The scoop on the recently rescinded ‘DACA’ program

by Aminah Khan & Bethany Pham, Staff Writers

On Tuesday, U.S. Attorney General Jeff Sessions confirmed the White House’s decision to revoke the Obama-enacted program, Deferred Action for Childhood Arrivals (DACA), to the public.

In 2012, President Obama created DACA to allow children who were brought into the U.S. illegally to remain in the country. To qualify for the DACA program, they had to arrive in the United States before the year of 2007, or when they were younger than age of 16.

DACA was a program passed when the Obama administration compromised with Congress after the failure to pass the Development, Relief and Education for Alien Minors (DREAM) Act which would potentially allow children who came to the U.S. illegally to gain permanent legal residency. This bipartisan act was first proposed in 2001 and resurfaced in Congress several times but was never passed. Those protected under DACA are referred to as DREAMers and about 200,000 of the approximate 800,000 Dreamers currently reside in California alone.

Those applying for DACA must be students, are in school, or have served in the military. In addition, they are thoroughly vetted for any criminal records and any crimes committed can lead to immediate deportation. Once they pass the vetting process, their deportation is delayed for two years and they are eligible to receive a driver’s license, college enrollment, and a worker permit.

Sessions’ announcement had been long in the making—the majority of the Republican party has been advocating for stronger restrictions on immigration. More widely known were President Donald Trump’s campaign promises to end DACA on his first day of presidency. During the first three months of Trump’s first term alone, the Trump administration had detained two DACA recipients in February and March, raising suspicions that DACA recipients were being targeted and the government executing retribution on immigrants for speaking out.

The decision has simultaneously sparked outcry and rallied support across the nation over the repeal because if passed, it may lead to the deportation of nearly a million minors residing in the U.S. without citizenship.

As of now, the U.S. Citizenship and Immigration services have discontinued the acceptance of DACA applications. However, DREAMers whose permits expire before March 5, 2018 can apply for a two-year renewal, but their application must be completed before Oct. 5, 2017.

The Trump administration has rationalized their repeal of DACA on the grounds that the program had been furthering the issue of illegal immigration by providing unwarranted protection to transgressors. By solidifying the end of DACA, the White House believes it will save taxpayers’ dollars and jobs for native-born Americans.

The termination of the DACA program has an impact in American education, as high school and college students compose a majority of the DREAMers. Colleges and universities that have allowed undocumented immigrants to study have warned them to avoid traveling overseas, as deportation may be imminent. After graduation, DACA students’ education can no longer serve as a reason to reside in the U.S.


New teachers join the Baron family

By John Le and Ella Wallace, Staff Writers

For the 2017-2018 school year, seven new teachers joined the Baron family at Fountain Valley High School (FVHS). With high hopes about their school year, each teacher has their own set of goals for them and their students. We interviewed some teachers to hear about their new hopes and expectations for the school year.

Ms. Kiersti Hunkle

Subject: English

Having taught here during the second semester of the 2016-2017 school year, Ms. Hunkle, a new English teacher on campus, already feels settled despite it being the first few weeks of school.


Kiersti Hunkle shows off one of her favorite books: The Adventures of Huckleberry Finn. Photo by Aminah Khan.

“The great thing about this year is that my nerves were gone. I didn’t feel super new; I saw some of my old students. I taught freshmen last year, and this year I have sophomores, so I have some familiar faces in the class,” said Hunkle on this year’s experiences compared to last year’s.

Growing up in the area and student-teaching at Marina High School, she decided that teaching at a place close to home would be a good choice for her. “It’s a great place to work; I love it,” said Hunkle.

Though she teaches four classes this year, her goals for them all are to make sure her students are challenged no matter what their level, and for them to feel proud of what they’ve accomplished by the end of the year.

She also hopes to experience more on campus, such as going to a school dance and supporting her students outside of the classroom by attending more extracurricular activities.

Mr. David Gutierrez

Subject: Physical Education


David Guitierrez is the new freshmen physical education teacher. Photo by Aminah Khan.

Mr. Gutierrez coached football at FVHS from 2009-2013, where he had also completed his student teaching. He had previously taught at Santa Ana High School, and had decided to come back to FVHS from his previous experiences here.

Gutierrez is very optimistic about his new year, as he is extremely impressed by his new students.

“My goal as a teacher is to continue to challenge students, and just depending on their individual need, to help challenge them to either become better in academics, achieve better physicals, or just become a better part of the Fountain Valley community,” said Gutierrez about his goals for the upcoming school year.

He would also like to participate in as many extracurriculars as he can, such as chaperoning the dances.

Mr. Gemmo Casabar

Subjects: French and Spanish


Gemmo Casabar teaches both Spanish and French. Photo by Aminah Khan.

One of the new teachers welcomed on campus this year is Mr. Casabar, teaching French and Spanish. What drew Mr. Casabar into Fountain Valley High School were all the comments he had heard about the campus: the students, district and the different programs available.

“I wanted to be a part of a community that provides students all the resources they need to succeed,” said Casabar.

During the first week of school, he found that his students were prepared for the upcoming year and excited to learn. He anticipates having fun and engaging with the students in his lessons for the upcoming year.

Teaching foreign languages, his goals as a teacher are to help his students speak at their appropriate level in the language they’re studying, as well as to empathize with other cultures and see differing perspectives.

Mr. Omar Perez-Rivas

Subject: Spanish


Omar Rivas stands in front of the lesson plan for his Spanish class. Photo by Aminah Khan.

Previously working at Chino Hills High School, Mr. Rivas has joined the Baron family for a new experience. As of now, he is enjoying his experience as a teacher so far.

“The students here are extremely friendly, and I am enjoying the environment around so far,” said Rivas regarding his first impressions of FVHS.

Mr. Rivas has many goals in mind for his students. He wants them all to learn Spanish, but also to learn to work with each other and respect one another.

ASB’s long poster-producing process in preparation for Bell Week

By Lauren Nguyen & Suzane Jlelati, Staff Writers

Every year, Fountain Valley’s Associated Student Body (ASB) and Senate spend many hours to create hundreds of posters of all sizes for the annual Bell Week.

The colorful and humorous posters build up Fountain Valley and put down Edison using a variety of puns, allusions and doodles that students find entertaining and oftentimes students are found taking photos in front of them.

To complete the posters by Bell Week, ASB begins early in the summer. By the end of summer, they aimed to complete 40 to alleviate the frenzy of last minute poster-making during the school year. Alongside ASB, Senate had two weeks to create 25 posters.

ASB Parliamentarian Ally Bebout held “postering parties” to allow ASB and Senate to collaborate. Those poster sessions produced 100 posters and 2 murals.

Over the weekend, members met at school to put up the posters so that on Monday morning, students could see hundreds of posters covering the inside and outside of campus. The remaining posters are saved and taped to the floors in the halls and outside on the day of the Bell Game.

Although tacking up posters after the Glow Show is tedious, ASB members are driven by seeing their posters the following day.

“It seems like most students love our posters and how creative they are! It’s definitely something to look forward to during the week,” says Bebout.

My Strange Addiction: Eggs, eggs, and more eggs

By Aminah Khan, Elise Tran, and John Le, Staff Writers

Sophomore Jeannie Lee seems like the typical person. However, deep down, there is a secret obsession she has kept hidden from the public: her love of eggs.

Lee discovered her passion for eggs at a fairly young age, as she constantly kept eating them. It was only up until her eighth-grade year when she realized how prevalent eggs were in her life and how majestic the egg actually was.

“It’s just the way it’s implemented into everything really. The taste, the textures, the overall aesthetic of the egg,” Lee said.

Since then she discovered her egg icon, Gudetama. Gudetama is a Japanese character that is used to represent something or someone with no strength whom Lee finds very relatable. Everywhere she goes, she will at least have one item themed after this infamous carton egg.

“I’ve always been fond of eggs, and I guess that has come out more recently ever since [Gudetama] came out. I couldn’t relate to anything more because I’ve always liked eating anything with eggs in it,” said Lee with her Gudetama pencil pouch, purse and plush laying on the table.

Her family has slowly grown into accepting her addiction.

Lee said, “My mom was weirded out about it at first, and she thought it was a weird way to be spending my money. But she encourages now and thinks that it’s cool.”

However, many of her friends don’t have the same thoughts. Agreeing with each other, most of them thought her addiction was out-of-hand.

“It’s so weird, like who would be obsessed with eggs?” said sophomore Tracy Nguyen, a concerned friend.

Despite this, Lee disregards the negativity and persists in her addiction.

Lee said, “I hope the world continues to show love for eggs and make it seem more like a normal thing.”

Students’ opinions of President Trump one year later

By Aminah Khan, Staff Writer and Photographer

Nov. 8th marked the one year anniversary of the election of Donald Trump. Students had various answers as they explained what they thought of Trump’s presidency so far.


SAT: How to have success with your New Year’s Resolutions

by Aminah Khan, Elise Tran, Lindsey Nguyen and John Le, Staff Writers

Dear SAT,

Every single year, I try to create New Year’s Resolutions, but I find that my motivation dwindles away and I give up less than a month in. How do I keep up my New Year’s Resolutions?


Broken Bob

Able Aminah: New Year’s resolutions can be hard! That’s why most people give up their resolutions after the first week or so. Think about why you’re keeping your resolution in the first place. People tend to dive straight into their resolutions which often results in them giving up very soon. Try easing your way in and make modifications to your resolutions so that your results are actually attainable. The hardest part is getting into the habit so you must be diligent in your work ethic. If you have goals like working out more or getting better grades, then the best way to achieve it is by creating a schedule to organize all of your activities. It won’t be easy at first but if you stick to it, you’ll soon see results. Remember: you KHAN do it!

Effective Elise: Ahhhh, New Year’s resolutions: the promise that you make to better yourselves, but you never follow through with it. Even though it’s pretty clear that we won’t actually complete our resolutions, it’s useful to just make them anyway. I find it better to have the intention of improving oneself by creating goals than just giving up on them. At least you’re trying, right? Now, if you want to continue with the real deal by applying your resolutions to your life, here are some (unqualified) tips. Write your resolution down somewhere! Maybe place a small list on your work table, so it sits there reminding (or haunting) you every day you sit down to get to work. Also make sure you feel motivated because if you really don’t want to do it, don’t!

Laidback Lindsey: Why are you even considering this? We all know you want to lose some of that body pudge (Susan) or do that cool skate trick (Greg) but guess what? No one cares. Don’t come up to me with that “I’m doing this for me and me only” excuse, Bob because we all know you’re doing it for Cindy. I mean if you actually think you can keep it up then good for you. I sure can’t relate. The most simple, smart-alec response is to just do it and follow through. You can’t make a cheat sheet to remind yourself or daily reminders because if you really wanted to do it, you wouldn’t need to push yourself so hard. It’s the new year, why would you want to start off stressed about it anyway? Just chill and be glad that you survived another year of whatever this is. The only thing you need to worry about is finals and how the death of net neutrality will affect you.

Judgy John: From my personal experiences, I always fail my New Year’s resolution. The final verdict: don’t do it. Let’s be real here, you’re going to have so much motivation in the beginning. Then, it all dies down. Your “cheat days” become every day in your diet, and you give up going to the gym.   It takes a lot of time and effort for a New Year’s resolution, and honestly, you can be doing so much more. Take the new year to explore new things rather than to focus on that one goal. Go on a hike, explore the streets of Los Angeles, try the world’s spiciest curry: the possibilities are endless. Question the world and why natural disasters happen. You have so much more things to do rather than focus on one goal.

Late work: Partial Credit vs. Zero Credit

Benefits of partial credit

By Jasmine Pham, Staff Writer

The zero tolerance policy for late work is commonly found in the curriculum at Fountain Valley High School. Usually established in the teacher’s syllabus at the beginning of the school year, this rule has managed to create many dilemmas for students throughout the course of the class.

Rules are implemented for a reason, but it is best to keep them progressive. If the zero tolerance for late work policy produces more stress on students, then it is best to tackle the situation at hand: allowing students to complete the assignment with a point penalty.

When zero credit is given to late work, students are often compelled to hastily pull something together before the deadline or may even result to not completing the assignment at all. Students will then miss the opportunity to fully understand the material they were taught in class because they did not feel the need to complete the given assignment.

There are numerous obstacles that could infringe on a due date. Many students work jobs outside of school or participate in school activities such as sports and clubs. Sometimes, health or urgent family matters may also be a reason. Teachers should be understanding of a student’s schedule, and should create a learning environment that encourages students to turn in their best work. With so much influence on the youth, teachers should motivate their students to achieve their full potential—not the bare minimum.

Although allowing partial credit may come with cons, its benefits outweigh the disadvantages. Giving students the opportunity to get credit for late work allows them to take more time if they need to understand the learning material at hand.

Benefits of zero credit

By Aminah Khan, Staff Writer and Photographer

Most student see zero credit as a bad thing. The thought of a teacher taking away all of the points for an assignment may seem like a terrible idea at first.  However, zero credit may be the best solution to assure that students are completing their homework and cutting back on procrastination habits.

The “credit or no credit” system is a great way to keep students on top of all of their assignments because I often find myself waiting up until the last minute to complete assignments. The fact that students know that they can still receive partial credit makes them unmotivated to do assignments because they know that if they turn in an assignment late, the consequences are not that harsh.

However in the real world, this is not the case. Deadlines are a lot more important and students need to get into the habit of completing assignments on time. A genuine excuse for not completing an assignment should be acceptable and credit should be given, but students need to understand that consequences they will earn in the real world will be worse.

If a student submits work late and receives zero credit for the assignment, they will realize how damaging a zero can be for their grade. In turn, they will work more diligently to complete all of their assignments on time. This means that they will be less likely to leave projects and submissions until the last moment because of the fear of receiving a zero for late submission.

Therefore, the zero credit policy not only prepares students to be better off in the real world, it also reduces procrastination habits among students.