The idea didn’t start in the classroom, though. Allen explained that the opportunity started when a company reached out to him online. After doing his research to confirm it was legitimate, he decided to move forward. “One of the goals… was to hopefully work with companies… while also helping the kids here,” he said.

The website stands out by keeping things simple. Instead of overwhelming users with complicated features, it focuses on clear organization and targeted practice. Content is divided by subject, allowing students to choose exactly what they need. “Sometimes kids just want to pick what they want to work on and have it be practice,” Allen explained.

Each section includes videos paired with quizzes, giving students both review and application. There are also full-length practice tests and plans for live online help sessions. Allen noted that this direct interaction is something unique: “I am the person that would be the live person on it if they wanted to meet with somebody.”

Students who have tried the site are already noticing its benefits. Junior Ray Hilario said they started using it for an extra class after seeing Allen mention it in class. “I just wanted to get some practice,” they said.

One of the biggest strengths, according to Hilario, is how easy it is to navigate. “The website is super organized… if you’re looking to study a certain subject, it’s super easy to find,” they said. They also highlighted the built-in review system: “He adds videos before the quizzes, which is really helpful.”

Freshman Harini Pramodh also shared her experience using the website, highlighting how accessible and flexible it is for students. “Joining the class was very simple, and the site itself is easy to use,” she said. She appreciated being able to control her own learning instead of following a fixed path. “I liked that I could work at my own pace and choose the areas I wanted to practice instead of being assigned random ones.” The site offers both targeted practice and full-length ACT sections, giving students multiple ways to prepare. Harini also pointed out the built-in support system: “Lessons were available for each topic with Mr. Allen’s video explanations,” she said, adding that they are “a great resource for students who want extra practice and support.” 

However, the site is still a work in progress. Hilario mentioned that there are occasional technical issues. “There are a couple of mistakes… sometimes you think you get the answer wrong even though it’s actually correct,” they said. Even so, they noted that these issues are minor compared to the overall usefulness of the site.

For Allen, one of the biggest challenges has been the scale of the project. “It’s a large undertaking,” he said, explaining that building lessons, organizing years of ACT problems, and managing the business side all take time.

Despite the challenges, the website reflects his overall teaching philosophy. He believes students need both a strong foundational understanding and the ability to interpret how questions are asked. “Know how to do the actual math, but then also understand how the ACT might ask certain questions,” he said.

As the site continues to develop, Allen hopes it will grow beyond just HHS and reach a wider audience. For now, it remains a developing resource—but one built with a clear goal: helping students succeed.

In the chaos behind the curtain of the Performing Arts Center, junior Hailey Haiges moves quickly between racks of clothing, makeup kits and actors rushing to make their entrances on time. A dress zipper gets fixed in seconds. A missing piece of a costume suddenly resurfaces. Another costume is ready before the curtain rises again.

Then later that night, after rehearsals and performances are over, Haiges returns home, opens Ableton on her computer and begins writing music under an entirely different identity: “Apathy Angelite.”

For Haiges, the two worlds are not as separate as they may seem.

“The name represents both sides of me and the duality of identity,” Haiges said. “My edgier and more apathetic side, as well as my sweet and more angelic side.”

At HHS, Haiges has become known throughout the theater department for her work as costume manager, helping shape the visual identity of productions through carefully crafted outfits and backstage coordination. Outside of school, however, she has quietly built a growing audience through her independent music project, which blends shoegaze-inspired instrumentals with deeply personal lyrics about anxiety, survival and identity.

“The whole album representing myself as a final girl is a very powerful message,” Haiges said. “Survival is difficult, but it is possible.”

Haiges originally became involved in theater during her freshman year after taking Theatre I and later joining technical theater through costume, hair and makeup crews.

“I honestly never expected to stay in this position,” Haiges said. “But now I don’t think I could imagine myself doing anything other than that.”

According to assistant technical director Noah Proctor, Haiges has helped define what the costume manager role looks like within Huntley’s theater department.

“In our case, it is a fairly new position that we’re trying out,” Proctor said. “I believe Hailey has done a phenomenal job at that.”

Proctor said Haiges’ artistic instincts allow her to naturally connect characterization with visual design.

“She will read a script and just based on all of the characterizations, build an outfit for what each character is giving her,” Proctor said.

That same sense of identity carries into her music.

Haiges first began releasing music years ago, though her sound has evolved significantly over time. Earlier projects leaned toward synth-pop influences, while her newest album, final girl forever, embraces heavier guitars and shoegaze-inspired production.

“I would say my older sound on albums like ‘the feeling i will carry’ are more pop/synth adjacent,” Haiges said. “But my new sound on my latest album ‘final girl forever’ is a more rock and shoegaze style with distorted and reverbed guitars.”

The album’s title track remains especially personal to her.

“That song is just very raw,” Haiges said. “It’s about the struggles that I’ve experienced in my life—bullying, anxiety, etc.—and how through those struggles I’ve been able to find strength and pull a warrior out of myself.”

As her music has continued to spread online, Haiges said the recognition still feels surreal.

“I had some random guy from an indie rock forum send me an email saying he featured my album in an article recently,” Haiges said. “I genuinely never thought this would get as far as it’s gotten.”

Those close to Haiges say her confidence and individuality are what make her stand out most.

“She’s never afraid to be herself,” senior Zyrah Ramirez said. “She leaves marks of her own style on every project she does and it’s super distinguishable.”

Ramirez believes Haiges’ artistic identity through Apathy Angelite has also strengthened her work within theater.

“Making choices for Apathy Angelite has definitely helped her become more confident in her ideas,” Ramirez said.

Whether she is coordinating backstage quick changes during productions or writing music alone late at night, Haiges said both creative outlets ultimately stem from the same desire: self-expression.

Outside of theater, she plans to continue pursuing music through future albums, gigs and open mic performances.

“I’m hoping to get even more serious about music and take that a step further,” Haiges said.

At its core, “Stand by Me” is about four boys: Gordie, Chris, Teddy, and Vern, who go on a journey to find a dead body, but the deeper story happens between the boys along the way. The film trades the horror of Stephen King for something more nostalgic in childhood, friendship, and the quiet pain of growing up. 

Each character carries something heavy. Gordie deals with grief and feeling invisible, Chris struggles with his reputation, Teddy works to suppress his trauma with aggression, and Vern tries to fit in. None of the children’s acting feels forced or corny; instead, their delivery of scenes allows the viewer to experience the movie as if they are reliving their own childhood. 

“Stand by Me” is not a flashy film. The movie is meant to have a minimal plot so the watcher can focus on the moments between the characters and their personal developments. 

The warm, nostalgic tone helped shape the beautifully cinematic life of a small town in the 60s. 

Together, the director Reiner and cinematographer Thomas Del Ruth were about to convey a visually enticing movie. From bright, warm views of the small town to the coolness of the forest, each scene is meant to place the viewer right where the boys are in their journey. 

The final minutes of the movie close with “Stand by Me” by Ben E. King, playing as Gordie, says the famous line,e “I never had any friends later on like the ones I had when I was twelve. Jesus, does anyone?” 

This final narration about never having friends as you had at twelve is simple and truthful, making the message stick: you don’t realize you’re in your best years until they’re gone. 

“Stand by Me” is a quiet, emotional film that lingers. The emotions do not come from the plot itself, but the memories that each viewer can recount of their own childhood. It’s less about four boys finding a body, and instead about the boys finding themselves and how quickly they change and grow up.