Articles – AHS NEWSPAPER

New Faculty, Staff Join AHS

November 13, 2026

Alexa Anasopoulos, Special Education Teacher

Alexa Anasopoulos, a new special education teacher in geometry and algebra classes, worked as a substitute teacher while majoring in business, and that is when she realized that she wanted to teach.

When subbing, Anasopoulos enjoyed connecting with students. After finishing her major and working for a few years in business, she realized that this was not what she really wanted to do. So she went back to get a degree for education.

“I just loved being able to build relationships with students and help support them in their academic journeys,” said Anasopoulos. “I went and got my master’s and became an educator, and I still love what I do 14 years later.” — By Zaynah Sheikh

Siobhan Curran, Science Teacher

Siobhan Curran, a new teacher within the science department, has found creative ways to bring her love of art into her curriculum.

Outside of the classroom, Curran enjoys painting. She began painting in high school and has since continued, making art pieces for family and friends while also pursuing it purely for enjoyment.

Curran doesn’t only limit her love of art to her personal life, though. She incorporated art into assignments at her previous school. “I had a bunch of kids who were interested in art and also chemistry,” said Curran, “ and so some of them came up with really cool labs where they’d be looking at making paint or analyzing copper printing-related techniques.”

Inspiring her students to think creatively is one of the main reasons Curran enjoys teaching. Her guiding philosophy? “I think it’s important to realize that kids can do more than everybody always gives them credit for,” she said. — By Stephanie Okeyo

Yiqi ‘Amy’ Guo, Science Teacher

Yiqi ‘Amy’ Guo, a new teacher in AHS’s science department, shares her passions for curiosity, enrichment, and growth with her students.

Amy Guo teaches both biology and forensic science. A major part of her personal teaching philosophy is to be open to all levels of learning, and to make sure that all of her students retain a drive to reach their maximum potential.

“What I really want is for everyone to feel like they learned something with me and their peers by the end of the year,” Guo said. “I want them to feel like the skills they developed in class can be applied to solve problems in the future. Maybe not just for science, it could be for something bigger or something we don’t know yet.” — By Garrett Berube

Melissa Jacobo, Social Worker

Melissa Jacobo, a new social worker at AHS who has many years of experience working at Doherty Middle School and, prior to that, Massachusetts General Hospital, pursued her profession after working for a federally funded grant program.

Student Support Services, funded by the U.S. Department of Education, provides aid to students struggling financially, academically, or personally. With the program, Jacobo worked with first generation, low income, and disabled students, and it was also where she discovered she wanted to be a social worker.

“I remember being like, ‘This is magic,’” Jacobo said when relaying her experience working with Student Support Services.

Jacobo’s favorite part of her new position is working with students. When asked if there was anything she would change, Jacobo said, “I have no idea yet.” — By Madeleine Carlson

Rhiannon Jones, Science Teacher

New science teacher Rhiannon Jones was inspired when she was a high school student, and now enjoys helping her own students excel in both science and dance.

Beyond AHS, Jones teaches different styles of dance to children between 2 and 18 in her hometown. Here at AHS, human anatomy is her focus.

Before Jones became a teacher, she grew up in a family that was very involved in science. And then she was inspired by one teacher in particular: her freshman science teacher.

“The way she approached teaching with a passion for the subject, and her positive attitude towards students and their learning made me want to be part of the teaching community,” Jones said. — By the ANDOVERVIEW staff, with reporting by correspondent Elena Thatcher

Lisa Kinley, Instructional Aide

Lisa Kinley transitioned into her role as an instructional aide at Andover High School this year to support students in the classroom, building on a career path that began with teaching art.

Kinley, who holds degrees in fine art and art education, taught art to elementary, middle, and high school students in Ohio, California, and Oregon before coming to Andover. Although she did not always plan to pursue teaching, she discovered she enjoyed helping others understand subjects she knew well. After taking time away from teaching to raise her family, she decided it was time to work in a school setting again. Looking ahead, she is considering returning to the classroom as an art teacher, while continuing to explore her interests outside of school.

“I think the most rewarding part about teaching is getting a glimpse into the students’ lives as you watch them grow and progress,” Kinley said. “You start to develop a relationship with them and learn what their interests are and what they enjoy doing.” — By Andrew Boles

Elisa Sanders, Special Education Teacher

Elisa Sanders, a new faculty member at AHS, now works in special education after leaving the business world.

Sanders originally earned her undergraduate degree in business administration, but went back to school at 40 to get her master’s degree in special education after she realized she disliked the business world. What also encouraged her to make this transition is her younger brother, who has multiple disabilities. When Sanders and her brother grew up in the 1970s, he didn’t have the same opportunities and programs accessible to him that are offered to kids today.

“He’s kind of my motivation,” said Sanders. “I feel like he could have had a different life if there were more opportunities available to him.”

It is Sander’s 19th year teaching, and she teaches special education in English as well as specialized reading, and co-teaches an American Voices class here at AHS. She just loves being able to help out with kids who have similar struggles to her brother’s and is glad to give them the chances he was unable to have 50 years ago. — By Neha Kalagarla

John Tigani, World Languages Teacher

John Tigani, Andover High’s new Latin I & IV teacher, travels boundlessly in the search for knowledge.

Tigani was raised in Wilmington, Del., but attended school in Massachusetts. Most people would choose to go to college close to their home and family. Tigani is not like most people. He traveled across the country, studying history in Berkeley, Calif. But his love for his the Bay State never truly eroded, as he later returned to Massachusetts to teach Latin, driven by his passion for history (especially the Roman Republic) and his desire to prepare students for the world after high school. Lucky for him, Andover’s Latin program gave him leeway to do both.

“In no other job,” Tigani said, “do you get to prepare your students for life after school under the lens of the subject that you love.”— By Maaz Mirza

Tyler Walles, Interim Assistant Athletic Director

AHS’s interim assistant athletic director and new boys hockey coach, Tyler Walles, is looking forward to giving back to the Andover community through his new position.

Sports have remained a constant in Walles’ life. Growing up immersed in the athletics of the AHS community, Walles has always felt a strong connection to the sports program. This passion bloomed, from playing baseball and hockey at Andover High School to recently graduating from Sacred Heart University with a degree in sports management.

“My life’s always revolved around sports. It’s kind of what I know best,” Walles said. “It was kind of a no-brainer when this opportunity [at AHS] came up.”

As an alumnus, he feels especially connected to the culture that Andover provides: “Growing up in this town, it’s what I’ve known and what I love. Andover made me who I am today and I think it’s important to get back to this community.” — By Hannah Armstrong

Jiang Xiaohan, Science Teacher

Jiang Xiaohan might be a new science teacher at AHS, but she has a lifetime of experience teaching and has always loved helping people learn.

Teaching isn’t just a job for Xiaohan; it is a lifelong passion and way for her to connect with her family. Beginning with her grandparents, the practice was passed down to her parents and it felt natural for her to teach as well. While other kids played games of tag, Xiaohan chose peaceful evenings with her family.

“Growing up,” Xiaohan explained, “I was helping my parents with grading their students’ work, and I enjoyed doing that.”

Every summer, Xiaohan returns to China, where her parents are still working hard teaching, to reconnect and get the occasional tip. — By Dylan Czepiel

Articles

Comfort Dog Officer Maggie Sadly Passes

November 13, 2026

By Anya Gorovits || EDITOR IN CHIEF

AHS’s beloved Officer Maggie unfortunately died on Sunday, November 8th following a brief illness.

Maggie was a four year old Australian cobberdog. She belonged to the town of Andover, but outside of school, she lived with School Resource Officer Thomas Paolera.

Paolera spent many months training and preparing Maggie before she joined AHS in early 2024. Paolera taught her general obedience and basic commands and also consulted also with the trainer of Rex, Andover’s other trained dog, to ensure Maggie was fully prepared to be in a school environment. In school, the comfort dog was always by Paolera’s side, joining him in the lobby before classes and in the cafeteria during lunch.

Officer Maggie had no patrol dog duties, rather acting as a support system for students. Many loved visiting her corner of Paolera’s office or coming up to pet her in the hallways. As stated by Superintendent Keith Taverna, Maggie “touched the lives of countless students.”

Maggie had her own Instagram account, which features adorable photos and funny bloopers of her life. Last year, Paolera wrote a children’s book about his canine companion; AHS alumni Olivia Horwath illustrated the book. Maggie is also currently featured on the Andover Police Department’s scarecrow downtown.

Maggie will be deeply missed by the Andover community. The AHS counseling team is available to any students seeking support following this loss.

Articles Arts

Second Star, First Flight: Theatre Guild Prepares for Peter Pan Production

November 13, 2026

By Anya Gorovits || EDITOR IN CHIEF

The AHS Theatre Guild is preparing to perform “Peter Pan” for its fall musical this November, featuring professional flying effects that will send several characters soaring above the stage.

The Collins Center will host five performances: Nov. 19, 20, 21 and 24 at 7 p.m. and Nov. 22 at 2 p.m. Based on the familiar children’s story of Peter Pan and the Darling children, the musical follows their adventures in Neverland. Students will participate as cast members, backstage crew, and musicians.

For many students, performing in the classic production holds a personal significance.

“Watching Peter Pan … It’s like part of my childhood” said junior Ethan Lapointe. The production’s large set and unique effects aim to bring the magical world of Neverland to life.

One of the production’s most distinctive features will be its flying effects. The Theatre Guild has partnered with ZFX Flying Effects, a professional company specializing in theatrical flight. Through the company’s equipment and expertise, characters including Peter Pan. Wendy, Michael, and John will be able to fly across the stage during scenes.

Students anticipate that the effects will be among the most memorable aspects of the show.

“People will be surprised to see [characters] flying 10-15 feet in the air,” said Lapointe.

Incorporating the flying effects has also presented challenges for the production team. Senior Megan Hinger expressed that bringing an outside company into the school play has made coordinating effects more complicated. Meanwhile, other visual aspects of the set have steadily progressed throughout rehearsal.

“Our set is coming along great,” Hinger said. “We have a lot of things done, and I think it will look magnificent when it’s all done.”

Students are also preparing the musical’s arrangements. AHS band and orchestra members have had the opportunity to develop their musical abilities through “Peter Pan’s” unique score.

“It gives players music that they won’t normally see in a concert band setting … so it provides opportunities to learn new techniques or expand your portfolio,” said junior Mo Gearin.

Beyond the performances themselves, students involved in the cast and crew have emphasized the collaborative nature of the production. From meeting new people to working on choreography and constructing the set, students have taken on a variety of responsibilities to bring the musical together.

Tickets for the play will be available through andovertheatrearts.com and will range from $5 to $20.

Articles

Rise in E-bike Use Spurs Police Initiative

November 13, 2026

Kendall Murphy || ONLINE EDITOR

A recent influx in e-bike use has resulted in a town-wide police initiative aiming to raise awareness to how fun doesn’t have to compromise road safety.

A common problem that has arisen is many e-bike owners being under permit age. Therefore, most don’t know the rules of the road, leading to an increase in crashes and injuries.

“We were getting a lot of calls about groups of e-bikes weaving in and out of traffic, doing wheelies, just traveling in kind of like unorganized packs,” said Andover Police Department Patrolman Brian MacKenzie.

This misconduct on the road has proven to be very dangerous. According to Boston 25 News, there were 900 e-bike or e-scooter crashes in Massachusetts between 2023 and 2025. Over that period at least 533 people were killed as a result.

In light of these statistics, the Andover Police Department has launched an initiative to connect with e-bike owners throughout town. MacKenzie was an integral part of the initiative, working over the past year to communicate safety measures and forge a bond between police officers and the people they work to protect.

“We had a video that we made for the town,” he said. “There’s been flyers I put out. We had a formal meeting here at the police department with children, their parents, or families from town that had questions.”

MacKenzie stressed the importance of keeping everyone on the same page. That means “giving them the most up-to-date and informative information of where they can ride, how they can ride, the speeds they can ride, and what equipment they need,” he explained.

At this time, Class I and II e-bikes are recognized as legal by the state with a speed limit of 20 miles per hour, yet these laws do not prevent reckless driving. MacKenzie believes education will. His goal is not to simply enforce the law but to inform people on how to stay safe on the road while still maximizing the benefits that e-bikes give children and teens.

“I don’t have to ask my parents for a ride every time that I want to go out to my friend’s house or to get food or anywhere I want to go in Andover,” sophomore Vihaan Verma said when asked how e-bikes help him. He also felt that riding his e-bike helped him get outside more.

MacKenzie touched on the personal and environmental benefits of e-bikes. E-bikes do not have carbon emissions, which makes them a sustainable mode of transportation. “[E-bikes are] a great way for kids to get around and explore on their own,” MacKenzie said.

In the future, MacKenzie also wants to work on an active place for e-bikers to ride. As someone who has lived in Andover since childhood, he said he really hopes to better the community.

A Message from Minga

November 13, 2026

Areeta Faiz || OPINIONS EDITOR

Dear Students,

We hope you’re enjoying your school year. We certainly are.

As you all know, schools are more than just buildings—they’re communities. And when schools run better, students do better. We believe in creating communities where students feel connected, engaged, and supported.

Since our arrival at Andover High School, we’ve noticed some areas in need of improvement. Students are tardy, they leave spaces without permission, they spend unaccounted minutes in the bathroom. This precious time could be spent maximizing your success, and we worry for you. So we got to work.

In the Minga way of life, every action has a purpose. Every minute has a place. We can take you to the water fountain, to the vending machine, and to breakfast. Do you find yourself doubled over in pain and itching to go to the nurse? When you’re told to walk it off and go back to class, at least you’ll know you’re in good hands.

For just a couple thousand of your hard-earned tax dollars, the hassle of paper passes, keeping track of attendance, and washing your hands for 30 seconds is no more. Teachers will no longer endure the burden of trust, and students will no longer endure the burden of making decisions for themselves. We understand that it’s difficult. We have taken care of that for you.

The e-passes are intuitive and simple to use: take out your laptop, open Classlink, request to leave the room, have your teacher briefly pause their lesson to open their computer, and let them know how much Taco Bell you had last night to assess how much time to give you. Be sure to acknowledge your return. When the timer turns red, it may be too late.

Educators are eager to adopt such a straightforward technology: “Adding the e-passes to my short list of tasks has made the work day just a bit more interesting,” said ethics teacher John Candor. “I know I’m helping these kids thrive and making the world a better place.”

We are also expectedly and effectively reaching the very students who need it most.

“Minga saved my life,” said sophomore Lapsa Lott. “I used to skip class all the time, but now, I’ve stopped entirely.” She also told us that she began consistently coming to school on time upon the threat of a tardy-induced detention, and she quit nicotine when anti-vape posters were put up in the hallways.

Some students express concern about our presence. They fear for their privacy. They ask why a digital trail to a particular bathroom is necessary.

How archaic, we reply. How charming. Such views, with time, will be addressed accordingly.

Students have nothing to fear from a system designed to protect their safety and productivity. We are not watching you. We are only making sure you are where you said you would be. You have nothing to hide, do you?

If you do, we’ll know.

Soon, you may wonder how you ever lived without us. You will no longer need to wonder whether your absence has been noticed. It has. You will no longer need to remember whether you are late. You will not remember where you need to be. We will remember for you.

Questions? Just ask the chatbot.

Thank you so much for allowing us to become part of your daily lives. Your safety, feedback, and location are all very important to us.

You may close your laptop now.

We will still be here when you open it again.

Warm regards,

Minga

This message was not sponsored by Minga.io

School Year Starts with New Phone Policy and Electronic Pass System

November 13, 2026

Ella Hu || Layout Editor

AHS introduced a new cell phone policy and Minga’s electronic pass system to promote student engagement in classrooms and to improve hallway management.

The new phone policy and digitalized pass changes aim to assist students with focus during instructional time and help staff monitor student movement throughout the school building. Assistant Principals Alicia Linsey and Joanna Ganci believe the system will improve participation and safety while students have expressed mixed opinions on the convenience of electronic passes and the effects of the phone policy on their learning.

Senior Jacob Kong, who deems Minga as completely unnecessary, believes AHS’s previous paper pass system worked better. “[Minga] sounds like a good idea on paper, to have students create their own pass, but in practice, it just becomes a hassle for the students and teachers to navigate the website,” he said. Kong added that at some points in his experience, teachers let students leave their classroom without the pass due to the inconvenience of navigating the website.

Kong’s sentiment, echoed by many other students, lies contrary to what the pass system was originally intended to accomplish.

Ganci said Minga was adopted after the administration recognized the limitation of paper passes when it came to keeping track of students in a school with as many students as AHS. The change came about to ensure that students are safe and where they are supposed to be during the school day.

In response to the difficulty many experience when it came to generating an e-pass, Ganci and the school administration has taken steps to make this process smoother.

“We have learning curves with the e-pass system, just like any new system we’re trying to implement. It’s not perfect and it’s not going to solve all of the problems,” Ganci said. “There are definitely imperfections and we are constantly giving [Minga] feedback on how to improve the product.”

Despite these intended benefits of the e-pass, Kong said he has not noticed a meaningful difference since the transition to the pass system. Many students raised similar concerns about using a computer to generate a pass in a non-computer–based class, during paper-based exams, or in rare instances, when issues with the internet prevent a pass from being generated.

According to Linsey, the implementation of Minga did not come from new policies, but rather through an effort by the administration to strengthen the enforcement of long-standing student handbook policies.

However, one new policy is the ban on cell phones, with students no longer allowed to use their phones during instruction time.

“We tried to find a balance so that students can use their phones during lunchtime, but during instructional time, we want [students] to be in class,” Linsey said. The result of the implementation has been apparent. “We have already seen an increase in class engagement and a decrease in students in the hallways during class time,” she said.

Articles Opinion

Great Expectations, Greater Weight

November 13, 2026

Avery Slaughter || MANAGING EDITOR

Across all seven of my classes, I am required to have two binders, four notebooks, five folders, a laptop, and two calculators. While not mandated, I also have a planner, a pencil case, a water bottle, and, of course, a pack of gum. That is 18 total items I might have in my backpack on any given day. What’s more, I frequently carry at least one book with me as required for assigned reading. Though every student’s course load differs, the required materials are relatively constant—and so is the omnipresent back pain.

This year, many teachers are making an effort to move away from reliance on computers and technology for a variety of reasons. In fact, there are days in which my laptop’s charge is unchanged when I sit at my desk after school to work on homework. One of the unfortunate byproducts of this adjustment is an exponential increase in what students are required to carry in their backpacks; if I cannot take typed notes in any classes and instead must carry a dedicated notebook for each subject, it is no wonder the materials quickly build up. While I appreciate and respect the dedication to maintaining work ethic and integrity through the use of handwritten assignments, the physical expectations placed on students are unreasonable. Backpacks are entirely too heavy to be conducive to a healthy student body.

According to the American Academy of Orthopaedic Surgeons, a curricular backpack should weigh no more than 15 percent of the carrier’s body weight. With all of my required materials for every class, my backpack weighed 23.5 pounds. Without revealing too much, that number is certainly over 15 percent of my own body weight, and many students are in a similar situation. I already feel the pain in my spine every time I lean over to grab my backpack—how bad will that be in 10 years because I did not consider my long-term health in high school?

“The long-term implications [of wearing a too-heavy backpack] are that there is spinal compression and misalignment of the spine from the excess weight and from only using one strap,” said school nurse Heidi Katz. “These issues can lead to pain, headaches, and balance issues.”

Of course, I do not carry around all of my materials for every class most days. In fact, one piece of advice frequently given to students is to leave class-specific materials at home on days in which that block does not occur. While it does help from a purely physical aspect, it ignores the likelihood that students will want to work on homework during H-Block. How can I leave my AP Biology binder at home because I do not have it on Day 4 if I have homework in that course and I do not get home until well after eight? Am I expected to prioritize my health or my academics, given that I am forced to choose? Moreover, I averaged the weight of my backpack across five school days with only my required materials for each specific day and it still came out to 19.4 pounds, a staggering amount given my slight stature.

While it is important to address the root of the issue, there are small actions students can take to minimize the spinal impacts of heavy backpacks.

“It is a good idea to give the spine a good stretch throughout the day to offset any issues heavy backpacks can cause,” said Katz.

Some AHS students are more susceptible to complications regarding backpacks than others. One such example is scoliosis, a condition in which the spine develops in an abnormal “C” or “S” curve. According to the National Library of Medicine, 3.1 percent of people under the age of 18 in the United States suffer from some degree of scoliosis; chances are you know somebody with it.

“[Teachers] assign necessary materials for their class without considering that other teachers are also assigning a certain material and everything just accumulates,” said one student with scoliosis who asked to remain anonymous. She expressed experiencing increased back pain as a result of her backpack, suggesting it worsened the preexisting pain caused by scoliosis.

Teachers can and should assign physical work as necessary to align with their curriculum, and it is unfair to blame them for moving away from technology given its potential misuses in school settings. That being said, backpacks are too heavy and students are suffering as a result. A middle ground must be found that accounts for both academic integrity and bone structure—students should leave high school educated and with good posture with the knowledge that they did not have to choose between the two.

Articles

What’s Cooking? Seasoned professional visits AHS cafeteria to get creative with meal planning

November 13, 2026

Areeta Faiz || OPINIONS EDITOR

Step behind a metal serving station onto the kitchen’s terracotta tile, and you will find yourself in a world of laughter and steam. Students don’t typically come back here, but the room is alight with camaraderie. It’s loud, and it smells like hard work, spices, and pasta. The staff is busy taking massive trays in and out of multi-tiered ovens, anticipating, like every day, a thousand hungry mouths to feed. This place has been buzzing since the morning hours. Here in the kitchen, it’s all hands on deck.

Today, there’s a new presence taking it all in, calculating, experimenting, imagining. Thinking creatively about how to make it better. His name is Chef Kyle.

He’s a smiley man, donned in an apron and a black chef’s hat. He introduces himself, looking up from a big tray of chicken.

“My name is Kyle Parson, with the John C. Stalker Institute of Food and Nutrition at Framingham State University,” he says.

A culinary chef specializing in school nutrition, Parson is set to visit AHS every Thursday until mid-December. Director of Food Services Taylor Pirog applied to this training program over a year ago as part of a wider initiative to go above and beyond with the meals that AHS offers.

He returns to his work, adding a generous heap of Parmesan cheese to the chicken and sprinkling on a spice blend of his own creation.

“That’ll bring out some nice base flavor,” he says contentedly. “You can smell it already.”

He’s not wrong. An aroma diffuses throughout the kitchen, and it’s hard not to look forward to your next meal.

“Our mission is to work with school lunch programs to…get passion into the food, create new ideas, work on efficiency, and offer suggestions,” he explains.

A chef coach with over 15 years in the field, Parson supports school nutrition programs across Massachusetts by building confidence and skills in scratch cooking. He also works in partnership with the Department of Elementary and Secondary Education (DESE) to develop new recipes.

Bringing recipes to scale is no easy task, nor is making sure meals taste good to hundreds of hungry teenagers.

“I get to play with it,” Parson says. To him, getting a recipe right is all about balance: Maybe a panini isn’t crispy enough, or it’s too crispy. The flavors, ratios, seasoning, and placement all have to be considered.

“How much spinach is too much spinach?” he might ask. “You want to taste it, but you also want to taste the chicken and cheese.”

Nutritional standards are also regulated closely. Rather than relying on sodium to make food more flavorful, Parson experiments with ingredients that naturally brighten a dish.

“Maybe we add a little lemon juice. Maybe we add some acid, or we put a tomato in something to kind of bring that alive,” he explains. “Kitchen cooking is a lot of science.”

For Parson, that challenge is part of the appeal.

“It’s fun,” he says. “It’s a hoot for me.”

Parson also helps utilize ingredients that schools already receive from the US Department of Agriculture (USDA). If DESE tells him that schools aren’t using USDA-issued turkey, his job could look like developing a nice barbecue rub to serve on a turkey sandwich at the deli. Instead of roasting turkey once a year on Thanksgiving, that versatile rub could season a chicken one day and a barbecue pizza on the next without the cafeteria having to purchase new inventory.

Upon DESE’s request for more breakfast recipes, Parson plans to use frozen fruit provided by the USDA to develop a baked oat bar with berry compote and granola.

“Just serving a thawed out strawberry is not ideal, but if I roast it, get all the moisture out, and [concentrate] those sugars…now I’ve got a product that’s whole grain, rich, and is going to taste good,” he says.

Of course, even the most carefully crafted recipe has one final factor: whether students will actually eat it. This year, the kitchen hopes to expand its taste-testing efforts, giving students more opportunities to try new foods and offer feedback.

“We want you coming back,” says Parson. “We want you to be excited.”

He pays close attention to suggestions and trends, and even tries to emulate local restaurants that are successful among the youth. Recently, he’s been developing a breakfast power bar made with chickpea flour to cater to protein-hungry athletes, as well as a Caribbean-style seasoning that he hopes to use to elevate the USDA-issued frozen chicken.

“I know you high schoolers like a lot more heat,” he says. “So I can add that heat to it.”

Parson is just one step in a wider initiative to enhance AHS cafeteria offerings, whose quality and innovation is already nationally distinguished by the USDA Healthy Meals Incentives Recognition Award. As a dietitian, Pirog is well-versed in the nutritional aspect of making menus, though she was delighted to welcome Parson’s culinary skillset, eye for detail, and creative flair.

“It’ll be nice to have a professional chef on staff,” she says.

By the end of Parson’s visit, Pirog’s goal is to allow the kitchen to feel more confident and creative in their cooking. She wants to empower her team to continue to apply all that they’ve learned to the meals that they serve.

And for Parson, the work is about more than the food itself.

“I love the kids. I have 2 of my own. I really just enjoy working with youngsters like [you all],” he says. “And, fortunately, I have the pleasure of being creative.”

In a bustling kitchen, this enthusiasm turns into more than a little extra Parmesan or a newly invented spice blend. It means being innovative, turning lemons into lemonade, and helping others do the same. To Chef Kyle, that is the recipe for success.

New School Policies Go Too Far

November 13, 2026

Anya Gorovits || EDITOR IN CHIEF

Having returned for the 2026-2027 school year, AHS students and staff have had to adjust not only to waking up early again but also to a plethora of new policies. Among them are tightened rules around phone usage, hall passes, and school meals. As a student-led newspaper, ANDOVERVIEW understands the rationale behind these changes. However, we believe certain changes were unnecessary or exaggerated, and that many of them are not achieving what the school intended.

The most significant change has been the new electronic pass system, Minga. Mainly meant to prevent students from wandering the hallways and to be able to better keep track of students’ whereabouts, Minga has taken things too far. There is no need to time a student’s bathroom visits down to the second or to track their exact locations. The bathroom quotas especially, which sometimes result in “waitlists” for specific restrooms, feel like a clear overreach.

Most importantly, we don’t feel that Minga is achieving its goals of keeping students from taking long breaks from class. Rather, we think that the program may incentivize students to skip class entirely. More than anything, the program feels like an undeserved punishment and an invasive policy overall.

Even among teachers, Minga seems to be an unwelcome development. ANDOVERVIEW journalists have heard multiple instructors describe the electronic pass system as inconvenient and time-consuming. We’ve also seen many of our teachers choose not to use the program at all, which makes Minga ineffective in tracking students.

The changes to breakfast and lunch policies also concern us. Some students prefer to spend their lunch outside of the cafeteria, but new rules mean students can no longer find refuge in the library during their lunch period. Additionally, teachers often ask students to visit them during lunch or before school. Yet the strict “wait ‘til 8” breakfast and similar lunch policy make such visits difficult.

ANDOVERVIEW does appreciate the new phone policy. As distracted students ourselves, we understand and recognize the need for phone regulation during class and appreciate being able to use devices during passing periods and lunch.

School should be an epicenter for social and academic growth, and a place where students, teachers, and administrators can build relationships based on trust. Overly strict policies risk undermining these relationships and creating a less welcome environment for students. We hope that, in future years, the administration will take student perspectives into account when designing new policies, and avoid continuing to punish everyone for the actions of few.

Former AHS Football Coach Drops Lawsuit Against Andover

November 13, 2026

Anya Gorovits || EDITOR IN CHIEF

Longtime Andover educator and former AHS football coach Ernest Perry recently dropped a lawsuit against the Town of Andover and AHS Principal James D’Andrea.

An AHS alum himself, Perry had been coaching football at AHS for 14 years at the time of the lawsuit. The issue commenced in November 2024, when AHS asked Perry to reapply to his coaching position. School administrators maintained that all coaches were required to reapply annually, though Perry alleged that he’d never been asked to do so before.

In the reapplication process, Perry was ultimately denied re-employment. In his place was hired Jason Fielding, a younger coach and previous defensive coordinator at Central Catholic. Claiming this decision to be unjust, Perry first issued a formal grievance to Andover’s school committee before issuing a Massachusetts Commission Against Discrimination (MCAD) complaint and eventually filing a lawsuit.

Filed on August 14, 2026, Perry’s lawsuit included three counts: age discrimination, disability discrimination and retaliation. Perry is 61 years old and has a condition called dropped foot, which affects walking ability and qualifies as a disability under MA law, according to Perry’s complaint. Perry alleged that the hiring process treated him differently from younger and non-disabled coaches, and that his age and disability contributed to the decision not to rehire him. Additionally, Perry alleged that the decision to hire Fielding may have been predetermined. He cited a conversation in which he claimed a coach was told that Fielding would receive the position before Perry had even completed his interview.

According to Andover News and public trial documents, Andover denied Perry’s allegations in its response to the lawsuit, arguing that Perry had failed to meet the performance standards required for the position. The response, however, did not specify what those performance standards were. Andover’s response to the suit also disputed Perry’s claims that he had not previously been required to reapply and denied that the hiring decision had been predetermined. Andover Head of Communications Nicole Keiser declined to comment.

The case ultimately did not proceed to trial. On October 2, Perry announced that he had instructed his attorney to voluntarily dismiss the case. According to Perry, his primary goal in filing the lawsuit had been to regain his position as AHS football coach, and he had come to believe that this was no longer a realistic outcome.

In his statement announcing the dismissal, Perry praised Fielding as a “fantastic young coach” and said he believed the football program was in good hands. He also expressed respect for D’Andrea, former Athletic Director Wayne Puglisi and coach David Fazio. According to Andover News, Superintendent Keith Taverna similarly thanked Perry for his decades of service to Andover Public Schools and wished him well moving forward.