AHS IA to Take Part in Macy Thanksgiving Day Parade

JULIE MAHONEY
STAFF WRITER

Karen Spinale, an Instructional Assistant (IA) at AHS, will be featured as one of the many clowns in this year’s Macy Thanksgiving Day Parade in the heart of New York City.

In the last year, her daughter, Erika Spinale, started working for NBC in New York City (NYC), which gave them the opportunity of a lifetime. As part of an offer to employees of NBC and Macy’s and their families, they signed up to be a part of the Macy Thanksgiving Day parade, held annually in the middle of the city. For almost 100 years the parade has taken place. Plans start for the parade 18 months in advance, meaning next year’s parade is already in the works.

“As a parent of three kids, for their entire lives we sat and watched the parade,” said Spinale. “It’s a staple in my house, and to think about being a part of it, in the middle of Manhattan is just very exciting for me.” Not only is Spinale excited to just be there, but she is also thrilled to be a part of the joy that is spread. “I love the incredible excitement of the parade and the people…I love to be silly.”

Spinale has always been a creative nut. People give her the clothing of loved ones and she makes teddy bear keepsakes in her spare time. “This is what brings me joy, day in and day out,” Spinale said. Being able to be silly is what makes being in the parade so special for her. But it’s not all fun and games; Macy’s takes clowns very seriously with the necessary programs of Clown University and a clown oath. Clown University is a few hours in October where professional clowns teach the recruits how to act with the crowd. “I had to take a clown oath,” Spinale said. “Promising to wear my costume with pride…to spread joy, and to spread confetti!” Spinale will be just one of the many to use some of the 300 pounds of glitter used each parade.

COURTESY PHOTO / Karen Spinali
Karen Spinale and her daughter, Erica, at Clown University.

There is even an app that participants can download once a part of the parade. It includes the route, tips, your schedule, a chat with other participants and more. With 30 different groups of clowns in the parade, there’s a lot of variety in costumes, makeup, and the personas they will put on. Spinale and Erika were assigned to be Silly Sailors, wearing bright white, blue and red on their sailor costume. On the big day, Thanksgiving, Spinale and her daughter will have to be in an undisclosed location at 5:30 AM. There they will get dressed and ready and make sure they have no phone or additional items on them. At 9 AM the parade will kick off and the 2+ mile walk begins.

Although it’s Spinale and her daughter’s first year participating, she is already thinking about next year. “It’s super exciting.” she said, “and I hope we love it and can take part in it again next year.” Many clowns that take part in the parade come back year after year, and she hopes they will love it enough that they will become one of the many annual clowns.

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Steve Zrike Appointed MA Secretary of Education

Avery Slaughter || ONLINE EDITOR

Steve Zrike was appointed Massachusetts Secretary of Education by Governor Maura Healey on February 10. He will assume the position on February 13.

Zrike will succeed Patrick Tutwiler in the role. As Secretary of Education, Zrike will oversee the Executive Office of Education, which is responsible for managing pre-elementary, K-12 and higher education across the state.

“My responsibility is to the children of the Commonwealth,” Zrike said. “I just want to make sure that that is clear–that at the end of the day, the job is about improving the student experience in our public institutions across Massachusetts.”

Zrike is currently the superintendent of Salem Public Schools. Previously, he also served as superintendent of both Holyoke and Wakefield. He has held various other positions in school districts across Massachusetts.

“I feel like I’ve had a lot of experiences in a lot of different types of communities,” Zrike said. “I’m going to rely on the different relationships and different experiences I’ve had across all those places. Of course, I have a lot to learn, and I’m excited to get started with better understanding the many different types of education programs that exist across Massachusetts.”

An Andover resident, Zrike began his career in education as a fifth grade teacher in Andover Public Schools. Prior to this, he received education at Dartmouth College and attended the Harvard Graduate School of Education.

“Andover was an amazing place for me to start my career,” Zrike said. “I learned a lot from the people that I worked with. I’ve carried that experience with me since.”

AI, Wikipedia Share Problem

Samin Faiz & Avery Slaughter || STAFF WRITERS

Recent developments in the AI industry have taken our generation by storm.

With AI-generated responses taking over Google searches and a pocket-sized AI assistant just one click away for many, it’s not unreasonable to say that our robotic friends are becoming increasingly integrated into our daily lives. This is no surprise, considering the attractive list of benefits it brings to students.

“It’s helpful at times for quick answers,” explained senior Vignesha Jayakumar. “You don’t need to go to a site and get bombarded with ads and all that cookie nonsense.”

Despite its brevity and user-friendliness, AI is notorious for its shortcomings. According to a 2025 study from Columbia University——as well as the past experiences of many——the majority of leading AI engines give answers that are either partially or completely incorrect. The fabrication of information is a phenomenon known as “hallucination,” and it’s a trap that many students fall into while researching.

“It’s very inaccurate at times—. Sometimes, AI just spouts out hallucinations when they feel like they’re expected to give an answer,” Jayakumar noted.

The unreliability of AI seems oddly familiar to certain AHS faculty. Having taught courses that place an emphasis on research, history teacher Ruth Masters shares her experience with a well-known source that presents a similar threat to students.

“It’s a place to start—, kind of like when I’m teaching research and students ask, ‘Can I use Wikipedia?’ I’ll say, ‘No, but you can go to the bottom of an entry and use those sources—.’ I think of it in the same vein as that.”

Jayakumar sees the parallels between AI and Wikipedia, as well. “Every teacher has their own guidelines for research,” he added. “But Wikipedia is a one-stop shop for information; Wikipedia is unreliable, AI is unreliable, so maybe we should treat them the same.”

NMany newer computers come with a built-in button that summons Microsoft’s compact AI assistant, Copilot—a feature that cannot be disabled. Furthermore, search results and AI-generated responses seem to come in a package deal nowadays, with Google’s AI overview illuminating across your screen in place of top results. So let’s face it: AI is nearly impossible to avoid, even for those that do not intend to use it. This raises an important question: is AI use considered a form of academic dishonesty if it’s unintentional or unwilling? To what extent should AI use be allowed before it crosses the line into cheating?

“Sure, read it. But that’s not your source,” asserted Masters. “You’ve got to go digging for your information. So do I think it’s unavoidable? I think that’s a choice. And if you choose to use it in lieu of your own critical thinking, then yeah, I think that’s academic dishonesty.”

According to a 2025 study from Pew Research Center, only one percent of people habitually verify linked sources when provided with a Google AI summary. Instead, they trust that the information is accurate—the exact opposite of academic honesty.

“The thing is that students have to be proactive in making sure that what they’re taking from that information is accurate and reliable, just like how you would go to any news source and check whether they’re saying something biased or not biased,” reasoned Jayakumar.

This easy access to often unreliable information can be correlated with a higher rate of use, especially amongst students. It does, after all, seem like a bottomless well of information. Accurate or not, it’s undeniably a temptation that countless students succumb to.

“You know at some point, students need to learn self-control, right? There’s probably stuff in your house that is one step away from your use that you ought not be using,” Masters said.

It’s easy to fall prey to the allure of AI searches in a world where—, according to both Google’s AI overview and a verifiable report from Forbes—, the economy itself relies on companies like OpenAI. Teachers like Masters believe it still falls on students to use good practice when verifying their information, especially in the face of such temptations.

“I think that our role as high school teachers is to teach critical thinking… and I have a lot of concerns with students’ decreasing abilities to intellectually wrestle with information.”

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