Warrior Friends is a completely student-run organization, aside from occasional assistance from gym teacher and advisor, William Beauchesne. Its members work towards helping neurotypical and neurodivergent groups form connections. The leadership committee meets weekly to decide activities and plans for the next club meeting. So far, Warrior Friends members have introduced themselves and gotten to know each other, played games, colored, and most recently, had a kickball tournament.
According to a Harvard Health article on neurodiversity, the word “neurodiverse” refers to “the diversity of all people, but it is often used in the context of autism spectrum disorder (ASD), as well as other neurological or developmental conditions” (Baumer).
Club president Jordan Shirley said, “I hope to normalize differences between people. I feel like people see certain individuals in the hallways and call them weird, but they are as normal as everyone else.”
“The thing that I’ve noticed the most is the diversity of the population of students at school,” said Beauschesne. “Seeing some students be able to make friendships with certain other groups of students has been very gratifying in terms of developing friendships.”
Members of the Warrior Friends appreciate opportunities to meet new friends and make the neurodiverse community feel welcome. “[Warrior Friends] is a really cool experience to help people and make new connections,” said sophomore Samantha Cashman.
Even from the few meetings held so far, familiarity is already forming between club members. “The biggest growth I’ve seen, as the weeks have gone by, is that just by meeting once a week, friendships are starting to establish and grow,” Beauchesne said. “This isn’t just in H Block; I’ve noticed this in the cafeteria, and in class, so people are now more connected with the neurodiverse community and they’re able to recognize them and include them in more.”
Senior club member Christina Preston encourages students to join the club. “It’s an amazing opportunity to build relationships and make these amazing kids feel seen and loved, and make them feel like a part of the school community,” she said.
Follow Warrior Friends at @warrior_friends_forever to get a glimpse of the club’s activities and see how you can join!
D’Andrea first came to AHS last spring, and after applying for the position of principal and being hired, he spent several months adjusting to the school over the summer. Now, just over a month into school, D’Andrea has already left many positive impressions and made several beneficial changes. “I really like our new principal so far,” said sophomore Anika Abbot.
D’Andrea decided to apply to AHS and came for an interview with students, teachers, parents, and office staff last April. He was offered the position after his finalist interview and moved to Andover in June. D’Andrea loves the town so far, and especially how committed Andover is to its public schools.
STAFF PHOTO / Anya Gorovits Principal D’Andrea gets to know senior John Nies during lunch
“There is so much community support for Andover public schools in general…and that’s not common.” Massachusetts is also the coldest place D’Andrea has ever lived in, “I’m interested [and] nervous,” he said, interested about our winter sports teams but nervous for our snowy winters.
D’Andrea has already made two important changes that are strongly appreciated around the school. Math teacher Krista Hibino, along with most students, finds the extended passing period time very helpful. Another vital change is the loss of the tardy line, letting students get to class faster. “I feel like a lot of time was wasted in just standing in that line,” said Abbot.
D’Andrea has ambitious goals as principal. He’s already working on learning the names of all AHS staff and students, something he’s done at every school he’s worked at. D’Andrea also wants to make every AHS student feel like a part of the Andover community, no matter what activities they are a part of. D’Andrea spends a lot of time working on this by talking to and getting to know students during lunch and before school. ”I think it’s sweet that he greets everyone in the morning,” said Abbot. He also comes to sports games, both at home and away, posting clips of them on his Instagram page.
D’Andrea’s Instagram page is a part of his main goal of communication. He finds it very important to get word out in a school as big as Andover. So, he’s started leaving automated messages for parents on Sundays and will continue doing so all year long. Hibino added, ”I’ve really enjoyed working with him, and I appreciate that he’s very communicative.”
D’Andrea has enjoyed his time at AHS so far and is looking forward to getting to know the students, school, and town better. “Everybody’s been so friendly. It really seems like an incredible place,” he commented.
The absence of previous assistant principal Rebecca Perry, who was recently hired as Doherty Middle School’s principal, left a gap in AHS administrative staffing. Ganci, who was uniquely positioned as the ninth-grade coordinator to connect with students, families, and staff across many middle schools in the district, was hired as Perry’s replacement in late August.
Initially, Ganci said she was hesitant to give up her position as ninth grade coordinator, as she loved her job—especially the student-facing aspect, which enabled her to get to know over a quarter of the AHS population extremely well. Ganci said she applied rather late to the position because of this, and expressed that weighing the benefits of the ninth-grade coordinator job with the needs of the greater AHS community made her reconsider the impact she could have within the school. She also said she valued the opportunity to further aid the AHS community in being a supportive space for all.
“I developed a skill set through [ninth grade coordinating] to do this job,” said Ganci on her motivation to apply. “It felt like the next logical step—the right move for the school and the team. I care very deeply… about this school [and] the students… it just kind of made sense to… take that leap.”
Ganci worked as the ELA program coordinator for six years, before transitioning to the ninth-grade coordinator job at the start of last year, and though the positions’ responsibilities are different, she expressed that she wasn’t fazed. She said she was originally “absolutely intimidated” at the more disciplinary aspects of the assistant principal job, but that her work with last year’s freshman class prepared her more than she expected. In addition, Ganci considers herself driven by a strong sense of care and responsibility for her students, which aids her in overcoming her nerves.
“We’re advocates for students, even on their worst day,” Ganci said. “Just because [a student] had a bad day or… made a bad choice doesn’t mean… we’re not going to have faith in them. That’s what was really appealing to me.”
With all these staffing changes, the AHS community has been under continuous pressure to adapt to and incorporate new members of the administrative community. But both Ganci and new principal James “Jimmy” D’Andrea expressed gratitude for their reception to their new positions, and confidence that the students and staff would propel the school year in a continually positive direction. Ganci has aided with the ninth-grade coordinator role in the interim, as interviews were conducted during September and into early October.
“We’ll be fully transitioning once we hire a new person, but I think she has done an excellent job,” said D’Andrea. “We aim to build on that foundation in the coming year.”
The ninth-grade coordinator search was expected to end in the first week of October, after interviews from AHS staff, students, and families, as well as Andover Human Resources and Superintendent Parvey. The filling of this position marks the first time the AHS administrative staff has been complete, without any interim positions, since the 2022-2023 school year. Ganci is glad to be a part of it and feels that her main goal is to continue supporting the students and “rolling with [the changes.]”
“All students deserve somebody who’s going to advocate for them,” she said. “We’re able to help struggling students and make everyone feel welcome here. When we have these bumps… I just hope… students feel respected and understood.”
ANDOVERVIEW staff members interviewed the new faculty members in Andover High School this year. Here are short profiles.
AHS Welcomes New Physical Education Teacher Benjamin Bourgoin By Julia Rodenberger, STAFF WRITER
Benjamin Bourgoin joined AHS’s physical education department in the fall of 2023 following Coach Fazio’s retirement from teaching.
Bourgoin previously taught physical and health education at Epping High School in New Hampshire, before serving as the district’s athletic director. He currently teaches Activity Fitness, Team Group Activities, and Competitive Team Activities at AHS.
Students in Mr. Bourgoin’s class can enjoy exercising to hip hop, classic rock, and upbeat songs. “We used to do these disco Fridays [during] gym in Epping. So maybe I’ll try to bring some disco flavor here,” he adds.
Epping High School has a small student body, amounting to less than 250 students across the four grades. Bourogin said, “[Andover’s] at the totally opposite end of the spectrum from where I was. It’s cool to see.”
Amongst the unique resources made possible by AHS’s large size is the outdoor ropes course available to ninth graders in Project Challenge. Bourgoin recently underwent training for the class and is excited to potentially teach it in future years.
STAFF PHOTO / Saarvi Deshwal Benjamin Bourgoin poses for the camera with a basketball.
Professional Basketball Player Transitions to History Teacher By Ella Hu, STAFF WRITER
Mary Creamer, new history teacher and former professional basketball player, has traveled the world and immersed herself in different cultures due to her previous career.
Creamer was drafted in the first round of the 2003 WNBA draft by the New York Liberty. During her many trips around the world as a professional basketball player, Creamer explained how living with people with different cultures and languages added to her growth in further educating herself about those communities. Moreover, Creamer believes it is crucial for more people to learn about marginalized communities and be able to celebrate their contributions to America.
Creamer said that she was glad to have experienced living with people who “didn’t speak the same language as [her], didn’t have the same culture…and just to learn about the beautiful diversity of the world and…expand [her] horizons.”
AHS Welcomes New English Teacher Fresh from Australia By Minati Thota, STAFF WRITER
Erin Crowley joined AHS only a month after getting off a plane from Australia to get back to what she loves to do: teach high school English.
Crowley arrived two weeks after the start of the year, fresh from her job abroad as an English teacher for Australian high school students. Some days she was even required to teach Biology and Chemistry, she said, but her true passion lies in English.
She grew up in Massachusetts, and her own high school English teachers were her biggest inspiration—she “hoped [she] could be that for the kids someday.” Crowley finds the new changes both exciting and challenging. Simple things, like “morning tea” missing from her daily routine, will need some getting used to. When she’s not at school or reading, she loves going on runs and watching sports.
Crowley believes that her background as a special education teacher truly shaped her skills to work with students. She said her biggest takeaway has been to remind students to “do their best right now,” and keep their head in the game.
New Psychologist Balances Paperwork with Student Interaction By Anya Gorovits, STAFF WRITER
New school psychologist Rebecca Jacoby, understands the importance of the paperwork aspect of her job but wishes she could put it aside to spend more time empowering students.
Jabocy, the new Supporting Academics and Independent Learning (SAIL) psychologist at AHS focuses on supporting students. As a partner of the SAIL program, which provides special education to students, Jacoby is there to talk to students with mental disabilities. When meeting with a student, she assesses them to find a diagnosis and treatment.
Jacoby’s job is difficult because of these assessments. The SAIL program gives her strict deadlines to follow.
“Sometimes when deadlines are coming up, I have to prioritize those, which can prevent me from being available to students when they may need support,” Jacoby explained. Though important, this part of her job takes away from what she really loves.
“I just love being with high school students!” Jacoby said. Actually seeing and supporting students is why Jacoby came into this career. Before AHS, Jacoby thought she wanted to work as a behind-the-scenes counselor, improving special education without being with students.
However, after working at another school where Jacoby got to speak to and actually help students, she realized that that’s what she wanted to do.
New AHS Math Teacher Adds Outdoors to the Equation By Tommy Kruecker-Green, STAFF WRITER
Andover High welcomed a new math teacher, James McCormack, who combines his passion for mathematics with a love for the great outdoors.
Born in Saugus, Massachusetts, McCormack recalls being good at and enjoying math throughout his schooling. “It started with being pretty good at math in high school and I always helped my friends out,” he said. McCormack went on to study mathematics in college and has now been teaching for eight years, recently at his alma mater high school.
STAFF PHOTO / Maddox To James McCormack takes a break from geometry work.
When asked about his favorite math subjects, McCormack pointed to calculus and algebra. “Algebra is very puzzle-like and interesting,” he said. When asked what he likes most about teaching, McCormack said “watching the students as they grow into young adults, watching them mature.” He appreciates “any part that [he] can play into that,” seeing “the shy kids who are freshmen grow up to find their voices.”
Beyond the classroom, some of McCormack’s interests include coaching sports like football and basketball. In his free time, he enjoys golfing and being active outside. He also takes pride in his athletic past, having played football collegiately at Plymouth State.
New Andover High School Teacher Enjoys Food In Her Free Time By Ariana Teasdale, STAFF WRITER
Khristine Maraganis, a new AHS teacher, has recently found interest in exploring restaurants and trying new dishes.
Maraganis has always wanted to be a teacher since childhood, when she would play “school” with her younger brother. Surprisingly, he ended up learning how to read, which inspired her to become a teacher. She has now been teaching for 22 years.
During the interview process, Maraganis was impressed by how students was able to participate as part of the interview committee—she was drawn to AHS, as she found that this school values students. So far, Maraganis has found AHS to be very friendly, and the staff and students have been extremely helpful.
Recently, Maraganis has found joy in trying new restaurants. As a foodie, she has “always enjoy[ed] eating out,” and finds it a lot easier than cooking. Because her children are older and more independent, they are able to cook their own meals—allowing Maraganis to have more opportunities to go out with friends.
Right now, Maraganis has “a goal to try a new restaurant every month”. Although she admits it is a pretty tame goal, it still allows her to go out with friends and try new things.
Retired Athletics Director Returns to AHS By Sanjith Kalpat, STAFF WRITER
Brian McNally, a seasoned Athletics Director who retired in 2017, has renewed his association with Andover High School’s Physical Education Department.
McNally’s deep affection for the Andover community serves as the driving force behind his reappearance. He expressed a strong connection with the students and the dedicated staff, emphasizing the importance of a cohesive community.
McNally finds joy in witnessing students’ development, both individually and as a team. His new role at AHS involves teaching Activity Fitness to sophomores, a crucial responsibility aimed at helping students’ physical fitness through activity and promoting lifelong health.
“The nice part about coaching is really being able to focus on a particular sport with a specific group of students who are dedicated to that sport and seeing how you can help them progress as individuals and then collectively as a team,” he said. “And also in PE class, you work together as a team to improve as well.”
McNally also values family and enjoys outdoor activities such as biking and pickleball. His memorable trip last October across the Cross New Hampshire Adventure Trail, an 83-mile bike ride, emphasized the significance of an active lifestyle, a key message he aims to instill in his students.
“Find out what you are passionate about and continue to be active for the rest of your life because an active lifestyle is a longer and healthier lifestyle,” encourages McNally.
New English Instructor, Mrs. Meta Scott: Nature Delves Deep, No Matter Where You May Be Maddox To, STAFF WRITER
Meta Scott, now a full-time instructor for the Special Education Department, enjoys teaching English to her juniors and seniors. But if given the choice, she’d much rather be instructing in a bright classroom with windows, facing the diversity of nature surrounding the school. Or perhaps carry on outside of school, to scope the vast landscapes and trails that meet new flora and fauna surrounding the land she treks.
Born in Northern Ireland, Scott has lived in Indiana, Tennessee and more before moving to Massachusetts. “It’s a real sedulous route–many others have it a lot more linear, but for me, moving was quite all over the place,” she said.
Scott expressed her frustration teaching in a windowless classroom, “I find the architecture that I have to spend my weekdays in very…ugly–I feel like this part of me is dying… I even searched up if it was illegal to have a windowless classroom because to me it feels illegal,” she joked. To aid her spirit, Scott turns to find beauty outside of school. But on those days when she is teaching in her windowless classroom, she collects parts of nature and brings them to her desk.
Scott uses what time she has left from her busy schedule “ into friendships, family, and being out in nature or having good conversations.”
Former AHS Student Back for Round Two as P.E. Teacher By Molly Borenstein, STAFF WRITER
Former student Michael Comeau graduated from AHS in 2017 and has returned to teach physical education as a permanent substitute.
Comeau said although he enjoyed high school, he never thought he’d be back at AHS full-time. He said he liked the teachers, excelled in sports, and unlike the usual student, really enjoyed his high school experience.
Being a former student, Comeau has had some unique realizations. “It’s kind of great. I loved the teachers at AHS, so it’s been awesome to see both sides, have them as teachers and now come to work with them.”
STAFF PHOTO / Maddox To Michael Comeau poses for a photo.
Comeau explained that he wasn’t 100% sure what he wanted to do when he graduated from college and continues that, “[he] kind of was just brought back to AHS.” He knew from his time in school that he wanted to work with kids, and because of his excellence in high school athletics, he thought being a physical education instructor would be the perfect fit.
When asked about his plans for the future he voiced that he wishes to continue down the path of education. Comeau gives a walkthrough of the timeline: “In July I started my masters program at Salem State University… in physical education.” He said that although he didn’t know what he wanted to do when graduating, he feels he has found his place at AHS and his true passion.
New Math Teacher in his 26th Position By Abby Chachus, STAFF WRITER
Scott Govoni, a new math instructor, is working in his 26th position where he is new to the building but not the district.
STAFF PHOTO / Saarvi Deshwal Scott Govoni poses for a picture in a classroom.
Govoni used to work at Wood Hill Middle School as a math and science teacher who was seeking an opportunity for change. Govoni plans on ending his career at Andover High.
He wanted to teach history, but in college was encouraged to teach math because of his degree in a math field that most people going into teaching do not have. Govoni worked at 24 other jobs before Wood Hill where he worked for 21 years. “Now I am here,” he said.
Outside of the classroom, Govoni plays with his dog, goes on walks with his wife, plays video games, and builds. “I built most of the house that I live in,” he said.
New Nurse Melissa Sucharewicz, A Shining Star By Samiha Jaffar, STAFF WRITER
Melissa Sucharewicz worked as an elementary school nurse for many years and is finally stepping up to the high school.
Growing up, Sucharewicz always loved science and thought that astrology was her path, considering how much she loved looking through telescope from a young age.
She had never even considered being a nurse until her own interaction with nurses during her senior year in high school. A personal situation made her realize how much of an impact nurses can have on someone’s life and in the world.Sucharewicz described her greatest strength as her empathy and compassion for each individual and their situation. Besides nursing, Sucharewicz loves to spend time with her kids and family. She enjoys going for jogs, yoga, and hiking. Her family has set a goal to complete the New Hampshire 48 4000 footers.
PAST PRISON GUARD AS NEW AHS COUNSELOR Jiya Jotwani, STAFF WRITER
Rachael Dobbs worked as a prison guard in Newburyport before coming to work at AHS as a counselor.
Dobbs got a degree in Criminal Justice in college and wanted to be in the FBI. Working her way up, she became a correctional officer at a prison in Newburyport. She started learning more about mental health with adolescents and realized that was her focus. She is now a counselor for students in the Transitions program, who take temporary breaks from school whether from mental health issues or an injury of some sort. She was also previously a basketball coach and an intermediate figure skater.
New Engineering Teacher Draws on Work Experience By Isabella Yan, STAFF WRITER
Ralph Arabian, a new addition to the engineering department, uses his experience as an engineer to inspire students to pursue their passions.
Several years ago, Arabian was a project manager for sections of the Central Artery Tunnel and offramps of the Zakim Bridge in Boston. Drawing from his knowledge of engineering, he was inspired to begin a career in teaching. Arabian has since taught at several schools and joined the Andover faculty as an instructor of Robotics, Mechanical Engineering, Green Engineering, and Innovation Design Lab.
In teaching, Arabian finds significance in preparing his students for real-world situations. He emphasizes the importance of student involvement in interactive projects. “[In] engineering you can have a lot of leeway… I’ve always been under the impression [that when you] have kids [be] hands-on and have fun… they’ll learn more,” he said.
Arabian is an enthusiast for adventure, with experience in water sports such as scuba diving. With a knack for thrill, he has been skydiving and has driven a Formula 1 race car at over 150 MPH on an open track.
STAFF PHOTO / Saarvi Deshwal Ralph Arabian smiles in the engineering room.
Jack “JG” Glavin, a freshman at Andover High School and entrepreneur at heart, aspires to preserve the environment by pioneering an eco-friendly jewelry business.
Glavin began his adventures as a business owner in middle school with a slime-based venture. “Ever since I was a little kid, I’ve loved doing sales, lemonade stands, and bake sales among others,” he said. In the time since, Glavin has built upon his initial attempt, creating something more sophisticated and trendy. He has now begun operating a fledgling startup named “Slayed That,” which sells jewelry composed of 100% biodegradable materials.
Currently, Slayed That’s catalog includes classy earrings, including seasonal offerings and multiple styles. However, it is more than the unique styles and colors drawing in customers—rather, it is the mission that Glavin incorporates into every product. “I wanted to be different because I’m very, very passionate about the environment,” he said. All of his jewelry is homemade, and each material sustainable; the metal in the earrings is recycled, and even the packaging is made from sustainable honeycomb paper. Hence, the jewelry serves to benefit both his customers and the environment.
As for attracting customers, Glavin has several tricks up his sleeve to achieve. Since his target audience is teens, Glavin plans to advertise his products via social media platforms such as Instagram and TikTok, aiming to give his business a broad audience with a keen eye for jewelry. In addition to these methods, Glavin is creating a website where he will showcase his variety of earrings while presenting their unique attributes, the most important of which is his dedication to making each and every one of his products a net positive for the environment.
Glavin’s eco-friendly attitude towards his business products is reflected in his choice of food, clothes and jewelry. He has dedicated himself to a vegan lifestyle, and purchases cruelty free clothing and stationery.
Angela Mac and Avi Shapira LAYOUT EDITOR / EDITOR IN CHIEF
Andover High School has welcomed Thomas Paolera to serve as school resource officer (SRO) this school year.
The purpose of the SRO is to make AHS a safer place, mostly in terms of who is leaving and entering the building. In the past few decades, school shootings have become a more common occurrence, and this danger has been on everyone’s minds since the elementary school shooting in Uvalde, Texas at the end of the last school year.
Many students interviewed wondered what the SRO does most days. Students have noticed Paolera around in the mornings or during lunch. The purpose of that is to give students an opportunity to talk to him if they have concerns and to get comfortable having him around.
The SRO at AHS is not supposed to be involved in everyday disciplinary matters. “If we had an emergency, which was something that was beyond our control, he would help out with that,” said Principal Caitlin Brown. Having a police officer on campus would mean a quick response time in case of emergency.
Paolera is also hoping to improve security features at AHS. “I just hope to bring a feel of safety and security to students and staff,” he said. “I hope I can make kids who are worried about that feel safer in their mind.”
However, many students believe that police officers do not make school a safer place. “America has a very large history of police brutality and there’s also the school to prison pipeline… so it makes me a little bit less than happy to see [an SRO in our school],” said junior Jarmo Latva-Kokko. According to the National Library of Medicine, which is operated by the US government, 36% of unarmed people killed by police 2015-2020 were Black despite Black people making up 13% of the US population, and Black men have a 1/1000 chance of being killed by police in their lifetime. In schools, Black students make up 31% of school-related arrests, according to the ACLU. A police officer at AHS can make the school feel like a less safe environment for some.
Paolera is aware of these problems, and he hopes to “improve the relationship between students here and police.” He added, “I like to meet people, especially if they’ve had poor experiences with police, or they’ve had no experience with the police. So they can get to know me as a person… I want to encourage more people to come and talk to me.”
AHS used to have an SRO before the COVID-19 pandemic. Once COVID hit, both the school district and the police department were understaffed, and the school was remote or hybrid for over a year. “Our focus was COVID,” said Brown.
In the summer of 2020 there were also nationwide Black Lives Matter protests following the murder of George Floyd. These protests targeted police departments, including police in schools. A year later, Massachusetts passed a police reform bill that ended a state-wide mandate for all schools to have SROs and instead left the choice up to individual schools. Now that COVID-related restrictions have loosened in schools, the school administration and the superintendent’s office have had the opportunity to consider bringing back the SRO.
Before making the decision to re-appoint an SRO, the administration held focus groups with students and families to take into consideration the community’s thoughts and feelings. There will also be groups held in October and November to get student feedback on the SRO. So far, students have voiced mixed reactions about having a police officer in school.
Some students feel that the SRO makes the school safer. “Having them around is kind of like an extra layer of security,” said freshman Eva Nguyen.
Other students had a different opinion. “I understand that it is for safety,” said Latva-Kokko. Due to the track record of policing in the U.S. mentioned above, “it almost feels like we’re putting police in the school to police students,” stated Latva-Kokko.
Some people interviewed had previously attended schools with police officers. Science teacher Ralph Bledsoe attended a high school where there were often fights between students, and sometimes kids brought guns to school. “When I was growing up,” he said, “actual danger popped up… [it’s good to have] police officers ready to handle it.”
Ace Silva, a sophomore, previously attended a school in Kentucky that had a police officer for a short time. “They had a police officer there for like a week and then a kid grabbed his gun,” said Silva. “This actually isn’t helping. It’s harming us more.”
When deciding whether or not to hire an SRO, the school was aware of the potential that a police officer will make students feel unsafe, according to Brown. In the end, it was decided to hire him because “I want to make sure that I’m protecting all of you,” said Brown.
Brown stressed the importance of student feedback. “Your voice is very important to me,” she said. If you have further comments on the SRO, you can contact ANDOVERVIEW at andoverview@andoverma.us, and you can contact Principal Brown at caitlin.brown@andoverma.us.
Q&A with Officer Paolera
What is your daily routine?
“I’m still kind of developing what I do. I like to be in front of the school when kids are coming in [and] during the last half an hour. I’m sure you’ve seen me in the lunches… I’m working on some added security features, but mainly still learning day operations. Making sure everyone’s following safety procedures… I’m going to try to be involved in all the school drives and stuff like that in the future… I wasn’t placed in here to start charging everybody. That’s not my main function.”
Why did you become a police officer?
“It was something I always wanted to do in high school. I went to college to major in criminal justice, started taking police exams and stuff like that… I like talking to people, I like helping people. Right off the bat I just knew an office life wasn’t for me. I wanted to be dealing with people’s problems and helping people.”
Why did you want to become a school resource officer?
“I’ve coached youth wrestling for a couple of years [at] the youth center… Now I get to meet way more kids. I love the environment. It’s fun. It’s kind of the best of both worlds. I get [to work with students] and I get to be a police officer too.”
Why did you want to work at AHS?
“I went to school here. Graduated [in] 2008. I worked at Harvard University security for five years. I really enjoyed working security on a school campus, [it] has a good energy to it. Kids are usually fun to work with.”
How long have you been working at the Andover Police Department?
“About four years.”
How is working at AHS so far?
“Great. I love it. I met a lot of people. I was able to get this window open [the window to the SRO’s office, which was previously covered by a bulletin board] so I’m going to be more visible. When I’m actually in the office, I like to leave it open so kids can pop in and say hi.”
Diane Costagliola Has Been Offered a New Opportunity Outside of AHS
Melody Tang STAFF WRITER
Diane Costagliola, Andover High School’s senior secretary, is leaving AHS faculty to be the new executive assistant to the assistant superintendent of curriculum and academics on June 30.
The role that Costagliola plays at AHS is certainly one of great importance. She manages much of the behind-the-scenes action to support students and faculty, from managing the school’s money to arranging senior graduation. One of her closest acquaintances at AHS, Deborah Lenzi, spoke on the importance of Costagliola’s role at AHS. “[Costagliola] is the first point of contact for everyone, so she is always being asked many questions a day,” Lenzi said. “[She] interacts with students, teachers, and staff constantly.”
Costagliola is an Andover resident and has long been involved in the education system not only as an employee, but as a volunteer and advocate for education. Specifically, she has been working at AHS for thirteen years. “I’ve loved every moment of being here, and I still love every moment of being here,” said Costagliola. “I was not looking for an opportunity, but an opportunity… presented itself. So, I decided to give it a shot.”
STAFF PHOTO / Melody Tang Diane Costagliola prepares for her final days at AHS while responding to emails
Because of the important role Costagliola plays at AHS, she will certainly be missed by many. “Not only is [Costagliola] an extremely hard worker [who] always goes the extra mile to help others, she is also a wonderful, caring friend,” added Lenzi. “[Costagliola] is a huge asset to the staff and students at AHS, and her departure will surely not go unnoticed.”
While her promotion is most certainly good news, Costagliola can’t help but feel a little bittersweet about the memories she has made at AHS. “I’m happy for a new opportunity, [but] I’m sad because I do love all the people and the kids and the work here,” Costagliola stated. “I like the energy [of AHS]. And the energy is all around the students and the faculty and the administration and, you know, I’ll miss that.” Being involved in both freshmen orientation and senior graduation, Costagliola will also miss seeing students grow as they progress through their high school careers—”from the beginning to the end.”
That being said, there is still a lot to look forward to for Costagliola. Her new position, which focuses on working with teachers and program coordinators, includes providing new teachers with mentoring and helping existing teachers with professional development opportunities.
Two new Andover School Committee members, Emily DiCesaro and Sandis Wright, were elected on March 22. Both members aim to aid communication between the Andover community and the district, with a hopeful outlook on their impact.
COURTESY PHOTO / Judge DiCesaro New school committee member Emily DiCesaro
Emily DiCesaro
DiCesaro has experience listening to, advocating for, and asking questions of the community she serves as a user experience designer at IBM, which may be helpful in meeting her goal of improving interpersonal connections in Andover. She said she decided to run for School Committee after she participated in the search for the new Andover superintendent through a town subcommittee; she was attracted by the optimistic and mutually beneficial relationship between the School Committee and the superintendent. She expressed a strong desire to support Superintendent Magda Parvey and the Andover community to her best ability.
“[The School Committee members] have a common goal. We all want what’s best for the kids of Andover and the teachers,” said DiCesaro. “Starting to remember that and bringing us back to respectful disagreements is important.”
While DiCesaro has only been in office for a few months, she has already set her sights on helping the Andover community in a few specific ways: mending the damage done on mental health by the COVID-19 pandemic, finding new strategies for helping Andover get back on its feet, and creating a better dynamic between the school committee and the citizens of Andover.
“I think there’s relationships that need to be repaired,” said DiCesaro. “We have to figure out ways to show people we’re listening to them.”
She put forward ideas as to how she can bring about this change, such as reaching out to PTO groups or school events and using the district’s budget in creative ways to enhance community spaces like the Cormier Youth Center. Another idea is to research what other towns have done in the past to improve communication and cope with damage. DiCesaro said she knows there will be challenges to her goals, sometimes even from inside the community itself, but she still has hope.
DiCesaro also said she loves Andover itself, and often goes for walks on the AVIS trails with her dog and family. She enjoys gardening and traveling and has even been in a crowd used for sound effects in movies. She said she is excited to help Andover and its community in any way possible.
Sandis Wright
COURTESY PHOTO / Sara Hinchey New school committee member Sandis Wright
Wright said he knows how to communicate effectively and understand people’s needs, as that is a large part of the various Andover subcommittees he has participated in and the School Committee itself. He’s been involved in many public service groups in Andover, such as the Diversity Equity and Inclusion Committee (DEI), Andover Parent to Parent, and the board of the A Better Chance (ABC) program. Wright went on to say that he believes in public education and looks forward to continuing his “ability to impact and shape our community” through his term as a School Committee member.
“Sometimes people want to shy away from having difficult discussions if there’s something that’s not understood or perceived to be controversial or a taboo topic to discuss,” said Wright. “I hope I can help fill an opportunity with the community where maybe folks don’t feel like they’ve been heard.”
Hearing people’s thoughts and their values is one of Wright’s main goals, along with “minimizing abrasion and frustration” between the School Committee and the community of Andover, whether they be parents, teachers, or students. He said he was motivated to find a greater positive impact in the school committee position through his participation in DEI and ABC, and will look forward to continuing to help Andover.
Wright works as Managing Director of Information Management at Blue Cross Blue Shield Association, a healthcare provider. He said he thinks this will help him to be a better school committee member because he already has experience searching for innovative opportunities. He also said he knows that both his day job and the responsibilities of the School Committee are aimed to achieve the best possible outcomes for personal and widespread groups of people, and that he is confident in his ability to handle whatever challenges may come.
Upon seeing Superintendent Magda Parvey’s results from the feedback survey she sent out to the district’s community, Wright said he was impressed by the importance, thoughtfulness, and prominence of Andover students’ thoughts and needs. “I’m excited to amplify the student voice,” said Wright. “[and] I am reenergized when I hear from our young generation.”
In his free time, Wright enjoys gardening, traveling, and cooking or trying new foods.
Alan Hibino is a math teacher, basketball coach, and tennis coach at Andover High School. He is also an AHS alumni. Hibino shared how AHS has shaped him and mentioned his favorite high school event.
COURTESY PHOTO / Eagle Tribune
In highschool, Hibino described himself as “a pretty hard worker at school… who wanted to get good grades and played a lot of sports.” In his four years at AHS, Hibino played basketball, tennis, soccer, and ran cross country. Additionally, he took a “pretty rigorous course load in school.” Hibino said he was in National Honor Society and “pretty close” to being a straight A student. Now, he’s back at AHS.
Hibino said his friends and teachers were the biggest things he took away from AHS. The people he became friends with in high school continue to be relevant in his life today. He explained, “I have a good, strong group of friends… that I still talk to from high school and they’ll be my friends for life.” Sometimes when they’re together, they reminisce about high school days.
Hibino mentioned that compared to AHS in his days, the atmosphere never changed among the student body. Even some of the teachers were the same. When Hibino was a student, Coach Faz was his basketball coach. Mike Wartman, the current AHS boys tennis coach, was Hibino’s tennis coach. Peter Hall, who still works in AHS, is a memorable teacher for him. Hibino said, “I speak fondly… about having Señor Hall for Spanish. When I was a senior in high school I got recommended for [AP] Spanish, and I said no. I’m taking whatever class Señor Hall is teaching because I know I’m going to get more and that he’s a really great teacher.” He ended up taking Spanish 5 with Hall instead of AP Spanish, which helped improve his Spanish a lot. Ultimately, these teachers helped shape Hibino’s own teaching, coaching, and parenting. These teachers helped shape him as a person.
In addition to teachers and friends being memorable, Hibino vividly remembered Senior Safari, an all-night graduation party that takes place in the field house. It started at 10 p.m. and went until 5 a.m. At the party, there were all sorts of games and activities, even hypnotists. Hibino loved Senior Safari. He said it was his favorite and most memorable event. “Senior safari, look forward to it… That’s the best thing, tell everyone that’s the best thing,“ emphasized Hibino.
Besides the academics at AHS, Hibino urged students to try the things they want to do and go out of their comfort zone. “Everybody should try to go to as many high school events as they can… clubs, sports, drama.” Before students graduate, he thought the most important thing to do is trying something they’ve never done before. Hibino also encourages students to talk to new people. “Find someone in one of your classes that you want to [talk to],” he said jokingly. “Well, they might think you’re weird and wonder why you’re talking to them, but try to find someone outside of your friend group.”
For students, Hibino said that another important trait for success is recognizing your capabilities. “There’s no shame in saying, ‘That’s not the right fit for me; I gotta find something else to do.’ Some people call that quitting. I say no, that’s having the ability to recognize what you can or can’t do, which is an important trait to have.”
Science teacher Ralph Bledsoe is well known and loved by students and faculty members at Andover High School.
Prior to high school, Bledsoe went to Southern California Military Academy (SCMA), a junior high boarding school. He then attended Northfield Mount Hermon (NMH), a boarding school in Massachusetts. After high school, he went to the University of Southern California (USC). Bledsoe noted that his experience was out of the norm: boarding in high school and commuting to college when most students did the opposite.
When Bledsoe made the switch from SCMA to NMH, he recalled that “all of a sudden, I was getting C’s and D’s, from A’s and B’s, because the work was at an upper level. It was no freaking joke.”
Compared to AHS students, Bledsoe had a lot more freedom and time off from classes. At NMH, students would only have classes three or four days a week. On some days, there would be free periods where Bledsoe “could go anywhere [he] wanted. You know [at AHS] every second is regulated.” Private schools like NMH would load up on schoolwork and then have days off for the students to complete it. Bledsoe admires AHS students for their constant work and compared it to a workday: “A lot of kids here will have 14-hour day jobs, where the job has to get done. Doesn’t matter the hours. You work through Saturday and you work through Sunday.”
With the free time Bledsoe had, he didn’t spend it thoughtlessly. As a work-oriented person, he studied in the library and prepared for the next class. At USC he made sure to study at all 11 libraries on campus. Bledsoe’s favorite subject in college was organic chemistry. Though organic chemistry may be regarded as one of the hardest classes, for Bledsoe, it came naturally. However, he reflected that his mind developed over time. “Don’t think your mental capabilities are going to stay static. Throughout your life, you’re still developing, and your mind is going to be clearer and clearer and clearer,” he stated.
Physical chemistry was the subject that challenged Bledsoe the most: “It was just, like, beyond my reach. A little bit. You know? So I blunted my drive, which was a mistake.” He explained that taking classes to get them out of the way is the wrong way to go about school. The right attitude was to take classes to learn a skill and to remember it, that way it could be used later on in life. To high school students, Bledsoe said, “You got to fight everybody. Got to fight yourself. You got to fight for what you need to do.”
In NMH, Bledsoe enjoyed being a part of the Afro-AM, a club for African Americans. The club located in the basement of the Cutler Science Center was called Harambee Umoja. Members of the club would go to socialize and throw parties in between classes, and even go to Phillips Academy to beat the students there in basketball.
Now in his 8th year at AHS, Bledsoe is proud of the students at AHS. In the mornings that he comes in tired, seeing the students energizes him and it gets him ready to start the lesson. As much as teachers love their students, each has their own pet peeves about them. However, Bledsoe’s pet peeve wasn’t about the students, but himself. He asked, “Why am I such a school person. It’s absurd. Why do I enjoy faculty meetings? No teacher enjoys faculty meetings.” After a pause, he asked himself again, “Why do I cry every single graduation and miss the kids?”
