance in helping to make our dream become a reality.Also, thank you to the student mentors at Central and Northridge High Schools: Ryan Foster, Shelandria Crosby, Patsy Douglas, Tyra Hollis-Clark, Kathryn Versace, Nate Hester, Destiny Hodges, Jordan Hutchinson and Bert McLelland for their willingness to see the project succeed and the wonderful hospitality they showed to guests. Thank you also to Defend the Galaxy Productions, who graciously ovsaw-er the video production aspect of the project.Another big thank-you goes to the unsung heroes of this proj-ect: the counselors who prepared our schedules, the bus drivers who drove us each morning, and the teachers and administra-tors who taught us at our host schools and showed us around. We couldn’t have done this without you!

Thank you also to all of our friends, peers, parents and those who encouraged us and took interest in our project.

STUDENT EXCHANGE PARTICIPANTS

NorthridgeRebecca Griesbach, Camri Mason, James Niiler, Mychi Tran

CentralLarriel Hester, Darian Madison, Jessica McKinstry, Diamanise Sidberry, Diamond Sidberry

BryantAntonio Brand, Xavier Hill, Victoria Lucas

For more stories, photos of the 2015 student exchange, visit us online at www.northridgereporter.wordpress.com

CAMRI MASONNORTHRIDGE HIGH SCHOOL

The inspiration of the exchange was a photojournalism proj-ect two schools did with Ni-kole-Hannah Jones and Aman-

da Zamora, journalists from the news organization ProPublica. They chose the most segregated school in Tuscaloosa (Central), and the most integrated school (Northridge) and asked us to take photos of our schools and daily lives. When do-ing the project, the idea of doing a school exchange sprung in an internal manner. Speaking to Zamora at first about the idea, she said it would take a lot of work and planning to do. We didn’t know how things would turn out, or how to start planning the exchange, but the idea still lingered around. Yet it was all too exciting to think the whole exchange could happen, because it would break many stereotypes people have about each school.

After the project was done, our photos were exhibited in the Diana Washington Cultural Arts Center last spring.

Speaking with Rebecca Griesbach and James Niller about the idea, they thought it was great.

When we noticed that the superinten-dent was at the exhibit, we thought it was a ‘now or never’ moment to talk to him about the exchange.

We walked up to him and came straight out about the whole idea. He was really excited about the plan and thought it was great that young students could come up with something like the exchange.

Since it was close to school being out and many activities would come in conflict, we had to wait to do the exchange next school year. Towards the end of the summer break, I called up Rebecca and James and start-ed to get in contact with other Central students so we could start planning the exchange in more depth. When we had a meeting with Dr. McKendrick, he said we needed to include Bryant into the project. Even though they didn’t participate in the

project the year before, we all agreed that it would be better to include the third high school.

It was just a minor setback, but made the exchange all the more perfect in our eyes. We held several meetings amongst just the students to talk about story ideas and just getting to know one another. We even took the extra mile to attend board meet-ings as well. The exchange was supposed to take place in November, but some issues

occurred and we received word we would have to wait until second semester. It was upsetting when we received the news, but we had to remain optimistic about it. Wait-ing a little longer gave us time to work on our story ideas more and made us feel a lit-tle more confident that the exchange would be a lot better. Overall, we were glad that it wasn’t cancelled all together.

The whole project was tedious and we were all anxious to get the exchange started

at the beginning of January. We finally had the exchanged planned to take place from April 6-7, and each school would spend a day at the other two schools. After many trials and the constant waiting, the student exchange came to be, and we are happy with the results we have brought out of the exchange. We hope that people will realize from our experience that no school is better than another, and that we’re not so differ-ent after all.

Phot

o by J

ames

Niil

er

And last but not least, a huge thank-you goes to our original inspiration for this project, Mrs. Nikole Hannah-Jones.

DAY ONENorthridge to Central • Central to Bryant • Bryant to Northridge

Photo by James NiilerStudents pour into the hallways following their first period classes at Central High School on April 6. Tyra Hollis-Clark, junior and student exchange mentor, leads the way (above, center).

3

MYCHI TRANNORTHRIDGE HIGH SCHOOL

Getting ThereThe process leading up to the exchange

was more grueling than the exchange itself. At first, the exchange was expected

to occur in the fall or winter. However, problems arose and everything was moved to the spring.

Various elements such as scheduling and transportation needed to be planned.

Although the issue of scheduling was easy enough to solve, the transportation issue took a little longer. Questions arose such as whether or not exchange students could drive themselves, if their parents could drive them or if buses should pick students up. It took a little time to work everything out.

When all the problems were resolved, it was finally time to get on the bus, so students could go to their respective schools.Arrival at Central

The ride there was nerveracking. Every turn and stop the bus made seemed to take forever. By the time we got there, it was close to the end of first period.

Though the building looks huge on the outside, once you step inside, you are greeted by a relatively small lobby area. It wasn’t small in bad way. Instead, it

reminded me of a cozy room in the middle of winter, where the fireplace is burning and the chestnuts are roasting.

At first, the colorful surroundings captured my attention. Every hallway has splashes of colors on the walls depicting what the school stood for. It was captivating.

The classes in general are smaller in comparison to the classes at Northridge. There are probably no more than 20 students per class. Due to the smaller size, every class is relaxing. Amazingly, this does not hinder learning. It might have even helped it. Though a more serious environment is ideal, everyone has their own learning preferences.

However, the best part of Central is the people. The teachers were helpful. One even printed out notes for me despite me only being there for one day. The students were friendly. They drew me into their conversations, and one even shared her jellybeans with me.

However, it was the principal that stood out the most. During every class exchange, he is seen in the hallways interacting with the students. His schedule as a principal is filled to the brim, but he puts it aside in exchange for knowing his students. That’s called dedication.

See PAGE 7 for Tran’s reflection on Bryant High School.

Mychi Tran’s reflection, Part One: Central High


On the first day of the student exchange, there was a feeling of a whole new atmosphere just by stepping

off the bus onto Central’s campus. Walking into a whole different school is exciting. The thought ‘Would I fit in’ ran through my mind multiple times.

Dr. Clarence Sutton was waiting for us to arrive and greeted us with a wide smile. One of Central’s mentors, Patsy Douglas, junior, introduced the school a little bit more in depth. Patsy made a great impression by introducing me to her friends, and they were really nice too. Even though I am black, it’s still very known that you’re not from there and that was just fine.

While looking at each class, I noticed each one was alike, but different in many ways. The classrooms were decorated beautifully and specific to each teacher’s taste.

Murals that adorned the upstairs hallway were beautiful and vibrant. They can really take someone’s breath away, and it is amazing that the students created them.

The building itself fits the school just right. With the

right amount of students, someone could stand out, but not at all in a bad way. The students were very inviting and seemed happy to see different faces. The warm smiles and welcomes made it feel like home.

Joy Snoddy was the host teacher at Central, and her personality was not like any other. Like her name, she was a joyous person. She was very welcoming and kind, and it was nice of her to take the place of Tyrone Jones when he left. You can tell the students really enjoy and respect her.

In first period, the class size wasn’t too big or too small. It was just right. Northridge is overcrowded; there is not one classroom that doesn’t have an empty desk.

It is normal to run into a new face every day at Northridge. Since Central is smaller, everyone knows everybody.

There were also a lot of different people and talents everywhere.

Although there are various talented students, one particular student stuck out.

His name was Kiant Jones, senior, and he drew creative art like Mychi Tran, Northridge Reporter art editor who also participated in the exchange. He was a quiet student, but he spoke through his drawings. During one of the free

Northridge student falls in love with Central High School

Photo by Camri Mason

Central students participate in orchestra class under the direc-tion of Stephen Finley during third period April 6.


According to Dr. Clarence Sutton, Central High School principal, his is 99 percent Black.

“It’s perfect as it is,” he said. “But, I would enjoy it more if the school could be a little more integrated.”

Sutton said he believes there are many things Central does that makes the school special.

“I’m proud of the dual enrollment program. You take dual classes to win scholarships,” he said.

Robin Stevenson, English and IB teacher, said Central also has the IB program.

“It is a little more rigorous [than AP classes] and the curriculum is a little bit stricter,” she said.

Stevenson said she really enjoys teaching her students.

“I really love my students,” she said. “They are ambitious.”Sutton said the program is very abstract.“Students won’t be given answers,” he said. “They have to

use theories to solve [the problems].”Sutton said the program is very prestigious.“It doesn’t prepare you for the ACT but for higher

education,” he said. “Ivy League schools see credentials.”Sutton said he wants Central to be the first school that

is project based.“Every student is assigned a project in a group. They are

given a problem to try and solve,” he said. “If you do well, you can use the grade for your exams.”

However, Sutton said Central has some negative aspects. He said the main problem is motivating every students to do their best.

“They want to, but they don’t know how to and won’t fight for it,” he said.

Sutton said he wants everyone to know how great his students are.

“People have [bad] perceptions of this school,” he said. “I want to expose who they really are.”

Stevenson said the school also has some problems with parental office.

“Some students come from a troubled background,” she said. “That’s why I recommend every school have a social worker.”

Despite the problems, Sutton said he’s most proud of his students.

“Just seeing the progress of my students every year makes me happy,” he said.

Central principal describes project-based learning

‘JUST RIGHT’

classes, watching him draw consumed the whole period. Central was not like how I perceived it would be. The

people were cool, calm and collected. Central is a stunning school, and time spent there is not wasted or taken for granted.

4 DAY ONE

REBECCA GRIESBACHNORTHRIDGE HIGH SCHOOL

Releasing their grip from their pencils after jotting down notes from a unit on memory in their IB (International Baccalaureate)

Psychology class, Central students sat back in their chairs, all eyes and ears on their teacher Dr. Russell Hammack.

“If you just know basic factual information, then that’s all you’re gonna regurgitate, right?” he said. “You can’t really make an analysis if all you know is the Civil War started in 1861 and ended in 1865.”

The lecture on memory began to bleed into the philosophy of the IB program.

“It’s a lot different to be able to analyze, ‘What were the problems of the Civil War? What were some of the reasons why the war happened? How did it affect the American population? How did it affect the American slavery system?’” Hammack said.

This form of assessment is what IB students spend hours of their class time preparing for. The program’s emphasis on the depth - as opposed to the breadth - of learning provides for a challenging curriculum and rigorous workload, obstacles IB students overcome daily.

Folder and pen in hand, glasses perched atop the bridge of her nose, counselor

Erskine Simmons walked into a classroom of IB students with a purpose: to address the participation levels in programs the school set in place to prepare them for life “beyond Central High School.”

“There’s somethin’ called L-I-F-E once you exit these doors of Central High School. In order to prosper you have to have a better attitude, a better demeanor about yourself,” Simmons said. “You be that light.”

Marking its fifth year under principal Dr. Clarence Sutton’s administration, the school has implemented semester group projects, community service opportunities through a partnership with the Tuscaloosa Spay and Neutering Program, Dual Enrollment classes at Shelton State Community College, ACT study sessions and Peer Connect program in which IB and AP students connect with lower level classes. These programs not only enrich their curriculums but also facilitate the services of IB and AP (Advanced

Placement) students to their surrounding environment in order to create what Sutton said he wants to be a “school of excellence.”

“It’s just... exciting. This culture changed, the perception on the outside has changed,” Sutton said. “My goal is to be the first true early college campus in west Alabama, where all my juniors and seniors are taking college courses, where they’re working in their field.”

DIVERSITYA graduate of Central High School’s class

of 1980, Sutton said he returned to his alma mater because he “wanted a challenge.” Sutton said the integration order allowed him to form long-lasting relationships with classmates from different sides of town, including Mayor Walt Maddox.

“That is one thing that you all are missing,” Sutton said. “That we had the opportunity to meet someone from another community, another way, train of thought.”

Exposure of the school’s demographics, Sutton said, “opened up conversation that a lot of people were scared to have.”

“We needed to have it because we’ve got to do what’s best for every child in our community,” he said.

Junior IB student Lauren Hill, who attended University Place Elementary School, Holy Sprit Catholic School and Tuscaloosa Magnet Middle School, said coming to Central gave her a “culture shock.”

“Holy Spirit was like completely white... and the magnet school had like, everybody,” Hill said. “... there’s no diversity here whatsoever.”

The lack of racial diversity, however, is only one aspect of the school’s social structure, Hill said.

“There is [diversity] in the way people act,” she said. “You have the popular people, the jocks and the nerds just like any other school.”

While the rest of the school’s population follows individual schedules, Hill said the students in the IB program are set aside

their own hallway and have followed the same schedule with the same peer group “since 9th grade.”

“It’s kinda like they separate us from the rest of the students,” she said. “Once you get in IB, this is your family.”

“IB is life,” Hill said.“You eat IB, you drink IB and you sleep

IB. You THINK IB,” junior Taniquewa Monroe said.

“You cry IB!” Hill said. “And then when you turn in those reports, you praise Jesus!”

PERCEPTION VS. REALITYSenior Zamarian Kelly said the physical

and social divide between IB students and their schoolmates fosters some misconceptions about the program.

“I have people come up to me like, ‘IB think they better than everybody. IB is put on a higher pedestal. Everybody always wanna do stuff for IB,’” she said.

Kelly said her schoolmates fail to recognize what sets her apart from her peers: a drive to take advantage of the resources she is given.

“...if you look at the grand scheme of things, you have to see that the IB students are the ones that actually go to look for help,” she said. “Sometimes it might feel like we’re in a bubble

by ourselves, but we’re not directly put in a bubble. [Faculty and staff ] try to reach out to everybody around us.”

Kelly said that while the opinions of some of her schoolmates towards the program may be “discouraging,” IB students are “cool.”

“IB students are going somewhere,” she said.

Students on the IB track take all IB courses ranging from core classes to

electives. Some classes, however, are only offered at an AP level, like Simmons’ daughter Kristian’s AP Calculus class.

Although the school encourages IB students to take both the AP and IB examinations as a fall-back option to gain

college credit, IB History of America and Hammack said “there is a bad marriage between AP and IB.”

“It’s really an apples and oranges comparison,” he said. “IB’s philosophy is not just to acquire the knowledge, but to be able to use it. And to use it right.”

Every test in Hammack’s class is essay-based. In addition to taking notes and listening to lectures, students are expected to read, research and replicate academic studies.

“The reason why I teach IB, and the reason why I support it is because I think that it’s the best for college preparatory,” Hammack said. “In college, there is no multiple choice.”

Although he has seen former students go on to honors college program and universities like Vanderbilt and Harvard, Hammack said it’s often “hard to get the full [IB] dipoma.”

“I tell my students all the time, ‘Am I worried about you getting into college? Yes. ‘Do I want you to get a full scholarship?’ Yes,” he said. “‘...but I also want you to be successful there.”

Hammack said the school tries to build a “community of scholars” through the IB program.

“I’m not gonna lie, its not an easy walk,” he said. “They’re all going through the same struggles, the same strifes, the same situations. They should all be working together, pullin’ together, studying for tests – this is their class.”

The point system (ranging from 1-7) that the program is based off of, Hammack said, can “throw students off ” who may do well in one class but struggle in another.

“You make a two or below and your diploma days are done,” he said.

While IB students tend to have their eyes set on higher education, Sutton said plans for college aren’t in every student’s agenda.

“They hear you preaching, ‘You’ve got to go to college.’ ‘No one I know has been - what are you talking about?’ It’s that exposure gap we’ve got to try to bridge,” Sutton said.

MOTIVATIONThe sentiment among IB students to

strive for excellence, Hill said, is attributed to how much a student “wants” a future for themselves.

“You gotta want it more than anything. You have to want like the best possible

‘IB is life’: Inside the classes and culture of Central High School

I’m not gonna lie, its not an easy walk.They’re all going through the same struggles, the same strifes, the same situations. They should all

be working together, pullin’ together, studying for tests –

this is their class.

“

“DR. RUSSELL HAMMACK,

IB TEACHER

Juniors Katlin Parham, Tyra Hollis-Clark and Taylor Young help Alisha Caves on an assignment in their IB Psychology class (left). Their teacher Dr. Russell Hammack accepts a hug from junior Taniquewa Monroe. “Hammack is a child at heart who can really connect with his students,” Monroe said (middle). Senior Jaylon Robertson, dressed in black, said he wishes others could look beyond his facade.“I’m not like no one,” he said (right).

Photos by Rebecca Griesbach

To read Griesbach’s reflection on Bryant High School, visit northridgereporter.

wordpress.com.

5DAY ONE

thing for yourself. If you don’t want it, then you’re not gonna do it.”

This internal drive to succeed, Kristian said, is often coupled with pressure from parents.

“My dad stays on me,” she said. “My parents, they ride us.”

Parental involvement is a privilege Kristian said she is grateful for, but it is not one that everybody is lucky to have. Some students let that define them, while some, Kristian said, “use that lack of motivation as determination.”

“There are a lot of students here that are like, ‘You know, my folks didn’t go to college. My folks don’t really care about my grades, but I’m gonna... show them that I can do it.”

Kelly, Kristian’s “best friend,” is one of those students.

“She pushes herself,” Kristian said, lips curling up into a smile. “...And I really commend her for that.”

Kelly spent her elementary school summers “doing worksheets” for her dad who moved to Las Vegas when she got to high school. Without his positive influence, Kelly said her academic responsibilities began to “all fall on [her].”

“My dad put education on me, like education everything,” she said. “My mom didn’t stress it as much as my dad... so they don’t check in on me at school.”

Through her perseverance and self-determination, however, Kelly is able to see the fruits of her labor: a $20,00 scholarship to Alabama A&M.

“I used the fact that I don’t wanna be in Tuscaloosa after I graduate high school as my motivation,” she said. “I know that I don’t wanna make the same mistake that my parents made, like havin’ a child in high school, or not going to college, or not making a career for yourself... I’s not the lifestyle I want.”

Although she was able to stick with the program in lieu of external motivators, Kelly said she tries to sympathize with her peers that have “potential” to be in the IB program but are blocked from a path to higher education by obstacles outside of school.

“I have a friend,” she said. “He’s in regular classes, but he’s really smart... He grew up in the same classes as me, but when he came to high school he was havin’ a rough time in his life, so he stepped back from doin’ the smart kid stuff.”

ROADBLOCKSKelly’s friend is senior Jaylon Robertson.“School would have been big to me

because, like I always was smart – I’m still smart – I just, I lack that motivation. I lack that drive. I lost interest... a long time ago,” he said.

Dressed in all black, shoulder-length dreadlocks swishing as he walks, Robertson said his appearance as well as his placement in regular classes provides for stereotyping.

“They tend to call people like me crazy or whatever,” he said. “[A teacher] he look at me like I’m some bad guy. Like I just do street stuff... I guess cause of the way I look doesn’t fit. Fit for the way I think or whatever.”

Robertson said he wished people like that teacher had an understanding that “everybody don’t view life the way they do.”

“Maybe he’s seen people like me that been in my shoes and did these things, so he categorized me, he put me in a box,” he said. “But I’m not like no one.”

In earlier schooling, Robertson was “placed in gifted programs,” honors classes and attended New Dimensions, a private school where he said he developed his math skills and placed third in a math contest.

“I mean, I’m not this bad person!” he said. “There was this one time, I got in trouble and the principal looked at my record and he was surprised to find out there was nothing on there.”

These experiences, Robertson said, caused him to have a cynical view of academic excellence.

“It gets to the point where kids just try to get a high GPA, to make an A to pass that test, and they’re not really learning,” he said.

Robertson said school should be about learning over getting the grade, but he is sometimes ostracized for not following specific instructions.

“I could be in a class and learn the concept, and the teacher knows that I learned the concept, but if I didn’t write it this way, they’d count off,” he said.

TEACHERSWhile Robertson said being ahead

in regular classes often resulted in misunderstandings from his teachers, Kristian said her teachers have been instrumental to her success in AP and IB classes.

“A lot of the teachers here, maybe not all of them, but a lot of the teachers here at Central, it’s more than just about ‘my job.’ It’s about getting an education here,” she said. “And so that’s where teachers kinda step up and they’re like, you know, ‘Well, I don’t care if your parents don’t care, I am here to help you.’”

Students’ level of confidence in course material, adequate preparation for exams and a classroom’s overall environment “depend on the teacher,” Kristian said.

“We have the best AP Calculus teacher,” she said, her eyes lighting up. “He is the best! He gets the curriculum and shows us specific examples on what we need to know. He makes sure that you’re prepared on how to do it.”

Math and robotics teacher Denver Guess taught Kristian for three years.

“I think that she is similar to most students as she isn’t used to the depth in which I’m gonna push her mathematical

‘IB is life’: Inside the classes and culture of Central High School

REBECCA GRIESBACHNORTHRIDGE HIGH SCHOOL

As I maneuvered my car into a vacant spot in the visitor’s parking

lot, the rounded, red brick building standing tall, roughly 20 feet away from my feet reminded me that I was about to trade in my identity for that of a Central Falcon.

I opened the door to the front entrance of Central High School. The place was familiar; just under five minutes away from my house, the school was a landmark I grew up around. However, what awaited inside was a world completely different than the one I had grown accustomed to in my three years as a student in an integrated high school.

Sunlight peeked through the clouds and illuminated a lobby where I was greeted by a crowd of mentors and other exchangees, friendly faces eager to show me what it was like to walk their halls, sit in their desks, learn from their teachers and interact with their classmates.

A couple lingering students made their way back to class after a few words or a fist bump from Dr. Sutton. He then turned to us with a wide, warm smile and welcomed us into his family.

Our group dispersed, and I followed the lead of my mentor Alisha Caves, another familiar face in an ironically unfamiliar environment. Alisha and a handful of other students in Central’s IB program were my middle school classmates. Split up from a magnet school that attracted students from all areas of Tuscaloosa, it was refreshing to be reunited.

Mirroring the uniform schedule of students on the IB track, I spent the day surrounded by a group of students that easily made me feel at home. They didn’t hesitate to push their rigorous IB coursework to the side in order to make sure I felt welcome.

Vivacious, spirited characters made their ways in and out of the doors of Dr. Russell Hammack’s IB psychology class, leaving the class in a fit of laughter. In fact, when the class wasn’t focused on reading an ungodly amount of academic studies, their lively spirit never seemed to cease.

The closeness of the students made for an incredibly comfortable classroom atmosphere, one which fostered limitless discussions on the material being taught. The students exuded confidence when they spoke; no one timidly raised their hands or sunk in their seats to share an answer.

As the day progressed, I grew more and more blissful. Positivity resonated in a school targeted by negative stigmas.

This experience opened my eyes to a program that, with its members’ hospitality and eager attitudes, has the potential to do great things for their community.

Tbe IB (International Baccalaureate) hallway in Central High School is shown on April 6. Central is the only high school in Tuscaloosa with an IB program. Many of the students enrolled in the program like to claim “IB is life.”


thinking,” he said. “Most students are used to kind of looking at a book and working through the problems, but I’m gonna force them to start taking those problems and then applying them to the real life situations.”

A former student as well as a teacher in schools he said had similar demographics and socioeconomics as Central, Guess said his goal for his students is to develop “not only in mathematics but internally as well.”

“Most students have external motivation. Very few have internal motivation. And it’s our job as teachers to kind of train them to be able to have internal motivation as well,” he said.

Guess said it’s a challenge, but he “wouldn’t want to teach at any other school.”

“My heart comes with my roots,” he said. “One of the great parts of being a teacher is we get to make wonderful long-lasting relationships with students - it’s just great to see them grow. That’s, for me, the joy we get as teachers”

“Alright, I got one,” Hammack said after letting his students share

childhood stories for a unit on learning.“I was six years old. My dad was changing

the alternator in my mother’s car. He’s got the hoods popped up...” he said.

“Ohhh Lorddd...” some students interjected.

“I was sittin’ in the driver’s seat and listenin’ to the radio and got hot... Well, I turned the car on...” he said. “It was like I almost snatched my dad’s arm off. I mean he came unGLUED!”

Before he could get to the moral of the story, Hammack’s students broke out into laughter, some shaking their heads.

Hammack’s teaching style, while in line with the IB course of study, is adaptive to his students.

“It’s easy to enjoy a class when you have a great teacher,” junior Justin Morrow said.

“I don’t know how great I am...” Hammack said, cheeks slightly flushed.

“Well, you do trip about these tardies,” Morrow said, the class chiming in in laughter.

Griesbach reflects on Central High experience

DAY TWONorthridge to Bryant • Bryant to Central • Central to Northridge6

Bryant college and career readiness program prepares students for successJAMES NIILERNORTHRIDGE HIGH SCHOOL

Walking through Bryant High School, it’s impossible not to notice the college banners and

pennants hung in the hallways, ranging from Stillman to Harvard. In order to en-sure every graduating senior has a pathway to success, Bryant’s administration has created a unique idea: a college and career readiness program.

“We’re making sure that every senior, when they graduate, [has] a plan after high school, whether it be college, military, or some type of internship at one of the local plants in the area,” Wanda Williams, Bry-ant guidance counselor, said.

Williams said the program was begun at “the be-ginning of this school year.”

“Last year when the new principal came, Dr. [Linda] Harper, that’s when one of the things she noticed was that we really needed to focus more on was college and career readiness. So we put up the banners, we put up the signs, and so that’s just been our main focus: making sure our students are college and career ready,” she said.

Out of the 207 seniors at Bryant, Wil-liams said, so far 90 percent have given her “some type of commitment.”

“This means papers from the Army; they’re in these internship programs that we have; or they’ve given me a copy of their acceptance letter to college,” she said. “We’re having a college and career readi-ness commitment ceremony, where every-one’s going to get up onstage and they’re going to announce their plans at that time. That’s April 30...we’re working hard to have 100 percent by that time.”

Williams said seniors are “required” to meet with her to discuss their post-sec-ondary plans.

“That’s [why] you see me running around with my iPad; that’s what I’m doing, I’m meeting with kids. I started at the begin-

A student walks past a mural depicting the world and its cultures in Bryant High School on April 7.


ning of the year, and I’ve met with every senior at least once,” she said. “The theme of our meetings was, ‘What do you want to do after high school?’ and I started help-ing them attain those goals: whether they needed to take the ACT again, whether they needed to do more research. And so then I’ll just follow up with them periodi-cally to see, ‘OK, have you done this? Have you done this?’ and ‘Have you gotten your acceptance letter?’”

Brianna Washington, Bryant se-nior, said the program is a “good idea.” “Half of us in high school are too focused on other things, and we don’t necessarily remember deadlines and stuff like that, and with her help, it helps us get everything done,” she said.

Washington acknowledged that speak-ing to a counselor as part of the pro-gram prompted her to begin think-ing of a career.

“I basically just tell [Williams] everything I want to do, and we talk

about what I have to do to make it to do that, and the grades I have to have, and how long I have to do [everything] in high school,” she said.

Washington plans to attend Alabama State University and major in psychology. She attributed her success in planning her goals to the college and career readiness program.

“I actually accomplished everything I wanted to. I wanted to get accepted to my dream school, which is Alabama State. I wanted to finish all of my financial aid, my housing and everything on time, and I did all that on time, before deadlines, and I wasn’t late on anything,” she said.

Williams said she does want to make some changes to the program next year.

“Once we have that ceremony April 30, then my plan is to start meeting with the juniors this year instead of next year, so they can start thinking about it over the summer, start thinking about ACT, re-taking the ACT and all of those types of things,” she said.

Williams said that Bryant students have

chosen from a “wide range” of career op-tions.

“Most want to go to four-year colleges, but as we’re getting closer and closer to the end of the year, they’re realizing that they didn’t do so well in ninth and tenth grade years, so their GPA is not where it needs to be,” she said. “So they’re changing their goals and changing their ideas of what they want to do. But in terms of careers, there’s a broad range - lawyers and doctors, coun-selors to ball players, so there’s a wide range of what they want to do.”

Establishing the college and career read-iness program “took a lot of trial and error,” Williams said.

“One of the things that we did—our leadership team, I’ll say it was about five of us—we went to New York City and we visited some schools [there], so we took a

lot of their ideas and their success rates, be-cause they had all of their students going to two-year or four-year colleges. So we took a lot of their ideas and there’s a lot of re-search I did to figure out how to get this up and running,” she said.

Ultimately, however, the program grew from a simple concept, Williams said.

“It literally started from me meeting with every senior: ‘What do you want to do?’ So then they tell me something I’ve never heard of, and I say, ‘Let me research that and get back to you,’ and I’ll research it and get back to them and discuss what they want to do, whether to help them apply or whatever it may be,” she said.

UPDATE: At the time of printing, 97 percent of Bryant’s seniors had made a college or career decision.

Richard Downey, senior, benefited from Bryant’s college and career readiness program. A future student of the University of Alabama, he plans to eventually open a restaurant. “[The program taught] what you have to focus on to get things done,” he said.



BryantBryant is similar in some ways to Central

but different in others. Both schools are like Northridge in more ways than not.

Bryant is the mirror image of Northridge from its entrance to its courtyard.

It was so disorienting to step inside of Bryant because the layout is backwards.

Navigating the school was harder than it would seem for someone who came from almost the same school. My instincts could not be trusted because they usually led me to the wrong place. You just have to remember to walk in the opposite direction of what you normally would.

The people at Bryant are similar to the people at Northridge. There are always going to be some people we call friends and some people we don’t associate with. Like Northridge, Bryant has a mixture of every

kind of person.There was no mentor for the exchange

students at Bryant, so it was wonderful that they are so much like Northridge. However, it was also weird to think that any two schools could be so alike. It was comforting but also a little disconcerting.

A Bryant student said, “Bryant and Northridge are like siblings who fight.” This statement was so funny yet so true.

In the EndOverall, my experience was a good one.The three schools aren’t that different

from one another. Yet they are all unique in their own way. Each school is special in its own way.

I made more friends than I would on a normal school day. In those two days, I learned so much about the other schools in our school system.

It was a fun experience that I would definitely love to repeat.

Mychi Tran’s reflection, Part Two: Bryant High

“I accomplished everything I wanted to...I wasn’t late

on anything.

“

BRIANNA WASHINGTON, SENIOR

7


‘FAMILY’REBECCA GRIESBACHNORTHRIDGE HIGH SCHOOL

“Wild, live, fun... Energy,” are words junior saxophone section leader Taylor

Watkins said describe Bryant High School’s marching band.

The founder of a tradition since 2003, director Selwyn Reed was welcomed back to the program after a seven year absence.

“I left a really strong and solid program, and very competitive program, and I went to a school that was in dire need of restructuring,” Reed said.

Returning from kickstarting high school band programs in south Alabama and Perry County, Reed said he plans to implement the same programs at Byrant.

“We basically turned into a comprehensive music program which means that not only was it known for just a marching program; we established a jazz, symphonic concert and a high school beginning program as well,” he said.

Reed said he’s “like a sponge,” soaking up inspiration in every band room he walks into.

“There’s a quote that says, ‘The more you read, the more you realize you know absolutely nothing.’ I’d be a fool to think I know it all,” he said. “I learn from my students, you know. I feed off of them. The more excited they are about learning the more I’m gonna try to pump everything I got in my head into them.”

Reed said his plan for next season is to “create a sense of stability in the program.”

“[I plan to] shift the paradigm to more work than fun,” he said.

Junior Chris Johnson, French horn section leader, said the band changed “dramatically” when Reed returned.

“Last year it was based off of fun,” he said. “We learned our music, current music. Mr. Reed is old school.”

Reed said the band’s marching and music style follows that of an “R&B traditional

marching show band.”“I try to stay away from the hip hop,” he

said.Junior Tyler Williams, drum section

leader, said Reed’s return made the band “more disciplined.”

“It’s for the better, forreal forreal. We’re takin’ a big step ahead,” he said.

Reed said the program is all about “dedication, hard work and the spirit to compete.” He said he plans to expose the band’s talent “to people outside of Tuscaloosa.”

“If you’re talented, what good is it to be

talented and no one knows it but you?” he said.

Talented band programs across the city breed a competitive attitude among the students, Reed said.

“I don’t know where this rivalry thing came from, you know?” Reed said, chuckling. “It’s just like brothers and sisters goin’ home, bein’ mad at Mama. Mama brought us into the world, so who am I to go and fuss at Mama?”

Central High School, Reed said, “birthed Northridge and Bryant,” after a desegregration order was lifted in 1999.

“Everything, athletics, academics, was split down the middle three ways,” he said.

To establish a supportive environment between the city schools, Reed said he tries “to foster an atmosphere where the kids can have some camaraderie with the three organizations.”

“These three schools have more in common than they really realize,” he said.

A strong sense of pride in Bryant’s band, however, still remains in Williams’ eyes.

“[The other schools are] nowhere near us. Point blank period,” he said. “[Bryant is] all a family, and we leave it at that.”

Dr. Selwyn Reed, Bryant band director, speaks to the drum line after seventh period on April 7.

Returning band director admired by Bryant students


The Junior Reserve Officer’s Training Corps ( JROTC) is offered at Bryant and Central High School.

Sargent David Jones, Central High School JROTC teacher, said he became a JROTC teacher when he was close to retirement.

“People came to Fort Bennie, where I was stationed. It was part of our out processing and preparing and transitioning into civilian life,” Sgt. Jones said.

Sgt. Jones said that while at Fort Bennie a person from Cadet Command come talk to us about JROTC.

“We were all encouraged to at least fill out the application to teach JROTC even if you pursued it or not,” he said. “That would have been something we could fall back on. The more I researched, I thought, ‘That sounds like a pretty good idea. I get wear my uniform, be somewhat similar to military,’” Sgt. Jones said.

The JROTC program was created under the National Defense Act in 1916.

“The big thing with JROTC now is that they’ve gotten away from a lot of the military type classes. The rest of the learning is about themselves,” Sgt. Jones said.

Sgt. Jones said the only military based aspect taught in the JROTC program now are drills.

“Students who stay in JROTC all four years can receive up to 24 college credits with an associate degree,” Sgt. Jones said.

A person in JROTC starts their freshman year in Leadership, Education, and Training (LET) level one. By graduation, they are in LET four.

Sgt. Jones said the JROTC program is not required to join any form of the military.

“That is a big misconception. It’s really to help high school students be prepared to get out into the world and become successful,” he said.

Cadet 1st Lt. Tamariah Cameron, Bryant senior, said she was interested in joining the military and furthering her career, and JROTC helped build character.

“My dad loved the idea of me joining the military

because he was in the army for 20 years. My mom was iffy about it, but she learned to get over it,” Lt. Cameron said.

Cadet 2nd Lt. Kyarria Chandler, Bryant senior, said she saw it as an opportunity to learn about the military.

“I wasn’t decided if I wanted to go the military or not, but when I got in, it taught me the basics of what I would be doing,” Lt. Chandler said. “JROTC kinda was yay or nay if this was something I wanted to do for the rest of

my life. “It’s deeper than just the military, and you learn a lot of

skills and life lessons. You do a lot for the community.”Sgt Jones said when he first put on his uniform that

he felt proud and scared. My parents never said anything negative, they were concerned and never wanted me to [join the military], but they never did tell me that.

“My grandmother was one of those people who said ‘No, no, no’ because she lost her brother in World War II, and she didn’t want that to happen to me. She didn’t want to lose her grandson. But she was supportive,” he said.

The ROTC also goes to the Naval Flight Academy in Florida and volunteers with Toys for Tots, said Sgt. Jones.


The Bryant High School rehearses parade formations in the school parking lot during third period April 7.

Bryant JROTC prepares students with life skills

It’s deeper than just the military, and you learn a lot of skills and life lessons. You do a

lot for the community.

“ “

KYARRIA CHANDLER, CADET SECOND LIEUTENANT

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woke

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mor

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r we

had

co

me

since

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last

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igh

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atm

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at p

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ndne

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re. S

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y ge

nuin

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sch

ool,

as

did

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min

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ch a

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be th

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nam

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d go

od-n

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r. C

laren

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utto

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entra

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cipal.

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smile

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d be

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ojec

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et

high

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otiv

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s ca

rrie

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choo

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is lea

ders

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been

to

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tral,

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n sa

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th

confi

denc

e th

ere

is ab

solu

tely

no

justi

ficat

ion

for t

he n

egat

ivity

that

has

bee

n th

rust

upon

it.

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tral i

s a sc

hool

just

like a

ny o

ther

, but

with

on

e im

porta

nt d

iffer

ence

: th

e stu

dent

bod

y th

ere

feels

like

fam

ily. S

tude

nts

I di

dn’t

even

kn

ow w

ere h

appy

to ta

lk to

me a

nd d

irect

me

to a

clas

sroom

if

need

ed. W

hen

we h

ad t

o lea

ve th

at d

ay, w

e wer

e cer

tain

ly sa

d to

go.

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ting B

ryan

t the

nex

t day

, I w

as m

uch

less

nerv

ous.

A sc

hool

ver

y sim

ilar t

o N

orth

ridge

, Br

yant

is u

nder

goin

g a

rebr

andi

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roce

ss b

y its

new

prin

cipal,

Dr.

Lind

a Har

per.

Har

per i

s ded

icate

d to

mak

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Brya

nt in

to

one

of t

he b

est

scho

ols

poss

ible,

and

by

the

end

of m

y tim

e at

Bry

ant,

the

both

hig

hly

mot

ivat

ed a

nd f

riend

ly H

arpe

r ha

d ev

en

give

n m

e he

r cell

pho

ne n

umbe

r. Sh

e’s g

iven

it

to n

umer

ous

othe

r stu

dent

s to

o, to

help

fo

ster a

cultu

re o

f car

ing

at th

e sch

ool. H

arpe

r be

lieve

s tha

t the

stud

ent b

ody

bein

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red

for

by t

each

ers

and

adm

inist

ratio

n is

Brya

nt’s

grea

test

prid

e.

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he en

d of

my d

ay at

Bry

ant,

I pon

dere

d

the

fact

that

this

stude

nt e

xcha

nge,

so lo

ng in

th

e mak

ing,

had

finall

y occ

urre

d. I

appr

ecia

ted

that

I wa

s abl

e to

parti

cipat

e in

this

adve

ntur

e of

a li

fetim

e, wh

ich e

xpos

ed m

e to

not

one

, bu

t tw

o wo

rlds

muc

h un

like

my

own

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ca

n re

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bout

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inc

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ble

disc

repa

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wor

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f tho

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f diff

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t rac

es a

nd

socia

l bac

kgro

unds

, but

to e

xper

ience

it is,

to

say

the l

east,

amaz

ing.

Th

ree

high

sc

hool

s, th

ree

diffe

rent

Tusc

aloos

as—

all w

ith t

heir

storie

s, ho

pes,

succ

esse

s and

dre

ams.

Are

ther

e sti

ll pr

oblem

s? B

eyon

d a

doub

t, ye

s. Bu

t the

re’s

alwa

ys h

ope,

and

parti

cipat

ing

in th

is ex

chan

ge h

as al

lowe

d m

e to s

ee th

ere’s

a gr

eat d

eal o

f it.

Uni

que e

duca

tiona

l pro

gram

s, ca

ring

teac

hers

and

mot

ivat

ed s

tude

nts

exist

at

all

thre

e sc

hool

s, an

d wi

th t

his

in m

ind,

I

can’t

wai

t to

see

wha

t th

e fu

ture

for

our

co

mm

unity

will

hol

d.

The Northridge Reporter Exchange Paper May 11 2015

Documents

Transcript of The Northridge Reporter Exchange Paper May 11 2015