Mock Trials are simulated court cases which are used for trial and education. These trials are used in school to teach students what can happen in real court systems. Mock Trials can also be used to teach new lawyers what to do in different situations. It develops skills such as debating in heated situations. These also give real world experiences and the idea to follow legal laws otherwise there will be consequences.
In the pods of 7A, 7D, and 7E, there has been a shared case of the State of Maine vs. Jesse Woodson. In this case, Angel Sterling's side is the prosecution, trying to accuse Jesse of assault and cyberbullying. On the other hand, Jesse Woodson’s team is trying to defend him. According to the Prosecution, Jesse and a group called "The Pirates" have been bullying Angel Sterling online. They have created a negative page on an app called “FacePlace”- all about her. One day, Angel Sterling was walking home when she was hit by a brick. The number one suspect was Jesse Woodson.
The Mock Trials themselves had a specific format. To start, both sides gave an introduction statement to their case, a first impression to the Justices. Afterwards, the witness examination began. This is where the sides told the Justices why their client was innocent. The witnesses gave their stories and then a cross-examination occurred, where the other side poked holes in the story. Then, after both sides had given their witness statements and completed cross-examinations, the closing statements were given. This was the last statement to keep a thought in the minds of the Justices, and help them remember the strong points of their stories. Finally, the Justices made a decision on which team won the debate. They quietly talked about who should win, and gave a reason on why they had made the decision. The same would be done for the minority vote.
The students who participated in the mock trials loved it. Students James Satnowski, Liam Collison, Amelia Darby, and Drishti Bhavsar all appreciated the realism of the Mock Trial. Drishti Bhavsar, from team 7D stated, “Real court language was used at times, and real objections could be stated.”
Another part the students liked about the trials was the debating. Mikey Lamendola from team 7A thought, “it was fun to have an ‘’argument’,” with his peers. In fact, that was one of the learning experiences from the trial.
Getting proper answers from questions was one of the challenges that both sides faced. Reyansh Bhattacharjee, a student from team 7A emphasized that “Questions that were random and irrelevant to the story" were difficult to deal with. He continued, "Responses to these questions were hard to do.” This is truly important because if the right answers are not given (the answer that the examiner was looking for), the examiner will be giving the opposition a benefit. Even if the answer doesn’t prove their question, the opposition can make an argument about how he or she didn’t do it because of their claim.
Other challenges that students faced in this trial was witness absenteeism. A student from team 7A, Vihaan Nandurkar, stated, “The challenge I faced was when I had to question Dr. Brook Crane. But she wasn't there, so I had to say what she would say.” It was hard for many students to
get their answers straight because if an attorney had to answer the person being questioned, it wouldn’t sound as natural as it would when there are two people there.
Students learned a lot of real-life skills during the mock trials. Alisha Arunachalam from 7A learned, “How to speak louder and more clearly.” This is a great norm of public speaking as it helps the speaker to be bolder in conversations. It helps to get information, being tough when it comes to asking questions, and making it easier for them to win in a cross-examination.
Another student from team 7D, Krisha Boga stated, “A skill that I learned is to be more aware of my surroundings in case I'm called in as a witness."
Other things that this activity has brought to other students is competitiveness. Asher Georgy from team 7A thought, “It felt amazing to compete with my peers through this activity”. Friendly competition was a crucial part of the Mock Trials in all the pods. It taught the students how to get their points across in a better, kinder, and clearer way. However, not all the roles got to compete, like the Justices. That doesn’t mean that they didn’t have an important part in the trials either.
In fact, the Justices are the most critical part of the Mock Trials. They are the finishing touch-without them, a trial can never be completed. It is their job to pass judgment as guilty or innocent, and a lot of the students who were justices had fun in the role too. Myra Khanna from pod 7D thought, “it was just really fun to share my input on whether Jesse was guilty”. This part of the Mock Trials helped people learn how to make significant decisions. They also must pay close attention and notice the tiniest details to make the best choices.
To conclude, the Mock Trials were a great, fun learning experience. It was realistic, competitive, and intense. In the back and forth cross-examining, tense moments during the justices’ decision, and quiet celebration when a side won, the students learned a vast amount of life skills. The mock trials could be easily considered as one of the best ways to teach students about how an actual court case works.
At around 7 p.m. on Thursday, May 15, at the Hillsborough High School, over one hundred band students anxiously awaited their final spring concert.
For seventh graders, it would hopefully not be goodbye, and was mostly an event to feel pride at how far they had come since the beginning of the school year. Saanvi Molasi, a Concert Band oboe player from Team 7B, phrased it as, “I think my favorite part of band is the feeling of musical growth and the joy of performing live. The opportunity to improve your own musicianship and develop a deeper understanding of music is a significant benefit. The feeling when you realize you have gotten better at your instrument makes me so happy. The rush of adrenaline, the shared energy with friends, and the connection with the audience are all part of what makes live performance so rewarding.”
However, for eighth graders, the occasion was one of bittersweetness, as that was their last performance with their beloved band teachers, Mr. Barry and Mrs. Coates, but they would still be able to reflect on it with happiness. Milo Modi, a Team 8C Symphonic Band saxophone player, explained, “Being part of a group and having the dedication that comes along with band was my favorite part because I really grew and learned how to manage my responsibilities during band.”
As families flowed into the large auditorium, excited chatter filled the air, both on stage and in the audience.
Eventually, the lights dimmed, and Mrs. Coates cued Concert Band to begin playing their first piece, “Wind Dances” by Richard L. Saucedo, an energetic piece with a joyful feel. It was one of Concert Band’s favorite pieces to perform. Myra Khanna, a flutist from Team 7D, described, “It had a very springy theme.”
Next, they performed “Warriors of Beijing” by Rob Grice, a piece inspired by the ancient battles of the first emperor of China. It was a piece with heavy percussion, which added to the energy of it. Vihaan Mistry, also a flutist from Team 7D, detailed, “...the piece was fast, layered, and [had an] intense snare drum beat.”
After the exciting finish of that piece, Mrs. Coates handed the reigns to Mr. Barry who first conducted “Ghosts of the Lost Ship” by Tyler S. Grant. It was a mysterious and suspenseful composition, written to tell the story of buccaneer naval warfare, a group of pirates in the seventeenth century.
Next, Mr. Barry directed “Carpathia,” which was about the trip the Carpathia traveled to save the sinking Titanic back in 1912. Rudra Oruganti, an 8D trombonist, described it as “thrilling.”
Concert Band then left the stage to make room for Symphonic Band.
After a quick tuning session, Mr. Barry led the band into “Spit-Fire” by William Owens, which was written to commemorate the Tuskegee Airmen. Most members of Symphonic Band recalled that they had a fun time playing it.
They then got set up to carry out “The Cave You Fear” by Mark Markowski, a quirky piece dedicated to trying something new, or feeling afraid of something. It explored interesting techniques of playing instruments, and was very a unique listening experience. On the side of those who were making the music, it was not an easy piece. Somil Majumder, a French horn player on Team 7B, called it the most difficult one, elaborating, “...[it was challenging] because of all the unique sounds in it that we had to learn.”
For their third work of music, Symphonic Band performed “Lady in the Water” by Thomas Newton Howard (arr. Paul Cook) from the movie “Lady in the Water.”
They exited the stage with a bang, with an engaging and exciting piece named “Legend Of Devil's Lake” by Michael Sweeney. This one told a story about two clans fighting against each other. One was intense and evil-sounding, while the other was light and majestic. In the end, only one group won, vanquishing the other. Milo Modi stated that it was a favorite, clarifying, “...it has a cool stomp that most music doesn't have, and its meanings have complicated inner workings.”
The night still was not over, and Wind Ensemble walked onto the stage, along with Mrs. Coates once again, their conductor.
The first piece they executed wonderfully was “Foundry” by John Mackley, which celebrated percussionists’ ability to create magical music with just about anything. The percussionists’ part was indeed intriguing, and they even used metal spoons to add to the depth of the piece.
Their second work of art was “Loch and Mountain,” composed by Robert W. Smith, which began with a baritone solo of the traditional Irish folk song, “I Know Where I’m Going.” The same melody made a few reappearances throughout the piece.
They then performed “Apollo: Myth and Legend” by Rob Romeyn. It was about Apollo, a Greek god of archery, music, healing, and the sun. It beautifully explored his story, with sorrowful, slow tunes, as well as upbeat, happy ones. Maanav Shah, a percussionist from Team 8B, enjoyed playing it because “...it was the most exciting piece for my part (mallets), and has a lot of speed/dynamic changes.”
Last, but certainly not least, the final piece of the concert was “Bare Necessities” arr. Paul Murtha from the “Jungle Book” movie. It was a jazzy piece, and had several different solos, in which the soloists stood up and played their instruments. Most band students described it as their favorite, because of the solos. They definitely added character and personality to the piece.
Although the pieces had come to an end, the night was far from over. Three students from Wind Ensemble stood up, flower bouquets in two of their hands, and walked over to the podium to speak.
First up was Saish Nagnur, the Seventh Grade Vice President of Band Council. He spoke kind words into the microphone, then handed it off to the Eighth Grade Vice President. She stated her small speech, going into detail about the memories she had made at Hillsborough Middle School because of Mr. Barry and Mrs. Coates. After exchanging hugs with both of them, and handing flowers to Mr. Barry, Kavya Singh, the President of Band Council, voiced everything Mr. Barry and Mrs. Coates had done to make her experience in band matter. She embraced her teachers as well, handing them the bouquet of flowers.
Mr. Barry and Mrs. Coates were nearly beaming with pride by 9 p.m., as students and families left the high school.
Mrs. Coates remarked, “The most exciting part of the concert, for me, is seeing and feeling the excitement from all of the students. We spend months working on this music, and it is such a great feeling to perform it for an audience of friends and family. It's a great feeling of accomplishment.”
The band students and teachers had made the evening have a lasting memory on everyone, and Mrs. Coates and Mr. Barry had made band itself have a lasting impact on the students.
The Word commends them as well as the students for having put together such a marvelous night.
Attend Triangle Elementary to Conduct the Literacy Fest"
Many students at HMS are still unaware of the club dedicated to enhancing the school community and environment: Together Our Peers Succeed - also known as “T.O.P.S.” - promotes school spirit, organizes school dances, and manages important fundraisers. Recently, T.O.P.S. took a field trip to Triangle Elementary to conduct its annual Literacy Fest.
“This yearly event at Triangle School provides opportunities for members and students to interact with those who love books and to share their love for reading,’’ Ms. Lucinda Ferreri, the supervisor of T.O.P.S. said. “T.O.P.S. aims to make reading enjoyable for all children, regardless of background or ability.”
Prior to their trip, T.O.P.S. members practiced reading aloud and pacing appropriately for their young audience. After many hours of dedicated effort, the students were finally prepared for their visit to Triangle Elementary. The club members, consisting of students in grades seven and eight, read a variety of books to the younger children, an experience the children thoroughly enjoyed.
Ms. Ferreri also noted, “While reading aloud, they also stop and ask the students questions as they are reading to promote a positive reading experience. Some members even got to read in the classrooms of their former teachers.”
Aalia Nagpal from Team 8B asserted, “I feel that the kids enjoyed and understood the story because of their reactions, questions, and shared thoughts.”
According to the T.O.P.S. members, the children in their audience were very inclusive and engaging throughout the story. The older children could tell - based on their listeners’ excitement and their facial expressions - that they were making a memorable experience for the elementary students.
Keosha Shanker, another member of T.O.P.S., statds how responsive the younger children were: “They answered all my questions and were very enthusiastic!” This shared reading time created a sense of connection and community, making the younger children feel valued and included. For many children, these moments become unforgettable highlights that inspire them to read more and look forward to becoming readers themselves.
Moreover, the older children gained valuable learning experiences while on this trip. During the day, the older students became role models, bringing stories to life with enthusiasm and expression that captivated young listeners. They not only motivated their younger peers to enhance their enjoyment of reading, but found out new things about themselves.
Ms. Ferreri revealed, “This experience has some of our members saying at the end of each trip they wish to go more often and possibly see teaching as a career.”
Team 8D’s Anika Bhandagi talked about her discovery of her newfound love for children: “I learned that I love to be around kids.”
Reading aloud to the elementary children also helps them become more fluent, expand their vocabulary, and better understand what they are reading. In addition, it builds their confidence and empathy.
In conclusion, this visit was more than just a middle school trip. It was an opportunity for both older and younger students to bond and was an enriching experience for everyone involved. For the T.O.P.S. members, it offered a chance to step into a role where they mentor others, build leadership and communication, and empathy. They learned to connect with younger children and adjust their reading styles. As for the elementary students, hearing stories from their older peers was both inspiring and motivating, enlightening their interest in books and learning. This trip became a meaningful opportunity for building community, while also encouraging personal growth.
Team 7A’s resident science teacher, Mr. Christopher Machat, hosted a party on March 20, 2025, to celebrate the event that is the equinox, when day and night are equal in length. Leading up to the party, Machat’s classes had to earn the opportunity to be invited: he maintained a calendar to keep track of students’ participation and the behavior of each class, and certain classes’ performance varied continuously. Ultimately, however, on the day of the equinox party, all periods were allowed to join in.
Science was a highlight of the day. Machat encouraged - but did not order - his students to bring snacks and drinks that were astronomy-themed, such as Oreos. While Mr. Machat played music, his pupils either worked on their projects or chatted with friends while enjoying a variety of treats: they ate Takis and a variety of Frito-Lay chips, as well as baked goods like brownies, cupcakes, small cakes, and then - finally - the much larger equinox-themed cake; they drank sodas such as Fanta, Dr. Pepper, Coca-Cola, and Sprite, as well as Capri-Sun, Hawaiian Punch, and Hugs Fruit Barrels.
The music and food made the party an enjoyable experience, although these were not the only qualities that made the event a highlight of the students’ day.
Team 7A student Ryan Rodriguez stated, “The aspect of the equinox party I liked best was the fact that the whole team was collaborating with each-other.”
Some students also had suggestions for ways to make the party even more enjoyable next year. For example, Cameron Allard remarked that he “would like it if they could add more equinox themed decorations”.
Arjun Putchakayala also recommended that - in the future - they could “add some games, like [an] equinox-themed Gimkit or put on some kind of movie to watch.”
Nevertheless, even without any changes and additions, Mr. Machat will surely continue this fun tradition for many years to come.
During the week of February 7, 2025, students rushed to buy tickets to the annual Valentine's Day dance, hosted by Hillsborough Middle School and sponsored by T.O.P.S. (Together Our Peers Succeed).
The club began planning this dance right after winter break, and people sometimes forget how much work is put into this event by the dedicated T.O.P.S. members. For one, they had to hire the DJ and promote the event. They also had to decorate the entire school! Furthermore, they had to organize the ticket sales: they had to decide what days they would sell and how they would sell the tickets. They also had to find teachers that would want to chaperone the event. On the night of te dance, they had to move all the chairs and tables in the cafeteria, set up the board games, and much more.
A few weeks before the big night, when students went to lunch, the cafeteria's television monitors displayed when the Valentine's Day dance was and when students could buy the tickets. After the morning announcements a few days before the dance, teachers also reminded their homerooms when the dance would be.
Students could not wait to go! On the night of the dance, kids lined up all the way to the sidewalk to get inside, and this crowd filled up the Main Cafeteria, gym, and the main hallway -- ready to party!
The festivities began at 7:00 PM, and - once the students were inside - they could see different lights lighting up the cafeteria. All the chairs and tables had been cleaned out and put away for the dance floor. The DJ was playing songs such as "Party in the USA" by Miley Cyrus, "HOT TO GO!" by Chappell Roan, and "Die with a Smile" by Bruno Mars and Lady Gaga. Students kept dancing with their friends as they listened and sang along to the different tunes that came on. They even had the option to request their favorite songs to the DJ, which lead to even more people flocking to the dancefloor.
Aryan Sehrawat, a member of Team 8A, said that his “favorite part of the dance was the music. At first, nobody came to the cafeteria because they weren't interested. But as the song choices got much better, lots of people started to come and enjoy the music.”
Daniel Higgens - a member of 7B - also mentioned that he "loved the Fe!n song at the end of the dance.”
Of course, the students did not have to dance the whole time. HMS also offered the students activities besides dancing, such as playing basketball in the gym and playing different board games. They even had a place for snacks near the board games for students who wanted to have something refreshing. In fact, after a while of dancing, most students decided to go to the Commons to have a drink of water.
However, what they soon discovered was that HMS had not provided just a snack bar of goodies like Oreos, Rice Krispies treats, and pretzels, but also different board games: Jenga blocks were falling everywhere as students tried hilariously to keep them up, cards were drawn as students played poker, and students fell to the ground when they had to move in a Twister match.
According to Miss Ferreri, the T.O.P.S. club adviser, the T.O.P.S. members “incorporated a game night besides an open gym, so students who may not want to dance or play basketball can game and socialize”.
As students returned to the dance floor, they caught a glimpse of what was happening across the hallway in the main gym: students were playing basketball! Actually, there were multiple different games going on, and even students who had not originally planned to go to the gym started to play. Students' friends were cheering them on as they made basket after basket.
Eventually, 9:00 PM rolled around, and all the students had to go home. Team 7A's Sophia Cuomo said that she "would definitely go again next year. I had a lot of fun, and paying $5 was 100% worth it.”
“My favorite part of the dance was seeing all the decorations in the Commons as well as the main entrance,” said Gianna Rivera, a member of Team 8B.
Indeed, according to Miss Ferreri, “the event was a huge success", and it gave students memories that they will certainly cherish forever.
The HMS Word is proud to present the latest in a series of articles celebrating and sharing the perspectives of A.C.E. (Award for Character Excellence) winners.
In January, sixty-one Hillsborough Middle School students were nominated by their teachers to receive the Award for Character Excellence, or A.C.E. This event is held twice a year, and it features students who display acts of the Six Pillars of Character—Respect, Responsibility, Trustworthiness, Fairness, Caring, and Citizenship. The award distribution is a way for the staff of HMS to award students who exhibit good character. It is not based on grades but instead on one’s personality and kindness.
For the eighth edition of “Faces of A.C.E.,” the spotlight is on three eighth graders who earned the award - Arianna Brown, Idhaya Gounder, and Eric Pardini - and these students are respectful, inclusive, and kind..
First, Arianna, a member of Team 8D, was nominated by her social studies teacher, Mrs. Caroline Dolly. She takes her role as a student quite seriously and explained, “Something that is important to me about being a good student is to make sure that you are up to date with work…you have strong study habits…[and] you engage in learning through questions.”
It is indeed crucial for an individual to ensure that they are paying attention to what is entering their brain, and they should not be afraid to ask questions. In fact, teachers appreciate the students who are able to ask purposeful, precisely-worded questions: they are demonstrating their understanding in the process. That is, ultimately, what teachers are for: to make sure students are taking in what they are teaching.
Idhaya is another eighth-grade recipient of the A.C.E. She is a part of Team 8C and was recommended by her social studies teacher, Mr. Antonio Arce. Although she accepts that she is not perfect, Idhaya always tries her best to “...be the best student possible.” This, of course, is an excellent quality for one to have, because ultimately that is all that can be expected of a person: to try their hardest.
She enunciated, “Personally, as I believe that being a good student is an attribute every role model should have, a student who engages in appropriate activities to achieve the highest goals is one who will help others when in need of assistance.”
Idhaya is correct in that role models should be exceptional students. It creates an exponential difference when an individual who is admired by their peers makes an effort to learn.
In addition, she enjoys assisting others. She finds pleasure in what she feels after the fact, describing it as, “the conscious [sic] of knowing you either helped or made a difference in someone's life.” She did acknowledge that everyone has a different emotion, and added, “there are many other things that one might feel after being a good student.”
Last, but certainly not least, Eric is another member of Team 8D who - also like Ariana - was suggested by Mrs. Dolly. He mentioned, “I try to do my best to be kind to everyone I meet.” That is a trait that often goes overlooked. It really is extremely vital for a student to at least make an attempt to be warm towards their peers. This task is often not very easy and is quite admirable.
Eric finds it especially critical to hold others in high regard. He clarified that this is essential in being a diligent learner. He additionally disclosed that “following directions,” “making sure everyone is included,” and “listening” is part of achieving the role of a well-mannered middle schooler.
A common factor that can be observed between all three eighth graders is that they each believe in paying attention to lessons and including their classmates. It can be established that being a good student is not exclusively about having the best grades or being the most intelligent; it instead has to do with one’s character and how they interact with their peers.
Recognizing and rewarding dedicated students encourages courteous behavior throughout HMS, and these students already do that by acting out the Six Pillars of Character.
All in all, Arianna, Idhaya, and Eric are immensely gracious individuals who definitely deserve the Award for Character Excellence. The Word applauds them in winning the award and encourages them to continue demonstrating positive character throughout the rest of their school career and beyond.
On Tuesday and Thursday of March 18 and March 20 respectively, the Peer Leadership club, R.E.B.E.L. took a trip to every elementary school in Hillsborough. The reason: to teach second grade classes about inclusivity by reading the picture book, Strictly No Elephants.
R.E.B.E.L., a peer leadership club led by Ms. Lisa White and Mr. Ian Evans, works on promoting kindness, safety, and a healthy learning environment. The field trip was planned for months in advance, so it could happen successfully. “R.E.B.E.L. stands for Reaching Everyone By Exposing Lies. Its mission and goals are to build community and foster empathy in our school and town as well as to raise awareness and combat misinformation around a variety of issues including substance abuse, bullying, mental health, and issues of inequity in the community and our world. We strive to educate ourselves and others, and to have fun doing it. Our last goal is to create student leaders by providing them opportunities to organize and lead activities,” informed Mr. Evans, one of the club administrators.
On Tuesday of March 18, the club arrived to school early to review what they had to do, and went to the Annex Office to get ready to get on the bus at 8:30. The bus then drove the club to every school starting with Amsterdam Elementary school, then Woods Road, and finally, HES.
Vivian Paulis of 8A recalled, “I felt so happy because I could take pictures with my old teachers and talk to them about what I'm doing, and what I did in elementary school.”
Charlotte Vidal gushed, “I had major flashbacks to when I was in Triangle.”
Everyone was divided into groups of four, and each group went into different classes. During each session, there were four jobs: the Reader, the Questioner, the Paper Keeper, and the Time Keeper.
When asked about what her favorite job is, Charlotte DiStasio from 7D replied, “I loved all of them, but I would most likely say Reader because I felt like I was really able to connect with the children by telling them the story.”
While the groups introduced themselves, the Paper Keeper passed out cards with animals on them, and each person in the group held up a larger paper with a corresponding animal. This was to divide them into different breakout groups, where each person asked two questions on inclusivity and thoughtfulness. Zooey Thompson of 7D declared, “My favorite job was Paper Keeper because it was nice having an important job that doesn't speak as much as the other jobs, and it feels more flexible than the others.”
After the breakout rooms, the Time Keeper transitioned everyone to the carpet, where the Reader shared the book Strictly No Elephants. In this story, a boy and his pet elephant aren’t allowed in a pet club. At intervals in the book, the Questioner asked questions about the book to keep the class engaged. Taylor Scala of 8A told The Word, “My favorite job was being the Questioner because I could relate to and accommodate the kids. For example, I was in a class and I got to have a full conversation with 2 young girls in Spanish, which was so cool.”
Meanwhile, the Time Keeper makes sure they stay under the time limit, while the Paper Keeper passes out a worksheet about. Once the book was done, the Time Keeper transitioned everyone to their desks, where they worked on the worksheet that was passed out. Meanwhile, the group walks around desks, talking to the students about their work.
Finally, the R.E.B.E.L. students taught the elementary schoolers how to sign “All are welcome” in American Sign Language (ASL). ”It felt moving, and I was happy to teach the kids lifelong lessons,” Soumit Addepally stated.
On March 20, they went to Triangle and Woodfern, and took a break to order lunch at Wendy’s. Nitesh Aravinthan of 7C recalled, “It was nice because it gave us a chance to rest and recollect.”
Then, they finally went to Sunnymead. “I felt old,” remarked Makhi Brown of 7A. After that, they got on the bus back to HMS. During the ride, music was playing from people’s phone as they happily rode towards the school, their trip being a success.
Mr. Evans happily stated, “I hope the field trip helped members see the power of, and the work that goes into, organizing. They saw everything from planning, to practicing for the event, to the actual implementation of the plan. The whole process took weeks, and it was a lot of work, but they responded with eagerness, spirit, and expertise. We are very proud of them.”
When asked for what R.E.B.E.L. has planned for the future, Mr. Evans responded, “R.E.B.E.L. is, in part, a student-led group, so future activities may be proposed by our members. That being said, we are looking forward to facilitating a substance abuse awareness workshop centered around driving while intoxicated as well as a mental health awareness booth at BoroSAFE's annual mental health fair,” so stay tuned for the next update on R.E.B.E.L.!
The Educational Service Professional Award honors individuals who provide critical support that enhances the learning experience for students. These professionals often go unnoticed for their tireless efforts. Hillsborough Middle School’s 2025 ESP of the Year was awarded to Ms. Kaitlin Esposito for her outstanding contributions to students' success. Ms. Kaitlin Esposito, a dedicated member of the Child Study Team, has been transforming the lives and education of scholars for fourteen years. She has been at ARIS for the past twelve years, meanwhile, this is currently her second year at HMS. Ms. Esposito stated, “This is only my second year here at the middle school, so I haven’t done anything here yet, but I would be interested in doing stuff here.”
Nevertheless, she continues to find ways to positively impact the school environment by helping children in need. As she explained, “I run something that is called the Philanthropic Fund for the district, [in which] teachers can choose to give money from their paychecks to this particular fund. And then… we use that money for families in need.” For example, if a teacher, school counselor, or an individual on the Child Study Team expresses how a student cannot afford to go on a school trip, they will cover the cost. This year, Ms. Esposito helped give money to families for the winter holidays.
In addition to being a part of the Child Study Team, she is also a case manager for students with IEPs (Individualized Education Plan) who have learning disabilities or other developmental disabilities. “I meet with teachers to kind of plan out their programs and their classes and make sure that they get appropriate accommodations,” Ms. Esposito stated.
While ESPs play a vital role in the smooth functioning of schools, they also face challenges that can sometimes go unrecognized. Despite their critical contributions to the school community, these professionals often encounter various obstacles in their work environments. Ms. Esposito voices that being an ESP comes with different perspectives from different people. “I'm not a teacher, I have never been a teacher, I've never been an administrator, I've never done a lot of the things that other people are doing, I have just done what I’ve done."
She continued, “Because I have never been a teacher, which is like 90% of the people that work here, and because I have never done that, I think that it is really important to be able to take their perspective into place.” Said Ms. Esposito, “A lot of times, in a role that I have, it comes off as I am trying to tell a teacher what to do or how to teach or how to run a classroom, when I have never done it myself.”
One of the most common challenges for ESPs is a lack of recognition, as teachers are frequently in the spotlight. Most times, ESPs are overlooked despite their essential work. This lack of acknowledgment can be disheartening, especially for those who put in significant effort to maintain the school atmosphere and support students and staff, such as Ms. Esposito. Being an ESP is more demanding than one might assume. Professionals who may work directly with students can face obstacles that are related to student behavior. They work with students who may have behavioral or emotional difficulties. Addressing these students can be emotionally and mentally draining, but extremely rewarding. By recognizing these challenges and providing support, essentially opportunities for growth, and resources, schools can help alleviate some of the weight faced by these dedicated workers and ensure that they can continue to thrive in their roles.
Ms. Esposito asserted, “Globally, I work with students who have emotional or emotional regulation issues or psychiatric disorder or behavioral disorder, so working with students in that population, working on helping them develop coping mechanisms, kind of getting to see them grow throughout the years- that’s kind of really where I find a significant impact.”
Upon receiving her award, Ms. Esposito expressed her gratitude and dedication to continuing her future as an Education Service Professional. “It is something that I really have like a little bit of impostor syndrome about. I don’t feel like I am doing my job, and it is something that I really like to do, so I am very grateful and humbled by it, but it is definitely something that I have to learn to accept- like, people are recognizing me for that. I can feel like I am actually doing something here, especially here at the middle school.” As for new or future ESPs, she emphasizes the importance of building strong relationships with students and colleagues.
As schools continue to evolve, the importance of an Educational Support Professional cannot be overstated. They are determined to ensure that students receive not only the best possible education, but their overall school experience, both inside and outside the classroom. By acknowledging their successes and celebrating their achievements, one can uplift the entire educational community and allow more ESPs to be noticed. With her unwavering passion and dedication, Ms. Esposito is setting a new standard for ESPs everywhere, proving that their work is not only essential, but transformative.
After many months of hard work, the Science Olympiad saw success in both Regional and State Championships, winning 2nd place in Regionals and 7th in the State Tournament.
Science Olympiad is a competition-based club, where a team of students compete in areas of science, such as Earth and Space and Biology. There are tryout tests to get into the team, and it demands great commitment and dedication. Not only do they study and take tests to demonstrate their mastery, but they also build models and machines. Their skills are then put to the test when the team goes to different competitions,starting with Invitationals and the highly anticipated Regionals at The New Jersey Institute of Technology.
At Regionals and States, the events were grueling and incredibly hard. As 7C student Jai Kaja reflected, “It was very challenging. Each event tested our knowledge and problem-solving abilities. The time constraints and the competitive atmosphere added extra pressure, but it was a great learning experience.”
According to 7/8C Team member Niv Patel, preparation for the competitions was very challenging. He stated, "The most challenging part has to be the studying that you have to do. While it may not be so hard to put a binder together, it is kind of hard memorizing notes that you have to [collect] in order to fit it in a double-sided note sheet. Also, you need to know what's going to be on those tryout tests, because you can have a bunch of notes- but still fail miserably."
Aryesh Kundu of Team 8E added, "This might seem obvious, but the most challenging part of SciOly might just be absorbing lots of information about each event. Compiling notes for competition was tough as well, since there is just so much material to write down. For example, my friend who did Optics at Regionals, (earning 4th place), learned Introductory Vector Calculus- just in case it showed up on the exam. Some of the Earth and Space events had binders 300-400 pages long." One can image how difficult that might be to put into a double-sided note sheet!
Jai Kaja stated, "The most challenging part is balancing preparation for different events while keeping up with schoolwork. It takes a lot of commitment and time management. Another challenging part was knowing how to use my notes in a practical way."
While some might believe that the entire day was full of test-taking and going to competitive events, Samkith Jain of 8E stated, “Most people only had one or two events, so there was a lot of free time. Some people went on walks around the campus, some went to buy food and drinks from the campus stores, and others talked or played a game of chess.” This free time allowed for the team to connect and have fun during the trip.
Aryesh Kundu explained the challenges that he participated in that day. "For me personally, I had 3 inquiry events: Codebusters (decrypting/encrypting ciphers), Metric Mastery (conversions, estimation, calculation), and WIDI (writing instructions for a complex build that my partner has to follow). For Codebusters, our team had divided the different ciphers between the 3 of us before the competition, making the solving very efficient. WIDI wasn't that challenging since we had practiced more difficult, more complicated examples in preparation for the competition. Lastly, metric mastery was probably the most difficult, since the estimation rules and regulations were vague. Even though the conversion/calculation section was simple, it was the estimation and measurement that threw us off. In fact, we had a deduction because we picked up a block of wood that we were supposed to find the density of by just looking at it!"
All their diligence was rewarded, and they managed to get 2nd place in the Regional competition, and members of the team were elated. “The tests were really hard, and we weren't exactly sure we did great after. But, we were shocked to see that my partner and I had actually placed first for Disease Detectives. The hard work paid off!” Saanvi Samant of 8B exclaimed.
However, there was still a lot in store after Regionals. As 7D member Shaurya Prakash Singh explains, “I feel happy, but know we can do much better." Setting their goals, the team advanced to States.
On March 11, State Championships arrived, and the HMS Science Olympiad Team did really well in the competition at Middlesex Community College. They managed to win 7th place overall, winning first place in Crime Busters and Wind Power, and second place in Codebusters. Mrs. Maria Christodoulides, the team's coach, stated, "25 teams competed in the state tournament. HMS came in 7th place overall. The team was very successful playing 1st and 2nd place in some events and top 10 in all of them. The team had a fun time and enjoyed working together."
Science Olympiad is a fun and great way to learn about science and a great chance to show your knowledge and skills. Adhvik Sajeev of 7A added that “If they are looking for an extra challenge, they should think about joining the club.”
When asked about whether he would recommend Science Olympiad to students who haven’t joined yet, Aryesh Kundu said, “I would 200% recommend SciOly to 7th graders to try out next year. There's just such a wide variety of topics that someone that is interested in designing helicopters for Air Trajectory could be on the same team as someone interested in conducting chemical experiments and writing tests about the topic. The trips are fun, the advisors are kind and supportive, and you get to expand your knowledge base by a large amount. Overall, I would definitely recommend SciOly to all 7th graders.”
On the morning of Saturday, January 25, a group of nearly thirty fourth graders were gathered in Room B9. They were present to learn about and celebrate Edgar Allan Poe, the famous American poet and "master of the macabre" from the early nineteenth century.
Because Edgar Allan Poe was declared “America’s Shakespeare” by the New York Shakespeare Society, the HMS "ShakesPeers" have hosted this event for over a decade.
“We were preparing for the event a week in advance," Team 8C's Netanya Gupta, a member of the ShakesPeer Society, commented. "It was really exciting.”
"At first, I was nervous about attending the symPOEsium because I didn’t know anyone, and it was my first time being there," fourth-grader and winner ("Most Valuable Poet") of the poetry competition Michelle Dugbo recalled. "Walking into a new environment full of unfamiliar faces made me feel a little uneasy, but I decided to keep an open mind and give it a chance."
"Once the activities began, everything changed," she continued. "The energy in the room was exciting, and I quickly got caught up in the fun. Each game and challenge tested our creativity and vocabulary skills, and I found myself enjoying the experience more and more."
Throughout the afternoon, the students learned about Edgar Allan Poe while participating in fun activities, such as making Poe paper dolls and reading one of his most famous poems, "The Raven". The ShakesPeers were there and ready to help them out when they needed it.
Another one of the fourth grade attendees, Beatrice Androwski, said that, "I really liked it because we played fun games and when I finished first, I got a really cool prize--a Squishmallow!"
According to her mother, Beatrice had a big smile on her face as she recounted, “The teachers and ShakesPeers were really kind and helpful. I learned a lot of new 'POEcabulary' words and also that Poe was born in January, not spooky October like I imagined."
In fact, they also visited the Commons to play a very rigorous "POEcabulary-based" game -- "Dupin, Raven, Arabesque, Tintinnabulation".
“The game was kid-friendly for everyone, even the adults,” joked Team 8D's Hamsini Maykha Thakur, another ShakesPeer member, reminiscing about how the parents played the game along with their children. This was followed by a poetry writing contest, where the students wrote "Enigma" poems about themselves. Overall, the fourth graders enjoyed the afternoon and walked away knowing more about Edgar Allan Poe than they did when they first walked in.
Michelle Dugbo said that, “Looking back, the symPOEsium was an unforgettable experience. Not only did I learn new words and improve my creative writing skills, but I also gained confidence in myself.”
She went on to say that it was an experience that she would cherish, with Beatrice Androwski adding that she was “excited to go back" for the ShakesPeer Society's spring event, Bard in the Boro.
The HMS Word is proud to present the latest in a series of articles celebrating and sharing the perspectives of A.C.E. (Award for Character Excellence) winners.
At the end of marking period one, around sixty students were selected for the prestigious “Award for Character Excellence”, otherwise known as the "A.C.E.". Received every marking period, the award celebrates people who act as role models in terms of their behavior and character. These people can have various positive traits, such as work ethic, perseverance, honesty, or even curiosity -- but each deserves the award for their very own reason. Now, the seventh edition of “The Faces of A.C.E.” showcases recent winners Saish Nagnur, Cameron Allard, Sana Chhabra, and Sohan Pingili!
First, each awardee defined “good character” in their own way.
Saish Nagnur from Team 7D thought of good character as “qualities that go beyond academics and showcase outstanding personal integrity, kindness, and leadership”. He further elaborated that “respect is essential — treating peers, teachers, and staff with consideration and fostering a positive school environment”.
“Responsibility is another key factor," Saish continued, "as students who take accountability for their actions, work hard, and set a strong example for others are often recognized. Perseverance also plays a crucial role; A.C.E. recipients are those who face challenges with determination and never give up, even when things get tough.”
“Empathy and compassion are fundamental traits," he concluded his list. "Leadership… and a commitment to making a difference in the school community.”
“Saish is a great friend and he is very smart," confirmed Rudransh Rajoria, a classmate and friend of Saish. "He is always willing to help me and his peers. He’s also funny, kind, and always there to make people smile.”
Saish himself said he always “strives to be respectful, responsible, and supportive in everything I do”. At the same time, he hopes to “encourage [his] peers to lift each other up and celebrate one another’s successes... When we support and respect one another, we create a stronger, more connected community”.
Saish was not the only one to share his fundamental ideas of good character: Cameron Allard of Team 7A emphasized always being “on task, [and ]doing the right thing” and “kindness, character, respect, [and] fairness” were additional important traits that he listed.
Cameron was described by his teachers and peers as a helpful person who focuses on being on task as well as being kind. These qualities help form who Cameron is, and they encourage everyone to like him. It also shows why Cameron deserved to receive the A.C.E. He wishes his “qualities to inspire others to always do the right thing and to be kind always”.
When asked for his inspiration, he replied, “My inspiration for becoming a better person was to be a role model for everyone else. I want other kids to look at my actions and feel inspired to be a better person and help society better itself. I feel that if people were to just show some kindness every day, it would very much benefit everyone. Plus school would be more enjoyable for others, and not just enjoyable for yourself”. This is another example of how Cameron is the social and helpful person he is known to be.
Similar to Saish, Cameron thought his award helped him look up to and formed as a reflection of his actions. Both awardees' thoughts demonstrate how getting these awards can help boost someone’s self-esteem and make our school a better place.
Meanwhile, Sana Chhabra - who is also from Team 7D - shared her own ideas on good character. Qualities such as being “patient and kind”, and “work[ing] with everyone nicely” were some qualities that she listed.
An extremely important action she identified was always “trying to be nice to [others] even if they are not being nice”. Indeed, continuing to be kind to someone even when they do not reciprocate clearly shows Sana’s good character. This empathy is a significant trait of Sana, and another reason why students like her have earned the award. Similar to Cameron, she hopes to use her “positive qualities to encourage others to do the right thing”.
In fact, she claimed that her peers helped shape the person she became today: “My inspiration to become a better person was from my other peers who I noticed were kind and trustworthy, and I always wanted to be friends with them because I knew they would be good friends who I could depend on, and who could depend on me."
Furthermore, the award was as significant to her as it was to Saish and Cameron. “It is important for me to receive this award because I impact my school in a positive way, and because I work well," she stated. "I feel happy and excited about earning it because it shows that my hard work has paid off."
Team 7C's Sohan Pingli echoed many of the ideas of his fellow awardees, but the inspiration behind his "calm, respectful, friendly, and understanding" personality stemmed from a decidedly different source than his cohorts'.
"My inspiration to be a better person came from my love for nature," he revealed, "and how all of the different animals and species work together in order to achieve balance in the ecosystem. In the same way, I realized that we humans can achieve balance as well, if we all work together and help each other succeed."
He further clarified that having good character does not necessarily mean being "perfect or...academically gifted, but rather [being] beneficial to others and the school", and "this is achieved by treating everyone with respect, and apologizing and owning up to mistakes you make". Great with others and always on task, Sohan himself helps people whenever he can - such as when his classmates are confused on assignments or simply need a friend - and he makes sure to always stay kind.
Overall, the A.C.E awards continue to help Hillsborough Middle School become a better place. It makes students feel better and strive to become even better people. While the A.C.E winners also got to experience the celebratory A.C.E breakfast, they - more importantly - were recognized for their great character, showing that positive traits will always prevail.
The staff of The HMS Word congratulates and celebrates all of the A.C.E. recipients who clearly deserved to receive their awards for each and every one of their amazing accomplishments and traits.
Teachers like Mrs. Jaime Hoffmeister are one of the most important parts of any school, and - while most HMS students might recognize her as just another Literacy teacher - there is so much more to this amazing teacher than they think. In fact, beyond the walls of her soft interior there is so much more information than they could possibly imagine. In particular, five fabulous facts capture her history and journey to becoming the teacher that 7D students know and love today.
Fact #1:
She grew up in a haunted farmhouse!
As her parents renovated their home, they began finding random letters within the walls and floorboards with pounds and pounds of gibberish written on them. Doors and windows would open by themselves, lights would flicker, and - when they moved in (when Mrs. Hoffmeister was a baby) - they even found a dead horse buried in the backyard.
Fact #2:
She had always dreamed of being a teacher.
In fact, her dreams were set and latched on to this very school. Some teachers might say that they had originally dreamed of doing something else before they started teaching, but not Mrs. Hoffmeister. When she was growing up, she would play school with the children in her neighborhood every day. She was mostly inspired by her sweet third grade teacher, who would read to her and her class every last half hour of the school day.
Fact #3:
She is double-jointed.
Being double jointed - also known as joint hypermobility - is when a person’s movements have an unusually large range of movement. This can include popping a bone in and out, twisting fingers to the back of one's hand, or even simply being more flexible than others.
While some people might say that being double jointed is "weird", it is honestly more like a super power!
Fact #4:
She has two tattoos.
The first one is a beautiful infinity flower sign, and it is on her arm. The second is on her leg, and it is of her maiden name, "Taylor". Of course, like many parents, hers got a bit angry when they first found out about their daughter's ink -- but they seem to have grown used to the idea since then!
Fact #5:
Her favorite filmmaker is Stephen King.
Stephen Edwin King is a famous American author and filmmaker widely known for his horror novels. As a Literacy teacher, Mrs. Hoffmeister has read hundreds of different murder mystery books, and Stephen King has always been her favorite author.
On Team 7A, students have the opportunity - and they are even encouraged - to go outside for recess when the weather permits. However, when a typical seventh grader decides to take this opportunity, they might notice is that recess is much different than in their previous grade: there is no playground, but rather an open flat field, and students must use their imagination to make up games using the balls they are supplied. Finally, the amount of tests and homework that students have are definitely greater than in their sixth-grade year -- which is why unfortunately many students must opt for study hall over recess.
A recent survey conducted by The HMS Word revealed that 25% of 7A respondents said that they almost always go to recess while 16.7% said that they go to recess often; however, 30.6% almost never go. Ultimately, this data also shows that recess is still cared about by a large number of students.
Clearly, recess has undeniable benefits, and the students themselves have ideas to increase participation in this midday break.
"Something that could motivate me to go to recess is if I had no homework or tests, and all my friends were at recess," Atharv Venugopal stated. "Or if there were a really fun event taking place during recess.”
Ironically, 30.6% of the respondents stated that a reason that they do not take advantage of recess as much as they would want to is due to weather conditions.
"I usually [go to recess] when it is extremely sunny and hot outside," Aneesh Srinivasan shared, "but right now it's just too cold."
Wangari Maluki agreed that she only goes to recess "if it's a good day, nice and bright.”
Some suggested that they would more likely participate if a gym could be made available to be used for recess during snowy or rainy days. Additionally, the school could add formal games which students could play during recess, providing not only fun but also the sunlight and time outdoors that young people need. Finally, recess could have its own official, designated time, which would prevent the students' having to choose between recess or study hall.
Surely, thanks to student input and teams like 7A, the lost "art" of recess can be rediscovered!
On Monday, December 16, 2024, the Hillsborough High School auditorium buzzed with the cheers of hundreds of parents and teachers. Although rain poured outside and pounded on the doors and windows, the sound was not heard amidst the wonderful notes and music that carried through the auditorium. Adults all around, including photographers, all had their cameras out and ready to record and capture an image or two of the bands. They energetically supported their children in the annual HMS band winter concert to celebrate the musical prowess they achieved after months of hard work. For almost two hours, the bands performed their unique pieces of music, each and every one adding to the greatness of the night. The air was filled with excitement, music, and pride as parents and teachers admired the beautiful and exquisite pieces that were played by the Concert Band, Symphonic Band, and - last but not least - the Wind Ensemble.
In the process, many obstacles were faced, but - at the end of the day - the Concert, Symphonic, and Wind Ensemble band students triumphed, led by their fantastic conductors and teachers, Mr. Ryan Barry and Mrs. Ciji Coates. After hours of hard work, the long awaited concert put on display the true excellence of the bands and their leaders. The HMS Band Council was crucial to the success, setting the foundation for their peers and them to excel as a unit, which they did without question. Along the way, they made countless memories and friends, things that may stick with the young musicians forever.
There are three bands at HMS, ordered according to the level of prowess from the students. Concert, the first level, is the band into which most band students are placed and was the first of the three bands to perform that night, kicking off the exemplary concert in emphatic fashion. They performed two pieces -- “Tanoan Echoes” by Robert W. Smith, and “Dark Adventure” by Ralph Ford. Both of these pieces were exquisite to hear, and the musicians wonderfully executed the difficult job of hooking in the audience to the concert and starting the night off in a strong fashion.
“My motive for continuing band this year is the prospect of learning and getting better with my instrument, the trombone,” shared Chad Carnish, a member of the Concert Band from 7D. He further elaborated upon the motivation he had to continue band this year when he transitioned from ARIS to HMS. In fact, according to a Word survey, 45% of the Concert Band students who responded said that they were motivated to continue the band program this year because of their desire to improve and grow like others around them. This common motivation reveals how willing the students were to improve and grow as musicians. This passion and desire is applaudable as growth and development is important and the fact that this idea appears in the minds of students is a success for the band program.
“I was really proud of all 3 bands and impressed with how much progress was made since September. I can’t wait to see what the Spring Concert holds in store.”
Mrs. Ciji Coates
HMS Band Conductor
“I’m proud of all the students and they put in the work. They put their heads together and focused on the night of the concert.”
Mr. Ryan Barry
HMS Band Conductor
In fact, band teaches students many different skills and life lessons, especially the lesson of patience and perseverance.
“You might think that [learning patience] is not a lot, but before I started playing an instrument, I had no patience at all," reflected Saanvi Molasi, an oboe player from 7B. "Now that I play an instrument and hit obstacles all the time, I have learned to be patient and just keep trying.” This showcases the growth and perseverance that occurred from September to December, as the students learned new and challenging music.
On the other hand, Symphonic Band is for slightly more advanced musicians. They performed second with three pieces: “Greensleeves”, by Paul Cook, “Afterburn”, by Randall Standridge, and “Turning Point” by Sean O’Loughlin. Following a wonderful beginning to the concert from the Concert Band, the Symphonic Band had the demanding task of keeping up the high-quality performance and enticing the audience even more than the previous band, setting up the Wind Ensemble for success in the final phase of the concert.
When questioned about the biggest challenge that Symphonic faced, Mr. Ryan Barry felt that it was “staying together and staying in time with the music".
"In the rehearsals leading up to the performance, that was one of our biggest weaknesses," he revealed. "However, we pulled through and didn’t fall apart.”
Two of the pieces that Symphonic Band played were at relatively fast tempos, or speeds. This resulted in the music having to be played much more quickly, and all the rhythms become harder to play. This definitely was an issue for the band as they learned their new pieces because it added another layer of complexity to the music.
“I liked how focused everybody was on the day of the concert,” remarked Mr. Barry. "I also liked that they sounded very good. I like that we stayed together and the tuning was good too. Overall, it was a quality concert." Furthermore, the musicians were all very professional and were very focused the night of the concert, evident by their etiquette and how they acted on the night of the concert.
The first piece, "Afterburn", started off in a slower fashion before kicking off full-speed to convey the emotions and feeling of utilizing an afterburner in an aviation vehicle. The afterburn of a jet makes it go extremely fast, so - to represent this - the piece utilized a fast tempo and exciting rhythms and notes to build a tense and exciting feeling in the piece and the audience. The second piece, "Greensleeves", had a slow, melodic theme. Symbolic of the winter season and a variety of feelings, this piece complimented "Afterburn" by taking in a slow tempo and covering a new style and vibe entirely. The final piece, "Turning Point", represented a war and how the various feelings and events occur within it. There was both a slow section and a mainly faster section to showcase the warlike vibe. All in all, the concert for this band was also an astounding success.
The most "advanced" band - Wind Ensemble - performed last, but they were definitely not "least" as they produced iconic songs like “It’s the Most Wonderful Time of the Year” in flawless fashion. They also performed a piece called “Walking to the Sky” by Robert Buckely, as well as an arrangement of “Slane” arranged by Douglas Wagner. With the first annual Pops Concert preceding the Winter Concert performance for the Wind Ensemble, they had the least amount of time out of any of the bands to put together their show, and they had the added challenge of performing some of the most difficult pieces. Ultimately, it was a testament to the will, passion, and hard work that conductor Mrs. Coates and the students put in.
When asked about what challenges the band faced, Mrs. Coates said that they included “learning new music in a short amount of time."
"They had done a Pops Concert in November," she elaborated, "so the turn-around time to get ready for December was short but they were able to overcome that obstacle.” The Wind Ensemble performed the first ever Pops Concert earlier in the school year, and this performance came less than four weeks before the Winter Concert. Although it may sound like adequate time to prepare, the students had to learn to play three completely new, difficult pieces and to do so flawlessly. This was surely an daunting task, but the Wind Ensemble overcame this challenge in the end.
“Aside from the 2 times a week that we meet together as a group, the students put in a lot of individual practice time at home. Additionally, we had a 3 hour after school rehearsal to make sure that we were ready for the concert,” Mrs. Coates added. Every week, each of the three bands has two morning rehearsals, prior to homeroom each day. These rehearsals happen on specific days but are weekly occurrences and happen for about an hour each day. Beyond the time students put in just in these rehearsals, they also go to band during their study periods to practice at least once a week. On top of this, they must practice outside of school in order to do well individually. Moreover, the students of Wind Ensemble were also faced with a three-hour, out-of-school rehearsal right before the concert to make up for lost time. Without this hard work and dedication, no band or student would be able to succeed, and - given how all of them performed so well - it can only be imagined how hard everyone worked.
In short, the first full band concert was a massive success. The hard work that the students and conductors put in clearly paid off. Additionally, each musician's growth was just as evident as how close each band had grown. Beyond that, every student learned valuable lessons that benefited them - not just as musicians - but as people as well. Each band performed in stunning fashion, and they all succeeded at their various performances. Without a doubt, the HMS Band Winter Concert was the amalgamation of many factors, lessons, growth, and hard work.
On behalf of The HMS Word and the entirety of the HMS community, the bands should be commended for such a memorable concert and thanked for the wonderful performance they provided.
On December 9, 2024, the HMS cafeteria buzzed with excitement as parents, siblings, and friends filled every seat in the room, eagerly awaiting the anticipated Winter Choir Concert. Suddenly, the lights dimmed, and a quiet hush spread over the audience as the curtains slowly parted, revealing a crowd of students ready to shine. As the students opened their mouths to sing, the crowd went silent. A single note rang out throughout the room, marking the beginning of an unforgettable night
Two of the district's schools gathered to perform on stage that night - Auten Road Intermediate School and Hillsborough Middle School - and the concert was not just a celebration of the winter weather: it was also a night of unity when all of the choirs gathered and sang after many rehearsals. While some were more anxious than others, many students claimed that this was one of the most memorable and exhilarating nights of the entire school year because they were eager to perform their hard work in front of others.
First, the ARIS choir performed “Figgy Pudding” by Ruth Morris Gray; the song has been extremely popular since its release, mainly for its catchy tune. It is a song about a small village and their longing for figgy pudding, a symbolic Christmas dessert. Second, they performed the tense, yet lively, “The Bat” by Andy Beck. Their younger voices gave each song a more angelic sound, compared to the older groups.
Next, the HMS Chorale performed "Noel Nouvelet" - a beautiful traditional French carol by Anúna - and "Elijah Rock!", a speedy African-American spiritual written by Mahalia Jackson. Both songs convey Biblical themes relating to figures like Elijah, Mary, and Joseph. Their perfect synchronization made both songs sound heavenly. Following that, the Chorale sang "Winter Song" by Sara Bareilles; it is a sad tune with a slow, passionate theme about broken love. The students' powerful voices made each song more compelling to the audience and radiated charismatic energy.
Avery Zieziula from Team 8B claimed, “'Winter Song' composed by Sara Bareilles was a beautiful piece Mrs. McCormick taught the Chorale. Although I personally love riffing, this score of music put together Bareilles's work to be magnificent when we went on the risers to sing this." She further explained how she loved this song in particular because it had a distinct tune. Compared to the other songs, it was slower and calmer.
Finally, the HMS Concert Choir closed the evening with two songs. “Rhythm of Life”, by Cy Coleman - and featuring accompaniment by percussionist Taylor Scala - is a dynamic song about appreciating the music in one's life. “Winter Wonderland” by Felix Bernard and Richard B Smith - a favorite among the choir students - is about a couple's romance in the winter. In comparison to the other two groups, Concert Choir was the largest and most lively, ending the show with a thunderous boom.
In a public survey sent out to all the choir students, many shared their positive experiences from the show, describing the concert as “an amazing experience” and “immersive”.
“I remember my most memorable moment during the concert was when I was singing," shared 8B's Vivaan Bhagat. "I let my heart out into the song. I enjoyed the music and enjoyed hearing my fellow singers.”
“Overall, I think this performance was very special to everyone on stage and off," reflected Atmaja Borkar from Team 7C. "It was a feeling of pride and achievement I will never forget. I think the performance went really well, and we enjoyed every bit of it.”
Indeed, the night was truly unforgettable and will remain a core memory in the hearts of all the performers.
An individual who is fortunate enough to have had a memorable teacher who has had a positive impact on their life truly is very lucky- and Mrs. Susan Nami strives to be that educator for her students.
“I had a few teachers in my life who really made a difference,” she says thoughtfully.
Mrs. Nami, the victor of the 2024 Teacher of the Year award, has been working at Hillsborough Middle School for a total of thirteen years, and is currently a literacy teacher on Team 8E. Outside of school, she enjoys reading–specifically horror and historical fiction–as well as walking while listening to either hip-hop music, songs by Kendrick Lamar, or songs by Chappell Roan. She takes pride in juggling her occupation as a teacher and her role as a mother to three kids–a ninth grader, a seventh grader, and a fourth grader.
“Teachers end up being counselors, parents; we do more than just teach,” Mrs. Nami disclosed.
One scenario where Mrs. Nami had to do more than simply teach was when one of her students choked on a gum ball. “I had to give one of my kids a Heimlich maneuver,” she remembered. She reveals that she felt quite emotional after the nurses were called. At the moment, she had acted on her instinct, and only after the fact did she realize that she had saved a life.
Although this may not have been what Mrs. Nami had in mind when she had applied for the job of a teacher, she had always wanted to be one, even if she didn’t always know it. “I used to pretend to be a teacher,” she laughed. Even in college, she wasn’t fully sure what she wanted to achieve in her life. She knew she enjoyed reading and writing and spending time with children, and she ultimately decided to become a teacher.
"I love that [my job] is never boring,” Mrs. Nami said with a spark in her eye.
On a more challenging aspect of teaching, she mentions how she worries about her students even while she is not working with them. She often discusses her concerns about the children she is responsible for with her co-workers.
Understanding that the kids she teaches are at an age when it is important to be social, Mrs. Nami frequently tries to incorporate moving and partner activities, which can help make lessons and classes more interesting.
Mrs. Nami commented that the most valuable lesson she has learned while teaching is to “always remember the big picture.” She further explained that she has to accept that while her students may not always remember what the use of a semicolon is- as long as they are absorbing the most important information she is giving them, then she is doing her best to help them.
At the end of the day, Mrs. Nami is an exemplary teacher who is kind, knowledgeable, and cares deeply about her students. The Word wishes her good luck for the rest of her career and commends her for winning Teacher of the Year.
When homeroom teachers distributed the permission slips for Winter Wonderland on November 12, it was all the “buzz” in Hillsborough Middle School. Everybody was really excited: the annual dance seemed to be the only thing anybody was talking about in the hallways. The day grew closer and closer as the students continued to work on homework and classwork.
At last, the day that the eighth graders were waiting for finally arrived. December 13, 2024 was the one night where the future HHS Class of 2029 could relax, eat, dance and party. They didn’t have to worry about grades or homework. On the day of the dance, the helpful HMS staff began setting up the Commons during period 8, and then the Student Council joined in the process at the end of the school day. The decorations were so eye-catching and mesmerizing that students noticed them as they walked from class to class, and the eighth graders' excitement was visible on their faces.
When school finally ended, all discussions turned to the dance. Whether online or in-person, students planned what to wear, where to go when they arrived, and more until they returned to the middle school at approximately 6:50 pm. Then, the doors officially opened at 7:00.
Linda Bernal, a student from 8D, walked into the Commons and was immediately impressed: “I enjoyed the decoration of the dance, and I also enjoyed the food variety they had.” The food ranged from turkey wraps to ice cream to Pepsi, and it was served in the Commons where there were tables to sit down to eat.
Gianna Rivera from pod 8B excitedly agreed: “I enjoyed the Commons because it was really well decorated and a nice hangout area."
"I liked the gym because the fake fire and couches by the kitchen was a nice touch," Rivera continued. "Also, the lights by the stage in the cafeteria was [sic] cool. I really loved the photo area in the gym because it helps with memories and it was really fun to take pictures with my friends.” Photography studio Milan Rose - which has been taking students' yearbook photos for many years - was set up in the gym and offered a free package of 4 wallet photos and 1 5X7 to the eighth-graders.
On the other hand, Raymond Butti, a student from pod 8B, eagerly stated that the cafeteria was his favorite place “because I got to hang out with my friends which was really fun.”
The DJ rocked the house in the cafeteria, where he played songs from "FE!N" to "Party in the USA", but there were also couches in the corner for anybody who just wanted to sit down. In fact, the music from the cafeteria was so loud that it could be heard everywhere -- even in the gym.
In the end, the eighth graders had a really fun experience. They made memories which they would treasure forever, so very many thanks to both the HMS staff and Student Council for making those memories happen!
The 7D Team Day took place on Friday, October 25th and it was a fun day for all! Five teams- Red, Yellow, Orange, Blue, and Green- competed against each other to earn as many points as possible. Said Mrs. Jaime Hoffmeister, "Our team looks forward to this team bonding day every year as our students work together to gain points for their team. The game show is the culminating activity of the day which incorporates pop culture trivia as well as questions from academic areas!"
At the start of the day, all 7D students went to their team room for the activities that they chose in the days before. Most teams started out by planning what they wanted to do, while others planned ahead of time.
One of these activities, and possibly the most popular, was Pumpkins for Purpose. Unlike other pods at HMS, the Pumpkins for 7D ultimately were part of the point tally at the end of the day. The pumpkins made for the school-wide activity, Pumpkins for a Purpose, must be the color of the team and be a creative expression of the team theme. If a student wanted to do an artistic activity, but wasn't working on a pumpkin, there were other choices. Students could also work on flag design or a team mascot.
Another fun activity that one could have taken part in was the jigsaw puzzles. Group members would work on trying to solve as much of a 1000 piece puzzle as possible, and the teams with the most will get points. On these events, Casper Koterba from the orange team stated, “The team day itself was fun, and I thought the new ideas were great.”
7D students still had to go to their off-team classes during periods 2 and 5. These would usually be their language and PE classes. However, most students were happy they got to do these classes. As Gabriel Bezares from the blue team said, “The game show was fun, but there were some classes that I didn’t want to miss!"
At the end of the day, the students of &D gathered together for the long-awaited game show! . Students rushed into the cafeteria, and there was excitement in the air. Team members ran laps around the edge of the cafeteria, flags in hand. Other members yelled the chants they created only a few periods before. After everyone calmed down, the event started. Each round started off with a question related to academic subjects that the students should have learned already in the school year; however, the overall topics covered movies, TV shows, and songs. After the trivia rounds were over, the students rolled a dice to choose between multiple minigames. The students played random yet fun games determining which team could go through a hula hoop the fastest, which team could wear a shirt the fastest, which team could dance to a random song the best, and others. Each team had to send a set number of people for an event. This could vary from 2 students- all the way to 20 students!
As Brandon Dupras from Yellow Team said, “The game show was a fun and relaxing break from school”.
One of the most important jobs would likely be the scoreboard. The scorekeepers keep track of the teams score and add it to the scoreboard all year long.
On the following day, the results of the event came out. The Yellow team, the “Minions”, came in first. They did outstanding on both the game show and the activities early on in the day. The Orange team, the “Pumpkings” came in second. Although they didn’t do the best in the game show, they were great in the activities in the morning.
Overall, all teams did great and tried their hardest and they all had fun doing so. Not only that, but that’s not the end of their fun this year either-there are more Team Days to come!
October was Cancer Awareness Month, and - at the start of this school year - the staff and students of Hillsborough Middle School took the time to show their appreciation for the people who have fought or are fighting with cancer, as well as for those who have taken time out of their lives to find a cure. Clearly, this cause was a significant one for many throughout the school as illustrated by the hundreds of teens and adults who wore pink on October 11 in order to symbolize these amazing people.
For Team 8A, however, the cause of cancer awareness was particularly important as several of its teachers had been affected personally by the illness.
“My father in-law died of cancer,” revealed Mr. Toby Casagrande, the pod’s resident social studies teacher, “and it always reminds me of the fact that there isn’t a cure and there needs to be.”
“My mother in-law and father both battled cancer,” echoed Mr. Daynon Blevins, one of 8A’s Literacy teachers, “[so] I feel that it is an important topic to be aware of.”
Math teacher Mrs. Nichelle Taylor agreed: “Cancer is an important topic. Students in our school don’t understand the topic in depth, until it affects their family themselves.”
Fortunately, the cause already resonated deeply with many 8A students, including Seema Panchal, who asserted that “it is important to spread awareness about [it].”
“Cancer is a really serious disease that can change somebody’s life,” Panchal elaborated, “and in just one day, everything can go downhill.”
Fellow 8A student Isabella Murillo acknowledged the importance of the cause: “I think that cancer has an impact on many people because either they have it, or the people around them do.”
In retrospect, the beauty of dressing in pink in order to commemorate the month is that it is an act of both celebration and kindness, as the many pictures taken that day clearly show.
Fact #1:
She met three of her best friends in choir, and they are still best friends to this day!
Fact #2:
When she was a child, she originally wanted to be a scientist or an historian when she grew up.
Fact #3:
She credits her high school choir conductor - Mr. Wilson - for inspiring her to pursue her ultimate profession.
Teachers are the heart and soul of a school: without them, it is just another building. Furthermore, teachers are hardworking mentors who inspire their students each and every day, and Mrs. Noel McCormick certainly fits that description.
Anybody who signed up for choir this year immediately recognizes Mrs. McCormick as the newest choir teacher. She comes into school every day and brightens the room with her warm smile. Her positive attitude and obliging nature bring a smile to each student’s face and make everyone eager to learn more about her life beyond the classroom -- which The Word's latest edition of "Five Fabulous Facts" explores in exciting detail.
For one, Mrs. McCormick has participated in a variety of bands, choirs, and musicals. In fact, she met three of her best friends in choir, and they are still best friends to this day! She explains that she has always loved the teamwork aspect of music.
However, she claims that her passion for music did not start until later in her life, when she met one of the best teachers she ever had: “Mr. Wilson inspired me and instilled in me my passion for music, how moving it can be and how it brings people together.”
Fact #4:
Although she has conducted many songs over the course of her career, only four songs have a permanent place in her heart.
Fact #5:
She enjoys playing her Nintendo Switch, reading books, playing tennis, going on relaxing walks through Princeton University, and hanging out with her husband and her cat Penelope.
Originally, when she was growing up, Mrs. McCormick wanted to be a scientist or a historian, but this all changed once she got to high school. That was where she met Mr. Wilson, who taught her how to conduct a choir, take attendance, and lead warm ups. She declares that she got most of her training from him and that he might have been the biggest influence on her career.
“I am fortunate that Mr. Wilson has turned into a life-long mentor for me," she reflects. "I became a choir teacher so I can hopefully make an impact on students the same way he made an impact on me.”
Although it is her first year enlightening choir students at Hillsborough Middle School, Mrs. McCormick has actually been teaching choir and vocal music for seven years. Nevertheless, her enthusiasm is still as powerful as it was on her first day on the job.
“Our Winter Concert on December 9th is going to be amazing!” she exclaims. She also reveals that she has had a very swell time getting to know both the seventh- and eighth-grade choir students and is very excited to have started practicing the music with the latest members of the choir.
However, although Mrs. McCormick has conducted many songs for many choirs, she has only four songs that have reserved a permanent place in her heart. These include "The Rhythm of Life" by Dorothy Fields, "No Time" by Susan Brumfield, "A New Year Carol" by Benjamin Britten, and "Music Down in My Soul" by Moses Hogan. She claims that she will never get sick of them.
Of course, Ms. McCormick's life extends outside the classroom, as well. In her free time, she enjoys playing her Nintendo Switch, reading books, playing tennis, going on relaxing walks through Princeton University, and hanging out with her husband and her cat Penelope. She also engages in three other choirs outside of school.
"It's so much fun getting to both lead choirs and participate in them!" she declares.
Surely, it is just as much fun as getting to know one of the newest additions to the HMS family -- Mrs. Noel McCormick!
From October 21 to October 25, homerooms across the school decorated pumpkins with a very special purpose: these students participated in the annual fundraiser known as "Pumpkins for a Purpose", a school-wide effort to raise money for the New Jersey Organ and Tissue Sharing Network by donating money for the pumpkins which were decorated the best.
The fundraiser was managed and supported by the Student Council, who oversaw the event. Each homeroom’s representatives told their respective homeroom about the fundraiser, which was echoed in the morning announcements. Each team was assigned a theme - from "Scariest" and "Historical" to "Funniest" and ""Book/movie-related" - for the decoration of their pumpkin.
For a whole school week, homerooms reeked of the smell of paint as the collaborative talks of kids were heard across the school. The rooms were filled with an energetic and excited air as students decorated their pumpkins with a strong motive to make the best pumpkin possible. With students collaborating tirelessly throughout the building, the pumpkins were transformed from dull, orange spheres into spectacular and vibrant beings.
These same pumpkins were then proudly displayed in the main cafeteria from October 29 through Halloween. As the hustle and bustle of the room raged as always, everyone’s focus was aimed at the stage where the creative and artistic pumpkins were displayed for all to see. As pumpkins were displayed for the first time, students from every homeroom and grade level were filled with excitement to witness their pumpkins as well as others'. As pumpkins were presented, a slideshow recorded the money each homeroom had raised with pods and themes included and was projected for the whole school to see at their respective lunches.
Over the course of the fundraiser, many students pitched in to help paint and decorate the pumpkins from their homerooms. All of them added to the creativity and uniqueness of the individual pumpkins. Additionally, many students contributed to the event by donating money to their homerooms, and quite a few donated to other classes as well. Many students found other ways to help out: some brought materials from home or fetched supplies when they were needed while others supervised and offered ideas.
“I’m so proud I helped make our pumpkin!” Asvitha Sankar, a 7C student exclaimed. “The fact that I got to participate in this fundraiser is really incredible for me and what’s even greater is that my classmates and I got to raise money for a great cause!”
Advit Rajput, a 7D student, admired the pumpkins and said, “The pumpkins looked incredible! They’re all so unique too!”
“I’m glad I donated to the pumpkins this year because they were all really cool, and I’m happy that the money is going to a really good cause,” remarked Eric Verrone, another student from 7C.
Sohan Pingili, the Student Council Vice President for seventh grade, reflected that, “I love how everyone participated and pitched in to help make the pumpkins. I’m really happy about how much money everyone donated too!”
Indeed, regardless of how or how much any student contributed, every contribution was valuable in one way or another – and together money was raised for an extraordinary cause: in total, over $1100 was raised for the New Jersey Organ and Tissue Sharing Network.
Once the pumpkins were displayed and donations were made, the homerooms who raised the most money were decreed in the morning announcements, and students rejoiced at hearing their homerooms called. Mr. Arce, Ms. Keshab, and Mrs. Hoffmeister were just a few of the homeroom teachers' names announced. Mr. Arce’s homeroom from Team 7/8C received a special shout-out as his homeroom's pumpkin raised $306, which was more than enough to crown theirs the winning creation.
Overall, it is safe to say that the Pumpkins for a Purpose fundraiser was a massive success, and the money that was raised was proudly donated to an undeniably great cause.
The evening of Friday, October 25, may have been a quiet and tranquil one for most. However, for 350 Hillsborough Middle School students, it was far from a dull night. Sponsored by T.O.P.S. [Together Our Peers Succeed], the annual HMS Halloween Dance was a time for students to forget about all their worries and instead focus on having fun and singing along to their favorite songs -- all while being dressed in fabulously spooky costumes.
For all of two hours, colored lights, machine-generated smoke, and blasting music filled the cafeteria. Of course, the last was nearly drowned out by students on sugar rushes screaming the lyrics with their friends.
Simultaneously, the gym had its own party stirring up. With basketballs flying through the air (and a few candy wrappers littering the floor), it was sometimes even more crowded than the cafeteria at times.
The real festivities, however, started at about eight o’clock that night, when the most popular songs started playing. Both tweens and teens crowded in circles - surrounding nothing in particular - off corners of the cafeteria while flashing phones shone brightly in the dark as the hands holding them pumped excitedly.
Avani Shetye, a student of Team 7D, joyously shrieked, “I can’t hear anything!” In fact, several students reported their voices being hoarse afterwards, and it was no wonder as they had been screaming at the top of their lungs.
"It was fun because there was a lot of space for you to move around and not be too clustered," emphasized Ellie Shelomentseva, an 8B student, "so you could have room to hang out with your friends."
Nevertheless, one of the fan favorites was the candy. T.O.P.S. had made sure to supply their peers with all sorts of sugary treats, including - but not limited to - fruit snacks, Nerds, and Albanese Gummies. In addition to this, Reeces, Hersheys, and KitKats were also available, as well as a variety of chips and water.
A member of Team 7C, Diya Patel, proudly declared, “This is my fourth candy!” as she munched on a box of Nerds.
The night stimulated the excitement for Halloween amongst the students. Having an early start to dressing up in their costumes and collecting candy, they became tirelessly eager for the fun-filled holiday the following week.
For the time being, however, their first priority was to have fun with their friends, singing along to their favorite songs. “Party Rock Anthem,” “FE!N,” and “Dynamite” were only some of the most popular. Moreover, an exhilaration seemed to pass through the students of HMS when “Love Story” by Taylor Swift started to play close to the end of the dance.
The Monday after the dance, Mahi Arora, a student from Team 7B, reminisced, “It was really fun!”
This was proven as the students of HMS left their school and laughed with their friends over the many lasting memories all made in one night.
Fact #1:
His early passion for music developed into strong musical abilities over time.
Fact #2:
Mr. Gall loved going to school and learning! This eventually led to a passion for teaching, too.
Fact #3:
Mr. Gall had many education-related jobs before he finalized on teaching orchestra at HMS.
Many recognize Mr. Gall simply as the HMS Orchestra teacher. Despite teaching here for 14 years, beyond an occasional wave in the halls, he remains a mystery to all outside his relatively small group of students. However, there is a lot more to HMS’s valued Orchestra teacher than originally meets the eye. Here are five facts about Mr. Gall’s fascinating journey to teacherhood!
Mr. Gall expressed an interest in music from a very early age. In fact, upon his request, his parents bought him a violin when he was just 5 years old! However, he only began violin lessons at the age of 8. This jump-start truly paid off- Mr. Gall was later awarded the opportunity to perform with the Greater Princeton Youth Orchestra at numerous prestigious locations, including Carnegie Hall and Lincoln Center.
The HMS Orchestra teacher has always had a passion for learning, and he loves being in the classroom. Since learning goes hand in hand with teaching, it is no wonder that Mr. Gall was drawn to education. As a matter of fact, he had already determined that he wanted to become an educator by the age of 16! Mr. Gall decided that if he couldn’t remain a student in the classroom, he would become the teacher.
Fact #4:
He’s always known he wanted to teach orchestra; just not to middle schoolers.
Fact #5:
Mr. Gall was always a stellar student!
Throughout high school and college, Mr. Gall explored various instructional professions. During high school, he enjoyed tutoring other students. He also worked at Kumon, a learning center for students who desire additional education and practice with concepts taught at school. Furthermore, during his college years, Mr. Gall worked at Apple as an Apple campus representative. Due to his primary hobby, music, he instructed people how to use Apple products to create or record music. For example, he suggested that others use GarageBand, a popular app created by Apple.
Considering the amount of dedication the HMS orchestra displays while teaching his students, it is evident that he cherishes his job. Thus, who would have known that middle school was the last place he expected to end up?
“I thought it was going to be more like the worst of elementary school and the worst of high school put together in one building,” Mr. Gall admits. “But that’s not what happened!” On the contrary, he now believes that middle school is the prime time for teaching.
Yet, the question still remains- what provoked this abrupt transformation of his impression? The answer is quite simple: experience! After engaging in student teaching for orchestra, he came to realize that middle school wasn’t as unpleasant as he’d first assumed. In reality, Mr. Gall thoroughly enjoyed teaching middle school and decided to further pursue this career.
Even the most insignificant actions can have colossal impacts- a lesson that Mr. Gall mastered from a young age. He was a stellar student: not only was he academically extraordinary, but he was also exceptionally obedient. For instance, he managed to guide his Science Olympiad team to the Nationals in meteorology! Nevertheless, his pronounced fear of punishment drove him to be the most disciplined student he could. He recalls having only ever gotten in trouble with a teacher twice in his youth! Yet, both of these penalizations were caused by a disruptive class as a whole to which he did not contribute. Specifically, when he was in first grade, there were numerous students who were being troublesome. In response to this, the teacher turned off the lights and told the class to put their heads down on the table. Even though Mr. Gall wasn’t misbehaving, he still felt like he had received the punishment.
Mr. Gall later contemplates why this memory is so prominent to him. After all, he wasn’t the one misbehaving. Regardless, the deeply remorseful emotion connected to this memory likely explains why he remembers every detail even to this date. “Anything you do can be remembered as easily as it could be forgotten,” he states. “Treat [everything you do] as if it is going to be remembered.”
For millions of individuals around the globe, music is more than just synchronized sound - it is a passion that brings people together, a form of creative expression, as seen in the hundreds of various styles of music from different cultures today. For the HMS Bands, who performed their annual spring concert on May 16th, 2024, this raw passion was seen in the hearts and minds of the young musicians, who poured their heart and soul into their wonderful performance.
However, to achieve this excellence, the members of the band program at HMS, led by band directors Mr. Ryan Barry and Mrs. Ciji Coates, continuously practiced for hours on end to ensure that their performance was eventually successful.
“Two mornings a week, every band meets together at 7:30 in the morning to practice as a band. Concert Band meets Mondays and Fridays, Symphonic Band meets on Tuesdays and Wednesdays, and WInd Ensemble meets Tuesdays and Thursdays. In addition to this, all members have a lesson day where they work on specific sections that they are struggling with,” says Caleb Chi of Team 8B. Indeed, although the practice schedule was intensive and rigorous, the amount of time and effort was necessary to ensure that the presentation was well-executed.
Finally, after five months of continuous practice, the day of the concert arrived. At the dress rehearsal at Hillsborough High School, all three ensembles practiced their music for the first time on the HHS stage. This was the first time that members from other bands were able to hear other ensembles perform and marvel at the dedication and perseverance that had led to the magical show that the bands presented that night for an adoring audience. In addition, to further enhance the students’ ability to critique music, Mr. Barry and Mrs. Coates also prepared a Google Form in which those not currently practicing had to discern certain aspects of the piece that were intentionally placed to draw the attention of the audience.
“At the stage, getting used to the dynamics and the balance on the stage was quite a struggle, as the acoustics were quite different than in our band rooms, but we managed to pull through,” mentioned Arusha Bhargava of 8D. Clearly, although the HMS Band Program faced a myriad of challenges to present their hard work to the audience in an engaging manner, they faced their difficulties in an effective manner and troubleshooted their way to success.
Later in the evening, students arrived at HHS, prepared to bedazzle the onlookers with their majestic songs. At 6:15, the members of all three bands arrived, and went to their respective practice rooms, warming up their instruments and adjusting their tuning slides to account for room conditions on and off the stage. The tension in the room was obvious, with 8A’s Samuel Zhao claiming, “Everybody was kind of nervous about the concert at first, but as we started breathing into our instruments, the mood was uplifted, knowing that we were all in this together.”
Obviously, before the most-anticipated HMS Bands event of the school year, the musicians might have been anxious about their performance, but while the bands first walked on stage, no apprehension was discernible; instead, all of the musicians seemed to have perpetual smiles on their faces, playing for an adoring audience of parents, friends, and relatives.
Finally, at 7:00 PM, the official concert had finally begun. Concert Band, the first ensemble to wow the audience with their playing, arrived on stage, and after some fine-tuning of their instruments, began to play after a short introduction from Mrs. Coates and Mr. Barry, the band directors. Concert Band’s first piece was titled “The Pit and the Pendulum” by Michael Story, which is a musical adaptation of Edgar Allan Poe’s horror story “The Pit and the Pendulum.” This unique, ear-catching opening was full of spooky undertones from the rich harmonies of the brass instruments and grabbed the audience’s attention, thirsty for more. Next, “Entrance of the Tall Ships” by James Swearingen, about the amazing commemoration of the US’s 200th anniversary of independence, made a lasting impression on the audience, who particularly enjoyed the dramatic, fanfare-like feel to the piece. Afterwards, “Junkyard Jam” by Kevin Mixon featured the percussion section of Concert Band, who utilized various sounds to incorporate various feels to the pieces, with a driving rock beat and a switch to a Latin groove in the middle of the piece. Finally, “IronHeart” by Randall Steinbridge featured a pulsing “industrial heartbeat” by the periodic, quirky sounds of the percussion, which left the audience cheering at the finale.
Subsequently, after intense cheering, Symphonic Band replaced their counterparts in Concert Band, doing a small routine to warm their instruments up before continuing with the selection of music they had planned to play for their fans that evening. Initially, the fast-paced “Aztec Fire” by Jay Bocook was a startling opening for the audience, who were beguiled by the enrapturing opening, setting the pace for the rest of the concert. Thereafter, “Moscow, 1941” by Brian Balmages was an amazing piece about the Nazi invasion of the Soviet Union during World War II from a Soviet soldier’s perspective, starting from a quiet entrance, to a sudden change of tempo midway through the piece. The accidentals representing the sudden invasion left the concertgoers with a panicked sense, hoping for a positive resolution to the conflict, and the triumphant ending reassured the audience of victory. After, “Black is the Color… (Of My True Love’s Hair)” by Robert Sheldon was a heartbreaking composition about a woman who misses her true love, and the slow pace of the musical composition, along with the soulful melodies played, really showcased to the audience what loss feels like. With a grand finale, “Meeting at Tryon Palace” by Richard Saucedo was a powerful finish for the Symphonic Band, who powered through fast rhythms for a climatic finish.
Finally, the flagship ensemble of HMS, the Wind Ensemble, entered the stage with black shirts and black dress pants, unlike the previous bands with white shirts and black dress pants. After settling down, the WInd Ensemble proceeded to perform a myriad of major scales to tune themselves, and finally started to play. Their first piece of music was titled “Choose Joy” by Randall Steinbridge, revolving around a family’s efforts to move forward as one of their children perished. The piece, appropriately titled for a family’s efforts to choose joy instead of misery, featured Beethoven’s “Ode to Joy” multiple times with the chimes, and had an upbeat beginning and ending, with a more nostalgic feel in the middle. The band managed to appropriately convey the feelings of grief that the family has felt throughout this process, and tears sprung in the audience’s eyes as they marveled at the resilience of the family who had undergone this process. Next, the band played “Chorale for Wind Band and Melodic Percussion” arranged by Julie Giroux. Although the title was rather boring, the song itself was definitely not; in the middle of the piece, the mallet players had an extremely whirlwind solo, with the fast hands of all of the players shocking the audience, who had clearly never expected such advanced expertise from middle school percussion players. Afterwards, “Arrows” by Samuel Hazo started and ended with a huge, dramatic fanfare, but the middle of the piece featured more modern-sounding rhythms, compelling the audience to listen as they cheered for more. Finally, to conclude the evening, the Wind Ensemble played the popular folk song “Ain’t No Mountain High Enough” by Jay Bocook, which had the audience bopping along to the fun, quirky song and singing along!
About the concert, 8D’s Ishan Bala claimed, “Our concert this year was so stunning. It was amazing to watch the band masterfully display all of the hard work that they had put into this year’s concert. Our parents and friends were so shocked, making this night definitely a memorable one!”
Indeed, the concert was a display of excellence from the HMS Bands, and truly showcased all of the raw passion and energy the musicians had for their instrument. Even beyond just a band performance, the HMS Bands truly showed the world what it means to be dedicated to music. The HMS Word congratulates these wonderful musicians who stunned the audience with their magnificent playing!
Hillsborough Middle School hosts numerous fun events throughout the school year for its students, but - for the seventh graders on Team 7D - there are particularly special days known as “Color Wars”.
At the beginning of the year, all of the homerooms are randomly separated into four color groups - Red, Orange, Blue, and Yellow. Social Studies teacher Mrs. Megan Jefopoulos, who plays a major role in organizing the event, elaborated: “We design a unique t-shirt for our team each year, divide 7D students into color teams, and plan a kick-off day when students get to know their color teams and then compete against the other color teams in fun challenges.”
These day-long events include many diverse activities, such as plastic cup games, balancing games, and mind games that test the students’ speed, accuracy, and other skills. Based on their performance in these games, the students receive points for their teams. The different activities take place during only the students’ on-team classes, so - if a student has a foreign language or related class - they must attend that class instead during that period.
For one “Color Wars” day in particular, a professional game show host arrived at the school to be the announcer for the whole day! At the end of the day, everyone reported to the cafeteria and split up into their groups. The game showman came in, and everyone had to answer trivia questions, such as guessing a song’s title; the first person to answer earned points for their team. For another day, all of the students went to the gym at the end of the day and played many different fun activities, such as playing basketball but with a basket in the middle of the floor: students had to score from a certain area in order to obtain points.
“Throughout the year, we have a few more days comparable to this,” Mrs. Jefopoulos continued, “and then an end-of-year celebration. It is such a great experience to see students take a break from academics to be social and have fun!”
The teachers surely enjoyed the activities that they constructed, and the students enjoyed them as well. Team 7D student Brody Presely generously shared his experience: “The 7D team day as a whole is a lot of fun just starting from the morning straight to the end of the day. All of the activities the hard working teachers have set up for us are very generous and kind.”
Clearly, based on both teachers’ and students' experiences, “Color Wars” is a fun activity that occurs on Team 7D.
It is a well-known fact that one of Hillsborough Middle School’s most popular sports is volleyball – a classic gym game that has evolved over the years. Ms. Melissa Pursell – one of the physical education teachers – decided to base a club on this pastime twelve years ago. Since then, this club has grown, and it currently is comprised of over 120 students! In fact, this group has expanded so much that, this year, Ms. Pursell had to divide them into sections as a method of allowing each student to have equal participation.
Many members of this club have agreed that the best aspect is the fact that anyone can join regardless of their skill level and they are given the opportunity to pick their own team. Simon Bulawski – a student from Team 8A – has been involved in this club for both of his middle school years and described this inclusivity: “[It provides] a sense of freedom with there still being rules that you have to follow.” This quote perfectly sums up the equity and independence a participant can expect.
Additionally, this club assists kids in acquiring traits such as team-building without even realizing they are doing so -- not only because team sports require an immense amount of trust but also because each individual must learn to analyze certain behaviors of their fellow teammates. As Savitha Sriram from Team 8E explained, “my team has certainly assessed people's skills and where to place them as well as our ability to coordinate so that someone will always hit the ball.”
Moreover, Ms. Pursell acknowledges that the members are into friendly competition, which allows them to have fun without causing conflict. The idea that they are not separated based on one’s abilities, gives those who already possess skill to practice them and those who do not to improve and learn from their peers. Overall, the club imparts numerous benefits along with pleasure which is the best way of attaining lifelong talents.
However, Ms. Pursell admitted that the popularity of this sport has unfortunately created an unexpected challenge: “There are a lot of kids and I am only one person.” Nevertheless, this obstacle was quickly overcome when she generated a solution that would prevent students from boring themselves on the bleachers: this year’s club was run a little differently as the players were separated into the A’s and B’s and would attend on alternate days. Both sections contained eight teams who would play against one other on a rotation.
Finally, on May 23, 2024, all 125 students gathered to engage in a tournament where the top four teams from each section competed for the extraordinary prize of Dunkin’ Donuts. Bystanders described the match as tense but also exhilarating. The gym was cheering and buzzing with excitement while the different teams faced each other. Audience members were admiring the skill that the players had as they carefully took three hits before sending the volleyball back over the net.
In the end, one team triumphed – “We Already Won: Part Two” – a name symbolizing some of their past victories from seventh grade. The team consisted of six players: Simon Bulawski, Thomas Marticek, Isabella Torres, Olivia Trespeces, Rishi Challa, and Nathaniel Sheen.
According to Bulawski, they were all very proud of their victory and teamwork: “You need to trust your teammates to get the hits you can’t and [we] have won every single game [we] played by a good margin,” proving this group’s dedication.
After enduring this pleasant pandemonium for over a decade, Ms. Pursell continues to be incredibly passionate about this community she has built.
“I love seeing the kids have fun,” she beamed. “They do. They truly enjoy it and get into it. That’s why it’s hard for me to say no when so many kids want to join.”
Among those kids was Team 8C’s Ava Pitt, who was glad she “gained valuable experience about the sport and developed unbreakable bonds with [her] teammates.”
It is clear that Ms. Pursell is just as fond of this club as the students who participate in it, and it will persevere throughout the years. Regardless of how long this club continues to go on, the students of the past will never forget the embedded memories from their experience in the Volleyball Club.
They’re creepy and they’re kooky, mysterious, and spooky; they’re all together ooky -- the Addams Family! The HMS Musical Theater Troupe presented The Addams Family on May 16. It was a delightfully frightening tale that was simply marvelous!
The plot revolved around the Addams family, a seemingly spooky and mysterious family, and it followed Wednesday Addams - played by Avery Ziezula - as she fell in love with “normal” boy Lucas Beineke - played by Emmanuel Rizk - to the dismay of her mother Morticia. The ensuing chaos kept the audience on the edge of their seats. The show was a perfect blend of humor and horror. The cast did a fantastic job of bringing their characters to life and keeping the audience engaged throughout the performance.
One of the performances that stood out was by Abbie Lott, who played the role of Alice Benike in the musical. Her portrayal of a housewife caught in the middle of the Addamses' madness was both comical and endearing, especially as she rediscovered her own insanity and love for her husband.
Abbie described her experience at MTT and how it changed her, as well as why theater truly speaks to her: “I’ve always been able to be myself when I’m up on stage, and I feel like it gives me so much confidence. If I can act crazy in front of an audience, I can be myself in front of a few people in school or my family… Overall, my experience was amazing. I felt like myself and I felt really happy and I think MTT will always be a part of me.”
Another standout performance was by Zann Ruderer, who played Pugsley, the mischievous younger brother of Wednesday Addams. Zann's performance was a testament to their talent and dedication to the craft as they portrayed a younger brother, scared of being left behind by their older sister.
The musical was not only entertaining but also visually stunning. The set design, lighting, and costumes were all top-notch due to the excellent stage crew and added to the overall atmosphere of the show. The music and choreography were also fantastic and added to the overall experience.
The Addams Family, in short, was a resounding success. The cast, crew, and everyone who worked behind the scenes did a fantastic job of bringing the story to life. The audience thoroughly enjoyed the show and left the auditorium with a smile on their faces. The audience will remember the performance for a long time to come.
On May 9, 2024, a flood of parents hustled into the cafeteria, eagerly anticipating their children’s orchestra performance. Meanwhile, the students were stuck in a commotion in the orchestra room, with shuffling music sheets, frantic violin playing, and panicked screaming across the room. The orchestra students were preparing for their Spring Orchestra Concert which would commence in a matter of minutes.
To begin the show, the concert orchestra performed "Knight Racers" by Sean O’Loughlin, "Allegretto" from Symphony No. 7 by Beethoven, "Chaps ‘n Spurs" by Susan H. Day, and "Viva La Vida" by Coldplay.
As the concert orchestra exited the stage, the Symphonic students entered and - whether ready or not - prepared their music to perform four pieces: "Midnight Storm" by Erica Donahoe, "Symphony No. 2" by Gustav Mahler, "Across the Wind" by Doug Spata, and "Taylor Swift Duo" by Michael Story.
The first piece - "Midnight Storm" by Erica Donahoe - was a crowd favorite and particularly cherished by the string players. In this piece, Donahoe was attempting to capture the intensity of a storm occurring at night, with the staccato eighth notes meant to portray raindrops and the sudden dynamic shifts meant to illustrate thunder. As Mr. Joseph Gall, the orchestra conductor, elaborated when introducing the piece at concert, “It sounds exactly like what the title says. It sounds like a storm happening at night. It sounds like raindrops on the roof and thunder with the exciting rhythms and accented notes.”
As for the audience’s perspective on the piece’s performance, the overall consensus was positive: “This was the best piece played by the group because not only could I hear all the different melodies, but also the way they all came together pulled me into the storyline which went through different emotions,” said Vishnu Kumar, a member of the audience. The storyline he was referring to takes the listeners through multiple sections of the storm. In the beginning, the heavy rainfall is portrayed through the fast tempo and articulated notes. As the piece progresses, there are moments where each part of the orchestra - the first violins, second violins, cellos, bass, and violas - plays melodies that blend to develop a calm and content mood, thus demonstrating when the storm temporarily calms down. Then, abruptly after in the conclusion of the piece, the dynamic and energy pick up as the storm ends fiercely with intensity and vigor.
By popular belief in the Symphonic orchestra, the second piece performed - "Symphony No. 2" by Gustav Mahler - was the most difficult due to its incredibly tedious rhythms and accidentals, which are the notes that contradict the initial key signature amid a piece: “'Symphony...' was challenging because there were so many moving parts. Key changes, triplets, eighth notes, and also because every section had such different parts so it was hard to piece together when it was the right time to come in,” clarified Team 8C's Ava Pitt, a second violin in the orchestra.
Another orchestra student - Sneha Basu - from 7C complains that “Our fingers have to move really quickly up and down the fingerboard for all the triplets on time, in tune, and with the other parts of the orchestra, which is really difficult.” In other words, playing the extremely fast triplets flawlessly requires hours of practice as the string player’s fingers must develop muscle memory.
Considering the difficulty of "Symphony No. 2", most orchestra students were ashamed of their performance of the piece. For example, Team 8E's Navya Mittal claimed that “the nerves of the concert made us less confident in our abilities. Consequently, the notes sounded feeble and disorganized.” Similarly, Bethany Tuan of Team 7D felt that the performance was “unorganized in certain parts and people were off-beat.”
Although the students were unhappy with their concert performance, Mr. Gall nevertheless found pride in their execution. According to the conductor, "Symphony No. 2" is a piece played by professional orchestras, thus highlighting its complexity. As such, he was pleasantly surprised and ultimately impressed by the students' performance.
When composing this piece, Mahler intended to portray a content and nostalgic - almost innocent - mood with the second movement of his symphony. The conductor explained, “The piece itself takes us back to a very innocent feeling. Kind of a youthful energy and a free kind of spirit.” In rehearsal, Mr. Gall used a visual example to ensure the orchestra has an idea of the intended mood by comparing the piece to a group of children cheerily playing in a playground. He mentioned that the string of triplets is like children sliding down slides while the pizzicato passage demonstrates their leisure and contentment while running through the fields.
The third piece, "Across the Wind" by Doug Spata, was the orchestra’s favorite due to the broad melodies that require legato bows - or the smooth flow between notes - from each player. In this composition, Spata captured the blissful feeling of soaring through the wind with his majestic melodies and effective blend, thus allowing for a striking performance.
“This one has a lot of energy. Some slower-moving parts add an interesting interference to the piece,” Mr. Gall said when introducing this piece. To further elaborate, the slow-paced parts are gradually introduced near the middle of the piece to demonstrate the transfer of melodies throughout the orchestra. For example, if the first violins begin with the melody, they will play their part loudly to be heard over the rest of the orchestra. However, once another section of the orchestra such as the cellos carries on the melody, the first violins decrescendo into a softer-sounding dynamic. This shift in the blended melodies is especially prominent in slower sections of pieces as the melody itself does not distract from the complex orchestration.
As for the students’ viewpoint on the piece, they found it to be their favorite: “My favorite piece was 'Across the Wind' because it felt exhilarating to play. Playing the fluttering, playful eighth and sixteenth-note rhythms of the harmony made me feel like I was floating, as the song suggests, across the wind,” said Navya Mittal. “The main melody felt equally as freeing. The long bows and simple rhythms made it seem grander than any of the other, more complex songs.”
Overall, the orchestra cherished several aspects of "Across the Wind", including the majestic melodies, the broad bows that contributed to the triumphant and energetic mood, and the simplicity of the piece. In other pieces - such as "Symphony No. 2" - some performers felt that the complex rhythms hindered their ability to phrase certain passages to accommodate the idea of soaring through the wind, especially with dynamics. This was ostensibly because these simpler rhythms provided the player with more time to use longer legato bows - thus introducing opportunities for techniques such as vibrato, crescendos/decrescendos, slurs, and dynamic shifts (to demonstrate shifts in mood).
The last piece performed by the Symphonic orchestra was the "Taylor Swift Duo" orchestra arrangement, which combined two Swift songs -- "Bad Blood" and "You Belong With Me". Considering these pieces’ particular recognition by the audience and general society, the orchestra was pressured to perform this song as perfectly as possible since any minor mistake could easily be detected by their listeners.
As the Symphonic orchestra exited, the black-shirted Chamber orchestra students confidently entered the stage. While they prepared their music, the audience anticipated a quality performance from the highest-level orchestra.
The first piece - "Gollum’s Song" from Lord of the Rings by Howard Shore - consisted of several whole notes or notes that last four beats, meaning that the piece overall was slow-paced with the tempo being set to approximately 80 beats per minute. While the orchestra and the audience may not have particularly enjoyed "Gollum’s Song" for this reason, Mr. Gall selected the piece for the Chamber orchestra due to the crescendos, dynamic shifts, several accidentals, and eerie mood that must be consistently portrayed throughout the performance.
"Symphony No. 19" by Mozart was the second piece performed, and it was considerably the best-executed of the three chamber pieces as Mozart's pieces must always be articulated and demonstrate an effortless and cheerful playing style. To briefly elaborate, Mozart was a classical composer prodigy who took joy in composition. Due to his born talent in classical music, he was able to compose a masterpiece in a matter of hours. Consequently, Mr. Gall always emphasized that the orchestra must replicate Mozart’s carefree style through staccato notes and confidence, which derives from practice. Ultimately, the orchestra indeed accomplished this articulated playing technique during the concert.
To conclude the show, the Chamber orchestra performed Paul McCartney's song "Get Back", arranged by Larry Moore. Similar to the "Taylor Swift Duo" piece, "Get Back" allowed only minimal mistakes due to its recognition among the audience members. Nevertheless, despite the players’ intense nerves, the Symphonic orchestra concluded the concert on a positive note as the audience of proud parents erupted in applause.
All in all, the Spring Concert demonstrated the ability of the HMS Orchestra which is sometimes overshadowed and neglected. Mr. Gall selected these pieces to abolish the orchestra’s common association with supposed “boring” music through the exciting pieces performed at the concert, hopefully expanding the orchestra family in forthcoming years.
Amidst the frenzy, an 8B student, Chloe Viana, proudly held her poster with bold letters that said, "GO MR. QUIMBY!" and “GO MR. COLLINS!” With a beaming smile, she exclaimed, ”I hope the teachers win!”
However, to make this event possible in the first place, the student council had to work tirelessly behind the scenes. Countless hours of planning, organizing, and coordinating went into ensuring that every detail was meticulously executed.
Clara Poon, a dedicated member of the student council, reflected on the team's efforts: “We were also thinking about a bake sale or a flower sale, but the idea of the basketball game was the best choice because we had to have the profits outweigh the cost of the event.”
Only a few days before, student-made signs adorned the school walls: "Student Council Presents: Teachers vs. Students Basketball Game, March 22, 3:30-5:30." At the bottom, in bold, red letters, a clear message: "Proceeds Go To Ronald McDonald."
As students passed by these posters, contemplating whether to attend the game, one question lingered in their minds: "Who the heck is Ronald McDonald?"
For some, Ronald McDonald is a familiar figure. He's the iconic (albeit somewhat creepy) clown mascot of the McDonald's fast-food chain. However, to address the students' query, this Ronald McDonald isn't a "who" but rather, a "what."
Ronald McDonald is a non-profit organization, known for its dedication to improving the health and well-being of children and families. While affiliated with the well-known fast-food company, its mission differs greatly -- it aims to support families with ill or injured children by providing housing near the medical facilities where their children receive treatment. It offers a range of programs and services, including housing for families of hospitalized children, scholarships, and medical grants. Through their tireless efforts, they provide comfort and assistance to families facing challenging circumstances.
Twenty-two years ago, the Ronald McDonald Charity provided invaluable support to the family of HMS’s very own Mrs. Dolly when her sister-in-law underwent treatment for kidney disease. This act of kindness left a lasting impression, motivating the Dollys and many others in the community to give back and support the charity's mission.
Their efforts were fruitful, and the gym was packed. “We raised about $10,000,” said Mrs. Dolly.
The game itself was thrilling as well. The first quarter proved to be a nail-biter, with the teachers ahead by a mere point. The atmosphere was tense, and each basket was met with roars of approval from the crowd. However, as halftime approached, the students rallied, turning the tables with impressive plays that left the score at 28-23 in their favor.
During the halftime break, Mr. Collins, Team 8B’s Social Studies teacher, shared his thoughts on the exhilarating match. "It's a really nice experience," he remarked, gesturing towards the players on the court. "And these guys," he chuckled, "they're really good."
Fact #1:
She enjoying traveling to Disney World with her son
Fact #2:
Her favorite Disney characters are Mickey Mouse and Sully.
Fact #3:
She loves hiking, camping, and visiting national parks.
Anyone who has enjoyed Ms. Meredith Hart as their seventh-grade Literacy teacher knows that she is an amazing teacher. She's been a staff member at Hillsborough Middle School for a whopping twenty-seven years -- since 1997! In that time, she has taught a whopping 48600 classes. Students who are interested in working in jobs that require you to stay for a long time could definitely look to Ms. Hart for advice on how she never gave up on her job, even when she hit obstacles
While many staff members enjoy watching sports while spending time with their families, Ms. Hart prefers spending time with her son by traveling -- especially to Disney World during school breaks. Her most memorable trip was the one after the COVID-19 pandemic; they originally had to keep postponing their trip because of lockdown. In particular, she is a Mickey fan because “He is the original”. She also loves Sully from Monsters Inc. because “he is fuzzy, big, and blue”.
Also, Ms. Hart likes to spend summers hiking, camping, and finding new national parks.
Fact #4:
She hopes to be more involved in animal rescue: she has already rescued one cat!
Fact #5:
She loves to read. That's why she became a Literacy teacher!
“I like being outdoors in nature because I find it peaceful and beautiful,” she explained. Her favorite trip to the Great Outdoors was when she went hiking and camping in all of the Southwestern states and visited the Grand Canyon.
Among her other hobbies, she is also hoping to get more involved in animal rescue. She is excited about it and will jump at any chance to care for a new animal. She has already saved one cat! Finally, she loves to read. In fact, that is why she became a Reading and Writing teacher!
In conclusion, whether a student learned Literacy from Ms. Hart this year or last, he or she now have even more insight into her fabulous life.
Every Thursday after school, when one walks into classroom C8 - the room of Mrs. Maria Christodoulides, the Science Olympiad club advisor- the competitive atmosphere surrounding the room is very apparent wherever they go. Students can be seen huddling together, studying advanced topics and memorizing obscure facts for an upcoming competition, or building amazing structures that can withstand immense weight. The pressure is on for these students, who compete against the best STEM-oriented students in the state.
Nonetheless, although Science Olympiad (SCIOLY) is a competition-oriented club, it is not only about the ambition to succeed, but it is also about the long-lasting benefits that are earned by participating in this program. It is a platform for students to develop their own interests within certain areas of science and expertise that they will ultimately succeed in. Most importantly, it is a way for students to develop long-lasting friendships with other similarly-minded students.
“Honestly, I joined the Science Olympiad team for the academic validation it provided. However, as I continued to progress, it became a way for me to meet new people and work on advanced concepts that I never would have been able to in a normal classroom,” Ishan Bala of 8D elucidated.
At SCIOLY, students participate in “events,” or categories of topics that they feel an inclination towards. They can choose from a myriad of topics involving chemistry, physics, biology, engineering, the earth sciences, and inquiry-related subjects. After doing hours and hours of
practice, training, and memorizing, their skills are put to the test as they compete against other schools, to see how they rank when compared with their peers in the region and state.
“It was a surprise to me how much dedication is necessary to excel in the club. Science Olympiad goes beyond just Thursday meetings, and participants must consistently study and prepare whenever they can if they want to stand a chance,” Akshath Balaprabunath of 8D admitted regarding his experience.
However, to even consider being part of the HMS SCIOLY Team, one must pass an extensive tryout process. Over 70 applicants applied to participate in the opportunity to represent their school in the competition, but only 30 students were selected to join the club to participate in future competitions. To be selected, an individual must select one or two areas of interest (whether it be biology, physics, chemistry, earth and space sciences, inquiry, or engineering) and delve deep into the events within the category. Later, they took a test, where the highest scores in each category were selected to participate based on their event spread and dedication to join the team.
“It was a tough tryout process, but it was totally worth the effort!” Alice Ma of 7D exclaimed.
Nonetheless, that was only the beginning of all of the effort for the SCIOLY competitors. Although 30 competitors were selected from the bigger pool of applicants, a Science Olympiad team can only contain 15 members, so there was a tougher tryout process to secure a spot in the regional competition at NJIT.
“We all knew we had to work hard to earn a spot on the team for regionals, so we buckled down and started to do everything we could. At NJIT, not all of the events were tested, so everyone only had 1 or 2 events, meaning that we all really delved deep into our events to have a shot of succeeding,” 8D’s Arusha Bhargava explained.
After a month of intense preparation, 15 competitors were selected to compete at NJIT and represent the team as they moved ahead into the state competition. After a lengthy bus ride spent drilling final facts into competitors’ brains, they were all wished luck as they proceeded to their examination sites, coming back with tales of aced tests and wonderful results. In the end, the Hillsborough Regionals Team received a grand 3rd place, trailing Montgomery by a minuscule 2 points and a 1st place finish by 5 points.
However, they knew if they wanted to have a chance of receiving a first-place finish in the state tournament, their struggles would have to continue. As the state competition drew near, students studied for hours on end to receive the medals that they desired. Now, there was another tryout process, to determine which students had truly demonstrated their potential throughout the season and which should receive the honor of earning a prestigious spot on the team.
“Those tryout tests had topics and questions that I had never seen before. It was eye-opening to see how much I had to learn to win any award in the state tournament,” 8A’s Paul Chen mentioned. However, although the upfront effort might have been challenging to persevere through, those who were the most dedicated eventually saw results as they had been chosen to compete at the 2024 NJ State Tournament at Middlesex Community College. Yet their challenge did not end there, for they had to intensively prepare themselves for the biggest hurdle yet: the state championship.
The NJ State Tournament for the 2024 season hosted 27 teams that had qualified from their regional competitions to send the best team from New Jersey to the national tournament. If Hillsborough wanted a chance to advance, they had to beat the likes of powerhouses like Montgomery and Community Middle School. Competitors could be seen before and after school every day preparing their structures, taking notes, or memorizing facts inside of Room C8 regardless of the day to be ready for the challenges that the state tournament entailed. After preparing thoroughly, participants printed out notes and made finishing touches to their builds the night before the competition, knowing that they have done their absolute best to succeed in the tournament.
The day of the state competition was a frenzy of excitement, with each competitor excited to stroll around the college campus with their friends and put their best foot forward on the tests and competitions. Participants were wished luck and sent on their way, the others anticipating their return to get an understanding of how the events went. At the end of the day, the members of the team blasted music the entire journey home, nodding their heads along to their favorite songs and tunes.
During their final meeting after the competition, all the participants of HMS Science Olympiad rejoiced as the results came in from the state competition. A staggering 4th place was achieved, with medals in 7 different events, even beating rivals Montgomery in the process! To celebrate, members of the team brought various pastries and delicacies, and with a congratulatory party, everybody bade farewell to the 2024 season, studying in advance to compete next year.
There were 14 medals earned overall in seven different events:
Paul Chen and Joe Cridge placed 1st in the event “Wheeled Vehicle.”
Ruby Zhao and Arya Patel placed 2nd in the event “Can’t Judge a Powder.”
Sragvi Basireddy and Akshath Balaprabunath placed 3rd in the event “Disease Detectives.”
Joe Cridge and Arusha Bhargava placed 3rd in the event “Write It Do It.”
Alice Ma and Arusha Bhargava placed 5th in the event “Tower.”
Alice Ma and Paul Chen placed 5th in the event “Flight” and 6th in the event “Roller Coaster.”
“Although I have learned a lot while being on the SciOly team, perhaps the most important gift I have received is bonding with my friends over a love for science,” 8D’s Arusha Bhargava concluded.
Indeed, this club is a wonderful opportunity for 7th and 8th graders alike to delve into the world of science, fostering a newfound passion, all while forging enduring bonds of friendship along the way.
The staff of The Word wishes to wholeheartedly congratulate the members of HMS Science Olympiad, who achieved great success in the recent state competition!
The HMS SCIOLY team received an outstanding fourth place, beating rivals Montgomery in a well-deserved win!
The HMS Word is proud to present the latest in a series of articles celebrating and sharing the perspectives of A.C.E. (Award for Character Excellence) winners.
Every new marking period, it is a fresh start for individuals to show who they are to Hillsborough Middle School, and several students are recognized for their character in the classroom. This past February, sixty-one students received the A.C.E. award, and the sixth edition of “Faces of ACE” features the following recipients: Marielle Colipano, Luke Miladinov, and Julia Fidziukiewicz. Each individual brings diversity into the classroom and promotes a thriving school environment. Additionally, they each elucidated what the A.C.E. award means to them, what it means to have good character, how it is beneficial, and what they do to inspire others both inside and outside the classroom.
“For me, the A.C.E. award is all about what it means to be a good person and student. These A.C.E. awards are for the people who have all of the traits that make them excellent students and have what it takes to play this role,” stated Team 7D's Julia Fidziukiewicz. Julia’s words capture the A.C.E. awards perfectly, ensuring that these awards are not only an accomplishment of being a decent person, but also being successful in the classroom.
Similarly, Luke Miladinov - a student from 8C - believes that such an achievement has to be earned by being kind to everyone, inside and outside of the classroom. “An A.C.E. award is an award that you get for being a nice person. It helps me see that my actions are seen and I have meaning to people.”
In particular, Team 8E's Marielle Colipano elaborated more on why this award was bestowed on these particular sixty-one students in the marking period at the time, as well as on how content she feels with herself when being prized with this award: “The A.C.E. award stands for Award of Character Excellence and is awarded to students who follow the six pillars of character. I am honored to have received this award as it is given to those who are seen as good people.”
“My ultimate goal is to be a great person not only to myself but to others around me as well," Colipano continued. "I am overjoyed that other people see me as having good character.”
Indeed, when an adolescent shows such integrity at a young age, it ensures that they will become a better individual in the future and learn from their mistakes. In fact, according to the United Nations' Office on Drugs and Crime, “Integrity motivates social action. It is fundamental for social harmony and sustaining healthy communities. Not only that but also teaches children to take responsibility for the consequences of their actions and helps them make informed decisions about their lives.”
Having such characteristics allows society to move forward and amend previously hostile behavior. The current generations seem more hostile and harsher than they were a hundred years ago. However, if society learns integrity, then people from all over the world can benefit and grow in their unity.
These A.C.E. recipients believe the same: having the six pillars of character - trustworthiness, respect, responsibility, fairness, caring, and citizenship - can benefit in the future.
Miladinov added, “I can help those who are having a bad time and if anyone needs a shoulder, they can count on me.”
At the same time, Fidziukiewicz described how having these traits aids others: “You will have many more friends and you might change someone's entire day by simply giving them a compliment.”
Furthermore, while the three A.C.E. award winners are showing impeccable character in the classroom, they are additionally inspiring others around them outside of school and are participating in extracurricular activities. For instance, Fidziukiewicz is deeply committed to her community by doing service hours in church and guiding younger girls in Girl Scouts. She especially loves doing such activities to inspire and aid others. She remarked, “I love the reaction when the younger girls' faces always brighten up when they are doing the little activities and crafts that we made for them.”
Meanwhile, Colipano is helping those in need and feels joyful that people are staying healthy and getting the necessities that they deserve. She elaborated, “I had recently begun volunteering at a local food drive that can give away food to homeless people in need. I am so happy that my contribution can help hundreds of people stay healthy. I often look forward to volunteering at any chance I get.”
Indeed, these recipients are committed to becoming better people and to helping the environment change, and society should reflect on their actions and follow the steps that these A.C.E. winners are taking. The chances of society's changing for the better are no longer the size of a pinprick: everyone can learn from these empathetic people and can turn those chances into infinite possibilities.
Whether it is by instantly inducing sleep, forcing their readers to lose interest in the subject matter, or even drastically changing one’s mood, tedious books have been known - throughout history - to deprive humans of the many pleasures that they typically seek when reading. While it is obviously important that students should enjoy interesting and unique books tailored to their preferences, it is also crucial that students expand their literary palates.
For this reason, teachers like Team 8E's Mrs. Susan Nami have been creating a space for "First Chapter Fridays" in their curriculum.
“I wanted to provide my students with engaging books that might hook their interest," Mrs. Nami explained. "If I can share one short chapter, and it piques their interest, maybe they will read the rest of the book, and that's a win for me!”
Though Mrs. Nami throws some relatively lighter topics into her students’ lessons, most of her books revolve around history and realistic events. By reading such books, not only can students revel in the thrill of traveling to another time period, but they can also expand their knowledge of such occurrences. "First Chapter Friday" is a way to spread the comprehension of necessary topics while still maintaining a piquing effect on the learner.
Such a method of teaching comes with additional benefits.
For example, Mrs. Nami revealed, “The pros are just taking time to read for enjoyment and to get into the story. Sometimes in class, we spend so much time analyzing text and citing evidence, that it's nice to take time just to enjoy a great story and an engaging character every once in a while. Also, we can apply whatever strategy or skill we are working on that week to the First Chapter Friday book, so there is a connection.”
Not only are students taking the opportunity to gain more interest in typically overlooked topics, but they are also using this as a chance to demonstrate the tactics that are being taught in school. This is a win-win for everybody, as students and teachers alike are satisfied with a syllabus that comes with this much diversity. The cost of this added regimen might be class time, but many others would argue that such sacrifice is welcome for the chance to be able to gain the enthusiasm of students once in a while.
Furthermore, "First Chapter Fridays" do not focus solely on past events. As Mrs. Nami stated, “I look for relatable characters and moments that I think my students can connect to.” By finding characters whose qualities align with their own, students will be able to more easily relate to those characters’ experiences and lessons. While being led through a book’s pages, students can actually expand their own comprehension and understanding of their fictional world. Besides that, when students connect with another person - even if that person is fictional - they tend to analyze that person’s actions more closely. As a result, when characters are being taught a mistake, readers will also be able to learn from those same failures -- helping them avoid those errors in the future.
8E's Stuti Singhal declared, “I really enjoy First Chapter Friday because it lets me meet an whole different genre of books that I don’t usually read. And the best thing is, I actually end up enjoying the book.” As shown by students in Mrs. Nami’s class, they do become fond of reading books that they do not typically look for. The impact that Mrs. Nami has on her students is helping them enlarge both their knowledge of various subjects as well as a wider variety of genres.
However, even though there are countless advantages to implementing "First Chapter Fridays" in literacy classrooms, one major problem remains: numerous teachers do not have enough books in their classrooms or personal libraries to provide a manifold of options for their students. Fortunately, this might be quite simply solved. Anyone with extra books at home should ask their Literacy teachers if these books might be appropriate to donate to their classroom libraries.
In conclusion, "First Chapter Fridays" provides considerable benefits for everyone involved, and teachers such as Mrs. Nami have already clearly begun to change students’ experiences in school.
Have you ever heard of Mardi Gras or Carnaval? They are both very fun holidays celebrated across the world. Mardi Gras is a spectacular day before Ash Wednesday when many people celebrate traditional cultures such as eating King’s Cake, going to parades, and listening to jazz music dedicated to this event. This wonderful holiday is celebrated in over fifty countries and on five continents worldwide. Hence, there are multitudinous ways to celebrate it, having differences even in countries that speak French.
Were you aware that we celebrate this event right here in our school? Both of the French Classrooms learn about Mardi Gras and Carnaval while they ate King’s Cake.The King’s Cake is a sweet pastry filled with many fillings such as berries, or cream cheese. King’s Cake contains a plastic baby inside it, and the person who finds the baby gets a prize. This is a delightful event, both for the teachers and the students.
To begin, students love learning about the cultures and customs about the language they are working hard to learn. Both of the French teachers, Madame Rosso and Madame Couillens, stated they believe that “students work very hard every day to learn the structure of the language, and it is important to infuse cultural components as well. In class, students learn about the different ways that Carnaval and Mardi Gras are celebrated in French-speaking areas (or areas with roots to French culture) to give them perspective of how the same event with the same origins can differ. Learning about cultural differences can be very motivating and fascinating to students.”
In Quebec, for instance, people celebrate the Winter Carnaval. They celebrate the middle of the winter, since winter lasts so long there. Charlotte Pavlichko, a student enthusiastic about learning this topic from 8B stated, “It was really fun. We all had King's Cake and learned about Mardi Gras, why it's celebrated, and other winter celebrations, such as Carnaval de Quebec.”
Every year, the teachers work very hard to plan this exceptional celebration for their students to enjoy. They must decide all of the cake flavors and drinks in advance. They also have to stay after school for long hours in order to decorate their classroom for the celebration the next day. They must make sure that everything is perfect! They must prepare all the activities for that day, prepare prizes, and gather the traditional Mardi Gras necklaces and coins- where in Mardi Gras parades, people on the floats throw coins and necklaces to the crowds.
All the hard work is worth it in the end for the teachers when the students' faces light up as they step into the classroom. Madame Rosso and Madame Couillens shared, “We enjoy seeing the students have fun together, learning about culture, and trying something new. It is a lot of work to put together -our little HMS Mardi Gras celebration, but it is worth it to be able to reward the students’ hard work with a cultural celebration.”
The students love this event, and Harshitha Rajeshchockalingam, a student from 8D stated, “I really enjoyed the Mardi Gras celebration! It was exciting to learn about the French holidays and traditions, not just the language. We got to learn about different types of celebrations and traditions. I enjoyed how interactive this celebration was, and how we got to try some of the traditional food, which gave us a taste of what it would actually be like to celebrate this holiday! In my opinion, the Mardi Gras celebration was a perfect way to teach students more about French culture itself!”
Unfortunately, Madame Rosso and Madame Couillens have never been to any Mardi Gras or Carnaval event but they plan to go soon in 2025. The French teachers are planning to “experience the Winter Carnaval first hand”. A favorite tradition of the Carnaval festival that the French teachers find particularly fascinating is the Carnaval celebration in the village of Dunkirk located in Northern France. The village throws over 1,000 pounds of herring into the sea- and they scream, “Give us the herring we deserve!”
Additionally, another tradition that the French teachers love is the closing ceremony of the Carnaval de Nice, “At the closing ceremony of the Carnaval de Nice, the French burn the King of Carnaval puppet to mark the end of the festivities and the start of Lent in Christianity. Also, the burning of the King of Carnaval symbolizes the end of winter and the start of spring”.
The teachers love celebrating this intriguing event with their students. The said, "The fact that each region throughout the world has their own unique way to celebrate Carnaval/Mardi Gras demonstrates the value of individual, local, and regional identities, while still being a part of a global community.”
The teachers are planning on improving this celebration to be even more interesting to their students, and expanding it for more than just two days so that the students can truly understand the concept of this wonderful event. The teachers stated, “In the future, we would like to separate the lessons on Carnaval and Mardi Gras by region to focus a bit more on the differences between the celebrations in each of the areas. We would also like to give our students some more time to enjoy the celebration of Mardi Gras and Carnaval by giving them time to decorate masks for the event. Also, we would like to collaborate with the other language classes to learn about how Carnaval is celebrated in Italian, German, and Spanish-speaking countries.”
Celebrating Mardi Gras was a really fun experience for all the students, and the teachers love planning it for the students to enjoy.
As one peeks through the slim windows of Room B10, they view groups of 8B students attempting to communicate with each other - not by speaking - but rather, by aggressively waving their arms and pointing to papers with images of what seems like random items.
"Let’s trade the cheese for the family," writes a student on a piece of paper for their group to see. Of course, the student meant this in the context of Mr. Dennis Collins’s silent trading game.
As it has often occurred in history, trading between regions speaking disparate languages could be a feat to accomplish, yet past societies have managed to do so to gain resources, thus benefiting their civilization’s economy. From the eighth through seventeeth centuries, West Africa participated in the Trans-Saharan trade route connecting West Africa to North Africa and the Mediterranean. Since Mali - a West African territory possessing an abundance of gold - required salt for food preserves, they utilized this trade route to exchange their precious gold for salt. 8B's resident social studies teacher - Mr. Collins - attempted to convey the significance of communication when trading with a simulation that proves the difficulty of silently trading during the Africa unit.
The objective of the silent trading game was to earn the most points in a group of 4-5 students. Each group would start with 5 randomly selected papers with images of objects on each, all of which possessed varying corresponding point values which were determined based on their importance to Mr. Collins. For instance, the card with an image of a family - the highest-valued item - is more precious to Mr. Collins, while the paper with a picture of cheese - the lowest-valued item - is despised by Mr. Collins. Based on students’ perception of their social studies teacher’s highest values, they were to trade their initial items - if desired - without speaking in hopes of gathering the most points. Students were permitted to write on a sheet of paper to communicate with their group, but could not write to converse with anyone outside their team. Without the ability to talk, however, students were required to be creative when communicating to trade their items.
While students learn historical content from the activity, which 8B student Ania Nevaeh Lopez-Acuna recognized: “It was an interactive activity where students could experience the difficulties the merchants in the Trans-Saharan traders experienced.” The game also entertained a fair many.
Another 8B student, Isabella DelPriore, witnessed how several thirteen-year-olds were able to maneuver past this limitation to using English, and found it rather amusing. “Classmates resorted to making animal noises to exchange goods,” she mentioned through giggles, which acknowledges the entertaining aspect of the activity.
As for the true intention - whether it was to entertain students or educate them - Mr. Collins precisely answered the lingering question: “The purpose was half and half educational and entertainment. From experience, I found that kids learn more from simulations. Kids need brain breaks sometimes, and this was the perfect opportunity to kill two birds with one stone.”
To accommodate the educational aspect, the simulation must accurately replicate the West Africans’ experience in trading with those who participated in the Trans-Saharan route to be effective, and indeed it does:
“In medieval Africa along the salt and gold trade routes, there are times when language difficulties occur in trading. Its [sic] has been documented by historical witnesses all the time. Over a long period, trading can have amazing or disastrous effects on civilizations,” Mr. Collins mentioned, and his theory was proven in an example in history when Emperor Mansa Musa of Mali traded too much of West Africa’s precious gold.
Mr. Collins continued, “In fact, items almost have to sell themselves in most cases. But, making advantageous trades is crucial to improve, in this case, your score, but in real life, a civilization’s economic status. So overall, the simulation drives home the point that communication is crucial with trade with a hands-on experience.”
The 8B teacher also suggested that “environmental determinism” has a significant impact on a civilization’s success: “Bottom line, there’s a lot of stuff out of your control to develop a successful civilization,” he states.
Environmental determinism is a philosophy that states that initial resources lying within a region have a remarkable effect on a civilization’s economic status. In other words, in both, the game and historical trading occurrences, luck essentially determines a civilization’s fate. To specify, if a group began with the family card - since Mr. Collins values family the most - those students would have an advantage as they likely would not trade the item and end with more points. Similarly, Mali’s geographical location naturally formed an abundance of gold, and thus the civilization possessed leverage that other territories would exchange any item the Africans desired to improve their economy. On a similar note, both trading experiences require sensibility as reckless decisions will ultimately invite consequences. Indeed, if a group started with the family card, they must be sensible enough to recognize its value and keep the item as if they traded the family paper for the cheese card, their initial luck would backfire. Unfortunately, the Mali civilization - although sensible - still made impulsive actions by trading gold - one of the most valued metals globally - for salt - a common mineral. In hindsight, perhaps they should not have made such actions; however, the West Africans required salt and hence were able to compromise some of their gold - considering the sheer abundance present in Mali. Nevertheless, Mali’s economy inevitably suffered once its gold supply was depleted.
Unfortunately, corruption was able to find its way into the game. 8B student Ananya Ajeeth described that “first period was the first time in history when theft occurred. Then they got into a huge fight because of the miscommunication.” While rules had been implemented against theft - being that anyone who steals a card is automatically disqualified - the regulations did not stop mischievous students from being deceiving. Of course, this action did not go without consequence, considering that the item they stole was deducted from their points.
Overall, Mr. Collins’ trading game offers both entertainment and educational opportunities simultaneously but mainly supports the idea that communication is significant when trading. The carefully crafted activity demonstrates Mr. Collins’ dedication to his lessons in making them interactive and enjoyable for students. Despite the feat of amusing teenagers with educational activities being extremely challenging, Mr. Collins was able to defy those unfavorable odds by developing his trading game.
“I really like the trading game because it was the quietest my room has ever been, but seriously speaking, I know I only have so much time every day with these kids and social studies can be very dry at times. So, my goal is to allow them to connect with my lessons as I recognize that all learners aren’t the same,” he wisely reflected.
The HMS Word is proud to present the latest in a series of articles introducing both new and veteran staff members to the student body .
Mr. Dennis Collins has been a part of HMS since 1998, making this his twenty-sixth year teaching. While he is certainly, easygoing and one of 8B’s educators, there is much of his life that has yet to be revealed. In fact, he has connections with this school that travel much deeper than just being a teacher on its staff.
For one, he met his wife – Gina – in his second year of teaching at the middle school. Their relationship progressed quickly as they began dating the next year and married just a year later. However, after their fourth year working together, she left to attend graduate school and is now a counselor at a Flemington elementary school. Now – at 22 years of marriage – they have three teenage children which Mr. Collins jokingly describes as, “major economic losses in my [his] life.”
However, this is not the only way HMS has incorporated itself into his life. It is evident that – due to his extensive teaching career – Mr. Collins is bound to run across prior students. For instance, Mr. Chris Machat - the science teacher on Team 7A - had once been one of his students, as well as a player on the soccer team that Mr. Collins used to coach!
Mr. Collins enthusiastically clarified: “It's really special when I get to interact with my former students who are Hillsborough staff members. It's good to know that the next generation of students are in these capable hands.”
In fact, on the subject of former students, he adds that his niece is now married to one of them!
“It was a little unusual for both of us early on,” Mr. Collins pondered, yet it did not take long for him to grow quite fond of this new addition to the family. “I love him just like I do all of my family members!”
Moreover, his ambitions of becoming a teacher relied on his love for arts and humanities: “I have always loved to read everything - fiction, non-fiction, comic books, plays, memoirs, biographies, etc.” In fact, he acquired a Master's degree in English, allowing him to also pursue a career as a literacy teacher. He embraces this even now while teaching Social Studies as he provides his students with a wide variety of books regarding any topic being taught. Mr. Collins gives numerous opportunities to explore beyond the standard curriculum, allowing willing students to dig deeper into any interests they may possess.
Other than books, he also has diversity in his movie and song choices. His recently viewed concerts consist of the Wu-Tang Clan, Pink, and Christopher Cross -- which certainly seems to be a completely eclectic selection; however, Mr Collins expressed interest in each of these artists, regardless of how contrasting the genres may be.
“I can be quite picky with food,” he concluded, “but never the arts!”
Another fun fact about this teacher is that he is unable to whistle or blow gum bubbles. “I’m a lost cause,” he laughed, “[so] don’t even bother trying to teach me.” It was at a very young age that he made this discovery. Ever since – no matter other’s efforts – he has been unsuccessful at these seemingly simple task. Nevertheless, he is not discouraged by this fact and conveys that, “[he is] content knowing that [he] will never be able to do these two things.”
Hillsborough Middle School has also proven to be the very first public school he has ever attended. Throughout his childhood, he went to Catholic private schools, causing HMS to be a new environment and experience.
“I’ve been at this school for 26 years and it will most likely be the only public school I’ll ever attend,” he predicted.
Overall, Mr. Collins is an extremely favored teacher; however, there are many aspects of his life that his students have yet to gain insight into. A new perspective of him may be constructed as children view another side of their teacher. Indeed, there is much more to him than most assume and perhaps there is yet more to come as he continues his teaching career for years to come.
In the meantime, for those new to the teaching profession, Mr. Collins offers advice that he has garnered from his many years of experience: “It’s important for teachers to be real with their students. We’re not perfect and we have as many shortcomings as they do. Students will take more risks with you and be open to constructive criticism if they know that you get them."
Fact #1:
He started teaching at HMS in 1998, and this is his twenty-sixth year of teaching.
Fact #2:
He met his wife Gina in his second year at the middle school.
Fact #3:
He has diverse cinematic and musical tastes: he recently attended concerts by Pink, Christopher Cross, and the Wu-Tang Clan!
Fact #4:
He is unable to whistle or blow bubbles with his gum.
Fact #5:
Throughout his childhood, he attended only Catholic schools.
“Regardless of how other people act, it’s important to be kind and respectful to everyone and do your best to make them feel comfortable around you.”
Indeed, regardless of previous achievement or outward judgment, Mrs. Jennifer Puritz is a shining example of what it takes to be a compassionate, warmhearted educator.
When an individual strolls into the bustling halls of the Main Gym, they are typically overwhelmed with the tumultuous, crowded atmosphere. However, nervous students only need to have the soothing, comforting presence of Mrs. Puritz to alleviate their fears for the new school year.
“Honestly, practicing patience and understanding having kids of my own is probably the most important part of being a teacher. It’s important to remember that all of these students come from different backgrounds and not everyone's gonna always have a perfect day,” says Mrs. Puritz wisely. As a Physical Education and Health teacher, Mrs. Puritz strongly believes in this life motto, and acts upon it with confidence and certitude, offering advice and comfort wherever she goes.
As a child, Mrs. Puritz had always been one to enjoy physical activities, being involved in a myriad of sports, and her versatility can be seen in the adventures she pursued, from playing field hockey, softball, and even being on her school's bowling team! Even in school, the educator particularly enjoyed physical education along with her math and science classes. In fact, her school used to confer a “President’s Award” upon an exceptionally astute and athletic individual, and it would bring immense joy to Mrs. Puritz to receive this award every single year!
Even now, Mrs. Puritz is actively involved with other pursuits, with co-planning the Hershey Park trip for 8th graders along with Mr. Timothy Quimby, but this is not her only extracurricular commitment. Mrs. Puritz also enjoys coaching sports teams for HMS, and has led these squads into a host of trophies, championships, and successes throughout her numerous seasons!
Although Mrs. Puritz is a decorated member of the HMS staff and community, she actually was unsure of her pathway until she was in her senior year of high school! She reminisces, “I guess I didn't really know until going into senior year. My high school had a preschooler program, so I got to teach preschoolers for half of the day. [That's when] I knew I wanted to become a teacher.” Although Mrs. Puritz may have realized her passion for teaching the younger generations later in life, she clearly comprehends how to reach the students and have meaningful conversations with them.
Her passion for her career can be seen in her daily interactions with her students, with Mrs. Puritz claiming that her teaching style is “kind of laid-back, easy-going, and easily [adaptable] to situations. The more comfortable you make people feel, the easier it is to participate and learn. Health class, especially for 8th graders, is not the most comfortable environment, so making people feel safe is important.” Indeed, although the sensitive topics in Health may be rather awkward, to say the least, Mrs. Puritz’s quiet determination to aid others in realizing their sense of self is clearly discernible. Mrs. Puritz also frequently collaborates with team teachers to find the best approaches to aid students that are in need of assistance in any form, and it brings many students great delight to know that they have an instructor that cares so much for their needs.
Outside of school, Mrs. Puritz enjoys a variety of activities and takes pleasure in many hobbies. For instance, Mrs. Puritz reports a peculiar passion for playing pickleball every week with her husband. In general, she and her husband like to be active outdoors, whether they are hiking or just taking a stroll around the neighborhood. She feels like her sense of a work-life balance has aided her immensely in being able to enjoy her life while it happens with the ones that care the most about her and her well-being.
For individuals that are considering the discipline of teaching when reaching adulthood, Mrs. Puritz had an abundance of advice to share from her years of experience. She mentions, “I guess intimidation is probably the biggest thing kids struggle with. Not knowing what to expect and having to work with a diverse student population really can stress out people sometimes. However, I think it's important that when they're in the room to let them know that you're on their side and you're somebody that you can rely on and talk to. Just being there for kids is important for them to know.” Undoubtedly, Mrs. Puritz has already implemented these strategies into her own classroom to aid the learning process for her students, and she has shared timeless wisdom that will be extremely beneficial for future educators and instructors. Her advice serves as a wonderful reminder of how to behave with others, regardless of any misgivings towards them, and this counsel demonstrates Mrs. Puritz’s empathy and understanding towards others.
She credits her wonderful accomplishments to her fellow colleagues and her students, who have shaped her into the understanding, empathetic individual she has been shaped into today. About her accolade, Mrs. Puritz remarks, “Honestly, when they announced that I won, the amount of kids that congratulated me was absolutely insane. it feels good knowing people are happy for you and it feels like I've made an impact in my colleagues and especially my kids’ lives.” Indeed, throughout her determination and warmth, Mrs. Puritz has made a lasting impact upon her students, who will continue to take what they have learned from her and apply it to all of their endeavors.
It is beyond question that Mrs. Puritz is a shining example of a model educator, who will continue to inspire her students to become more compassionate, considerate beings. Until then, the staff of The Word wholeheartedly wish her continued success, happiness, and congratulations on being named “Teacher of the Year!”
This year's winter choir concert was a special event that brought together people of all ages and backgrounds to celebrate the magic of music, and both the choir members and their advisor - Mrs. Barbara Szabo - worked exceedingly hard to make the event the best it could be. Indeed, whether performing onstage or attending as audience members, students experienced a vocal showcase that left a lasting impression.
In particular, the concert was an opportunity for the choir to showcase their hard work, dedication, and talent, and their audience was treated to a variety of songs that highlighted the choir's range and abilities. The show offered a diverse range of music - including "The Twelve Days of Christmas" - that appealed to people of all ages and musical tastes. The choir members worked together as a team, supporting and encouraging each other to achieve their best. It iwas clear that the audience was also part of their musical community, coming together to show their support and appreciation for the choir's efforts.
Another element that made a choir concert special was the atmosphere. The concert hall was filled with the sound of beautiful music, creating a magical ambiance that transported the audience to another world. The lighting added to the overall experience, creating a sense of drama and excitement. The energy in the space was palpable, as the audience responded to the choir's performances with enthusiasm and applause. The choir members used their voices to create a beautiful harmony that touched the audience's hearts, as well as to tell stories, convey emotions, and create a sense of connection between themselves and the audience.
"Everyone was nervous at first," Rukmini Narravula - a student from Team 8A - reflected, "but as we started singing everyone started to feel better and it went well.”
Putting on a successful concert requires both hard work and a lot of time: in fact, the director starts preparing for the concert in May of the previous school year and Mrs. Szabo described this process as "huge".
"Music publishers release their catalogs of music every Spring as directors always begin planning for the next year early," she explained. "I listen to hundreds of pieces every year and then make selections which are based on my experiences with teaching Middle School voice. I always look for a song that will be quickly learned to establish the choir's confidence and sound. Then look for a foreign language song to begin working on diction and vowel modification techniques. Then look for a challenge piece that will embrace foundational skills. I also make sure to include music that is unique or popular with the students.” Clearly, such extensive preparation paid off in the end!
To conclude, the choir concert was a celebration of music and community. It was a marvelous event that brought together people of all ages and backgrounds to enjoy the music presented by the choir students.
For over two weeks, the students' anticipation grew as the big day drew closer...
Then, it finally arrived: Friday, December 8, 2003 was the night that all eighth-graders had been waiting for -- the annual Winter Wonderland Dance was their night to celebrate each other, party, and have fun.
On the day of the dance, several kind and generous HMS staff members dedicated their time to help set up the Commons with all of the food, activities, and decorations. From period 6 until the end of the day, the massive hallway was blocked off from all students, but it was clear that preparations were underway as sparkling lights of blue and white caught the attention of passersby from period to period.
Once the school day had officially ended, the excitement rose. The eighth graders knew that in less than a few hours, they would be having the time of their lives. Whether they got ready together at each other's houses to virtually over Facetime, everyone had the highest expectations for this dance.
Indeed, as it is the only semi-formal dance geared exclusively towards eighth graders, everyone wanted it to be perfect -- and that wish seemed to come true.
Keya Shah, a student from 8B, was charmed when she walked into the school at 7:00 PM that night.
“When I walked into the commons and saw the gleaming lights, balloons, food, snowflakes, and heard the music, I was overwhelmed with joy," said Shah. "It was everything I was expecting!”
Milan Rose, a popular photography company, was set up in the gym for attendees to take portrait pictures with themselves, friends, and even a significant other, with a traditional winter backdrop. Students rushed into the gym to get a spot in line before the night was over. In the cafeteria, flashing RGB lights, inflatables, a dance floor, and a professional DJ set up the atmosphere for a night filled with amusement.
Riya Lal and Ishani Revraknar - students from 8E and 8C, respectively - stated, “As soon as we stepped into the cafeteria, we immediately started dancing to the music. The DJ did an amazing job with picking out songs.” Based on how popular the cafeteria was that night, it proved that all attendees enjoyed the entertainment they were offered.
The food, too, was a huge hit! Having both vegetarian and non-vegetarian options gave the students a wide variety of foods from which to choose. In fact, the menu was so popular that the generous spread of veggie wraps, chicken tenders, mozzarella sticks, and tuna sandwiches were almost all gone by the end of the evening. Desserts such as cookies, brownies, and a custard bar were also a popular pick by the students attending the dance.
Overall, the hundreds of eighth-grade students attending the dance had all of their hopes and wishes fulfilled on that magical evening, making everyone leave with a huge smile on their faces. They wanted this night to last forever - which is surely just as long as the memories they made.
On the morning of Thursday, January 25, 2024, twelve contestants gathered in room C10 -- each participant eager to vie for the coveted Spelling Bee championship title.
The participants took their respective seats, and the competition commenced. One by one, contestants rose from their seats as their names were called, stepping forward to face the daunting task before them. When they overcame their challenge, a collective sigh of relief swept through the room, accompanied by nods of approval from their fellow competitors.
The Spelling Bee was not just a competition between avid spellers, but also a display of admirable sportsmanship. Undoubtedly, it was a fierce competition among the HMS students, with each student showcasing their impressive linguistic prowess. From the brand-new contestants simply “giving it a shot” to the seasoned veterans tackling intricate vocabulary, every participant demonstrated commendable determination and skill.
The participants' motivations for competing were varied: while some sought to improve their vocabulary, others wished to take home the trophy for bragging rights, and others simply joined for the experience.
Team 8E’s Savitha Sriram reflected upon her decision process: “I’m always looking for new experiences, and I stumbled upon the spelling bee, so I thought, ‘Why not give it a try?’”
Furthermore, while some joined the contest for the first time, others viewed the spelling bee as a cherished tradition. Madhura Karekar from Team 8D has been competing in the spelling bee every year since sixth grade, and seventh grader Yuvraj Upreti competed in fifth grade, as well. The spelling bee has been a part of their lives for a while -- some longer than others.
The most common motivation to join the spelling bee, however, was the chance to take home the trophy. The winner not only received the title of “HMS Spelling Bee First Place Winner”, but also earned the chance to compete in the Scripps National Spelling Bee -- the most prestigious spelling bee in all of America.
However, competing in the school spelling bee itself was no easy feat. Before competing, all twelve contestants had to pass a rigorous screening process to qualify for participation. Upon successfully navigating this initial hurdle, they were presented with an extensive list of words comprised of challenging vocabulary. Attempting to spell words such as "Popocatepetl" and "Coccidiosis" under intense pressure truly put their linguistics to the test!
Preparation was a crucial factor in the success of these intrepid competitors. Hours were spent meticulously poring over word lists, honing pronunciation, and delving into the depths of etymology.
Moreover, the preparation extended beyond the prescribed lists, with eager participants venturing to the internet in pursuit of extra-difficult words in case of a tie-breaker. In fact, many students used a special application to practice their spelling: Word Club, an app created by the Scripps National Spelling Bee, was a crucial tool that served as a faithful companion in their quest.
“It was an excellent resource,” Sriram remarked., “It had a convenient, accessible structure, an engaging setup, and included all the words that I needed to learn!”
Nevertheless, even after hours of preparation, the pressure faced by competitors of the annual HMS Spelling Bee was like none other. Some mistakes were disheartening, even for the audience. In addition to the stress, competitors faced yet another formidable enemy: capital letters. Even the best spellers -- some who were unaware of this rule -- stumbled upon words incorporating capital letters and lost their winning streak.
“It wasn’t a rule in past years, as far as I remember,” Karekar explained, “so I just disregarded it.”
Despite these obstacles, two competitors managed to defy all odds: 8D’s Sragvi Basireddy (runner-up), and 7A’s Yuvraj Upreti (first place).
“The final standoff between Sragvi and I [was] going on for around 15-20 minutes,” Upreti reminisced. “The final word that I won on was ‘cellutosis.’”
With support from his family and his dedicated preparation, Yuvraj Upreti now stands to represent HMS at the next stage of the Scripps National Spelling Bee!
However, amidst the triumphs, there were also moments of resilience and grace in defeat. For every misspelled word, there was a lesson learned, and an opportunity for growth and perseverance. The school spelling bee serves as a reminder that setbacks are merely stepping stones on the path to success: true victory lies not in winning, but in the unwavering pursuit of knowledge.
“I was so excited and surprised to win ESP of the Year. It is a great honor, and the fact that I was chosen among the many teachers is just amazing,” Mrs.Taysha Gateau-Barrera exclaimed with joy.
2024 has certainly started on a high note for Educational Support Professional of the Year, Mrs. Taysha Gateau-Barrera, Library-Media Specialist of Hillsborough Middle School. For years, Mrs. Barrera has been working in the Hillsborough school district, bringing positive energy to the library daily.
“What attracted me to librarianship is whenever you come to work, every day is different,” stated Mrs. Barrera.
As a child, Mrs. Barrera did not even consider education as a career. Surprisingly, she actually desired to be an author! As a child in a family of seven, Mrs. Barerra and her five siblings would travel to their local library every weekend, and - collectively - the family would check out almost fifty books every week! In fact, Mrs. Barrera credits her family’s appreciation for reading to her eventual career as a librarian.
After high school, she went to school for teaching. In 2002, she co-taught social studies, literacy, and science at Hillsborough Middle School. While teaching, she often took her classes to study in the library. Finally, in 2009, Mrs. Barrera realized she wanted to become a librarian.
“Librarians are sort of “jacks of all trades,” she reflected. "For somebody interested in becoming a librarian, you have to understand it's a lot of working with people, flexibility, and a LOT of reading. To be a school librarian, you must also be a certified teacher.”
In 2011, Mrs. Barrera graduated with a degree in library science and began working as a librarian at Triangle Elementary. She worked with the previous librarian, Mr. Robin Rowand, until he retired in 2021. After he retired, Mrs. Barrera “knew it was fate” and quickly transferred to Hillsborough Middle School. Since then, she has worked hard to transform the library into a safe, calming space for students.
When walking into the library, students are met with colorful posters, signs, and the sounds of fellow students. Across the library, there are many comfortable armchairs and spaces in which students can read, lounge, and complete schoolwork. Activities like puzzles, a coloring mural, self-use Chromebooks, and a “book museum” border the floor-to-ceiling windows at the entrance of the library. A large, flat-screen TV at the front of the library displays different PSAs and student reminders.
“I think one of the things I do differently is I try to make the space welcoming," Mrs. Barrera divulged. "I try to make it so students feel like they can use it independently.”
Another notable aspect of the library is Mrs. Barrera’s displays. Eye-catching posters showcase books while alluding to current trends in popular culture, such as the recent hit movies Barbie and Mean Girls. According to Mrs. Barrera, these fashionable references are all credited to her Library Volunteers.
Mrs. Barerra operates three student clubs at Hillsborough Middle School. Her most popular club is Library Volunteers, a student organization that assists Mrs. Barerra with the upkeep and maintenance of the library.
“I’ve been doing Library Volunteers for over 10 years now," she explained. "I started the original 'Library Volunteers' at Triangle. It was just a way for students to have a voice in the library and have them help to make it a better, funner, and more accessible place.”
This year, Mrs. Barrera has about sixty Library Volunteers working with her every lunch period. They help her check in and shelve books, update social media, create playlists, and design and execute different projects. Mrs. Barerra admits that the library would not be able to function without her volunteers. Since she established this club, Library Volunteers has become a massive organization and gains more students every year.
Another club Mrs. Barrera moderates is Battle of the Books, a book club for students interested in battling their knowledge of select novels with other districts. Mrs. Barrera started directing Battle of the Books in 2022, and it has become one of her favorite clubs.
“Battle of the Books pushes me out of my comfort zone with books and genres that I’ve never read before,” she admitted. This year, Mrs. Barrera is excited to take the students in Battle of the Books on a field trip in April to “battle” with other schools.
The third club that Mrs. Barrera assists is R.E.B.E.L., a peer leadership club that works to raise awareness of different student issues. Along with Mrs. Gryllis-White and Mr. Evans, Mrs. Barrera works with students to sponsor activities like HatNotHate and National Day of Racial Healing.
“I love to make sure that students have a voice and are aware that some things aren’t ok,” she reflected.
Not only do Mrs. Barrera’s clubs use the library as their “home base,” but other clubs and organizations use the library, too! Multiple clubs - such as T.O.P.S, Student Council, and the Teachers' Book Club - operate out of the library. Teachers take their students to check out books and study in the study areas. Students hang out with their friends while lounging on the couches and armchairs. Books of all genres are checked out and shelved every day. The library is truly “the hub of the middle school,” in Mrs. Barrera’s words, and "the go-to place for everything.”
The work that Mrs. Barrera puts into the library to create a comfortable atmosphere for students and teachers alike is unparalleled by any other so far. Mrs. Barrera surely deserves the award of "ESP of the Year", for her contributions to HMS are discernible every day.
Fact #1:
Her favorite hobbies are hiking and camping, and she loves the outdoors.
Fact #2:
Her favorite sports team is the New England Patriots.
Fact #3:
When she was a kid, her school nurse inspired her to become a better person.
Fact #4:
She spent time in the Ramal-Israel area on a medical trip.
Fact #5:
She has seven grandchildren.
We have many new additions to the staff this year, but this one stands out- Mrs. White! She is the new Student Assistance Counselor and the Anti-Bullying Specialist at HMS. She came here from an elementary school, and she has finally achieved her dream of working with middle school students. Here are some amazing fun facts about our newest counselor here at HMS!
Mrs. White has many interesting and fun things about her and her life, inside and outside of school. Mrs. White’s favorite hobby outside of school is hiking and camping. She loves the outdoors. “One of my favorite things is nature and the outdoors.” She loves just having fun.
Mrs. White’s favorite sports team is the New England Patriots. She too was an athlete- some sports she played when she was younger were Softball, Volleyball, and Basketball.
Someone who powerfully inspired Mrs. White was her school nurse. She wasn’t the best kid growing up and when her school nurse helped her, it inspired her to go into bullying and counseling. “It had this impact on me that changed my whole life ahead of me.” This nurse had a powerful influence on her and helped turn her around, and now she is doing something better and counteracting the way she was when she was younger. Now, she is helping kids.
Something that no one knows about Mrs. White is that she spent some time in the Ramal-Israel area on a medical trip. She gets to help out other people and that is something that she likes to do. That is one of the many things that she loves so very much.
The very last fact is that she has 7 grandchildren! Mrs. White is indeed a grandmother! “Believe it or not, I’m a grandmother. To seven beautiful grandchildren,” She will hopefully have a powerful impact on her grandchildren and help them through the hard times.
Mrs. White is an amazing person and she can help you out too! She has a powerful impact on people all of the time. That’s some fabulous fun facts about Mrs. White!
Education is continuously evolving, and it takes many forms: every day, there are numerous new ways for students to learn complex concepts that will be helpful in their futures. With this in mind, at Hillsborough Middle School, 8D teacher Mrs. Michele Sariano started her weekly "Desk Dash" service, which has been thriving since it first started at the end of last year and - as one looks deeper into what seems to be a simple activity - individuals can see how this initiative is beneficial to not only students but to teachers as well.
"Desk Dash" is a coffee service provided by Mrs. Sariano’s class: they make and deliver coffee to teachers all around the school during periods five and six on Fridays.
“It is a coffee shop," explained 8D's Giuliana Ruvolo, "and we sell coffee to the teacher, and all they have to do is fill out a form and give us money."
Mrs. Sariano’s class includes Michael Esposito, Dawin Lopez, Jayden Reyes-Tello, Jack Ferreira, Noah FitzGerald, Christian McGirr, Giuliana Ruvolo, and Donnowen "Donny" Alexander. Each week, they act like baristas to learn more about money management. While the students benefit from learning these valuable lessons, the teachers benefit by getting coffee without having to prepare it themselves!
A teacher at HMS for twenty-three years, Mrs. Sariano thought of this activity as her class was learning about money, yet "Desk Dash" teaches her students other helpful key concepts in life, as well.
“Money is an important skill, and it can teach you many other real-life skills,” she said.
In fact, diverse activities like "Desk Dash" foster responsibility, kindness, gratitude, and numerous other characteristics that can make the school environment more supportive. Though it may seem simple to others, her students become appreciative of all the hard work teachers do in the building. "Desk Dash" promotes positivity and a more harmonious school “vibe” so that everyone is involved. Even the "Dashers" feel good about themselves since they are helping others. Even though it might be just selling coffee, it still is something to help others feel better.
“Yes, we send out coffees in case they are stressed or tired," enthused Donny Alexander. "It feels good helping people and making their morning better!”
Furthermore, Mrs. Sariano is clearly dedicated to what she is doing and cares about her students dearly: “It feels good to hang out with them, though there are potholes and speed bumps, getting to know them is cool. Everyone brings something different to the table, seeing them work hard makes my day.”
Since its start, "Desk Dash" is definitely gaining attention and popularity. More and more staff members - such as Team 7D's Ms. Tesquro - are starting to use “Desk Dash” since they have heard about and seen its success.
Perhaps this reveals that - despite the many negative issues that are happening around the world - everyone can become united and make the world a better place...one cup at a time.
The HMS Word is proud to present the latest in a series of articles introducing both new and veteran staff members to the student body .
Who knew that HMS’s esteemed vice-principal was a thrill seeker? Mr. John Ciccarone is known to most students for surveying the hallways. However, he engages in various hobbies and interests outside his job, just like anyone else.
Daredevils are uncommon; however, students can discover one such person in their very own school! The first fun fact about Mr. Ciccarone is that he yearns for adventure. In fact, he has explored many different countries around the world, including Brazil, Iceland, and Germany! In Brazil, he went skydiving twice and hang gliding once. In Iceland, he went snowmobiling. Mr. Ciccarone’s adventurous spirit may have been concealed previously -- but now students have new insights into his personality!
The second fabulous fact might be unexpected, yet it is certainly relatable: Hillsborough Middle School’s respected vice principal loves having fun! In fact, Mr. Ciccarone claims that he used to get in trouble for having a little too much fun.
“I like to have a good time," HMS’s vice principal stated, "and my teachers didn’t always like the timing of my humor.” Many students surely can relate to this experience, and it reveals how teachers and administrators really can connect with students.
Spending time with family is accomplished in various ways, and - for Mr. Ciccarone - it is through football! The third fun fact about Mr. Ciccarone is he loves watching football every Sunday with his four sons. Even in cool autumn weather, his family can be found both watching football outside and playing the game as well. Mr. Ciccarone expresses that spending time with his children and watching football is consistently the highlight of his week. They are huge Eagles fans who have created a new tradition of seeing their favorite team play in different cities across the country. This July, they will be heading to Chicago to watch the Phillies play the Cubs!
Of course, Mr. Ciccarone's family time does not always revolve around America's favorite sport. He and his loved ones also enjoy visiting the beach, watching various movies, and attending sporting events.
Students who aspire to become educators one day should pay extra attention to the fourth fun fact: the vice principal has worked at HMS since 2000. Though he started out as a conventional Physical Education teacher, he was later promoted to Athletic Director, and then to Vice Principal. While these impressive achievements could inspire young people in all fields, they are particularly encouraging to students who wish to pursue education as a career.
When they become middle schoolers, children slowly begin to figure out what they want to do in life -- and Mr. Ciccarone thought that he had it figured out early on. The final fact about HMS’s vice principal is that - when he was younger - he aspired to be a sports journalist! He has never truly pursued the passion; however, his family supports him and encourages him to start a sports podcast.
Students may never have had such insight into Mr. Ciccarone’s true personality and interests before, but now they certainly possess a new perspective on this figure in their lives. Indeed, people - whether they are students or administrators - are not always as they seem: there is almost always more to the picture.
Fact #1:
He yearns for adventure!
Fact #2:
He used to get in trouble for having "a little too much fun"...and not just as a kid.
Fact #3:
Every Sunday, he loves watching football with his four sons.
Fact #4:
He has worked at HMS since 2000.
Fact #5:
As a middle schooler, he aspired to be a sports journalist -- and now his family is encouraging him to start a sports podcast.
On Tuesday, December 5, 2023, members of the HMS Yarn Club sold winter hat keepsakes. While some of the club's busy members stayed behind in Mrs. Mottley's room and continued to make more of the hat ornaments, four were in charge of selling the fuzzy ornaments in the Commons before homeroom.
They set up a table and began to sell the hat-shaped ornaments for $5 a piece. At first, it was not very busy: occasionally, teachers would come to purchase them. However, once 8:10 rolled around, more and more students started arriving and buying the ornaments. The little hats were displayed on a small tree, hanging off of the branches.
Moderated by two math teachers - Team 8B's Mrs. Miller and Team 7/8C's Mrs. Mottley - the Yarn Club is a place for both novice and advanced knitters to enjoy their hobby. Their workplace is focused and peaceful, and each student works quickly, but carefully.
Mrs. Mottley invites HMS to increase the club's membership: "Every Tuesday morning, all students are welcome to come and sit and craft with us."
“It’s chill, nice, and a calm place to come into in the mornings for some peace of mind,” Team 8E's Ashton Arguello attested. “The gym isn’t the quietest place to be early in the morning.”
The members bring a variety of background experiences in the craft, from none at all to family legacies.
“Many of our members come in and say that their parents or grandparents knit or crochet and they want to learn how, " Mrs. Mottley explained. "It is so touching to know that so many people want to learn - especially to feel closer to family.“
Emily Brainard of Team 8C agreed: “My mom, grandma, and aunt all knit; some of them crochet.”
“I would say I improved a lot, since before this club, I knew absolutely nothing about crocheting," admitted Piyusha Dinda of Team 7E, "and now I know a ton of different kinds of stitches.”
In the end, no matter their reason, each member of the club worked hard to make the hat ornaments, and the members plan to use the profits for more yarn and supplies for the club. Overall, the HMS Yarn Club winter hat keepsake sale was a huge success!
“‘Donkey, Rabbit, Elephant…’:
Improv Game on Team 8B is A ‘Master of Disguises’”
by Harini Raghuraman and Veera Suryavamsh
Looking into the circle of students in the Commons, a group of outsiders seems perplexed by the absurd actions that the 8B students perform on cue.
“DONKEY 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!!!” Mrs. Christina Simons shrieks, vigorously pointing at a student. Immediately following her direction, three students’ heads shoot up with their hands plastered to their sides.
Mrs. Simons continues, “TUNA 1, 2, 3, 4, 5, 6, 7, 8, 9, 10!!!!”. Another classmate frantically wobbles like a fish on land as his peers on either side attempt to reel him in.
Originating from an improvised theater game, “DRE1776DRATTP” - or “Donkey, Rabbit, Elephant, 1776, Dupin, Raven, Arabesque, Tintinnabulation, Tuna, Penguin” - is an activity that Mrs. Simons - one of Team 8B’s Literacy teachers - uses to entertain her students after a tedious month of writing. Regularly, students’ equanimity and attention spans lack after finalizing writing products, which is why this mental break proves beneficial. Not only does the activity allow students to improve their memory and ability to process information quickly, but it also enables an exertion of energy to clear up their fatigued minds. Inevitably, when the next assignment begins, students will have ample patience to write effectively.
Moreover, as evidence supports, Mrs. Simons’ students suspect the game’s possible hidden intention.
8B student Jared Chu theorized, “I wouldn’t be surprised if Mrs. Simons has a secret motive behind this game. She is very skilled at disguising lessons as pleasure.” Accordingly, almost every student agrees that Mrs. Simons is a “master of disguise” which is perhaps applicable to this game.
Another 8B student, Vanda Dominko, built on Chu’s points and further interpreted her teacher’s intentions: “Mrs. Simons definitely has a reason for creating this game, and I kinda [sic] think she is trying to improve our memory for future assignments.” This alternative approach is certainly a possibility as one of the more prominent skills Mrs. Simons possesses is creating humorous learning techniques.
On the other hand, certain students are blinded by the joys of this game and consequently are unaware that they may be acquiring skills. For instance, Devisha Priya — an Advanced Writing student – confidently stated, “Nah! I think this game is just for fun. No way Mrs. Simons was trynna [sic] teach us something. It was just a fun brain break!” Although the game's purpose remains a mystery to most, a simple brain break may primarily be the motive, leaving room for intriguing theories.
In fact, “DRE1776DRATTP” has complex origins that students often overlook, ranging from a theater game for minor actors to the famous author Edgar Allan Poe. To further elaborate, the second “D” in the game’s title stands for “Dupin”, who is a fictional character that Poe created in his famous novel The Murders in the Rue Morgue. Dupin’s creation soon inspired several other authors to create their own fictional detectives -- most notably, Sherlock Holmes.
As each command in the game corresponds to actions that the class must perform, the students must “stroke their cerebral beard” whenever Mrs. Simons announces “DUPIN!”.
Furthermore, Mrs. Linda Schley - the middle school’s resident speech-language specialist and an expert on all aspects of improvised theater games - provided professional insights on Mrs. Simons’ game. First, she mentioned that improv games generally help mental health, paying attention/focus, stress, collaboration, cooperation, and eye contact. To further elaborate, she also noted that - in Mrs. Simons’ activity - students are unaware of when their turn may arrive, which is why focusing and remaining attentive is crucial for triumph in the game.
Additionally, improv games are beneficial for collaboration and drawing a group together as it acts as an “icebreaker”. An icebreaker is an activity that allows individuals to become comfortable with each other not only when introduced, but throughout the school year to further strengthen friendships and class connections. Ultimately, students will likely not experience social anxiety as this improv game distracts from any stressful aspect of life, primarily focusing on playing and enjoying the experience.
Mrs. Schley referred to her class group to support her point regarding collaboration, arguing that “... when kids come to see me, they may not actually be connected or friends outside of my room, and so sometimes that can be a little bit awkward. And so doing an improv game… is a nice way to kinda [sic] pull the group together so that we’re moving along more constructively”. Therefore, forming bonds with peers and constructively moving forward - as Mrs. Schley puts it - as a class genuinely benefits their learning experience.
Although all improv games offer life-long lessons, they depend on the type of activity making each moral partially unique, but still slightly cohesive. Mrs. Schley communicates that “sometimes that’s the best learning when you don’t know you are learning,” as the most popular method of successful teaching. Additionally, she provides scientific evidence behind the impact of improv games. All of our brains have a frontal lobe that is responsible for decision-making, problem-solving, inferences, and controls the majority of our daily thinking. As it often occurs, when students are stressed, they “flip our lid” and are unable to think and concentrate due to their amygdala – the part of the brain that operates and responds to stress. A remedy is laughing and having fun, often with one’s peers, which is the central reason Mrs. Simons uses this game partially as an “anti-stresser” after lengthy tasks.
In addition, Mrs. Schley conducts games of her own which assists one’s mental health as they help to become comfortable with uncertainty. In this game, students – one by one – attempt to clap with their peers in sync. After this occurs, they must consider whether or not they succeeded at this task. Through this process, they self-evaluate their actions by, for instance, checking over their work. In doing so, one must learn to retaliate from mistakes and grow from them. This specific game excels in bringing out these skills, hence why it was performed in Mrs. Schley's classroom. When asked about her opinion on Mrs. Simons’ improv game specifically, Mrs. Schley was confident in her appreciation of its uniqueness and originality. While supporting her adamant opinion, Schley addressed “DRE1776DRATTP”’s strengths, such as effectively involving students and simultaneously integrating valuable lessons.
Overall, “DRE1776DRATTP” highlights Mrs. Simons’s unique character and how she encourages memorable experiences. Consequently, current and future 8B students will be able to say that they had one of the most enthralling experiences in literacy if Mrs. Simons continues to provide students with experiences they will cherish. While the 8B population remains oblivious to certain aspects of the activity, they will - when participating in the game - continue to laugh and smile for years to come.
"Ancient Mesopotamian Sprinkle Session!"
by Savitha Sriram and Navya Mittal
Rainbow sprinkles are a delicious embellishment for many kids' favorite desserts. However, students were left astonished when a 7th-grade social studies teacher, Mr. Vasquez, asked them to sort this topping by color to teach them about the struggles of ancient Mesopotamian society.
There were two separate simulations: a hunter-gatherer reenactment and the central Mesopotamian society imitation. At the start of the period, every student was instructed to look for tiny, colored blocks hidden around the room. The irregularity of finding blocks was similar to hunting; if they happened to locate one, they would acquire more coins, or “food”, than the farmers. The students were assigned a certain set of blocks, according to color and quantity, to gather within a time limit. Mr. Vasquez remarked that there had not been enough blocks for every student to emulate how there weren’t sufficient resources for all the hunter-gatherers in ancient Mesopotamia.
After all the blocks were found, the game was over, and everyone was assigned a new job: sprinkle sorting. Their task was to sort the sprinkles by color into small plastic containers. They would earn a coin for every 20 sprinkles of one color. This painstaking task represented farmers in the Mesopotamian simulation. As the reproduction progressed, people were randomly assigned different roles, with one student being the “king” or “queen”. The other jobs would be deemed “more important” than the farmers and received a higher salary despite their lack of contribution.
By the end of the simulation, the farmers were especially weary of the injustice they were suffering. They were working the hardest; yet, they acquired the lowest wage. But this was the harsh reality of Ancient Mesopotamia. “They were paid the least even though they worked the hardest and produced the things that everybody else needed to compete,” Mr. Vasquez reflected.
Through these simulations, Mr. Vasquez effectively incited the same frustration that the farmers and hunter-gatherers would have experienced. The simulation changed how the students related to the people from thousands of years ago and caused them to be more invested in the curriculum. He also demonstrated how while a structured society was more efficient than living as hunter-gatherers due to the constant supply and promise of nutritious food, Mesopotamian society was certainly biased against the farmers.
A former student of Mr. Vasquez, Arya Patel, recollects her experience. She was the queen’s courtier, meaning that she flanked the appointed queen with music and obeyed every order demanded of her. “I endured the struggles of a slave as I was mandated to comply with king’s orders, so I felt oppressed,” conveys Arya in an interview.
On the other hand, Harini Raghuraman, an 8B student who previously had Mr. Vasquez, shares her exasperating adventure as a farmer in this simulation. Although she enjoyed the unique approach to ancient history, she found the farmers’ monotonous work aggravating. After her strenuous efforts to sort the variously pigmented sprinkles, Harini was horrified when Mr. Vasquez proceeded to dump all her meticulously sorted toppings back into a singular container. In fact, witnesses state that she burst into angry tears! Harini vowed to never waste even a sliver of food again for she is now conscious of the anguish that farmers experience when their hard work goes down the drain.
One may be wondering how this obscure idea came into being. Mr. Vasquez recalled, “In student teaching, my host teacher did something similar with the kids…that involved sorting sprinkles.” Furthermore, the idea began as a lively way for students to actively understand the struggles and injustices that Mesopotamians encountered daily. This encouraged students to approach the subject more passionately, as they had a personal stake in it.
The Mesopotamian Sprinkle Society Simulation is an excellent example of presenting basic lessons in a relatable fashion while infusing an element of excitement. Though there may have been mixed emotions during the reenactment, everyone can agree that this will be a cherished memory for life.
Some people might say that orchestra takes up too much time, and they do not want to wake up that early. However, those who are members of orchestra believe that the pros outweigh the cons as they are jubilant and excited when they get to play music.
As the Hillsborough Middle School orchestra teacher and conductor, Mr. Joseph Gall, stated, “...number one, students have to wake up early, which might be a pain, but I feel like it gets you warmed up for the day ahead. You’ve been awake longer than everyone else, and your mind’s clearer. Orchestra gets you ready to learn for the day.” Indeed, his professional opinion - he has thirteen years' experience - reveals that one of the advantages of playing an instrument in the orchestra is that you can get a head start in the day, as well as become more aware of your surroundings when school starts.
An orchestra student, Devin Patel of Team 8E, has been playing for four years and confirmed that "orchestra wakes me up.”
“I get to understand music," he elaborated further. "It makes me feel tranquil, and it helps me get ready for the day; Not only can you exercise yourself in the morning, but you can also be more awake during school."
Another orchestra student of four years, Team 8B's Veera Suryavamsh, admitted, "Although I wouldn't prefer to wake up early, because I love my sleep, I feel like the orchestra experience is worth this small cost. Things like the ability to play with others as well as synchronizing with other instruments, make the singular notes that sound so boring during my daily practice suddenly come to life. Also, I can expand on my own violin-playing ability and hear how other instruments contrast and add to the sound of my own playing."
Additionally, Mr. Gall mentioned that this commitment strengthens each musician's sense of responsibility: “Doing orchestra forces you to organize and practice more. That makes you guys better students in general. It’s kinda teaching you how to go through high school, basically.” In other words, orchestra students must be responsible for learning their piece, part, and position in orchestra, and the experience is essentially a class that requires students to take responsibility for their own learning.
As Calissa Churchill, an 8E musician, concurred, "It definitely puts more pressure on you as a student, but it's definitely a rewarding program. I think it will definitely be useful when in the future I have a lot of things going on, just because I know how to handle it." By doing this, not only can students understand and develop a certain plan to help them finish everything on time, but it also provides students with an accurate representation of the pressure that they will need to be able to handle in the coming years.
Many students may have the misconception that orchestra is a monotonous subject that requires tedious amounts of studying. However, as Mr. Gall attested, “My favorite part is that you’re using all of the parts of your brain. You’re using more parts of your brain to press the right keys, and you’re counting in your head. You’re constantly evaluating yourself and thinking: Is this true, is this right, is what he/she doing right?” In fact, orchestra is about being creative and enjoying the challenge that presents itself in front of the players on each page. It is both an exercise and an experiment for the members of the orchestra.
Musician Navya Mittal revealed that, in the end, some of the rewards that come with orchestra are the notes and music themselves : "The satisfaction of all of the notes weaving together after hours of practicing individually is just so rewarding to the ears. When we get together, it's so intriguing how such a unique melody can be created from just a couple of simple notes mushed into one harmonious tune. It makes all of the hard practice that we do alone worth every second."
The orchestra's many hours of practice will surely pay off at their forthcoming winter concert, which will take place on December 13.
Mr. Gall shared a sneak peek of the evening's program: “The Concert Orchestra will be performing three pieces - 'Winter Stars' by Kathryn Griesinger, 'Minuett' by Joseph Haydn, and 'Call of Heroes' by Christian Williams. Symphonic Orchestra’s three pieces will be: 'God Only Knows' by Brian Wilson, 'German Dance' by Ludwig Van Beethoven, and 'Thundersnow' by Katie O’Hara LaBrie. Finally, Chamber Orchestra will be performing 'Pastorale' by Archangelo Corelli.” These are complex classics in the world of music, and the middle school students will have to be able to play these songs with precision in front of their expectant audience. This will show the expertise that they will have developed over their years of learning.
Everyone interested in watching these maestros in action is welcome to attend!
On Tuesday, October 17, 2023, Hillsborough Middle School students had the opportunity to vote for their 2023-2024 student council members from an impressive pool of candidates, but - in the end - only five could win.
All students running for a student council position had posters displayed on the walls of the school, and each candidate worked hard on his or her speech and spent weeks self-promoting.
"I did feel stressed out at first," admitted Paul Chen, the new Vice-President for the eighth grade, "but after I saw all my friends supporting me in the audience [during the campaign speeches], I felt better."
Finally, on Thursday, October 19, the winners were announced.
Student council secretary - Delaney Kiernan of Team 7A - promises to increase the amount of social activities in school: “I feel pretty good about winning. I’m glad I can make an impact on our growing school. As your secretary I plan to get us more spirit days, like 'Anything but a Backpack day' or 'Twin Day'. I cannot wait to help make positive changes here at HMS!”
On the other hand, fundraising chair Prajwal Pabbathi of Team 8E wants to utilize his role in the student council to raise money for charitable causes, while also creating a fun environment for the students.
“Some ideas I have for the school as fundraising chair is [...] to have interactive fundraisers where the kids can have fun while we make money to donate to those who need it,” Pabbathi said.
The new Student Council President, Conor Albert of Team 8B, demonstrated both appreciation for his elected role as well as ambition in fulfilling it.
“One thing I would like to say is that I am going to make as much happen as my authority allows," he promised. "I feel super excited to represent the school, and I feel honored that I was the one to take on this responsibility.”
Albert's pride and commitment are shared by Team 7A's Eva Neparidze, the new Vice-President for the seventh grade: “I feel proud of myself. It’s a big accomplishment. Other student council members and I want to add more teams, such as baseball and volleyball. I’ll try to be an active member and do my best to fulfill your wishes for the school.”
Each member has made it clear that their only intention is to make Hillsborough Middle School a better school for everyone, and they all plan to make as many positive changes as they can.
The HMS Choral Program's winter concert is one of the most eagerly awaited events of the year for all the talented singers involved. With weeks of dedicated practice behind them, the performers are all set to deliver a truly breathtaking performance on December 11th, 2023 at 7 p.m. which is sure to be an unforgettable experience for every single person in attendance.
The soulful melodies and harmonies are sure to captivate the audience and leave them spellbound. This concert is a great opportunity for the students to showcase their hard work and talent, and for the audience to experience an exceptional musical performance that will leave them feeling uplifted and inspired.
The concert program is diverse and features a range of songs, including the upbeat "African Noel" and the playful "The Twelve Days After Christmas," which is a parody of the original song “The 12 Days Before Christmas” composed by Fredrick Silver, a popular favorite for many others in choir.
Other highlights include "Sisi Ni Moja" and "Aeyaya Balano Sakkad". It is worth noting that these two pieces are in different languages, but the students are more than up to the challenge and are working incredibly hard to perfect their performance.
To get prepared for this stellar performance, the students are showing up constantly to their rehearsals and ensemble meetings where they learn tips and tricks to make the concert successful.
Anagha Surubhotla, an enthusiastic student in 8E, stated, “Mrs. Szabo’s creativity in giving us songs to sing is enjoyable for both the listeners and us the students.”
Anagha also fondly recalls Mrs. Szabo's encouragement to students to improve their breathing and dynamics.
All of the songs will be sung by the three groups within the choir; soprano, alto, and baritone. As each group continuously meets, the soprano group is the one who sings the higher notes, the alto is the one who sings the notes in the middle, and finally, the baritone is the group which sings the lowest, and frequently consists of male students.
The choir students focus on their diction, and vowels, and compare the differences between different languages as they attempt to practice breathing patterns, rhythm, and musical notes in their lessons. They also learn some hilariously difficult tongue twisters that help them sing the words more easily.
Mrs. Szabo, the director of the HMS Choral Program, masterfully works to put together an entire performance and takes weekly rehearsals with a group of students during their gym periods and on Fridays for the ensemble. She works tirelessly to plan a concert for not one, not two- but THREE musical groups! Out of these three, she has to get the HMS choir and chorale students prepared for their concert. They all have a concert in December and she has to organize all of them.
With their amazing voices and passion for making music, the choir students are determined to perform in a great concert and there are hours of thought and planning that go behind every two-to-three-minute song sung.
All in all, the students in the HMS Choral Program are very grateful for Mrs. Szabo’s excellent guidance and helpfulness, and they look forward to their upcoming performance on Monday, December 11, 2023!
Every Wednesday afternoon, the Debate Club’s weekly meeting commences in the HMS library with over 80 eager students voicing their opinions about controversial topics.
“Debate is extremely fun. It opens me up to many different perspectives. It’s extremely fun to research about what you stand for and it gives me a say in things that I usually don’t have a say in,” stated Akshath Balaprabunath, a student from 8D.
During Debate, the students' hearts pound, wanting to come out strong and confident and address their opinion of the topic- all in a minute and thirty seconds. If the student finishes before that period, the cross-examination (the questioning of vague information contained within the speech) will begin. However, if the speaker finished all their time, their time would be considered elapsed and the next speaker would begin. In the remaining time, filibustering occurs, when one can discuss any school-appropriate subject matter for thirty seconds. There would be no questions taken afterward which allows more students to talk and encourage a lively environment. At the end of the meeting, the members of the club undertake a poll that requires the participants of the Debate Club to democratically elect another topic that will be the issue disputed at the next meeting.
The club commences at the beginning of the school year, continuing until May when the middle-school students experience a conventional high-school debate. The members partaking in this experience are all invited to a banquet to view this debate, along with their guardians. It is a fascinating event to end the wonderful journey, filled with absorbing debates that capture the hearts and minds of all participants. Ms. Shelley Rubin - the Debate Club moderator - presents a captivating speech at the banquet and everyone dresses formally for the elaborate affair.
Ms. Rubin embarked on this journey when Mr. Del Prete, the principal before Dr. Trybulski, received a phone call from the high school, pondering whether the Literacy teacher of 8D would be intrigued in creating a Debate Club. She has instructed her writing classes in the art of public speaking for years, and the individual who requested that she head the Debate Club knew that her experience would be essential to the formation of the club. Ms. Rubin feels as if she has a strong connection with middle schoolers and - remembering this age - she can relate to them. Furthermore, getting a feeling of excitement to see what is ahead for her club members and seeing the progression of the speakers from the beginning compared to the end of the club brings tears to her eyes.
Ms. Rubin has been running this club for 23 years and continues the age-old tradition of debate to allow students to become more confident about themselves with public speaking. She feels that if she had enjoyed an experience similar to this growing up, she would have been more mature deliberating about sensitive issues in today’s world.
According to Ms. Rubin, “Debate Club teaches you better listening skills, speaking your mind without a mentor helping you, and not being apprehensive to speak your mind in a formal manner. Doing this can be exceptionally beneficial in the future, such as in college interviews. In addition to that, writing letters and emails, professions involving debating such as becoming a lawyer and learning how to stand up for yourself are all things that experience in debate helps to accomplish.”
The Debate Club has numerous advantages to offer students. Other than seeing the perspectives of others, this beneficial club aids individuals in gaining confidence in public speaking, speaking their minds and not being frightened of what others think, making friendships with other students, and freely talking about controversial topics. Ms. Rubin even mentioned that parents of well-spoken children have even engaged in multiple “mini-debates'' between the two opposing mindsets!
Finally, Ms. Rubin declared, “Don't be afraid to come and speak your mind, although listening is key. Being in debate prepares you for anything you might do in the future- any career or event in the future that you might participate in.”
Indeed, HMS is fortunate to have such an eye-opening club, open for all, aiding students in flourishing in whatever dreams they pursue.
During period 3 on May 19, 2023, a special visitor came to Team 7A’s Advanced Literacy class -- Jasmine Brown, a former student of Ms. Deborah Meredith's from thirteen years ago. As a student of biology and neuroscience in 2018 at the University of Washington, Brown received the Rhodes Scholarship -- a prestigious award given to students to complete their postgraduate studies at the University of Oxford -- and shifted to Oxford University for the next two years.
Brown, on a mission to inspire students, discussed her book Twice As Hard. The novel revolves around several African women physicians in the past, as well as on the prejudice they faced because of their differences. Brown completed the research for her book in her postgraduate dissertation.
“I planned to complete my dissertation about many encounters with prejudice between people of color,” she explained. “My goal was to understand why micro-aggression and macro-aggression permeated these communities.”
Gradually, as she continued writing her book, Brown began to realize that the focus of her project had shifted: “My book now focuses on the hurdles of black women from the Civil War to the 21st century.”
Brown begins by sharing the story of Dr. May Chen, a black woman physician from the 1900s.
“In the 1900s there were only a few female black physicians, and a lot of white physicians. After graduating, Dr. May Chen faced intense racial discrimination. But she was not deterred,” the physician's story begins. In the process, Brown highlights Dr. Chen’s distinguishing aspects, such as her unwillingness to give up. Chen assisted in sterilization practices, provided special care, and aided in many surgeries.
Dr. May Chen is one of the nine inspirational figures highlighted in Twice As Hard, and - according to Brown - they "are only a small fraction of the women who have been discriminated against.”
To conclude her presentation, Brown reflected, “I feel so grateful that I’m not just constructing histories. I am inspiring the future generations of black women and other minorities.”
After much applause following her compelling speech, Brown answered many questions of the audience. Several students inquired about her own experiences as a child and if they were similar to her subjects' experiences.
She shared, “As a kid, people said they don’t think I’m smart enough.” Several others discriminated against her for her gender, race, and passions. However, it is clear that Brown did not change herself and her plans to become a doctor at the words of others.
On overcoming racism, Brown elaborated, “It was hard. I think that, especially while growing up, it can be difficult to not listen to bullying [but] I looked up to my parents.” Indeed, it is important to have a strong support system. According to Brown, they can “lift you up when others have painful things to say to tear you down.”
“May Chen’s dad disowned her because she didn’t get married and have a family; instead, she went to college to become a doctor,” Brown continued. She relates it to how her peers expected her to amount to nothing, but she still looked forward to her residency.
Jasmine Brown hopes to inspire future generations of people to be the best they can be. While they may face discrimination or feel like they will not amount to anything, they should believe in themselves.
To end, Brown imparted one crucial piece of information to all of the students: “Keep that creative spark and don’t let it die.”
After months of preparation and hard work, our very own HMS Science Olympiad team won 1st Place at their Regionals at New Jersey Institute of Technology, and went on to take 6th Place at the State Tournament at Middlesex Community College.
Science Olympiad is an interesting club with many different students with different skills and abilities. Middle schoolers work hard and study scientific topics for hours to participate in competitions and events. They get to make new friends, work with each other to solve problems, and learn new things. According to Mrs. Christodoulides, the team's advisor, “Everyone prepared themselves during the meetings and at home. The team has worked very hard for the competition.”
The day of the regional competition was a flurry of anticipation and excitement. Students piled onto the bus, chatting excitedly with their friends. While many were nervous, they were also pretty confident due to the hours of studying prior to the competition.
Participating in events was fun and challenging. Weeks of hard work and diligent studying paid off, as almost no one had too hard of a time in their events. Said Aaron Haldar, from team 8A, “It was a challenging and competitive experience for all!”
Anjali Shah, from team 8A agreed, “It was a fun, educational competition and we all had a great time!”
The team ended up doing pretty good, if the first place trophy has anything to say about it.
While being crammed into a tiny classroom seemed tedious at first, having the opportunity to tour campus with friends was a blast! There were tons of snapping pictures, exploring different on-campus activities and exploring the campus.
“Regionals wasn’t just about taking a test. The test I took was only 18 minutes out of the hours I stayed at NJIT. Most of it was exploring campus with my friends. We had a lot of fun, getting rejected by vending machines, throwing paper and cards at each other, and making memories", stated Shreeya Patel of 8E.
Anya Verma of 8D stated, “The experience was not only really eye-opening to how SCIOLY works and how we can interact with other schools, but it was also fun because we got to walk around campus and have freedom. The tests themselves were also exciting, because it allowed us to apply our own knowledge to the competition, and the knowledge we learn from these tests can help us in our school lives and careers.”
Mrs. Christodoulides noted, “I believe I have a very committed and dedicated team. The team was solid and worked very well together. We had so much fun during the competitions as well as at team meetings.”
After their win at Regionals, the team buckled down and prepared for States! At the State Tournament, the team managed to snatch 6th place out of 27 teams from NJ. They gave it their all, and studied insanely hard and managed to do pretty well for themselves.
While nerves and fear was high, the members knew they would give it their all. Participants made their way to their events one by one.. They were wished good luck, and they were sent on their way. Other members waited to hear how their fellow members had done. At the end of the day, once everyone had participated, all the members shared their experiences and thoughts about the day.
All members who participated in events got medals to celebrate their hard work and dedication.The team also won 10 medals in 5 different categories. Mrs Christodoulides stated, “It was a great season! The team worked hard together, were very committed, and had fun together. Having some Science Olympiads from the high school join us at meetings made it even more special.”
The HMS Word is proud to present the latest in a series of articles celebrating and sharing the perspectives of A.C.E. (Award for Character Excellence) winners.
The fifth edition of “The Faces of A.C.E.” is here -- featuring a new batch of winners of the “Award for Character Excellence.” Emma Watts, Teddy McLaughlin, and Jake Meier have quite the words of wisdom for those willing to listen.
To begin, the awardees each defined a “good” character in their own way.
“Good character is being the odd one out,” explained Jake Meier. “You have to be nice to everyone around you, you have to help everyone around you, and you have to do this every day.” Indeed, exhibiting the traits of integrity once may have a positive effect, but consistently doing so is the paradigm of virtuosity.
Emma Watts added, “I personally believe that a 'good character’ is someone who does a good deed with or without someone looking.” She includes that these people wish to have a positive impact on the world around them.
Teddy McLaughlin did not fail to give a thorough view of his take on what a good character really means. “To have good character is just more than just having good grades,” he began. “Having good character means you are a good representation of a student. A good model of a friend. Someone people can look to for help. Having good characters allows people as a group to do more. Good character enables people to be their best selves.” Clearly, Teddy has strong views on what he believes to be a representative of the ideal character.
Furthermore, Teddy explained how his parents were his inspiration for showing excellence in character. “Growing up, my parents always led the way and helped me towards my maximum potential,” he said.
Similarly, Emma Watts appreciates her parents for motivating her: “I was taught to always be nice and helpful throughout my life. I owe a lot of who I am today to them.”
Jake Meier attributes his success to his parents as well: “My parents taught me that if you want to be seen as a good person, you must act good, [and] then other people will look up to you.”
Finally, the students expressed the reasons why they think they received the award.
“I did not expect a reward,” admitted Jake. “All I knew to do was just be a good person and not ask for a reward in doing so.” There is a point in this statement, for one should not be incentivized to show an important character. The others elaborated further upon why they think they received the A.C.E.
Emma Watts reflected, “To be honest, I don’t really know. I was just being myself the entire time. I was excited but also surprised when I got the award, because I really wasn’t trying to stand out. I was just being regular old me.” It is interesting to see how a good character can be ingrained in someone, and how so many HMS students show this common trait.
Teddy McLaughlin also added his views. “Being in 7D, all of my teachers have been lovely. They've helped me be the best possible, and they recognized that. They truly believed in me every step of the way, through the highs and lows. I showed that I truly cared about school, and the people in it. That's how I believe I was awarded an A.C.E.”
It is true that many teachers of HMS bring out the positivity in their students, motivating them to be better people. Teddy is but one of the many students who have been inspired by their teachers to be their best selves.
Clearly, these A.C.E. winners are highly passionate about bringing the best in the school --- as well as in themselves --- and inspiring the other students of Hillsborough Middle School.
The HMS Word is proud to present the latest in a series of articles introducing both new and veteran staff members to the student body .
Mrs. Debra Porowski, this year's eighth-grade Vice Principal, is an inspiration to those who get to know her. While maintaining her standing as an authority figure, she may be perceived as daunting. However, in this new edition of “Five Fabulous Facts About HMS Staff”, any misconceptions about her quickly evanesce.
Mrs. Porowski initiates her list by including her favorite hobbies. “I love to read,” she says. “So far, I’ve read fifty books in the school year.” In fact, Mrs. Porowski has even organized a staff book club, meeting monthly to discuss readings. “I just reread To Kill a Mockingbird and The Book Thief,” she adds, which are a few students’ favorites.
Mrs. Porowski elaborates on her experience at HMS. She has been working at HMS for thirty years. “This is the only school I’ve ever worked in,” she says. “I taught math for 22 years and I’ve been VP for 8.” It is incredibly interesting to know that Mrs. Porowski has such long ties with the school!
Growing up, Mrs. Porowski had many interests. “I’ve always wanted to be a teacher when I was growing up,” she begins. “At one point, I thought I was going to be a Music teacher. I even took piano lessons in high school.” However, she realized that she was more inclined toward Mathematics.
“My favorite part of math is Geometry,” she explains. “I took geometry in 9th grade.” Then, Mrs. Porowski shares a memory from her younger days: “I remember I got a warning on a midterm report for Geometry. I thought it was incredibly hard.” However, when it came to teaching Geometry, Mrs. Porowski was involved. “I taught Geometry Honors in the middle school before Mrs. Cruz did,” she reveals.
Sharing the many activities that Mrs. Porowski has planned for the summer, Mrs. Porowski makes it clear that she loves going to concerts. “I already have twelve concerts booked for the summer,” she says. “In a matter of twelve days, I am going to see Madonna, Bruce Springsteen, and Duran Duran.”
“Going to concerts makes me feel like a kid all over again,” she adds. She shares that her favorite band, Duran Duran, will be performing on the second day of the next school year.
Mrs. Porowski also shares a common misconception that many students have of her. “Since I’m a VP, many think I am mean,” she says. “It makes me a little sad because that’s how I am perceived. I want everyone to see that I want the best from them.” Being an authority figure in the school does come with many preconceived notions, which can quickly melt away once the student body spends time getting to know them a bit more.
Mrs. Porowski closes her statements by sharing some facts about her childhood. “In college, I was president of my sorority. 30 years later, my friends from my sorority are still my best friends. We all went to TCNJ, and while one of my friends lives in Ohio, the rest live around here.”
Mrs. Porowski hopes that in sharing these facts about her friends, she inspires others to believe in their friendships. “If you work at it, you can stay friends for a very long time,” she concludes.
Clearly, Mrs. Porowski shared many facts that an average student walking through the halls of HMS would not know. Perhaps, in reading this article, many will feel closer to Mrs. Porowski or even have a new topic for discussion with the Vice Principal! All in all, what is portrayed on the outside by many is often not at all what a person is like on the inside.
Fact #1:
She loves to read and has even initiated a staff book club.
Fact #2:
She has worked at HMS for thirty years: eight as a Vice-Principal and twenty-two as a math teacher.
Fact #3:
She wanted to be a music teacher when she was younger.
Fact #4:
She loves going to concerts; in fact, she has twelve already booked for this summer!
Fact #5:
She was the president of her sorority and continues to be best friends with her sorority sisters thirty years later!
African American history is one of the most inspiring stories that still echoes today. Students learn about heroes like Martin Luther King Jr. and Malcolm X, advocates who marched across America in protest. However, not many realize that they can learn about Black history in their very own Hillsborough Township, New Jersey.
In fact, Hillsborough is rich with Black history, right down to its very soil.
To find out more about their town's history, HMS CARES and other outstanding middle-school students visited the Stoutsburg Sourland African American Museum (SSSAM) on a quest for learning. SSSAM is a non-profit African American museum that educates fellow citizens on the importance and relevance of Black history. Co-owned by Beverly Mills and Elaine Buck, SSSAM has many achievements already under its wing, including a new book and documentary. The museum itself used to be a church for Black worship, but it was moved to its current location and converted to what it is today. Black worshippers had to go through so many hardships just to pray. In some churches, separate balconies were built so that Black slaves could be chained while their masters worshiped. That is why liberators built separate churches for Black people only, walking out on the racist ways of exclusively White churches.
It is no mystery that the first African Americans were not native to America. From the 16th to the 19th centuries, millions were transported across the world to be sold as slaves. They were treated as meaningless cargo, thousands being stuffed into a small area under the boat at a time. The conditions were abominable, and African Americans would hardly be served any food for a two-week time period. In addition, there were no bathrooms, and since the people were crowded together, many died from the lack of clean standards; other Africans even committed suicide. Only about one-third would survive the boat rides, and the remaining survivors would be sold in auctions to different people around the world. In the Americas, rich White plantation owners would enlist over 50 African Americans at a time, all sent to work in backbreaking conditions with no pay and no hope of freedom. Slave-trading auctions would be in every state across the United States, including New Jersey. White property owners would go pick up the slaves and bring them back to their farms, and some farms were situated in modern-day Hillsborough Township.
Sadly, even as the world progresses, the past is still thrown in Americans' faces.
“It seemed so normal to have thousands of farms in New Jersey every day, but to find out slaves worked on them is horrific," reflected Zann Ruderer, 7D student and HMS CARES member. "Then learning that the roads I walk, bike, skate, drive, and even live on are named after slave owners. Wow, New Jersey! Good job showing your future generations your horrific past.”
Indeed, many streets and small monuments are named after slave owners. Families descended from past slave owners have massive properties that once were tended to by helpless African Americans. Even African Americans themselves are haunted by the past through their surnames. Once African Americans were given their freedom, many took their owners' last names. However, some gave themselves names based on the crops they tended to, like wheat or mill.
Elaine Buck and Beverly Mills were able to trace back their ancestors using their last names. Now, African Americans born in America can do the same.
Buck and Mills pride themselves in not only finding out the history of New Jersey, but saving it. Back when SSSAM was still starting, they were called to different towns to provide insight on issues involving historical preservation. One of these instances became a catalyst for the growth of SSSAM. One day, the two were phoned by a concerned citizen, who was complaining about one of their neighbors. The neighbor in question was attempting to build a driveway over what was rumored to be an ancient site of some sort.
Buck and Mills knew what needed to be done: they ended the call and headed straight to the address to look at the “ancient site”. Immediately after stepping on the property and investigating, they knew that they were looking at a burial site of some sort. Using this newfound evidence, they took the matter up with local law enforcement and saved the burial site from being built over.
However, the fight was not over. A now-angry property owner ignored Buck and Mills and said that - unless they procured hard evidence - he was going to continue with the building of the driveway. The two were crushed: how could they get hard evidence if they did not know architects?
It became the topic at the SSSAM meeting that week. Fortunately, a coworker and preacher at SSSAM said that he was an architect, and he could look at the site for them. Consequently, he joined a hopeful Buck and Mills to head towards the property once again (knowing for sure that they were trespassing this time).
“The inspection with our architect friend was actually very funny,” the two jointly reminisced. “We had to duck in nearby trees every time that we saw a car come by, knowing that if that guy saw us on his property he was going to be mad!”
When the coast was clear, the architect inspected the rift in the Earth. He concluded that it did seem to be a burial site like Buck and Mills had previously thought, but it was too unstable to be sure. Once again, the two felt that they were losing the battle they had been fighting. Defeated, they prepared to give up.
Just then, an old man approached him. He explained that he had seen them working so hard, trying to save this small piece of land. With a smile, he pulled a paper out of his pocket and gave it to them, saying that it might help them: it was a will from the ancestor of the man who had owned the property with the burial site -- and it stated it was indeed the burial site of slaves, and it was never to be built over or disturbed.
Beverly Mills and Elaine Buck won the fight to preserve the burial site, and they preserved another piece of history once again.
Inspired by the burial site, Mills realized how important it was to find her own family history. Using her last name to trace back her history, her journey took her to an old reverend’s land in South Carolina. After some further investigating, she realized her connection to this land. The reverend’s name was Oliver Hart, and he was a slave owner with two known slaves, a mother and her son Friday.
Friday was the ancestor of Beverly Mills.
After some failed business attempts and some overall tension, Oliver moved his family to New Jersey, specifically to the area of modern-day Hillsborough Township. Sadly, Oliver only took Friday, who was 13 years old at the time. This 13-year-old child was separated from his mother, never to see her again. He was taken because he was young and strong, and his mother was left behind. Friday was sent to work on Oliver’s property, where he would work for another 20 years.
He was originally supposed to be kept in the family, passed down like some heirloom to future generations. Fortunately, before his passing, Oliver decided to manumit - or free - Friday, who was officially manumitted in 1802. He went on to live a free life, obviously as free as you can get with the Jim Crow Laws. He met a woman, raised a family, and - because of him - Beverly Mills was born.
She was so grateful that she would trace back her history, and both she and Elaine Buck encourage others to do the same.
“I never knew that Hillsborough had such an amazing history,” stated Buck. “It brings a new perspective on our life.”
"For me, visiting the Stoutsburg Sourland African American Museum and learning about the true history of New Jersey, and especially Somerset county, was eye-opening," revealed Mr. Ian Evans, one of HMS CARES's advisors. "Growing up, I had never learned that New Jersey was the last Northern state to abolish slavery, nor did I know about Perth Amboy's use as a hub for the trade and transport of enslaved people. These details were glaringly absent from my K - 12 education, and I appreciate so much that SSAAM exists to speak truth to power now."
Indeed, SSSAM is an organization created by two amazing women set to teach Hillsborough residents about the history of their town because Black history is indeed American history, and everyone can learn from SSSAM and their selfless cause.
Do you use your locker? Perhaps you should...
According to the Nemours Foundation's TeensHealth website, “By putting a heavy weight on your shoulders in the wrong way, the weight's force can pull you backward. So people who carry heavy backpacks sometimes lean forward. Because of the heavy weight and this unnatural position, they can develop shoulder, neck, and back pain.”
Nevertheless, when 108 HMS students were asked if they use their locker, only about 30% of them said yes, while about 70% said no.
"Without my locker, it would be extremely difficult to walk around in school,” Team 8C's Harini Karri explained. “My locker helps me with my jackets and extra notebooks I don't need at all. I usually come to school in a small jacket, and then a bigger one, sometimes with gloves. Since I can't carry that around, I use my locker for those. I also have a whole algebra textbook that I keep in my locker because I don't use it."
7E student Arianna Salotti agreed: “A locker is helpful because I am able to put my school supplies in my locker when I do not need them and it takes a lot of weight off my back.”
On the other hand, Team 8D's Daniel Shapiro does not use his locker because he feels it "unnecessary" and "inconvenient", although he admits that his perspective was different while attending Auten Road Intermediate School.
"Though I had used my locker at ARIS, I have not found using a locker helpful here at HMS," Shapiro elaborated. "Rather than stopping at my locker throughout the day to swap out items/binders/folders I need, I can just carry all the stuff I need for the whole day in one backpack and put it all in one binder."
"As is the problem with many other students here, their lockers are far away from their homeroom and their ninth period class," he continued. "In my case, though I can stop at my locker to drop off necessary items such as a jacket or pick up items such as binders in the mornings, I do not need to. I also need study/lunch time to work on homework and other assigned work, so it would increase the amount of time I have to spend on homework after school. Lastly, at the end of the day, I end in the A hallway (My locker is in the D hallway), and I don't want to spend time going back to my locker, retrieving my coat, and possibly missing my bus.”
Team 8C's Sophia Rollan attributed her locker's disuse to the district's increasing reliance on technology: “I don't use my locker because there isn't exactly anything to put into it. Mostly because the majority of classwork is placed onto our Chromebooks, and if I have some sweater I want to put away, I just put it into the locker room or carry it around with me.”
This could mean a rude awakening for many eighth-graders as they transition to life at Hillsborough High School, where students must formally request a locker instead of automatically being assigned one. Some have already considered this potential shift in locker "culture".
For example, Avegail Cimino from Team 8D said, “I will request a locker when I go to high school because I need a place for my jackets and extra school supplies.”
Team 7D's Ritvik Mohanram - who does not currently use his locker, agreed: “I will probably request a locker because I expect there to be many more items to keep organized.”
In the meantime, it is likely the better choice for every middle-school student to use their locker. High school will have enough challenges: there is no need to add back problems to the list!
Only once a year. Only one opportunity. Only one chance to be named the legendary Team 8A Debate winner.
Since 2016, instead of having their students write essays and take quizzes during their social studies unit on the medieval Indian empire, 8A teachers Mr. Toby Casagrande, Mrs. Nicole Kramer, and Mrs. Colleen Sporn have hosted a pod-wide debate, during which 5-6 teams argue about which one of their empires is the best by presenting their respective legacies and opposing empires' weaknesses.
When asked why he created this activity, 8A's resident social studies teacher Mr. Casagrande said, "So many years ago, I realized that I need something to make our medieval Indian empire interesting…. It had to be better than some old project. In addition, I wanted something fun, competitive and interesting, since it is taking place in March madness month.”
The debate consists of four stages and lasts up to three weeks, all of which demand hard work, dedication and adaptation to new skills.
During the first stage, Mr. Casagrande puts the class into teams and everyone picks an empire out of a hat.
Stage two involves preparation for the debate: each group puts in multiple hours - in and outside of class, even working during study hall - to win the debate by researching their empire’s best legacies.
Next, each group member is assigned one of the following jobs - Intro/Conclusion, body 1, body 2, body 3, or rebuttalist - to transform their researched ideas into a compelling argument. For example, the student assigned to the Intro/Conclusion must hook the class in and have a "mike drop" statement at the end. The students assigned to the "bodies" must convince the class of their empire's strong legacy. Finally, the rebuttalist must weaken the other groups' arguments while making their own appear stronger.
The following week, debates begin. Students’ minds fill with anxiety and the fear of letting their team down. Two brown podiums are set up in the front of Mr. Casagrande's classroom, and two tables are placed on either side of the podium. While the rest of the class sits in their regular seats as an audience, the teachers sit in the middle. To begin the debate, one team's "Intro" member comes up to the podium and reads their debate to the class, and then the three "bodies" from that team present. Next, an opposing team's rebuttalist questions the first team's legacies and tries to weaken them. Then , it is the opposing team's turn to present the members responsible for their "Intro" and "bodies", followed by the first team's rebuttalist.
Next, it is time for discussion. The rest of the class surrounds the teacher's desk in the middle while the groups arguing are given six minutes to prepare additional rebuttals. After discussing the amount of points given to each team, the rebuttalists go head-to-head arguing with each other.
Finally, the students responsible for each team's "Conclusion" present, and after another round of discussion, the scores are tallied.
After the repetition of this process for 5 periods and 6 teams, the winners are finally chosen and - following the debate - all of the students celebrate, and photographs are taken of the winners.
Mr. Casagrande explained that the debate is important because "it utilizes so many different skills, such as research, group work, public speaking, listening, and academic roasting.”
Indeed, this was an amazing experience for the students: they learned many important skills for high school, such as hard work, dedication, teamwork, presentation, and public speaking -- and all thanks to their teachers.
So incoming eighth-graders, take note: if you are on team 8A next year, you may become the next medieval roast master thanks to this exciting activity!
The HMS Word is proud to present the latest in a series of articles celebrating and sharing the perspectives of A.C.E. (Award for Character Excellence) winners.
On January 18, 2023, several students were commended for their outstanding display of character through a celebratory breakfast before school. These students, the “Faces of A.C.E.,” received the Award for Character Excellence. This year’s A.C.E. winners have several contributions and tips for the rest of the HMS student body to follow in their footsteps and make the school a better place.
In this edition of “The Faces of A.C.E.,” students Emily Lewis, Arianna Salotti, and Peyton Bell give input on what good character means to them, their inspiration for displaying good character, and what they feel they did to deserve the A.C.E.
“Having good character means being respectful, trustworthy, caring, and responsible,” stated Peyton Bell, of Team 8D. Indeed, the students who won the award showed these qualities and contributed to the betterment of the school.
On the other hand, Arianna Salotti, of Team 7E, believes that good character does not mean going out of one’s way. “Even the simple things can be the most meaningful and helpful to anyone,” she explained. For example, greeting a teacher, helping a classmate, or supporting someone in need are simple acts that can go a long way.
“Having good character is when the little things matter. Just making someone smile can make someone's day,” agreed Emily Lewis of Team 7B. Good character ties in with kindness; those who are kind to others show the good character needed to make the world a better place.
“I learned good character from my parents, teachers, friends, and neighbors,” added Arianna Salotti. “In elementary school, I was influenced by my peers on how I would act, bringing that into intermediate school where I really figured out how I wanted to act. The lesson was always the same wherever I went and whoever I met: do the right thing because your actions can influence other people and affect their actions and lives. This lesson is something I constantly remember every single day of my life.”
This “lesson” is one that students are constantly reminded of throughout their lives.
Peyton Bell added how he learned to have good character: “I learned it from my parents and their character traits. My mother is a nurse and she cares for people, and my father is a police sergeant and he helps people in need. That is where I learned to always care for and help people when I am able to.”
There are countless altruistic people in the world working for the good of the human population; perhaps, it is time that the general public passes these acts and continues the cycle.
Emily Lewis explains that she looks up to her family for inspiration. “They inspire me because my friends are not there for me [but] they always are,” she said.
To explain why she thinks she received the A.C.E., Arianna explained, “To be very honest, before the awards came out, I never even knew A.C.E was a thing, however, I knew that even if it wasn't I wouldn't have changed a thing because award or not, kindness and maturity is always greatly appreciated by others.”
Peyton adds, “I showed that I am responsible and caring. I also helped other students whenever I could. Trying my best and working hard is something that I always showed.”
It is clear that the award winners for the A.C.E. were indeed very deserving. However, the only incentive for kindness is not the opportunity for breakfast and a certificate -- it is the selfless nature of helping others that allows someone to feel truly rewarded.
On December 20, 2022, the Hillsborough Middle School Band had its annual winter concert. There were three different bands - Concert Band, Symphonic Band, and the Wind Ensemble - although all three bands were mostly wind instruments. The band directors were Ms. Ciji Coates and Mr. Ryan Barry, and - instead of taking place in the middle school - the concert was held in the High School Auditorium.
It started at 7:00 pm, and the Concert Band played three symphonic and rhythmic songs so well that it sounded like professional musicians were playing. Once they were done, they exited the stage and took their seats at the back of the auditorium which was reserved for them.
Next, the Symphonic Band filled up the stage and began their performance. The crowd was clearly enjoying it heavily, which could be understood by the applause that followed every piece. Some people were even whistling. The band then played some melodic music. After they finished, Ms. Coates gave a heartwarming speech, followed by Mr. Barry.
The last band - the Wind Ensemble - then came onto the stage, and it was their turn to play some beautiful orchestrations. They were wearing all black, unlike the previous two bands who wore white shirts and black pants.
An unexpected thing happened next: HMS principal Dr. Joseph Trybulski started to sing! He narrated “Up on a Haunted Housetop” while the Wind Ensemble provided background music. Together, their performances sounded incredible! The Wind Ensemble ended the program with another symphony.
The crowd was filled mostly with adults -- parents and relatives of the band members -- while the children in the audience were mostly siblings of the musicians. Their combined appreciation of the performances was clearly enjoyed by the musicians; all the band members were really happy to hear the crowd cheering and see the smiles on the faces of their loved ones.
“The rush of how good I felt we did was one of the best parts. Seeing the shocked faces of my parents was maybe better,” said Zann Ruderer, a Team 7D student who played in the Concert Band.
Parker Johnson from Team 8A also had fun: “It was fun to watch the other band members play during the concert and it was also fun to share the things we learned with the people that came to the concert.”
Katie Edmonds of Team 8D added, “Overall, it was a different experience. None of my concerts have gone the same, but I enjoyed being able to sit in our room and discuss the concert instead of getting there right before the concert and having to set up or running around to make sure people were in the right place and trying to get between two bands like I've had to do in the past.”
“One song we performed, 'Land of the Rising Sun'...was my favorite," recalled Emmanuel Rizk of Team 7B, "not only because it sounded amazing but it was also very challenging. I could barely keep up. It's a very fast-paced song that you could easily get lost in.” The song was indeed very well-played and sounded absolutely stunning. In fact, all the songs played were excellent!
The band members practiced hard for a long time, and it clearly paid off: in the end, the concert was like anything one would hear from a professional orchestra: it was very well-played with clean sync and properly-executed notes, and - just as professional orchestras would - it was worthy of attracting thousands of people.
“I want them to feel comfortable and let them know they are encouraged to take risks and ask questions."
Indeed, Mr. Patrick Heck of 8D is a brilliant teacher who only wishes the best for his students.
When a person strolls into Mr. Heck’s Literacy classroom, they are suddenly overwhelmed by the comforting atmosphere. Nervous students on the first day of school only need to see the quirky posters surrounding the walls of the classroom to alleviate their fears of the school year.
“A big priority is to have [students] feel safe and valued in the class, but I also want them to develop good working habits and literacy skills before they enter high school next year.”
“A big priority is to have them feel safe and valued in the class,” he elucidated upon his previous statement. “But I also want them to develop good working habits and literacy skills before they enter high school next year.” As a Literacy teacher on Team 8D, Mr. Heck strongly believes that every student will succeed with proper guidance, and he acts upon his life motto with conviction and resolve.
He has been teaching for a whopping 9 years -- all at Hillsborough Middle School. He even did his student teaching down the Annex hallway that he currently teaches in!
As an educator, he feels that the team element of Hillsborough Middle School is interesting. He also enjoys the diverse population of HMS students, who are just beginning to shape their identities and personalities. In fact, the only negative part of his career includes grading papers; even then, he enjoys the students’ responses and improvement to his feedback.
Just like his career suggests, education was an important component of this teacher’s life. Although Mr. Heck may have felt the push and pull of certain subjects, his parents firmly established school as an integral part of his life, pushing him to get good grades. Mr. Heck particularly enjoyed English and Psychology when he was in school. In fact, since he was strongest in Literacy, it felt a natural choice to teach the subject to his students.
Outside of school, Mr. Heck has an active life, being involved in the community and enjoying many hobbies: “I've always enjoyed reading, like in my spare time. I like to hang out with my friends and family. Additionally, I like to run and play tennis.” He also commented that he enjoys visiting his sister in San Francisco, California, and generally being outdoors.
Mr. Heck and Mrs. Jennifer Weber run Student Council and help student leaders engage in making HMS a memorable experience, but this is not his only extracurricular commitment: “Furthermore, I'm a member of the HMS School Climate Committee. The climate committee helps promote a positive school climate, and we come up with ideas to help make HMS a better place." Indeed, Mr. Heck is a bright, hard-working soul, who always creatively strives to make his classroom a better place for his students.
He credits his accolade to his fellow colleagues for making his teaching career an exceptional one.
“A lot of the people who nominated me were teachers who I had worked really close with as well as previous students," he explained. "It was really special that I had made a positive impact on their life."
Mr. Heck wishes to create more positive connections with other students around the world, by writing books about teaching practices: “I want to write a book later in life about educational practices and activities to help students in the classroom, to help students maintain a deeper understanding of the subjects being taught to them."
Without a doubt, Mr. Heck will continue to inspire students to enjoy his passion for literacy, and enjoy life while it happens. Until then, the staff of The Word wishes him continued success, adventure, and memories -- and congratulations on being named “Teacher of the Year”!
“I want to write a book later in life about educational practices and activities to help students in the classroom, to help students maintain a deeper understanding of the subjects being taught to them."
On December 15, 2022, an exciting musical event took place in Hillsborough Middle School’s main cafeteria -- the annual HMS Orchestra Winter Concert.
Earlier that day, Concert Orchestra and Symphonic Orchestra gathered together as they practiced their music for the last time before making their grand appearance on stage. The Symphonic Orchestra practiced their three pieces in Mr. Gall’s room while the Concert Orchestra did the same in Mrs. Baker's room next door. They were all anxious and nervous as they quickly played their pieces. The Concert Orchestra was going to perform "Allegro Molto", "Dragon Dances", and "Magma". Meanwhile, the Symphonic Orchestra practiced "St. Anthony Chorale and Variation", "Song of the Sea Mariner", and "Lady Madonna".
Finally, around six o’clock, the Concert Orchestra went up to the stage and performed their three pieces for an adoring crowd of friends and family. All of their songs had long and rich notes that flew out of each instrument with harmony and power, mixing together to form beautiful music. Mr. Gall would wave his baton with power, and the Concert Orchestra would play with the same strength. After each song they played, they were rewarded with applause from the audience.
Soon after that, the Symphonic Orchestra came up on stage, and it was their turn to play. Once again, Mr. Gall moved the baton in graceful motions, and the Symphonic Orchestra began their performance. They, too, were rewarded in the end with many claps from their audience.
Finally, the Chamber Orchestra - a group of elite student musicians who are also a part of Symphonic Orchestra - began to play their share of the concert. They played a medley of songs from the movie Frozen, which consisted of "Do You Want to Build a Snowman?", "Let It Go", and "For the First Time in Forever". The transitions in this truly amazing piece were smooth and graceful with long and swift bow movements.
Although all the pieces on the concert's program were wonderful and powerful, each student had their own favorite piece of music.
Maayra Saha - a member of the Concert Orchestra and a student on Team 8B - enjoyed the song “Magma” the most because she “liked the way the sound joined together with all of the parts and it was pretty easy to play.”
Similarly, Symphonic Orchestra's Madhura Joshi - an 8E student - enjoyed performing “Song of the Sea Mariner” because she felt like “it has a very flowing rhythm to it which [she] loves.”
While all of the students loved and appreciated the songs themselves, they also appreciated the opportunity to play for a live audience. Concert Orchestra and Team 7B's Anika Jauhari was particularly grateful for this chance: “I very much appreciate the memories that we make of pushing ourselves and learning to be confident in playing our music.”
They also cannot wait to play their music at the annual Spring Concert, which will take place in May in Hillsborough Middle School’s cafeteria. Certainly, the HMS staff and student body are just as excited to see what these wonderful musicians have in store.
“Looking back, I just fell into this career,” reflected Mrs. Linda Schley, HMS's Educational Support Professional of the Year. “Now, here I am, ESP of the Year because of a happy accident.”
This 2023 school year has been full of excitement and enthusiasm to return to pre-Covid normalcy, and HMS teachers and staff have been working tirelessly to make this school year one of the best. However, some have made an extra-special effort, and - for this very reason - Mrs. Schley was awarded the title of "ESP of the Year".
“An ESP is an Educational Services Professional," she explained. "That includes people like speech and language specialists, guidance counselors, special ED teachers, and social workers.”
In other words, ESP’s are the mental health teachers in school, and many know how much of a difference they can make to a young teen. Middle school is regarded as the time for students to find themselves, but that process is often complicated and difficult. ESP’s like Mrs. Schley help middle-school students through that, which makes all the difference between failure and success for some.
“I would say I’m a good listener. I create a comfortable space in class for students to share what's on their minds, and I work really hard to be non judgmental… something that makes me stand out is I help students find their voice and express themselves in the best way they can.”
"Before coming here I worked mostly with preschool and elementary," Mrs. Schley continued, "but I really enjoy working with 7 and 8th graders. The students are interesting, with such a wide range of talent and curiosity, and I think that makes everyday worthwhile."
To be specific, Mrs. Schley is a speech teacher, working to help kids with everything from learning to pronounce their “R’s” to learning or re-learning English.
“I’ve been at HMS for 10 years, but I’ve been doing speech for much longer," she elaborated. "I work with a wide range of students that have a lot of needs. I work with students that are in self-contained classes, students that are nonverbal and use communication iPads, students who work on fluency and language skills."
The beauty of this world is that, while one might not always see it, there is so much diversity. When Mrs. Schley helps kids learn new things, it also helps them find their voice. Her warm and upbeat attitude has made a difference for so many kids in HMS -- kids who now have perfect diction and vocabulary.
“I would say I’m a good listener," she confessed. "I create a comfortable space in class for students to share what's on their minds, and I work really hard to be non judgmental… something that makes me stand out is I help students find their voice and express themselves in the best way they can.”
When walking into Mrs. Schley’s room, students are immediately welcomed into a comfy space filled with a homey vibe. Vibrant Post-its color the walls, and board games spill over the shelves. Candles and cushy chairs surround a pretty table perfect for learning. When Mrs. Schley is working
"The reason I became an ESP was because of my former roommate. I was walking back to my dorm from class and my roommate said she was going to an information seminar about speech language pathology. I had nothing to do, so I went with her, and the rest is history."
with young people, she often takes time to make sure that they are not bored. Board games and fidgets help children find the fun and flexibility in learning while keeping their minds fresh and sharp.
Not only did Mrs. Schley win both an amazing title and recognition when she won 2023's "ESP of the Year", she received other prizes for her hard work, as well.
“I got a gift card from Amazon for 25$ and a beautiful, humongous poinsettia," she fondly recalled. "It was glorious, and definitely my favorite part. In addition, there was obviously recognition from staff and students, and it was really lovely when they announced it that day. Some of my students congratulated me and at the Board Meeting we got recognized. At that meeting we also got a glass apple with our names engraved on it.”
Mrs. Schley loved all her prizes and recognition, but she also made a point that - without her loving family and friends - her life would be very different.
So different, in fact, that she might have not even been an ESP at all.
“I went into college not knowing what to do, and I was so confused," she revealed. "The reason I became an ESP was because of my former roommate. I was walking back to my dorm from class and my roommate said she was going to an information seminar about speech language pathology. I had nothing to do, so I went with her, and the rest is history."
While Mrs. Schley is very successful at HMS and is loved by students and teachers alike, she also has another side to her life: she has an amazing family and a huge support system. While she works hard to make her students feel their best at school, her loving family - and even some furry friends - work hard to make her feel loved and appreciated and home.
“I’m married and have one son," she said. "He’s a senior at high school. We’ve had two rescue dogs. Our first dog was Drama. He gave us a good fourteen years, and we loved him so much. My second dog's name was Atlas, and he was our Covid doggy. Unfortunately, Atlas got very sick, and we had to put him down."
In a way, Mrs. Linda Schley is one of HMS’s “best-kept secrets”. When a student is lucky enough to know her, she might just change their life. In fat, the students who are leave the middle school and go on to high school, college, and eventually adulthood might not even be here if ESP’s like Mrs. Schley did not fight the good fight and change their lives.
Therefore, on behalf of the HMS student body, the Word staff would like to thank Mrs. Schley for her comfy personality and her always-open door.
Fistfuls of money stuffed the hands of eager-faced kids, and the deliciously addicting smell of sugar filled the Commons as the Hillsborough Middle School Student Council reinstated the sweetest holiday tradition of the season: the HMS Winter Bake Sale returned on December 22nd and 23rd, 2022, to usher in another successful year of fundraising!
“I personally thought that the bake sale was very successful, and that we made a lot of money in two days,” stated Nupur Bhavsar, a Team 8D student.
In the past, the Winter Bake Sale has always taken place right before the winter break, and it is a present from HMS to its students and staff. This year, the Student Council was especially hard at work organizing the fundraiser, and every peer leader was expected to volunteer and/or bake delectable homemade treats for the student body’s enjoyment.
“First, Mrs. Weber and I selected a group of students to start brainstorming treat options to be baked and sold this year,” said Mr. Pat Heck, one of the Student Council moderators. “We gave those students a template from last year to give them some ideas. Students signed up to bake certain items and wrote the number of treats they'd bring too. We also had a group of students create a large poster promoting the bake sale. Students who baked were asked to create a recipe sheet so customers could quickly see the ingredients prior to buying something. Bakers were also asked to individually wrap the items to make the transactions easier. The bake sale took place on two days during the week before Winter Break and was a major success!”
This year was a great sale, and the Student Council made sure to include allergy-friendly and specific treats for the whole school to enjoy! Some of the treats were Kit Kat and peppermint brownies, brownie-covered Oreos, cake pops, Christmas cookies and Christmas cupcakes. The variety made everyone stop and stare, with their eyes wide and mouths drooling.
“The peppermint brownies and the Christmas cupcakes were my favorite,” Ms. Jennifer Weber, co-moderator of the Student Council added. “I made sure to make gluten-free and nut-free cookies because I wanted variety for the students.”
“I thought that the cookies and brownie-covered Oreos looked the most delicious,” Nupur Bhavsar said.
However, the Winter Bake Sale does not just spread "Christmas Cheer" to HMS; it also gives to those in need. The Student Council donates all the proceedings to Operation Warmth, which donates jackets and other necessities to those in need. New Jersey winters are known to be unforgiving, so one never knows how much a person-in-need might appreciate an act of kindness and a warm blanket.
Without a doubt, this year’s HMS Student Council Winter Bake Sale was a huge success! The Student Council - plus all the amazing sugar lovers in the student body and staff - raised over $200 for Operation Warmth! The amount of students that helped a family stay warm this year is overwhelming and amazing. Mr. Heck and Ms. Weber, not to mention the entire Student Council, once again did an amazing job making this school year all the more special. From mouth-watering desserts to perfect presentation, this year's Student Council really outdid themselves.
The HMS Word is proud to present the first in a series of articles introducing both new and veteran staff members to the student body .
Dr. Joseph Trybulski, the esteemed and revered principal of Hillsborough Middle School, has established quite an effective leadership over the students of HMS. Nevertheless, many people might still be ignorant of his specific duties and personal background.
Thus, The HMS Word is proud to present the first in a series of features dedicated to “Five Fabulous Facts” about the middle school staff, starting with Dr. Trybulski.
Dr. Trybulski provided an interesting story about his journey to HMS.
“Part of my interest when I was in college at Rutgers and the College of New Jersey was that I wanted to teach at schools,” he stated. “I got very interested in middle school science and working with teachers and students. I was kind of a middle school teacher at heart.”
He then elaborated about his prior teaching jobs: “I taught chemistry and eighth-grade science at Northern Burlington County Regional. I first came to Hillsborough in 1999 as the district supervisor for science.” To imagine Dr. Trybulski in a profession other than a principal might be a concept hard to stomach for some students!
“I was a science supervisor for seven years,” he continued, “and I heard the principal was about to retire. Mr. DelPrete was the previous principal, and I always admired his work. I told him I was interested in becoming a principal. He retired in 2005, and I have been the principal since.”
As one might expect, being the principal has its ups and downs. For Dr. Trybulski, both of these involve the students.
Fact #1:
He felt that he was a "middle school [science] teacher at heart" when attending Rutgers and TCNJ.
Fact #2:
He taught chemistry and eighth-grade science at North Burlington County Regional.
Fact #3:
For seven years, he was Hillsborough's district supervisor for science.
Fact #4:
He likes taking his dog for walks.
Fact #5:
He enjoys hiking and - every year - he makes an effort to visit a new national park. This past year, he visited both Yellowstone National Park and Olympic National Park
“Working with students is the most enjoyable. It may sound obvious, but I do get a charge out of seeing students working and getting to talk to students. Watching the students performing, such as in the theater programs and performing arts, and seeing them going to classes makes me happy.” With the performing arts programs performing in concerts for the winter season, Dr. Trybulski is seen in all of them, supporting the students. “I love to see young people working towards what they want to be in life. For me, that is the best part of the job.”
However, the same students that cause him joy may occasionally dishearten him. “When students are throwing away opportunities and not taking advantage of the opportunities, it is the most frustrating part. There are so many good people in the school that are working harder to help students be successful.” Indeed, the school is filled to the brim with hardworking teachers and staff that strive to make students’ school experiences memorable and worth the time.
“One of the most important things in life is working hard when life is handing you opportunities, “he reflected. “Know to work for things; it doesn’t come easy. When students throw away these opportunities, it is the most painful part.”
Being the head of a school not only welcomes many experiences, but it is also time-consuming. Nevertheless, in his free time, Dr. Trybulski enjoys many hobbies.
“I like to take my dog out for walks, and I like visiting national parks.” He explains. “Usually, I hike and walk around. Recently I had a chance to go to Yellowstone National Park and Olympic National Park. I try every year to go to a new national park, and visit as many national parks as possible.”
Many students might be shocked that even the principal of the school can enjoy work-free periods of break. In fact, they have many misconceptions about what a principal can or can not do.
“A misconception is that as a principal you always do the right things and you never get in trouble for anything,” says Dr. Trybulski. “Students might be surprised at the kinds of things I’ve gotten in trouble for. I never got in bad trouble, it was more ‘good trouble,’ such as when I took action against something and thought ‘Wow, I got involved in some way.’”
Being the principal, Dr. Trybulski is dedicated to his students. While he shares facts about himself, he also has advice for other students.
“Sometimes school can feel like a bunch of stuff you don't need to know,” he admitted. “Find something that you are really interested in and love.” This can include performing, reading, or a sport, everyone has something they feel confident or strong in.
He advised further, “Throw your time and energy into what you enjoy. It is easier and you will enjoy learning more. It may not be as obvious to you sometimes, but you may find that there are important things that you learn in school that help you later on in life.”
“Also, work hard,” Dr.Trybulski continued. “So many things I thought wouldn’t be helpful, and I came across them when I grew older, and I thought, ‘Oh, I see why I should have paid more attention.’”
Every single student has felt the feeling that a course is useless, and Dr. Trybulski has essential advice regarding this matter: “Find that even if you don’t realize what it may mean to you now, it may come back to you in life in some way. When I was in school, I thought the shop classes were useless. Later, when I needed to do woodworking for college, I needed a lot of the basic knowledge we learned in previous years during school. Something as simple as woodworking, where people think ‘When will I ever use that?’ comes to use later on.”
Indeed, Mr. Trybulski has not only provided several eye-opening pieces of advice for students, but he has also given several fun facts about himself, bringing the student body one step closer to connecting with HMS’s caring staff.
Almost 1,350 children travel through the halls of Hillsborough Middle School every school day. They converse with friends, meet with teachers, and take in their surroundings. It seems obvious, then, that these students’ voices should be heard regarding what new changes to bring about to HMS.
When asked the question, “What would you keep and change at HMS?”, several students pounced on the chance for a perfect reply, sharing their thoughts about the conduct, staff, and students at HMS.
“HMS is a terrific school with many great aspects, but even the greatest things must have some flaws,” replied Daniel Shapiro from Team 8D. “It is difficult for students from the Annex (Teams D and E) to reach classes that are in the main building - especially the related arts classes. This causes students to be late and sometimes they have detentions for something that is not their fault. These students are late to many classes due to the bell schedule. If students had 5 minutes to change classes, this problem would be solved (only 16 minutes to the school day [would] be added).”
In addition, he suggested, “It would also be helpful to allow students to have a study period at the end of the day to take care of the homework that is given after their lunch/study period. If this could be solved, busy students could have more free time.”
“Something I would change is the time period we have between classes,” agreed Leisha Malik of Team 8D, echoing Shapiro's claim. “We could possibly change the 3-minute period to 5 minutes, as it is quite hard to travel across the whole school and arrive at class at the same time.”
Indeed, this is a problem that students in the D and E pods face almost every day, having to navigate to their related arts or language classes across the school. This becomes an even bigger problem when having to squeeze through crowds of unruly students.
“In between any class, there’s always tons of chaos,” explained Jared Chu of Team 7A.
On the subject of time and scheduling, Team 8E's Riley Krubski suggested, “I also believe that lunch periods should be longer." With the commute to their classes and back, including the time taken to buy lunch for some, students have roughly 10 minutes to eat their lunch - barely enough for many to eat a substantial amount.
Furthermore, regarding lunch, Team 8A's Aarav Chamunya advised some changes to the menu: “There should be more vegetarian options for lunch. It is hard for people who are vegetarian to have access to a variety of sources for food apart from fries and mozzarella sticks.”
However, other students suggested additional ideas for the improvement of HMS.
“Something I don't like are girls hanging out in the bathroom during study hall,” stated Arianna Salotti of Team 7E. “I try to avoid the bathrooms because girls often hang out in the bathrooms with their phones, and there are always a lot of them. This makes it very uncomfortable and awkward when I need to use the restroom.”
On a related note, Krubski added, “I would definitely improve the bathroom situation in HMS. The stalls are smelly, several doors for stalls are missing, and locks don’t function properly. Soap dispensers and sinks need to be maintained as well. Some soap dispensers have been empty for days, without being refilled at all, leading to an unhygienic environment.”
Several students also responded that often - especially during study periods - several of their building-mates are seen roaming around, talking with friends, or tapping away at their cell phones.
While phones are a way to relieve stress, assessments serve the opposite function.
“I would change the number of tests and assessments we get in a given day,” Team 8A's Priyanka Vimalkumar claimed. “While tests may be beneficial to our overall learning, during the mid and end of marking periods, they often pile up.”
“Sometimes I find myself taking a test for every single subject, and I have no time to unwind and not study for them,” she continued. Tests are a way for students to assess their overall learning, and - as grades understandably matter to many students - they feel stressed to perform well on all of them.
On the other hand, Team 7B's Tanvi Jadhav inputted her ideas regarding school clubs: “I would like clubs like STUCO to have more impact, and for the roles of VP and President to be more important." Certainly, clubs and extracurriculars are an important part of the school, and charitable clubs like these should be more influential.
Of course, while there are a few shortcomings in the opinions of HMS students regarding their school, they also have a lot to be grateful for.
“I believe that HMS is great regarding its students in need,” replied Daniel Shapiro. “The school is organized in a way that allows students to have time to contact teachers if they need help and always gives students the ability to reach out to someone, such as a counselor or a teacher if in need. This ensures the success of every student.”
He added, “The school also has half a period of study so busy students can have time to complete some of their homework.” During their study time, students have an easy opportunity to unwind, relax, and get some work done.
“Something I love in HMS is being able to have a snack in most of my classes,” Arianna Salotti said. “I'm glad that the food rule at HMS is not very strict because I often get hungry.”
“I would keep the fact that our school participates in many activities, such as fundraisers and dances,” Priyanka Vimalkumar added. “I think the school is working for a good cause while allowing the students to have fun while they’re at it.”
“I also feel that the teachers in the school are highly supportive of our learning, and they strive to make the school a better place for all,” she continued.
Leisha Malik agreed: “I would definitely keep the supporting teachers and staff. They help to make any student’s day brighter and strive to ensure that they are prepared for their later high school years.”
Jared Chu claims that he likes “being able to do (almost) whatever I want when I have free time, for example finishing work early.” Several teachers, with the completion of work, allow their students to spend their free time however they wish.
“I like the related arts programs that are in the school,” added Riley Krubski. “In addition, I feel that the several clubs the school offers are inclusive and call on students with all interests. One great addition would be a sign language program." Clearly, the activities, teachers, and opportunities laid out for students are something they appreciate.
In short, while a wonderful place like HMS has both flaws and strengths, what matters most is that these students find themselves in a safe and healthy environment, promoting their learning and leaving them a better person for years to come.
Cheers erupted, the Hillsborough Middle School Cafeteria shook from the audience's response, and the curtain closed after a triumphant performance...
On Tuesday, December 13, 2022, the choirs of three district schools - HMS, Auten Road Intermediate School, and Hillsborough High School - collaborated to put on a spectacular concert. Just like for choir director Mrs. Barbara Szabo’s successful Drama Club production Story Book Reunion Murders, the HMS cafeteria could not hold the amount of people who came to see their children, friends, or siblings perform. Huddled masses of latecomers had to crowd against the wall since all the seats were taken. Over 200 audience members were estimated to be there, and it is clear why they would want to be: the choir concert was a once-in-a-lifetime experience and a real look into HMS and its glory.
First, the ARIS Choir performed "Song for Mother Earth" and "Double Trouble". While the former was a tribal song with slow beats and deep chants, the latter was a catchy, witchy song brewed to perfection!
The concert was a special accomplishment for the ARIS Fall Choir, who "had only 9 rehearsals to prepare," according to Mrs. Szabo. "The ARIS Choir has many students who have never sung in a Choir before, this is their first concert!!”
After the ARIS Choir performed, the HMS Boys' Choir joined them for the oldie-but-goodie, “You're a Mean One, Mr. Grinch”. Nostalgia was a key part in the success of this performance, for "Mr. Grinch" has become a staple in traditional Western Christmas culture; thus, this song was a particular crowd-pleaser for both young and old alike. Of course, the voices of the ARIS Choir - in addition to those of the HMS Boys' Choir and the HHS baritones - made the whole song worthy of praise.
“As you sang 'You’re a Mean One, Mr. Grinch', well, it was clear how much you enjoyed it and when an audience can sense that joy, it brings a welcome level of cheer to all those in attendance!” Chris Ireland, Supervisor of Visual & Performing Arts beamed afterward.
“[When I was] conducting the HHS boys in "You're a Mean One Mr. Grinch" - that older fuller sound is awesome and mixed with the ARIS choir students it was a fantastic moment in the performance!” Mrs. Szabo added. “The HHS boys are mostly my former students who began choir with me and I am always thrilled to see them and work with them again.”
Following "Mr. Grinch" was the Advanced Choir, or Chorale, who sang "Be the Change" and "Come Travel With Me". "Be the Change" was a moving, inspirational song about everyone can make a difference, and - much like the ARIS Choir’s “Song for Mother Earth” - it was a song with beautiful lyrics and beats.
“'Come Travel with Me' had such a pretty melody that was sung over energizing piano rhythms while 'Be the Change' delivered a wonderful message and your split voice parts were a clear attention getter,” agreed Chris Ireland.
Finally, the HMS Concert Choir performed a medley of songs, starting with "Journey to the Past" and followed by "Elijah Rock", "Believe", and "Home". These songs were specifically chosen by Mrs. Szabo because they all have one common meaning.
“Travel, journey, destiny,” she clarified. “All these songs have the same message.”
"Journey to the Past", specifically, explored a young girl's journey to find her past.
“As the students know, 'Journey to the Past' from Anastasia was my favorite as I am a musical theatre person,” Mrs. Szabo revealed.
While "Elijah Rock" was a bold tune, it had a deeper meaning of trying to find God. On the other hand, "Believe" was all about a spiritual journey -- how Christmas "transports" adults to their childhood. Finally, "Home" was all about the struggle to find home, and how people can always help others on their journey.
“One of my favorite pieces to listen to at this time of year is 'Believe'," stated Chris Ireland, "because it seems to remind everyone that no matter what they celebrate, we all believe and believing can be powerful. The ending to this piece was quite beautiful as well. In your last piece, 'Home', I really enjoyed the harmonies that you sang in support of a great melody.”
In the end, this year's collaborative performance was a smashing success, and the HMS faculty, student body, and Word staff applaud the ARIS Choir, the HMS Chorale and Treble Choir, the HHS Baritones, and - most importantly - Mrs. Szabo for this wonderful, unforgettable night!
Excitement was coursing all throughout the hallways of Hillsborough Middle School, as the Winter Wonderland dance came closer and closer. After three years of wearing masks, social distancing, and simply not having much fun, everyone was ready to let loose and PARTY!
In particular, the eighth-graders were bubbling with anticipation as the "big night" drew near, sending hopes flying sky high for a positive outcome after all of the preparations that had been made for the event.
Every year that it has run, the expectations for Winter Wonderland have always been exceptionally high since it is the first semi-formal dance of the students' eighth-grade year. However, this year, the expectations were even higher because it was the largest social event since Covid. The pressure was certainly high for the organizers of Winter Wonderland!
Anya Verma - a student from Team 8D - was not alone in her expectations: “A lot of 8th graders from previous years have spoken highly of the dance and I’m curious to see if it lives up to the hype.”
Similarly, Student Council member Anjali Shah from Team 8A said, “I’m so excited to attend this dance and have fun with my friends. I know a lot of work is going into organizing it, so I think it’s going to be really fun.”
Om Babaria, also from Team 8A, admitted, “I think it’s going to be interesting because it’s the first ["Winter Wonderland"] dance since quarantine.”
While lots of eighth-graders were excited, some were wary and uncertain.
For example, 8A student Heba Deitsch feared, “I think because it’s so hyped up, it won’t be as good as we think.”
“It’s kind of annoying how it gets turned into the most important social event of 8th grade," Nupur Bhavsar from Team 8B admitted. "Obviously, I’m excited about the dance, but it also seems like there’s a lot of stigma for the people who aren’t going.”
While there may have been some mixed emotions leading up to the Winter Wonderland, it was nevertheless a highly-anticipated event that the majority of eighth-graders were anxiously awaiting: dresses and shoes were bought, pairs were matched, and all that was left was answering the big question -- "Will the Winter Wonderland be as fun as everyone thinks it will be, or will it be a huge disappointment?"
As the students walked out of HMS on the long-anticipated day of the dance, they watched the halls being decorated and Student Council members working hard to put up the decorations. A common phrase heard in the process was “Wow, look at that!” -- even though they were not even done decorating yet!
Later, at their homes, everyone was waiting excitedly for 6:45pm and getting ready for the event. As the start time drew near, the line of cars dropping of eighth-grade attendees was stretched down to Auten Road!
When the guests entered the building, they discovered that the Commons was decorated with four arches, tied with white and blue balloons.
On the far side of the entrance, there were four tables for eating dinner. A table was set up with a chocolate fountain, marshmallows, strawberries, and even more delicious food. The doors of all the classrooms leading up to the gym were wrapped in wrapping paper.
Photographers from Milan Rose were set up inside the cafeteria to take pictures of students standing in front of a snowy background. Inside the cafeteria, the DJ was set up with colorful lights that surrounded the dance floor and flashed through the whole room. The exciting, flashy colors perfectly matched the mood of the students' dancing.
Annika Bicierro from Team 8D said, “I liked the atmosphere and it was fun to go with my friends.”
Multiple eighth-grade attendees confirmed that they ultimately enjoyed the dance; the only annoyance was that the DJ allegedly changed the songs every time the "good parts" were about to come on. In other words, they wished that he had played the songs for a longer period of time. Clearly, they were not ready to leave and wanted the night to go on forever!
In conclusion, the dance was a huge hit, the eighth-graders enjoyed it a lot -- and now they can’t wait for future dances at the high school!
“At the end of the show when I came onstage to bow I was so happy!” stated Ujjwala Adimulam of 7A. “My insides were jumping up and down and I was smiling ear to ear.”
For Ujjwala Adimulam and the 69 other cast and crew members in HMS’s Storybook Reunion Murders, this night would go down as one of their best middle school memories ever. Storybook Reunion Murders premiered on December 2nd and ran through December 3rd. On both nights, the cafeteria was buzzing with excitement and anticipation, waiting for the clock to hit 7:00 pm.
“This year we had a huge audience!” exclaimed Ms. Szabo, HMS’s Drama Club Advisor. “We usually have 130-150 people, but this year we had over 200!”
Rightfully earned and deserved, this year’s audience for Storybook Reunion Murders was one of Ms. Szabo’s biggest yet! Students, staff, and parents alike filled up the entire cafeteria to the point where latecomers couldn’t even find a seat!
Ms. Szabo and her crew have worked tirelessly to provide the best possible experience for their audience. It doesn’t seem like it, but directing a play is hard work. Ms. Szabo has been directing HMS’s school productions for 14 years, but even she can agree that her job is tiring!
“Staging any theatrical production takes months of planning," Ms. Szabo explained. “In the spring of the prior year, lots of planning takes place - the show is selected, theatrical rights are requested and paid, scheduling is planned and production dates are reserved for the entire year. This all happens before summer recess. Once September hits, we just run the plan that we created. I always hold a Drama Club information/interest meeting. Auditions are scheduled at that meeting. We have 2-3 days of auditions. The rehearsal schedule that we created is refined to specific scenes for rehearsing on certain days. Rehearsals run up to Tech Week when all the technical elements (lights, sound, etc.) come in. Tickets are created and numbered and staff chaperones are scheduled for ticket sales.”
Not only is Ms. Szabo doing a lot of work, but her cast and crew are as well. From late September to December, the cast and crew have been rehearsing 2 times every week. During the weeks nearing the premiere, they even had to stay after 6:00 pm for rehearsals.
“Participating in a play requires a lot of hours, hard work, and dedication. Some days it was very tiring with a full day of school, homework, and drama practices, but my love for theater and the drama club community made it all worth it!” stated Chloe Viana of 7A.
“There were days where we were at school from 8:20 am to 7 pm. It can be very exhausting but it is all worth it in the end,” affirmed Katherine Beder of 8D.
Even though the cast agrees that rehearsals were tough and long, it seems that everyone believes that in the end, it was worth it.
Storybook Reunion Murders was a hilariously charming comedic show about two rival schools. Aesop Academy and Grimm High can’t stand one another, so what happens when both schools book their high school reunions to the same place… at the same time? Witty lines, comical skits, rivalry, romance, and most importantly- murder, ensue in this perfect for all ages performance of a lifetime!
“I love the genre of murder mysteries,” stated Ms. Szabo. "Storybook Reunion Murders combined characters that are well-known, a mystery, and alot of comedy.”
Even though the audience showered the student cast and stage crew with flowers and cheers, the biggest fan of Storybook Reunion Murders is actually the kids! The student cast adored working on the play, and all of them are excited for their next opportunity on the stage.
“I played Cow (one of the leads) and I loved my part. I have done multiple shows before but I have to say that this was one of my favorite parts I’ve played. I am exactly like this funny, sarcastic character,” commented Lauren Moore of 8C.
“I played the Queen,” Katherine Beder of 8D added, “She is very vain and self-absorbed, and I always find it fun playing characters like that. It was also so much fun because there were a lot of pop culture references throughout the play.”
While Storybook Reunion Murders was no doubt a perfect show, we all know every performance has its ups AND downs.
“Before the last show, I was getting my crown that I had to wear and it snapped in half. It was very last minute and we had to zip tie it back together,” Katherine Beder of 8D revealed.
Storybook Reunion Murders was one of HMS’s most successful shows, and we applaude the cast, extras, crew, Ms. Szabo and Ms. Fink for bringing the fairytale world to life! Ms. Szabo added "And they all lived happily ever after! ”
The pitter-patter of rain can be heard just underneath the passionate voices echoing through the library. The speakers shuffle, one by one, to tables where they form little groups, a distinct hum of anticipation in the air as they wait for the club director, Ms. Shelley Rubin, to start the debate. There are over 50 people, both 7th and 8th graders, packed into the otherwise quiet library, and it is safe to say - through their consistent participation throughout the meeting - that each person in that room is committed to Debate Club.
Every week, from 3:15-4:15 PM, the usually quiet library transforms into a formal conference room where committed debate speakers voice their opinions about controversial topics, such as the death penalty, euthanasia, and abortion. For example, one recent topic was eminent domain, the seizure of property by the government with compensation but without consent, a system that affects each and every person in the school. It is likely, as so many speakers stated, that most homes and businesses that students visit every day are a result of eminent domain: it is what took Hillsborough from just acres of farmland to the bustling town it is today. This topic proved to be a kickstarter for an interesting debate meeting.
Hillsborough Middle School offers many clubs and extracurricular activities that students can join either to add something new and fun to their day or to simply have more time to do what they already know they enjoy.
For example, the Gender-Sexuality Alliance (GSA) is a place for LGBTQIA+ youth in middle schools and high schools, and it meets every other Tuesday. Team 7E’s Madison Warmke said that she joined the club in order to be a part of an LGBTQIA+ safe space with her friends and that the club helps make the whole school a friendlier place for members of the LGBTQIA+ community.
On the other hand, HMS also offers a seasonal variety of sports. For example, Nishaant Anand said that he participates in cross country because it calms him down and helps him deal with his thoughts, as well as giving him an opportunity to interact with friends. He also claimed that it makes him stronger and increases his stamina. Cross country is a sport where teams race on courses, and there are two runners: the first runner to finish gets 1 point, the second one gets 2 points, and the team with the lowest score wins.
Isabella Russo, a fellow athlete, plays soccer because she said that she likes the aspect of working together as a team. With the World Cup in progress and soccer gaining popularity, more and more students are learning how soccer works: players work as a team to kick the ball into a goal past a goalie in order to score points, and the highest score wins.
There are so many other clubs here at HMS. While some of them started meeting in September, even more have yet to begin! Which one - or more - will you check out?
Debate Club is a formal setting, so naturally it needs moderators to structure each speech and response: every week, two moderators called “Chairs” volunteer themselves for this job, and - most recently - it was “Senator” Nupur Bhavsar of Team 8D and “Senator” Sejal Khare of Team 8C.
Senator Bhavsar shared her appreciation for Debate Club and said, “One thing I like about debate club is that it’s a really great way to look at things from different angles. When so many people present their unique views on a topic, I think it is really interesting to see all the different insights I can get on it,”
Furthermore, the club helps its members to develop their speaking skills: they evolve from being terrified to stand in front of a podium to speaking in front of a crowd without becoming too nervous.
It is also a valuable opportunity for members to socialize with peers and to understand how they feel about topics that are not normally addressed in school.
Ms. Rubin, the club’s moderator and a dedicated Literacy teacher on Team 8D, also emphasizes the importance of students’ forming their own opinions, not based on what their families believe, but rather on what they truly and personally believe. She also reiterates how Hillsborough Middle School students are very fortunate to be able to participate in this extracurricular activity: some schools - for instance, some in Florida - ban clubs like Debate Club, dubbing its topics too controversial for students to discuss.
It all began twenty-two years ago in 2001, when Ms. Rubin used to hold debates in her classroom. When the high school found out about what she was doing, they asked her to start a debate club for all of Hillsborough Middle School. She consequently started the club and decided to hold a meeting every Wednesday. After that, she continued to run this extracurricular activity every year in the Library Media Center.
In addition, every May, the middle school’s debate club typically meets up at HHS with the high school debate club. There is a formal banquet with food and award ceremonies. These banquets honor the speakers of both schools. Dr. Trybulski, parents, and the superintendent even attend the festivities, ensuring that many people are present to congratulate the speakers and respect them for all their hard work throughout the year.
Indeed, this particular club is surely one that HMS should continue to cherish.
This year, Hillsborough Middle School students piled on the spooky goodness by donating money to the “Pumpkins for a Purpose” fundraiser. Student Council was hard at work organizing the annual event, during which homerooms decorate pumpkins in a variety of themes and then compete for votes as the “best” in each category. During the lunch periods, the pumpkins are displayed onstage in the cafeteria, and students drop money into the buckets of their favorite creations.
The Pumpkin for a Purpose organizers Mr. Patrick Heck and Ms. Jennifer Weber love this tradition because of how creative students can be.
“I really enjoy the fundraiser because I love to see students' creativity on display,” said Mr. Heck.
Also a Student Council moderator, Mr. Heck further admitted that “as a homeroom teacher, it's also fun to see my students work together to create something they're proud of.”
Fellow StuCo moderator Ms. Weber agreed: “I like this fundraiser because it showcases the artistic talents and creativity of our students, and it reveals how well students can come together to work for a common goal.”
“Some of my favorite ones from previous years were the SpongeBob Squarepants pumpkin, a pumpkin that had noodles as hair, and a creepy eyeball pumpkin,” Mr. Heck recalled. “If I could design a pumpkin, I would do some sort of emoji - maybe a scared face with a spider crawling up the pumpkin's cheek. I'm no artist, so that would be an easy and fun pumpkin idea that I think I could manage.”
Of course, most kids jump at the chance to win Pumpkins for a Purpose for one reason: the winning homerooms typically get a pumpkin bucket filled to the brim with candy! However, the more important reason to participate in this six-year-old fundraiser was that - this year - all proceeds go to the No Kid Hungry foundation.
Indeed, this year’s event was a smashing success, and the staff of The HMS Word wish to congratulate the winning homerooms on each team:
7A: Mr. Machat's homeroom (Sports-related pumpkin)
7B: Ms. Hamilton's homeroom (Most Creative pumpkin)
7C/8C: Mr. Arce's homeroom (Emoji pumpkin)
7D: Ms. Holt's homeroom (Food/drink-related pumpkin)
7E: Mr. Evans's homeroom (Book/movie-related pumpkin)
8A: Mrs. Taylor's homeroom (Funniest pumpkin)
8B: Mr. Quimby's homeroom (Scariest pumpkin)
8D: Mrs. Dolly's homeroom (Celebrity pumpkin)
8E: Ms. Amineddoleh's homeroom (Animated pumpkin)
"My most favorite moment was when one of my friends pretended to be a princess and I pretended to be a prince 'saving' him in the gym. He said, 'Oh, I need saving, my beautiful prince charming! Help me down here!' And I started to pull him so hard he fell off the bleachers. It was so funny that I felt like I was going to burst into tears. "
Sofia Lim of Team 8B
On October 28, 20222, from 7-9pm, Hillsborough Middle School was alive with students pouring in for the dance! Lines stretched all the way outside the school as kids were bursting to get inside. The big crowd eventually filled the gym half of the cafeteria, too.
During lunch periods the previous week, members of T.O.P.S. (Together Our Peers Succeed) sold tickets and promoted the spooky party. Their work continued during the event as they gave out refreshments to the attendees; the snacks included Tootsie Rolls, lollipops, and chips, accompanied by bottled water.
Thanks mainly to T.O.P.S. moderator Ms. Lucinda Ferreri, the cafeteria was transformed into a giant dance floor, and the stage was blasting the most iconic songs! In the middle of the dance floor, kids created a huge dance circle and put their phones on flash while waving them in the air. Groups were dancing in the middle of the circle, making long trains, and crowd surfing! Admittedly, the lights made it challenging to see much: after a while, it seemed like the only thing one could do was let loose to “Party Rock” along with the crowd…but it appeared that none of the attendees seemed to mind.
“My favorite moment at the dance was when I accidentally started a glowstick cult,” recalled Olufunmilayo Adejuwon of Team 8C. “I was just handing out glowsticks when they all offered the idea of it being a glowstick cult and it just happened. Not only that, but the Principal and Ms. Porowski…converted to join the glowstick cult, too!”
While there were no slow dances, there were some cute couples' costumes, such as Mike Wazowski and Sully from Monsters, Inc.. Also funny were the purple and red Teletubbies, who were summoned to the dance and were really popular. However, while many people wanted to know their secret identities, they were not revealed…
These, of course, were not the only surprising costumes at the dance. There were more than a couple of Bob Ross costumes. While some had his beard and the hair mastered, others nailed his outfit -- and then there was one kid who looked like his son!
Meanwhile, in the gym, some kids were shooting the ball from the 50. There was a girl-versus-boys basketball game, which the girls unfortunately lost.
In short, the dance was a valuable opportunity for students to have fun in many ways and catch up with old friends from different pods. This was definitely one of the most memorable nights for 2022-2023 students -- and the perfect start to a spooktacular school year!
Nayana Prabhu of Team 8E summed it up: “The school dance was awesome and I really look forward to upcoming dances/events like these!”
On October 11, 2022, the Hillsborough Middle School student body inputted their votes for their new representatives. The next morning, after hours of anxious waiting, both staff and students heard the new student council representatives on the morning announcements: Krishay Patel, Gautam Ramakrishnan, Liam Gatto, and Aarav Chamunya were elected for President, Vice President, Secretary, and Fundraising Chair, respectively.
After minutes of loud applause and cheers for the new candidates, the representatives felt proud to be bestowed the honor of representing the students’ voice.
Although they heard a briefing of each representative’s plans during their campaign speeches, HMS students are waiting to see these plans in action and - first and foremost - what these plans are.
Team 8D’s Krishay Patel was honored when he found out that he would have the privilege of representing the student body.
“I was waiting until the morning announcements,” Patel said. “And when I heard that I was President, I was so happy.” Now, he can proudly say that he was elected President of the HMS Student Council.
Nevertheless, Patel also acknowledged that great power comes with great responsibility.
“Some of my jobs are running fundraisers, representing the school, and going through with fun ideas,” he explained. With over one thousand students with their own opinions, it is quite a hard task to fulfill these responsibilities!
Patel is not the only one in charge, however. Vice-Presidents Gautam Ramakrishnan of Team 8E and Lara Reilly of Team of 7E, Secretary Liam Gatto of Team 7A, and Fundraising Chair Aarav Chamunya of Team 8A have their own plans for the school as well.
“Some changes that I aspire for the students are making HMS a better place for everyone,” Gautam Ramakrishnan claimed. “Due to less than 2 weeks of me being in office, it is up to the students to input suggestions into the student council suggestion box as to what changes they want to happen.” Ramakrishnan made it clear that students are able to input any ideas they have to the student council if they wish.
“The reason I joined the student council was to change the school positively and as a natural leader this position was perfect,” Ramakrishnan continued.
As Vice-President, he has many duties to fulfill. This not only includes filling in for the President when necessary, but also acting as another leader for students to look up to and use as a role model.
The other members do not fall short in their ideas for contributions to the school. The Head of Fundraising, Aarav Chamunya, highlighted his responsibilities for the school: “Some things I do is fund money for the school, head the fundraising committee, and create, find, and apply ideas for charities.”
“I decided to become the fundraising chair because I feel I have a lot of good ideas and could help further the school,” he explained further. “I feel very accomplished and happy that I got such an important role in our student body. I'm also happy that I can help change the school.”
For example, Student Council is known for holding various fundraising events during the school year -- such as its annual Bake Sale during the winter -- and students cannot wait to see what ideas Chamunya has in store.
“I plan to attempt to lower the cost of [the Hershey Park trip], get more supplies using funding, and if possible, more field trips,” Chamunya included in his “To-Do List for the School Year.”
Vice-President Lara Reilly explained how exhilarated she was when she heard the election results were out: “I waited for the email, terrified of the results. When I opened it to see I was elected I was speechless!"
Not only was Reilly excited about her new position, but she was also anxious to get to work: "Being elected means making changes that will benefit our school. School should be a fun and happy place for everyone, so I want to ensure the students have a say in what happens here. I'm happy I get to change our school for the better!”
Finally, Liam Gatto, the Secretary for Student Council, has even more ideas for the improvement of the school: “I am looking to have music playing in the morning throughout the school at the end of the school day [on] Fridays and at the beginning of [the day on] Mondays.” Certainly, the atmosphere of HMS on a Monday and Friday can be dramatically different; however, Gatto believes that music could be the perfect solution to unify the school and add pep to either day.
Following the COVID pandemic and an era of “distance” learning, the return to a normal school year calls for many fresh expectations, and students are undoubtedly excited to see what the “normal” Hillsborough Middle School experience is. With the help of their representatives, they can find a voice to communicate with teachers and administrators and make this year a fun one for all.