Redwing Reader

Marking Period 3, 2021-2022

Principal's message

Greetings Redwing Family!

And just like that, we are in May and the fourth marking period. Where does the time go? We are coming into the busiest time of the school year. Students will be meeting with counselors to pick schedules for next year, our 9th grade students will be sitting for the NJSLA , our 11th grade students will be sitting for the NJSLA in Science, and our 12th grade students are finalizing their college acceptances and preparing to leave the nest.

As you read through the Redwing Reader, please note how much we have accomplished over the course of 10 weeks. Our debate team, theater team. and science competition team are earning high honors, our athletic teams are expanding, and our academic programs are engaging students and developing their skills across content areas.

These quarterly newsletters capture what your child has been learning and doing over the last marking period.

Take a moment and review all the fabulous work being done in the classrooms as well as on our athletic fields and in our co-curricular arena.

Grab a cup of coffee and enjoy!

Ms. Picc


English Language Arts

Grade 9:

Pre-AP English I

Ms. Troutman’s Pre-AP English I classes encountered foolishness, matrimony, revenge, heartbreak, solace, banishment, and desperation as we read the remainder of Act II, then experienced the sudden shift from love to woe in Act III of Romeo and Juliet. As we acted out the scenes, we closely examined the symbolism, figurative language, conflicts, and characterization through close analysis of specific lines within each individual scene. Even though most students expected Act II, scene v to be the climax, everyone quickly realized Act III, scene i presented the dramatic shift in events that lead to Romeo’s banishment. Was it just for Prince Escalus to banish Romeo in Act III, scene i? In Act 3, Scene 3, Friar Lawrence tries to convince Romeo that exile isn’t the end of the world. If you were in Romeo’s position, would you find solace in Friar Lawrence’s argument? Everyone had an opportunity to ponder these questions in thoughtful paragraphs, citing evidence from the text to support their claims.

Grade 10:

Mrs. Stephens' pre-AP English II class started the third quarter by reading and discussing A Raisin in the Sun by Lorraine Hansberry. Through the jig-saw technique, students discussed a particular character in groups. Then the groups were reformed to have an “expert” on each character to share their knowledge and insight, leading to insight into themes. Posed with a sample Question #3 from previous AP exams, students outlined essays, developed thesis statements, and provided sample evidence and commentary. Unit 3 of the pre-AP English II curriculum focused on synthesis writing and “Entering a Conversation Among Works of Nonfiction.” Students participated in conversation circles, quick writes, and conversations on paper to help establish what synthesis writing entails--the combining of multiple ideas and sources into writing. After taking notes on each other’s writings about school dress codes, they utilized each other as sources to support their arguments and writing. Then we examined the 1965 Supreme Court case Tinker v. Des Moines Independent Community School District, and students were challenged to revise their first writings and incorporate elements of the court case and First Amendment to their papers.

Grade 11:

From Mr. Huggins: English III students are putting the final touches on their memoirs. Students voted on the title of this years publication and eleventh grade artists are working on the design and artwork for the book. We have also begun a unit examining the theme of justice and have investigated works of fiction and non-fiction. Students will read and analyze Washington Irving's short story, The Devil and Tom Walker and the novel and film versions of Bryan Stevenson's nonfiction text Just Mercy. Students will then use this text as a stimulus to develop a research question and engage in the research process. Students will then share their findings by creating and delivering multimedia presentations. Students also continue to develop their vocabulary through the creation of Vocabulary Jamboards and Vocabulary narratives.


English IV

From Ms. Chakov: The seniors have finished reading The Bluest Eye and are currently working on their final projects. Students are researching the disastrous effects of systemic racism and how it impacts Americans and contributes to inequality and self-loathing. Students have expressed that they are astonished by the information they've researched. Next, the seniors will begin reading Macbeth: Double double toil and trouble.

AP Literature and Composition

Ms. Troutman’s AP Literature & Composition class just spent the past two weeks closely reading and analyzing Mary Shelley’s Frankenstein. We began this unit with an introduction to Mary Shelley’s personal life, romanticism, the northwest passage, Coleridge’s “Rime of the Ancient Mariner,” and the myth of Prometheus. We also studied epistolary novels and framed narrative structure in order to appreciate Shelley’s choice to employ both stylistic features. As we read, we analyzed characters who remained the same or changed, then we determined the overall effect the allusions had on the meaning of the work as a whole. We conducted five close-reading activities and bridged a connection between Frankenstein and Poe’s “Sonnet—To Science.” We concluded our unit with the “Build Your Own Monster” project, which may have vilified Victor Frankenstein further because one of our creators truly bonded with his creation.

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Debate Program

Marking period 3 saw three competitions for our debate program and in each one, they performed remarkably.

Model United Nations:

During the first in-person conference of the year, Hoboken High School’s Debate Program won 18 Individual Awards and Overall Best Delegation at 2022 St. Peter's Model United Nations Debate Competition. All the participants worked with students from around New Jersey to address global issues like the invasion of Ukraine and Global Warming. Every student engaged in discussion and diplomacy and proposed ideas to improve the lives of people.

Special Recognition goes to the following:

Jayla Dale, Paz Dela Torre, Valeria Garcia Quintero and Napoleon Garcia Quintero won Most Improved Delegates.

Shelia Lam and Abigail Scott won best delegate honorable mention for their work regarding the Challenges to Reproductive Rights of Women and Encouraging the Participation of Women in Planning for Climate Change

Gina Cruz and Juliet Hysen won best delegate honorable mention for their work on Assuring Access to Clean Energy in Developing Economics and Addressing the Global Digital divide

Zoe Magaletta and Camila Suarez won best delegate honorable mention in Managing Global Access to the Covid 19 vaccine and Climate Change

Aidan Betancourt and Coby Kriegel won best delegates for their work on Protecting UNESCO Sites from the Impact of Climate Change and Travel and Tourism during the global pandemic.

Julia Critz and Sage Gurtman won best delegates for their work on Assuring Access to Clean Energy in Developing Economics and Addressing the Global Digital divide

Daniel Weintraub and Kendall McDonough won best delegates for their work on addressing the Impact of Climate Change and Democratizing Climate Change Strategies.

Frances Michaels and Genevieve Fink won best delegates in the United Nations Security Council regarding the conflicts around the world and the invasion of Ukraine.

Best overall School Delegation went to Hoboken High School for their outstanding performance in discourse and diplomacy.

Harvard Model Congress Madrid:

We would like to congratulate the Hoboken High Debate Harvard Model Congress Europe team for their outstanding performance in the HMCE virtual conference hosted in Madrid, Spain. They worked with students from top schools around the world as they participated in this international conference. They authored and debated legislation on a myriad of topics and issues.

We would like to recognize:

Aidan Betancourt

Amalia Batlle

Camila Suarez

Aleksander Gray

Coby Kriegel

Mary Claire McGreivey

Mable Blischke-Villavicencio

Naomi Cooke

Zoe Magaletta

Leyla Best

Sage Gurtman

Mara Reba

Jacob Linder

Daniel Weintraub

Sava Tomin

Abigail Scott

Juliet Hysen

For their outstanding performance.

We would like to extend special recognition to

Redwing Delegate Daniel Weintraub for winning Best Delegate for his work in the Presidential Cabinet, and Redwing Delegate Mara Reba for being awarded Honorable Mention for her work in the UN Security Council. We are very proud of Redwing Freshmen Zoe Magaletta who won Honorable Mention for her work in the Senate Foreign Affairs Committee

and Amalia Batlle who was awarded Honorable Mention for her contributions in the House Intelligence Committee and Coby Kriegel was awarded Honorable Mention for his efforts in the National Security Council.

Hoboken Harvard Model Congress Europe Team members challenged themselves and their peers to work together and devise feasible plans that mitigated or devise solutions for some of the country’s and the world’s most pressing problems and issues. Each member supported each other as they developed their academic and social skills and the team excelled in this year’s conference. Congratulations to the Hoboken Harvard Model Congress Europe Team!

Rutgers Model Congress

We would like to congratulate the Hoboken High School Debate Program for their participation in the in-person Rutgers Model Congress Conference this past weekend. The RMC hosts schools from across New Jersey, Pennsylvania and New York in one of the Northeast’s most premiere government simulation competitions. All the participants worked with Rutgers students and their peers to address issues of inequality. Many of our Redwings were first time participants and all excelled.

We would like to congratulate:

Frannie Michaels

Juliet Hysen

Genevieve Fink

Aleksander Gray

Yuselin Dominguez

Zoe Magaletta

Leyla Best

Autumn Justice

Hannah Berman

Tim Magazinnik

Camila Suarez

Sava Tomin

Jacob Linder

Ashley Justice

Aidan Betancourt

El Dixey

For their outstanding performance in the conference.

We would also like to extend special recognition to:

Frannie Michaels for earning Distinguished Delegate for her work on the Safety of Voting Systems and Federal Agency Responses to Domestic Extremism and Terrorism


Aidan Bentancourt for earning Distinguished Delegate for his work on Employment Opportunities for Veterans and Obstacles to Medical Care


Zoe Magaletta for earning Most Improved Delegate for her work on

Social Media Policies and Evaluating the Federal Scientific Agency

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World History

The Hoboken High School Ninth Grade AP World History Modern class is feverishly preparing for the 2022 College Board AP Exam. This year Hoboken High School has provided the students with a fully paid Kaplan Test Preparation Program that consists of live classes, practice tests, and a Barron's AP review book. During classroom activities, students work individually and in teams to complete competitive AP skill review exercises. Because this year's exam is the first paper-based test in three years, students are going back to more traditional study methods. Timed (pencil based) writing competitions, poster outline essay races, word wall vocabulary review, academic discourse and discussion are all key to exam preparation. The students are highly enthusiastic and committed to academic excellence!

US History I

In US History I, students focused on America as a growing nation. Classes discussed that in many cases America's growth led to conflict, as geographic expansion led to changes in the US economy and society. While the country would stand to benefit greatly from the newly acquired resources and territory, there was a growing current of sectionalism. Native American tribes were forced from their land by settlers on the Western frontier. Northern industries became more closely aligned with new territories and states in the West. This caused friction with Southern states that were still large committed to plantation economies based on slave labor. The abolition movement had been building in the 1800s and society was moving toward some social reforms. In this context, students analyzed the perspective of each sectional interest each time a new state was added to the Union. Many in the United States would ask how slavery could be allowed to grow into these new territories and states. Ultimately, students will understand how this growth ultimately led to the conflict that would threaten to tear the nation apart in the Civil War in the 1860s.

US History II

In US History II, students have been examining history through the lens of the Cold War years. The discussion of the Cold War tensions and US relationship with the former Soviet Union has helped students understand their own questions regarding current events in Europe that focus on Ukraine, Russia and America's role in NATO.

Additionally, students examined how the Post World War II Era affected Americans at home. Beginning with the 1950s, students debated whether it was a decade of affluence. Changes were coming to the American economy and uniformity swept the nation. However, students also examine how many people were denied access to the "American Dream" often on the basis of race or ethnicity. Finally students discussed how gender roles created a "dream" for some women that did not align with their own individual dreams.

These questions will lead to the discussion of a broader Civil Rights movement in the later half of the 20th century that will span race, ethnicity, gender and sexual orientation.

Holocaust, Genocide and Modern Humanity

As the year winds down, the Holocuast and Genocide Studies class is discussing the Rwandan Genocide and looking forward to a virtual visit from Kizito Klima, a survivor of the Rwandan genocide. Kizito Klima runs the Peace Center for Forgiveness and Reconciliation. Indeed, forgiveness and reconciliation will be the themes for the remainder of the year as the class continues to discuss how to prevent genocide and what small actions each one of us can take in order to make the world a better place. Students will create a year's end project that will detail all that we learned and spoke about throughout the year. In times like these, especially with the ongoing Ukrainian crisis, it is more important than ever to learn what we can do to prevent violence and genocide to help one another.

African American History and Culture

Over the third quarter, the students have learned about the African slave trade, the role of Blacks in establishing the United States economy, their roles in the Civil War and Reconstruction. Through research, design, discussion and debate, students were able to explore the contributions of Blacks and understand the laws and attitudes that prevented them from achieving equality.

In the second half of the class, students will jump into the 21st century and learn about "the new Negro," the Great Migration, the Double V campaign, the Civil Rights movement of the 1960s and more. The photo collage below is from work in our classroom.

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World Language


During the 3rd marking quarter, the Spanish classes focused on learning about the descendants of the African Diaspora. Our first lesson was an Afro-Latino identity activity that responds to student questions about identity like, "How can you be both Black and Hispanic?" An Afro-Latin American (also Afro-Latino) is a person of African descent from Latin America. Also, it can be defined as ‘a Black person who comes from one of the Latin American countries.' Many Brazilians, Dominicans, Cubans, Puerto Ricans, Panamanians, Hondurans, Mexicans and other Latinos identify as Afro-Latino. About 95% of the Africans who came into the Americas during the transatlantic slave trade were scattered throughout Latin America and the Caribbean. The very first Africans to reach the New World arrived on the island of Hispaniola, which is the Dominican Republic and Haiti. Dominicans and Haitians are descendants of the first African slaves in the New World. Only 5% of the Africans to arrive in the Americas went to North America, who are the African Americans, descendants of the last and the fewest Africans to reach the New World. The students researched and created a profile of an Afro-Latino person. They read about the strong Afro-Latino presence in Latin America and researched the contributions of key figures. This 2-day project included a short reading in English, a list of accomplished people of Afro-Latino descent or heritage and suggested Internet links, and an Afro-Latino Spanish language profile for students to complete as they do research about their person.

We celebrated Women's History Month by learning about influential Latinas. We read biographies about Latina women firsts, like the first women to play soccer, the first reporter, the first woman doctor, and much more. The students used an interactive map to locate Spanish speaking famous women. Each student had to create a biography of a famous Latina woman.

In our Spanish classes we also studied the life and work of Frida Kahlo and Pablo Picasso. Our students learned about how these two artists were different and alike in many ways. Picasso was constantly innovating and is considered one of the creators of modern art. Picasso's life and work were intertwined. One of the most important art pieces of Picasso’s life was his painting of Guernica. During the Spanish Civil War, Franscico Franco gave Adolf Hitler and Benito Mussolini permission to drop a bomb on the city of Guernica, Spain. Picasso's gripping painting has become an anti-war symbol all over the world. The students completed comprehension questions and created art pieces with quotes or phrases that they learned from Picasso. Also, we learned about Frida Kahlo and how she has become an inspiration for many feminist movements. Frida, at a time that she could have been killed for living her life on her own terms, decided that she would not allow society to dictate what she could and could not do. She overcame many adversities and was successful in doing what she loved and challenging the status quo.

Our students created “Ojos de Dios,” an Mexican Art form from the Huichol Community. In the Huichol art is a form of writing, as through the creations, the Huichol tell us their stories and myths. In each Huichol craft you leave a piece of your life. Currently, one can say that no other ethnic group in Mexico that conserves so deeply their beliefs, cults, and traditions as the Huichol. They created very elaborate Ojos de Dios that the color and patterns tell stories of their people and offer protection.

Lastly, we took our students to the Metropolitan Museum of Art. We explored the themes of African American history, diversity, Afro-Latino history and art across cultures as a mode of communication. Our guiding question was: How do works of art communicate? We participated in the MET Studio Art Workshop. This special program paired our guided Exploring Art Across Cultures tour with an art making experience in the Uris Center for Education ‘s Art Studio at the MET. The students learned so much and engaged with the stories behind each canvas and painting that the students analyzed.

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AP Biology

Students in Mr. Lebegue’s AP Biology class completed three units during marking period 3: cellular energetics, evolution and ecology.

In their cellular energetics unit, the students learned about enzymes, ATP, reaction coupling, cellular respiration and photosynthesis. They conducted an inquiry based lab in order to evaluate the various factors that can affect enzyme activity. The students cultured yeast which produces the enzyme catalase which causes the release of oxygen gas and water from hydrogen peroxide. The students were able to assess the activity level of the enzyme by counting the amount of time it took for a paper disc to shoot up to the top of the container due to the forming bubbles of oxygen gas. They also conducted an investigation on photosynthesis. The objective of this lab was to manipulate the reactants of the photosynthesis reaction to determine which were required for the production of oxygen gas. Students were able to determine that a carbon source is indeed required.

Turning our attention toward their evolution unit, the students were able to bring together many different concepts, from biostats (probability), molecular biology (DNA), heredity (allele frequency) and ecology (population dynamics) to study the criteria required for something called Hardy Weinberg Equilibrium. The students worked through different scenarios to demonstrate that the formula p2 + 2pq + q2 = 1 can be used to calculate the frequency of dominant and recessive alleles in a population under certain conditions. By utilizing a card game and “mating” with each other under different conditions, the students were able to simulate heterozygote advantage and recessive lethality. The students gained an appreciation of evolution as the overarching theme that unites all of biology.

Finally, in their ecology unit, the students completed a unit on ecology. The students studied population ecology and dynamics, learned to plot graphs of both exponential and logarithmic growth. They studied the concept of biological richness and evenness and learned how to quantify biodiversity using the Simpson’s biodiversity index. Using a deck of cards with each suit representing a different species, they were able to simulate different populations and calculate the Simpson’s value for each and compare them. The learned how energy is transferred from one trophic level to another and learned how to calculate the proportion of energy that is harnessed by ecosystems and the proportions of that energy that are found at each trophic level using mathematical calculations.

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Pre-AP Biology

Students in Pre-AP Biology completed a unit on evolution and worked through a unit on cellular energetics during marking period 3. For the conclusion of their evolution unit, the students utilized modeling to simulate the process of natural selection (survival of the fittest) and discovered the process of how evolution can change the characteristics of a population over time. The students played the roles of song thrush birds which prey upon the brown-lipped snail. The poor snails were preyed upon by the students, and in a few generations, they were able to witness changes in phenotype which accompany the environmental pressures that all organisms encounter in nature. Other students played the role of field biologists which were responsible for quantifying the number of snails that reproduced and were preyed upon while still other team members, the data analysts, graphed data and ran calculations.

The students began their exciting unit on cellular energetics by learning all about the chemistry of both inorganic and organic molecules. The students investigated the properties of water through laboratory experimentation. They built familiar organic molecules such as glucose using molecular models and puzzles. The students conducted a wet lab to determine the content of unknown substances such as proteins, lipids, simple sugars and starches. The students then turned their attention to enzymes which are proteins in our body that both allow chemical reactions to take place and determine the order in which they occur. The students conducted a wet lab to find the “optimum” pH of the enzyme catalase. They were able to witness first-hand that pH values outside of the normal range resulted in diminished enzyme activity. They also completed a lab on cellular respiration, adding activators and inhibitors to the process to observe factors which affect yeast’s activity level.

Biology (CP)

The Biology CP classes have been busy exploring the field of microbiology during the third marking period. Students learned about the structure and functions of the cell membrane and how it is important to the processes of passive and active transport in cells. They built 3-D models of the cell membrane and demonstrated their understanding about cellular transport while creating stop motion animations. The students also learned about positive and negative feedback loop mechanisms and how they are used to help organisms maintain homeostasis in their bodies. Using Gizmo simulations, students were able to better visualize how feedback loops are required to maintain cellular equilibrium. The Biology CP classes also investigated the processes of the cell cycle and cell division. The students created mitosis flip books and posters to demonstrate their understanding. Using the compound light microscopes, the students viewed and sketched cells undergoing the stages of mitosis. They also utilized the microscopes to observe various specialized cells found in our bodies. At the end of the marking period the students began to learn about the structure and functions of the DNA molecule. Students constructed 3-D models of a chromosome to help them visualize how 6 feet of DNA is able to fit inside of the nucleus of each cell in our bodies. They also extracted the DNA from their cheek cells. The students were amazed to be able to actually see their own DNA.

NJ STEM communities

Hoboken High School participated in the #NJSTEM Communities Challenge! Now in its 2nd year, this competition is a team-based high school student competition that asks teens to come together and design a solution for a problem that their community is facing. This year, students reviewed the UN's goal of making cities and settlements more inclusive, safe, resilient and sustainable and selected targets that they'd like to address locally.

One of the two teams that participated won first prize in the competition! The winning team, named H2Oboken, with Rowan Ellison, Zoe Magaletta, Ian Crespi and Jacob Linder, focused their STEM solution on both increasing the amount of green space in Hoboken and finding a means to absorb water to help prevent flooding caused by global climate change related storm events. The students created a website which allows city residents to sign up and request a kit which will provide them with the materials and expertise needed to establish a rooftop garden in their buildings. The soil and plants in these gardens can absorb water and reduce flooding. They evaluated the effectiveness of their solution by conducting soil analysis experiments to determine the soil type which is most effective at holding water and also has the slowest rate of percolation. They were able to calculate the total number of liters of water which would be prevented from accumulating in Hoboken’s streets based on the estimated number of gardens which would be established. The green space provided by these rooftop gardens increases the health and well-being of Hoboken’s citizens and also absorbs CO2 from the atmosphere.

The other team that participated, called #Resilience_Hub-oboken, with Amalia Batlle, Abigail Scott, Miles Angley and Meghan Stehli, designed a solution to create a network of “resilience hubs”, which form a two pronged approach. First, a network of public buildings such as schools and libraries will serve as a shelter for citizens during massive flooding events. These hubs will be equipped with food, water and bedding for residents. Second, a website will be available where residents can log in for up to date information on what to do and where to go during a disaster. They can also request aid using this website. The team also leveraged social media and other platforms to help Hobokeners connect with help when they need it during these events.


The Physics Honors class has mastered in the following topics:

Magnetism: a phenomenon associated with magnetic fields, which arise from the motion of electric charges. This motion can take many forms. It can be an electric current in a conductor or charged particles moving through space, or it can be the motion of an electron in an atomic orbital. Magnetism is also associated with elementary particles, such as the electron, that have a property called spin.

Electricity: Students calculated the current through a point in simple circuits given the charge moving past that point in a given time, the absolute electric potential at different positions due to combinations of radial electric fields. They related the capacitance of and voltage across parallel-plate capacitors to the charge and energy stored in them.

Electric Currents: Ohms’ Law, Power and Energy, Resistance and resistivity of conductors, and alternating current.

Electric Circuits: Circuit Symbols and Diagrams, Series Circuits, Parallel Circuits.

All these assignments had hands on activities (Labs) and Gizmos- virtual labs as well.


Algebra I

Algebra 1 students dove deep into the heart of the curriculum, covering topics from systems of linear equations and inequalities to rational exponents and properties of exponents, exponential functions, growth and decay, geometric sequences and transforming exponential functions. Students engaged in interactive activities on Desmos, Savvas Realize, IXL, Khan Academy, Quizizz and DeltaMath.


Geometry CP

Students in Geometry have been working with triangles and quadrilaterals this marking period. They began by exploring relationships in triangles such as points of concurrency and the relationships between the angles and sides. They then moved into properties of quadrilaterals and their defining characteristics. Students finished off the marking period by taking the Geometry LinkIt, and they will be moving into similarity and trigonometry in marking period 4.

Pre-AP Geometry and Statistics

Students in Pre-AP Geometry and Statistics have continued their work with geometric relationships this marking period, exploring concepts such as measurement, parallel lines, and right triangle geometry. The measurement section focused on finding lengths and angles, copying geometric figures, and finding distance in the coordinate plane. They then moved on to characteristics of parallel and perpendicular lines, exploring their slope relationships and their properties when cut by a transversal. Section 3 focused on right triangles, specifically looking at the Pythagoren Theorem and its relationship to the three basic trig functions. They finished the marking period by taking the third LinkIt, and they will be moving into congruent figures in marking period 4.

Algebra II

Algebra 2 students began the third marking period learning about polynomials: end behaviors, odd and even, multiplicities, y-intercepts, x-intercepts and solutions. They then added, subtracted, multiplied, divided and solved polynomials. Following a unit on polynomials we spent several weeks preparing for the New Jersey Graduation Proficiency Assessment. Students practiced standard specific problems projected to be similar to the test.

AP Calculus

Mrs. Tank's AP Calculus class started with the integration by substitution method this marking period. AP Calculus students have learned to find the area under the curve using the right and left rectangle method, midpoint formula and trapezoidal method. AP Calculus students have explored the definite integration and also used a graphing calculator to find the area between the curves. Students have also Integrated and differentiated exponential functions and compared the two processes. AP Calculus students also used the TI-89 calculator to find the volume of a disc or a washer using definite integration. AP Calculus students have been practicing full length exams. The AP Calculus college board exam is on May 9th.


Mrs. Tank's Pre-Calculus students reviewed simplifying and proving trigonometric identities and how to simplify a trigonometric expression and prove a given trigonometric identity. They further learned how to find the area of a given triangle using Heron's formula. Students also learned and applied the sine and cosine rule, proving advanced trigonometric identities. Precalculus students have also learned how to solve systems of equations in 3 variables. Students also applied arithmetic and geometric sequences to real world problems.

Business Ethics

Stevens MarketWatch Virtual Stock Exchange

Hoboken High School students got real world experience trading stocks on various exchanges and indexes, using a virtual stock exchange for the month of February. Our students competed with other schools in New Jersey. Each student started with $1,000,000 to trade. Students had to learn the trading and financial world language, such as market order, short selling, margin, etc. The 25 students in the state with top-performing portfolios as of February 28th were invited to Stevens Institute of Technology for a live trading competition. This is an example of authentic learning at its best, as students apply the theory they have learned to a hands-on, fast-paced trading experience.

Project Lead the Way (PLTW)

PLTW Computer Science Essentials

Computer Science finished up Python this marking period. We used our coding skills to program things such as menu programs for restaurants, a number guessing game, and general Python command activities. Next, we will focus on Robotics to end the school year. We will be using Vex coding to run different scenarios for the robot to run through.

PLTW Engineering

In our Introduction to Engineering classes the students have been working in a unit based on thoughtful product design. The unit introduced students to a broader interpretation of the word design to include universal principles that contribute to successful product design. Students are exposed to design principles that can impact the appeal, usability, safety, and sustainability of a product. Design topics that are introduced or reinforced include product life-cycle, sustainability, manufacturability, human centered design, and systems thinking.

One particular activity the students have been working on is the Human-Centered Design activity. Students were tasked to reach out to fellow classmates throughout the building to gather information on the seating needs they have in a particular subject area. They surveyed, interviewed, and observed students to help gain an understanding of how the seats in the classes were used and what could be improved to help contribute to the learning environment. They went on to generate concept sketches of unique ideas and then created scaled prototypes made from cheap materials to convey their designs.

PLTW Principles of Biomedical Science

Unit 2 welcomes first year HHS Biomedical Science students to their workday at the PLTW Total Care Clinic! Each patient students "see" highlights key clinical skills and allows them to explore the way the human body works. Students applied what they have learned to design a plan for a routine visit of a patient with a chronic health condition. They explore the relationship between DNA, chromosomes, genes, and proteins and help a family interested in learning more about their genetic risk. Finally, they are tasked with helping a new patient at the PLTW Total Care Clinic. They need to evaluate all medical evidence, question the family, record vital signs, order and evaluate bloodwork, and synthesize data to make a diagnosis.

PLTW Human Body Systems

Second year Biomedical students have been diving deep into the urinary and skeletal system! Students explored the main human body system that not only conserves water and important ions, but also rids the body of harmful wastes–the urinary system. Activities included a kidney dissection, looking at the effect of alcohol, and analyzing the urine of 6 patients! Each joint involves a unique interaction between bones and permits a different set of movements. Students in person and remote work with a real cow elbow joint to see a joint in action and analyze important structures.

PLTW Biomedical Interventions

This marking period, 3rd year Biomedical students were introduced to Mike Smith, a 16-year-old high school student. Mike has been experiencing pain in his upper arm that may be indicative of cancer. Students explored diagnostic techniques used to diagnose Mike’s particular cancer, including diagnostic imaging and examination of cancerous tissue. The class looked at the physiology of cancer and investigated the genes involved with cancer. Finally students built their own prosthetic arm to help an amputee.

Physical Education

The Physical Education classes wrapped up the winter sports units: badminton, volleyball and basketball. We were happy to see class participation at an ultimate high level. We enjoyed seeing the skill level of the students improve in these team sports throughout the marking period as well.

The Physical Education classes are looking to add more spring sports into the daily mix now that we are in the new season. Classes will continue to see volleyball, basketball, wiffle ball, and kickball as options and will also look forward to adding new units of lacrosse, tennis, softball and spike ball.

Moving forward, please be reminded to dress appropriately for whatever weather conditions come about during the fourth marking period. We will be outside daily, however, we will stay inside on rainy days. For the rainy days please remember you have the option to ride the spin bikes or walk if you want a more individualized activity!

culinary arts

Culinary Arts I:

Culinary Arts I started off marking period 3 with a Lunar New Year celebration. We made chicken, pork and vegetarian dumplings, all from scratch. We also had a delicious school wide buffet in honor of Black History Month. Students research various cities in the USA and focused on the culture and the food of those cities to help create the buffet items.

Students put their focus on knowing all of the tools and equipment in a commercial kitchen. We used Quizlet to help with the learning, along with being able to see and touch the actual tools. We had a scavenger hunt to see who could identify the tools and equipment.

We also took a look at the rights of a youth worker within the foodservice industry. Students used the OSHA (Occupational Safety and Health Administration) website to learn about various hazards in the industry and how to stay safe. We explored the different laws for under 16 years old workers and under 18 years of age workers.

International Pastries:

International Pastries spent much of the marking period working on “Cupcake Wars.”

Students were tasked with creating a cupcake, filling and frosting. They also had to do a recipe cost analysis and a nutritional analysis of their recipes.

International Pastries students also made loaves of bread to help the National Honor Society make sandwiches for the Homeless Shelter in Hoboken.

We finished off the marking period with creating a plated dessert using Swiss Rolls.


Elements of Art

Mrs. Amatucci’s Elements of Art classes have been learning watercolor techniques such as wet on wet and washes to create watercolor seascapes and landscapes.

Photography and Photoshop

Photography classes explored surrealism, women in photography, and African American photography during this marking period. They also created photographic images for several contests.

Art School Portfolio

Portfolio students devoted themselves to the art of portrait drawing.

Theater Extracurriculars and awards

The Hoboken High School Theatre Department started off the marking period with our annual audition workshops as part of the fifth annual HHS Day of STEAM. The Mock Audition workshops allowed students in grade K-8 an opportunity to get acclimated with how the audition process works. The workshops were run by Theatre Department faculty Mr. Kinnear, Ms. Britteny, Mr. Benson, Ms. Rotondi, and Ms. Tapia. Students rotated among three different workshops of singing, dancing, and acting. They were then able to put the content learned (a song, dance combination, and acting scene) together into a mock audition showcase on the stage.

Following up on the workshops, we have been hard at work preparing for two major upcoming events: the end of the year Theatre trip to Indiana, and the district-wide musical production of Matilda! Both have warranted several unique fundraisers and special events.

Two of the largest fundraisers took place over the last few weeks. One was a special indoor movie night where the hit musical film, Encanto, was shown; the other - appropriately called Disney & Donuts - took place over the weekend at the high school field. The movie night brought in hundreds of people from across the district who eagerly gathered to watch and sing along to the much adored film. The Disney and Donuts event featured the high school thespians dressing up as their favorite Disney characters and entertaining the younger students of the district. The fundraiser welcomed hundreds of families to a morning of fun activities such as face painting, karaoke, storytime, arts & crafts, and a Disney themed photo booth. Oh! And, of course, donuts- lots and lots of donuts!

Stay tuned for more information pertaining to our production of Matilda, featuring a cast of 100 Hoboken district students! The show performs near the end of May. We look forward to seeing you there!

Montclair State University Theatre Night Foxy Awards Nominations

Montclair State University's Foxy Theatre Night Awards recognizes excellence in theatre productions throughout NJ. The awards honor accomplishments of individual achievement of both students and educators in areas of performance, direction, design, technical theatre, and overall outstanding productions.

It provides our NJ Thespians and theatre educators with opportunities to observe and learn from the high standards, extraordinary creativity and risk-taking artistic choices made by outstanding theatre educators and their students.

Nominations were announced this week. Out of 100 entries, adjudicators select the top five choices in each category. This is similar to how the Tony Awards or Oscars are formatted. It is a huge honor to be nominated. We look forward to the awards ceremony that will be held virtually on May 24th.

Our productions of 12 Angry Jurors & Teen received the following nominations:
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Theatre I

The students in Theatre I have shifted their attention from acting to playwriting! The students have been outlining ideas for original plays based on actual historical events. Despite the reality of the setting, the plays themselves will feature fictitious characters and plotlines, making them a sort of hybrid genre. The students are currently in the process of trading their outlines with others in class and taking over where those students left off. The students will only be writing the first and last scenes of their plays - It is then up to the rest of the class to predict what major events would have transpired in the middle of the plays based on the context clues provided. Once the scenes have been written, the class will then utilize their new acting skills and will perform them. The hope is that the students will be inspired to continue writing after seeing their peers perform the words and stories they themselves thought up.

Backstage Class

In class, the Backstage theatre students have shifted their focus from the theoretical to reality by getting a head start on gathering, creating, and organizing the various props and set pieces that will be utilized in the musical, Matilda. The class has been hard at work analyzing the musical itself, formulating a production concept, and pinpointing ways in which we can make the Hoboken production uniquely our own!


In Electronic Music & Songwriting, students have been studying song form by analyzing the way contemporary music introduces new sections and repeats. Using websites such as and, we’ve also been diving into the meaning behind songs and how the lyrics deliver impactful moments. Armed with this information, our music producers have been creating songs in varying forms such as ABA, ABAB, and ABABC. Each letter signifies a section of music, such as a verse or a chorus, with repeated letters indicating a part of the song where the music repeats. As an activity for Women’s History Month, we chose one of many loop packs created by female producers as our inspiration. Students mixed and arranged the loops to make a remix of the original song. We look forward to creating more remixes and original material in MP4 as we learn to use the drum machine and software instruments available in our digital audio workstation, BandLab.

Performing Groups

The band and chorus have been diligently preparing for festival season, learning their most technically difficult and expressive music of the year in hopes of high ratings from adjudications and competitions. The chorus will be performing “Inveniam Viam,” a neoclassical piece, written in Latin. The lyrics tell the story of the Carthaginian general, Hannibal, as he made his way through the alps with his giant army (including elephants) despite detractors telling him it was impossible. The English translation “I will either find a way, or make one” rings true today as a confident and inspirational message to move forward, regardless of the difficulties that may lie ahead. On the band side, students will be competing with the powerful and dramatic “Storm Warning,” which expresses the uncertainty of an oncoming storm with wandering chromatic melodies and high impact moments. Advanced brass players went on a trip to NJCU to participate in a workshop with college professors, allowing them to perform college-level repertoire along with students from the university. Meanwhile, the marching band has been quite active, performing at the St. Peter’s University Peacock Parade and the Hoboken Baseball Parade. We look forward to the Memorial Day Parade at the end of May and celebrating our seniors at graduation.

Student Support Services

School library media center

During marking period 3, the library added a new database for students, Comics Plus, featuring comics and graphic novels. To access it, students just go to, choose Hoboken High School and sign in with their school Google account. The Comics Plus icon pops up on the first screen.

In addition, The HHS Library Media Center, the National Honor Society, the Environmental Science Club, and many PLTW teachers and students joined efforts on February 26th to put on our 5th annual Maker's Day. Every year we partner with the Theater Department to put on our Day of STEAM, with awesome theater audition workshops in the morning and hands-on activities in the afternoon. Our maker stations included the button maker. slime, bath bombs, lego, keva planks, origami, create your own creature, make a model cell, Little Bits electronics, make a brain cap, upcycle from junk, boy scout rope making machine, and an aerodynamic speed challenge.

We were thrilled at the turnout by local families who were just as excited as we were with the return of our in person event. Last year we held a virtual maker's day with kits going out to families who requested them.

At the start of the school year, Mrs. McGreivey applied for a Rainbow Library (a collection of LGBTQIA+ books) from GLSEN. Our library arrived during marking period 3 and they are ready for checkout by our students. One of the library's major initiatives this year has been building a diverse collection in which students find "mirrors, windows, and sliding glass doors." This description, coined by Rudine Sims Bishop, means our collection should have titles in which students see themselves reflected, as well as titles that show them characters/settings that are different from them.

More recently, we partnered with the National Honor Society, the National Spanish Honor Society and Student Government to make "Ribbons for Refugees." We prepared hundreds of blue and yellow ribbon pins in the library's makerspace and gave them to students who paid $2 for a dress down. The funds are going to UNICEF to support children displaced by the war in Ukraine. We collected just over $400.00.

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Nurse Notes

Recently, Nurse Turonis had the opportunity to attend a webinar sponsored by the American Academy of Pediatrics entitled, "COVID-19: It's Here to Stay." Attendees learned about the variants of COVID-19, including Delta and Omicron and the changing epidemiology of the disease. Nurse Turonis wanted to share the major takeaways from the webinar with our families.

According the the physicians conducting the webinar, the best protection for you and your children is to get vaccinated. If you are already vaccinated, get a booster. It's not too late to get a vaccination or booster. Boosters can be administered after a certain number of weeks following vaccination. Check in with your doctor to see how soon after the vaccination to get a booster.

In addition, the doctors urged parents to teach their children good "cough etiquette." We should cough into our elbows, not our hands, and direct our coughs away from others. Wash your hands after blowing your nose or coughing into a tissue.

It's true that some vaccinated people can become infected with COVID-19, but they are far less likely to be hospitalized or develop serious illness. If you have symptoms, you should get tested and check in with your doctor to discuss medications to treat your symptoms and shorten their duration.

See below for a short video and an infographic about cough etiquette.

If you have any questions about health or need someone to talk to, email Nurse Turonis at

Cover Your Coughs and Sneezes - Penguin
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The Guidance Department takes great pride in the excellence our students have exhibited throughout the course of the school year. Not only do they continue to inspire their peers, staff members and beyond, the enthusiasm they exude here at the high school is remarkable. Throughout the third marking period, we have focused on continuing the activities that have a positive impact on the social, emotional and academic growth of our students.

Summer programs can create a positive impression for college admissions representatives and can be an essential part of your college journey this summer at a free or reduced cost. Furthermore, it is also an important component of a student’s college application to participate in pre-college summer programs. Participation generates opportunities for students to gain knowledge on scholarships available, to experience different academic programs, to network with higher education institutions, and much more. The summer pre-college programs our students have been able to apply to include the following:

  • Columbia University

    • College Edge: Students earn college credit and prepare to maximize their college experience through this in-person commuter program on our Morningside campus.

    • Summer Immersion (NYC): Students engage in a brisk and demanding academic experience on Columbia's historic campus in the heart of New York City. With over 70 courses to choose from in a dozen subject areas.

    • Summer Immersion (ONLINE): Students dive into an Ivy League education with Columbia's world-class instructors and dynamic online experience.

  • Cornell University

    • Online Learning: Choose from hundreds of courses, work with a Cornell faculty member, study alongside undergraduate students, and improve your college study skills.

    • Summer Residential Program: Spend 3 to 6 weeks living on the beautiful Cornell campus, taking fascinating classes with university faculty, earning credits and a Cornell transcript, prepping for college admissions, and making friends from around the world.

  • Tufts University

    • College Experience: Enroll in 6 to 8 credits of real Tufts Undergraduate-level courses and gain experience with the excitement, freedom, and challenge of college-level academics.

    • Summer Accelerator: Balancing engaging academic seminars, with expert-led College Prep workshops and social activities, the Tufts Summer Accelerator will help students develop a clear vision for their future areas of study and potential career paths.

    • Summer Research Experience: Students will gain proficiency in authentic research practices as they work side-by-side with the faculty, postdoctoral scholars, and students at Tufts University.

  • William Paterson University

    • School of Continuing & Professional Education: College readiness (SAT Prep & Writing), Fine Arts & Communication, Humanities & Social Sciences, Science & Health. GRADES 4-8: Reading & Math recovery clinics, creative writing classes, debate & public speaking, fun STEAM technology courses, summer life.

  • Rutgers University

    • Physics Program: In this program, students will learn about the currently most important open questions in fundamental physics. Students will gain first-hand knowledge of research in elementary par9cle physics by analyzing real data from the Large Hadron Collider at the CERN laboratory in Switzerland using event displays and the analysis tools used by research physicists.

  • The Stevens Institute of Technology

    • Pre-College Summer Program: Offers opportunities to enjoy an immersive campus experience with the chance to live in residence halls, conduct hands-on projects, visit successful companies, and meet industry leaders.

Scholarships are given for a variety of criteria and are not based solely on academic performance. Colleges offer scholarships, as well as merit scholarships, towards specific majors of choice and acts of community service. When students, parents and the Guidance team are in their Naviance accounts, they are able to view various sources of scholarship information. Please review the steps below to access the scholarship information Naviance has on their database. We also have a Scholarship Sheet for students and parents to review for additional information.

Please follow the following Naviance steps:

  • Log into Naviance

  • Find the “Colleges” tab at the top of the program.

  • Click on the “Scholarships and Money” tab to access a list of private and local scholarships, as well as a link to national scholarships search.

Pre-college programs provide students with an educational experience that prepares them for the transition from a high school to college academic environment. There are options of virtual or in-person settings depending on the program. These programs often feature college-level courses as well. Please find the Pre-College Sheet link below for additional information.

Pre-College Sheet link:

With all of the admirable, hard work our seniors have exuded during their final year of high school, they have also been invited to participate in multiple programs, receive awards, and scholarships. Each program is described below:

  • The New Jersey Department of Education (NJDOE)

    • 59th Annual National Youth Science Camp: This highly competitive, merit-based program, sponsored by the Nation Youth Science Foundation, is a science, technology, engineering, and mathematics (STEM) program designed to honor and challenge some of the nation’s rising STEM leaders and provide them with opportunities to engage with industry professionals.

  • The Mercy College

    • The Leadership Academy 2022 program: Rising seniors can experience college first-hand during the week-long, action packed summer program. Learn about leadership and business careers from an Executive Faculty Member who has worked at top global companies.

  • The New Jersey Health Care Employers District

    • Youth Transition to Work Program: In addition to this training, there is guaranteed job placement in a Major Hospital System, hourly way of fifteen dollars, thirteen and a half college credits, employer assisted college tuition plans, first aid and CPR certifications, free transportation, and free uniforms.

  • Yale Center for the Study of Race Indigeneity and Transnational Migration

    • Bassett Award for Community Engagement: Recipients of this award must have a record of creative leadership and public service, academic distinction, interdisciplinary problem solving, and experience addressing societal issues that include, but need not be limited to, race and racism.

  • Dustin J. & Daniel Friedland Foundation Scholarship

    • This scholarship was created in loving memory of Dustin J. and Daniel Friedland, former Hoboken residents. Dustin was a remarkable person with the kindest heart and most noble soul. Daniel was an intelligent, fun-loving person who more than anything cherished his family and friends. Through this scholarship we carry on those beautiful attributes and their legacy. Please view the following below for application and criteria information.

Scholarship Sheet link:

We are proud to announce the following students who have been accepted, and or sponsored, for the following programs.

  • Harrison Korman - Steven’s Business Explorer Pre-College Program.

  • Glenn Galapon - American Legion for the Boy’s State Program.

  • Naomi Cooke - Stevens Institute of Technology’s ACES Pre-College Program

  • Mable Blischke-Villavicencio - Stevens Institute of Technology’s ACES Pre-College Program

  • Kendall McDonough - Stevens Institute of Technology’s ACES Pre-College Program

  • Juliet Hysen - The School of New York Times for their Summer Academy in Public Policy & Activism

College field trips are a wonderful opportunity for students to experience the on-campus environment with knowledgeable admissions members. Juniors visited La Salle University in Philadelphia, Pennsylvania. The undergraduate admissions staff welcomed us with a great deal of enthusiasm and a full itinerary for the day. Each student had the opportunity to inquire on every aspect of the campus; specifically education. A wonderful example of La Salle University celebrating student’s individuality is having an art museum that displays their beautiful creations on campus. Furthermore, each academic building possessed a great deal of representation for their field of study. The students were also excited to learn that the university is pet-friendly. The staff members were very generous and we could not have been more grateful for their time.

Juniors also had the opportunity to attend their first Hoboken High School college field trip to Rowan University in Glassboro, New Jersey. As the students arrived on campus, the undergraduate admissions tour guides exhibited a great deal of enthusiasm. Our students instantly assimilated to the campus life experience while being informed on all the institution has to offer. The topics discussed included campus life as a whole, athletics, cost of dorming and tuition, and tours of various buildings on campus. When entering the student center, many of our Juniors expressed feeling a sense of comfort, as the environment was one of any regular day on campus. The Agriculture Club at Rowan University gave us a brief history of their famous hot sauce. It was wonderful to learn that all of their proceeds for the item sales transfer to the Rowan University Scholarship Fund. The affiliation of charitable efforts motivated students to engage in a lively discussion of the importance in giving back to their community.

Naviance is a comprehensive college and career readiness solution for Junior and Senior High Schools that help align student strengths and interests to post-secondary goals, and improve student outcomes. Hoboken High School is proud to offer this powerful tool to all students. During the marking period, the Guidance team has been meeting with 9th, 10th and 11th grade students to conduct group activities in the classroom setting. Furthermore, the team collaborated with students on activities that promote social, emotional and academic growth. Some of these include My Career Clusters, Get Ready for the FAFSA and My Favorite Qualities. Career clusters are groups of careers that share common themes or similarities in skillsets. Learning more about the FAFSA promotes college readiness and financial literacy/awareness for each student. Lastly, self-awareness and the unique qualities of each student is celebrated in discussing each other's favorite qualities about oneself. All of these, and many more Naviance Curriculum activities are a wonderful way to support each of our students.

The Guidance Department continues to maintain a supportive environment towards our students' aspirations. It is truly admirable to see each student excel into the bright futures they have ahead of them.

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Child study team

April is Autism Awareness Month! Here at Hoboken High School, we strive for inclusivity all year round. Celebrating, Austim Awareness month is important because everyday we strive to create connections and empower everyone in the Autism community to live fully. We believe that acceptance is creating a world where everyone in the Autism community is connected to the support they need, when they need it. Hoboken High School has set up classroom activities for each week to further learn about Austim and further bring diversity and inclusivity to our community. On April 6, parents were invited to attend a special parent virtual event where parents with children with special needs shared their stories. True inclusion starts with educating ourselves and taking the pledge to help create a world where all people with autism can reach their full potential. The Best Buddies club will also walk for inclusion later this year. The event was originally scheduled for April 9th at Liberty State Park, but was postponed due to inclement weather. If you are interested in donating, please do so on the link below to help us reach our goal:

Student Center

Welcome to the Hoboken School Based Youth Services Student Center!

Our goal at the Student Center is to provide students with the skills and tools needed to overcome challenges, develop a healthy sense of self, and build strong positive relationships with peers, family, school, and community members. We strive to promote academic and social emotional wellness while helping students navigate their day to day.

During the month of February, the Student Center finalized our preventative health education workshops in collaboration with Planned Parenthood Metropolitan of New Jersey. We’d like to give thanks to our Physical Education teachers, staff, and administrators for their continued support as we coordinate these efforts for our students.

In recognition of National Teen Dating Violence Awareness & Prevention Month, our Student Center’s Mental Health Practitioner, Ms. Escalante, collaborated with Hoboken High School’s Student Assistance Counselor, Ms. Mattera, and offered a Love Smart luncheon girls group. Students participated in engaging conversations where they defined what constitutes a relationship, defined love, values in a relationship, characteristics of an unhealthy or abusive relationship, the importance of self-love, and identifying their strengths. Students also explored appropriate resources and supports.

The Student Center also collaborated with Mrs. McGreivey and Ms. Sullivan to host a wonderful resume building event. Not only did we provide multiple ways to build and construct the perfect resume, we also held mock interviews. The students were critiqued and given pointers on how to secure that job.

For any students who were unable to attend the workshop but would like to learn more about resume building, please see any Student Center staff to receive the resume building powerpoint, resume building template and interview skills tip sheet. You can also stop by the Library to see Mrs. McGreivey for assistance. The Student Center has also been connecting many students with job opportunities in our local community. If you’re looking for employment, stop by the Student Center for more information.

During the month of March, Junior students were busy with NJGPA testing. The Student Center met with many students and discussed test taking strategies and tips. Additionally, the Student Center encouraged students to engage in self-care habits to best manage their stress, time, and recharge. For more information, please see the Student Center staff.

We have a few upcoming events scheduled at the Student Center:

Safe Sitters Training- Students will have the opportunity to become certified babysitters after 6.5 hours of safer sitter training. During this training students will learn safety, child care and business skills. They will also gain knowledge of how to properly perform first aid and child rescue skills. This training will be spearheaded by Mrs. McGreivey and Nurse Mrs. Turonis.

Challenge Day- The Student Center will be offering Challenge Day to all Freshmen and Sophomore students. Challenge day is an opportunity for students to come together along with staff to build connections and empathy through the lens of social emotional learning. Challenge day helps to build mindfulness, resilience, and communication. To learn more information about this program and dates, please see the Student Center staff.

“Through the lens of social and emotional learning, Challenge Day provides youth and adults with opportunities to be fully expressive, build long-lasting relationships, and gain tools that anchor their resiliency and freedom for optimal life. Our program helps to bridge gaps and opens the door to possibility during considerable uncertainty.”


We look forward to facilitating these upcoming events and more! If you find that you need some time to decompress and relax during your lunch period, remember to stop by the Student Center. Want to play a game of pool with your friends? Want to challenge a friend to a ping pong match? We've got you covered. Come relax in our meditation room if you're looking for some quiet time or catch up on some school work in our study lounge.

If you want to stay in the loop of Student Center happenings, take a look at our bulletin board on the first floor lobby. You may also stop by our Activities Room (RM 230) and Student Center office (RM228) for more information on how to participate in our program.

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Spring Sports

The Hoboken 2022 High School Spring Athletic Season is in full swing as we head into the month of May and prepare for the Hudson County and NJSIAA playoffs. Our student-athletes continue to persevere both academically and athletically as we near the end of an awesome 21-22 season. We are so proud of Hoboken High School student-athletes as they begin to capture so many great memories for the 21-22 Spring Season.

The Hoboken High School Girls Lacrosse Team under the direction of Coach Karen Nelson

The Hoboken High School Girls Lacrosse Team has enjoyed two victories this season over Irvington High School under the direction of Coach Karen Nelson. Sophomore Gabby Gross has 14 goals this season as the team prepares for the second half of the season against Newark Eastside, Paramus Catholic, and Clifton.

The Hoboken High School Softball team under the direction of Coach Vincent Johnson

The Hoboken Lady Redwings Varsity Softball team is about halfway through their season. There were many key returning players this year including Portia Tomasso, Amaiah Richardson, Janiyah Ramos, Ariana Rodriguez, Nyla Garcia, Alexa Bracero, Destiny Colon, Jolie Jacobelli, Autumn Cangley, Amani Aviles, and Gina Cruz. We also welcomed freshman Hayley Dobson, who along with Destiny Colon and Janiyah Richardson is one of our pitchers. This year the team participated in Weehawken's Autism Awareness Challenge Tournament where they defeated Paramus Catholic, and raised money that went to the Parents of Autistic Children Organization.

This year the team has 7 seniors, Janiyah Ramos, Ariana Rodriguez, Destiny Colon, Nyla Garcia, Adriana Gonzalez, Jaelin Collazo, and Melanie Molina. These seniors will be honored at our senior night game on Friday May 6th in our game against Ferris. Game Starts at 4:30 and the seniors will be honored after the game.The Lady Redwings look forward to a strong finish to their 2021-2022 season.

The Hoboken High School Baseball team under the direction of Coach Chris Williams

The Redwings are off to a 4-5 start for the season. Mike D'Antonio has led the way early on in the season offensively. Mike has racked up 10 hits while driving in 8 runs and scoring 10 for the team. Hector Vega, Kyle Valenzuela, and Mike D'Antonio have been solid on the mound, each earning a win. The Redwings currently sit in 2nd place in their division.

The Hoboken High School/ Weehawken High School Boys Lacrosse Team under the direction of Coach Nick Favino

Hoboken Lacrosse has gotten off to a promising start this season and are looking to continue building throughout the year. The Redwings are led on offense by Freshman Miles Angley and Senior Gabe Demopoulos. The Redwings are looking to finish the second half of the season strong with a couple victories!

The Hoboken High School Boys Varsity program under the direction of Coach Felipe Fernandes.

The Hoboken Boys Volleyball team has kept busy since Day 1 of try-outs and even up until now through their spring break week. At this point their record stands at 4 wins and 6 losses. Leading the way on offense are Sophomores Nico Kaplun-Muller and Damian Acosta who each have 57 and 49 kills respectively, while Junior Setter Eric Espinal has recorded 114 assists. It has been a season of growing pains for many of the student athletes on this team, but the progress they have made since the pre-season has everyone looking forward to the 2nd half of the season and beyond as we try to make a run in Counties and States. Lets Go Redwings

The Hoboken High School Track Program under the direction of Coach Andrew Mendez

The Redwings Track & Field team is gradually finding its stride after 3 meets. Looking forward to the beginning of the middle portion of the season. The team participated in the SDA Spring Invitational on Monday April, 18th Lincoln Park, Jersey City, NJ.

The team also participated in the Chatham High School Spring invitational on Saturday April 23.

The Hoboken High School Esports program under the direction of Coach Sam Thomas

Hoboken High eSports started their spring season on March 29th. A new game has been added to the competition, Overwatch, which many players are excited about! We invited first time players to the team this season as well. The Valorant team is looking to regain their top position this spring after a finals lost in the fall. There are about 25 students registered for the team!

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