By Anthony Kaauamo with research support from Sharmaine Mae Elan

“Culture, it’s our identity, right? To understand others, first, we need to understand our own culture. When we see what’s compared and what’s different, that’s when appreciation happens. This is how we embrace diversity.” – Jerico Jaramillo, senior class of 2024 advisor.

Pre-Homecoming: Saturday, February 24th

“You guys need to grab way more paint than that,” Mrs. Michelle Fujie-Kaauamo said. She serves as class advisor for the juniors, class of 2025, is the person I am privileged to call my wife, and was communicating via FaceTime with Colton Morimoto, the junior’s president, alongside my daughter, Meyah Fujie, the junior class vice-president. We were in Kahului, walking through a towering rainbow aisle of paint supplies at Home Depot. As the designated adult in charge, I suspected that five spray paint cans per color wasn’t nearly enough for what the class needed, but I wasn’t completely certain. This was my first honest effort at lending a hand for their class’s homecoming preparations, 21 years past my own half-hearted homecoming participation as a student at Lāna‘i High & Elementary School (LHES).

Following Mrs. Fujie-Kaauamo’s instruction, Colton and Meyah added twelve more cans of spray paint for each of the primary colors they needed: white, red and blue. The float they planned to build was the Flag of Samoa, a design featuring a red field with a blue canton bearing a white Southern Cross constellation. Red reflects the strength and heart of Samoa, blue for the surrounding sea and liberty, and white for the stars of the Southern Cross, guiding faith and navigation.

This school year, LHES had chosen “cultures” as the overarching theme for homecoming. The senior class celebrated Filipino heritage, the juniors Samoan culture, the sophomores Hawaiian, and the freshmen Brazilian.

Homecoming, corresponding with Spirit Week, was scheduled from February 26th through March 2nd. There were five competitive categories: Routine, Alma Mater, Banner, Float and Overall. Secret judges were assigned to score each category.

After securing what we hoped was an adequate amount of spray paint, our next task was to collect the 100 square feet of chicken wire that Mrs. Fujie-Kaauamo told us to gather. Since Lāna‘i Hardware shut down last year and HPM Building Supply was still setting up shop, we had to head over to Maui to get float supplies. It was an 8-hour trip for a brisk 45 minutes of shopping.

On our car ride back to Ma‘alaea Harbor, I asked Colton why his class chose to represent Samoa. “We wanted to honor the culture of some of our classmates, like Sivanny and Kaydence, who are leading the cultural parts.” Navigating the fine line between cultural appreciation and cultural appropriation presented a challenge, but the presence of cultural representatives in each class helped them keep their depictions respectful and authentic.

I asked Colton how he thought his class would perform and he replied, “We’re in a strong position. I believe we’re gonna get some first-place trophies this year.” Though I had only recently met Colton, the week ahead would give me a deeper understanding of his character, starting with our arrival at Ma‘alaea Harbor that morning.

Lāna‘i middle school boys, who were visiting Maui to play basketball, called out to Colton. “We love you, Colton! We love you, Coach Colton!” they called out. Colton moved among them, shook hands and gave supportive claps on the back saying, “You boys got this. I know you’re gonna do great.”

“What was all that about?” I asked Colton. He shared, “Some of the boys are on the football team I coach,” referring to his volunteer work with the REACH program’s flag football team for intermediate students at LHES. I asked him how they are as a team. “They’re good kids, they got talent, but just gotta keep pushing,” Colton said. “There’s always room for improvement.”

Homecoming Day 1: Monday, February 26th

“What was made really clear to the students was we’re not putting on one lū‘au show, we’re not doing one airport lei greeting. We are just as if Hōkūle‘a was to arrive; we’re focusing on traditional times, and we want to make sure that we stay in that focus.” – La‘i Hanog, sophomore class of 2026 Hawaiian cultural advisor.

Daily from 2 to 8 p.m., each class converges at a designated parent’s house, their base for crafting homecoming banners, constructing floats and rehearsing routines. Each site requires the presence of two parent chaperones at all times, with other parents who provide daily meals. Students exclusively manage the construction of banners and floats, as well as the choreography and rehearsal of their performances though parents are allowed to assemble paper flowers. Additionally, a school representative visits each site daily to ensure adherence to school rules.

That evening, running from house to house to visit each class’s progress, I felt very self-conscious. My wife is the junior class advisor, and my daughter, along with many of her friends and my student intern, are all juniors. I am familiar with their class the most. Though I make it a point to cover stories like this impartially, I still worried I might be seen as a “spy” to the other classes.

FRESHMEN c/o 2027

When I arrived at AJ and Rachelle Garbin’s home, the site for the freshmen class float and where their daughter, Alina, a freshman, is actively involved, it was about 7:32 p.m. I asked Kalei Kaho‘ohalahala where I could find class president Millie Pavsek. She was somewhere with her classmates under tarp covered canopies eating a parent-prepared dinner. Spotting me, freshman Leland Soriano asked, “What are you doing here, Uncle?” Still feeling super self-conscious, I tried to assure him, “I am covering homecoming for the newspaper.” Detecting skepticism in his gaze, I added, “I am not a spy.” Leland, still appearing doubtful, replied respectfully, “Ok, Uncle.”

Interrupting Millie during her meal, I asked about their day’s work. Smiling, she promptly set aside her plate and offered me a tour. We approached their float trailer, sheltered under a large tarpaulin tent. The trailer’s floor was neatly covered with unpainted paper flowers and protruding from the floral base was a tree trunk with bare branches. “So the main piece is going to be a huge tree with animals hanging off of it and on it,” Millie said, “and there’s going to be a soccer goal and there’s going to be like a toucan on a soccer ball and a sign that says Brazil.”

She then took me to a high-ceilinged shed behind the Garbin home, revealing their banner’s progress. “BRAZIL” is centered up top, with a player lining up a kick that sends a curve to the words “Kick it off with c/o 2027.” Trees border the scene with a solitary toucan’s head peaking out of the foliage. “We sketched all of it out already. We have some paint on it and then we have about a minute of our dance routine,” Millie said, nodding and clasping her hands together.

SENIORS c/o 2024

We have all seen a Ronald and Susu Woosley ‘ohana production. Their ingenuity and dedication have been central to crafting many of Lāna‘i’s iconic moments, consistently fostering experiences that bind the community. Peering behind the curtains for the first time, I caught a glimpse into their world of creation but this time as facilitators for the senior class of 2024.

At Hawaiian Homes, off the longest numbered road in Lāna‘i City (5th Street), Ronald and Susu Woolsey’s hale became the workshop for the seniors, offering their property and advice as the class undertook the construction and choreography work themselves.

The seniors planned to construct a traditional bahay kubo as the centerpiece of their float, using halved bamboo sticks for its crafting. The float would be comprised of three distinct tiers: the top tier would feature a carabao, symbolizing the agricultural lifestyle, the second tier would host a rotating lechon with simulated smoke, and the bottom tier would showcase a colorful assortment of fruits and vegetables. Within the upper area of the bahay kubo, a Filipino star would be displayed, while the bottom area would function as a chicken coop. The rear of the bahay kubo would bear the word “PSTA,” an abbreviation for “fiesta.”

Inside, the Woolsey home served as the painting station for the senior banner, set upright for easier handling and detail work. Vice president, Hershey Manuel, overseeing the banner, stepped outside to speak to me. “So we just finished the full sketch of the banner in three hours. We have the bahay kubo already up. We have till Wednesday to finish the banner and the float. Then the rest of the days, we’ll dedicate it to the dance and the alma mater. Because that’s our weaknesses, especially the dance. Because we have not placed either second or first on the dance before.”

Hershey was the creative force behind the Philippines banner. Jerico Jaramillo, the senior class advisor and one of Lāna‘i high school’s English teachers said, “Hershey showed me her sketch and detailed the elements. She had done some studies about the Philippines, and I was so surprised that she knew a lot about her country, especially since she was raised abroad.”

Jerico described the banner’s symbolism, highlighting the Philippines’ landscape, culture and history. The green backdrop signifies the mountains, with religious icons for Christianity and Islam representing the diverse faiths. Spanish colonial architecture, a jeepney and the Philippine eagle reflect the country’s heritage and symbols as does the carabao agricultural roots. The Philippine flag’s three stars denote the main islands: Luzon, Visayas and Mindanao, while the sun’s eight rays represent provinces that revolted against Spanish rule. National hero José Rizal and the fictional character Maria Clara from his novel, “Noli Me Tángere” (1887), embody Filipino identity, with Maria Clara symbolizing the epitome of female finesse and elegance. The national flower, Sampagita, and colors representing peace (blue), bravery (red) and other national elements are included. Modern buildings signify the Philippines’ progress and emergence as an international business hub.

SOPHOMORES c/o 2026

Next, I headed over to the Kahihikolo residence, home base for the class of 2026 and where Saul and Kris’ son, sophomore Micah Kahihikolo, is part of the team. As I got out of my vehicle, I saw Susan Chew, Spencer’s mom and fellow sophomore, carrying a pan of food for the class dinner. I walked with her towards the setup: a large white canopy tent with sidewalls that blocked the driveway. Inside, the float’s structure was taking shape, a double-hulled canoe, its framework augmented by boxes and chicken wire.

Most of the class was either eating or tidying up, except for their class president, Kimora Agliam. She was busy stamping a design onto a kīhei — a traditional Hawaiian garment, often used in ceremonies. Disrupting her work, I asked about their day. “I think we’re progressing well compared to last year. I am glad that a lot of our classmates who usually do not participate are participating now because of homecoming.” She had one concern, however. “Right now, we only have enough flowers to cover maybe half of our float.”

In October 2023, after the LHES student body selected “cultures” as the homecoming theme, and the sophomores chose to represent Hawaiian culture, they visited the Lāna‘i Observatory, guided by the Four Seasons’ Love Lāna‘i cultural advisory team who shared stories and insights about Hōkūle‘a while the class observed constellations using telescopes. The visit inspired the idea for a Hōkūle‘a-themed float. During homecoming week, the class asked La‘i Hanog to be their Hawaiian cultural advisor. The students wanted to emphasize mālama honua, “to take care of the earth,” in their routine. La‘i advised focusing on Hawai‘iloa, often regarded as the legendary navigator who discovered the Hawaiian islands, linking directly to the heritage and navigational prowess represented by Hōkūle‘a.

Recalling last year’s results with disappointment, Kimora remained optimistic about the competition. “Last year, we got last in everything except for our float, which we got first for, so this year we’re striving to get first for the float again. We’re going to try our best to win. No matter who is on the other side of the losing side.”

JUNIORS c/o 2025

Earlier in the day, I found myself aiding the class alongside Sharmaine Mae Elan, collecting hot glue sticks, scissors, drinks and ice as commanded by Mrs. Fujie-Kaauamo. Then I was dispatched to accompany Kaiser Jimenez, Tulenkun Cantero and Jake Barcena to retrieve power tools and wooden pallets from behind the Central warehouse, sparking a debate over the safety of using red-colored pallets, which might have been used for transporting chemicals, versus the presumably safer blue pallets.

By day’s end, the juniors built out some of the structural support for their “SAMOA” lettering, which would crown their float of the Samoan flag. While they had managed to secure a trailer, although one without a current safety check, the logistical challenges were part of the day’s hurdles.

They had nailed down about a minute of their routine. Unlike the other classes, their cultural advisors were peers: Sivanny “Vanny” Seiuli and Sega (Kaydence) Fauatea, who are among the leaders of their Polynesian fusion dance group, Polystyle, guided their classmates in Samoan cultural appreciation and authenticity.

“I think our main concern is we’re trying to guide them to get to know our culture. But it’s a matter of getting them to actually get into it and get physical with it and actually experience it,” said Sega about the importance of cultural immersion in their class’s routine. “And it makes us super happy that we are able to share our culture with them. And they might not be Samoan by blood, but all of the work that they’re putting in to be a part of our culture, it’s like what a real Samoan would do.”

That night, after visiting the other homecoming sites, I returned to the juniors’ site at Jr. and Martha Cantero’s home. The class trailer lay without cover under the open night sky, flanked by a disarray of pallets, while their banner workspace was under a pole tent on the far right side of the backyard. The classmates, standing in two orderly rows outside the incandescent glow of the tent string lights, faced Aryanna Medriano, their conductor, following her directions.

As their alma mater practice ended with the “hail, hail, hail to dear Lāna‘i,” their formation began to disperse until a sharp whistle from president Colton called them back. He hopped onto a chair with the silver whistle dangling from a lanyard around his neck, “Listen, I just want to talk to you guys.” Some students were whispering amongst themselves, others chuckling, “I hear a lot of yapping in the back, bro.” A few other students were gazing up at the darkened sky, now sprinkled with stars, seemingly lost in thought. “We paying attention or what? You guys running or what?”

With a sharp stare cutting across each of his peers, Colton addressed them firmly, “Listen here, guys. Remember, this is Samoa, guys. This is someone’s culture, all right? We got to take this serious, I’m being for real. Vanny and Kaydence, they’re spending a lot of time working on this for us, okay? A lot of time. Right? We wouldn’t be where we are right now without them. We gotta really thank them. But listen, you have to be more serious, okay, guys, remember, we’re repping our class. This is our class. We got one more year together after this and we out of here. With Lucie especially. This is her last Homecoming week with us.” The mention of Lucie Reese brought a scattering ripple of “Yeah, Lucie!” from the classmates, recognizing her upcoming graduation a year early with the class of 2024.

“Good stuff today for the first day, all right?” Colton continued, “But we got to be better tomorrow. Always got room for improvement.”

Homecoming Day 5: Friday, March 1st

“So there was a lot of learning lessons for them. We went out, I showed them how to properly gather lā‘ī (ti leaf), how to properly make the lā‘ī, what to do after you pau with the lā‘ī. You don’t want to go out and just rip the plants apart. It’s not about just you and what you need. It’s about, ‘will my grandchildren still have this if I gather this way?’ So it was a lot of things that they learned along the way.” – La‘i Hanog, sophomore class of 2026 Hawaiian cultural advisor.

FRESHMEN c/o 2027

After checking in at the LHES administration building and getting my school visitor sticker, I found myself with an hour to spare before the Homecoming assembly started. The freshmen were gathered between the bandroom and the gym, under the old albizia tree, its trunk marked by blackened sap. Their attire varied, with some in casual clothes, others donned in white collared shirts, and a few in athletic jerseys hinting at their Brazilian soccer theme. Several students were calling for Graziella Reese, their routine choreographer, needing assistance with their multi-colored feather hairbands.

As she adjusted their wardrobe she shared, “It was definitely challenging getting the routine together, maybe just to get the class together and show them the moves, but we worked piece by piece. Normally I would feel, like, really nervous, but I actually have confidence right now because, I mean, everyone’s excited and I just think it’s going to be fun.”

SOPHOMORES c/o 2026

The pū, sounded four times by Micah Kahihikolo, signaled the start of the sophomore routine. On the far side of the gym, freshmen, juniors and seniors were grouped by class, while community members filled the opposite bleachers. Jake Ropa began narrating, “In the vast expanse of the Pacific Ocean, where the sky meets the sea, the tale of Hawai‘iloa unfolds!”

Their performance depicted the arrival of Hawai‘iloa and his crew to Hawai‘i, showcasing a voyaging canoe crafted from cardstock and bamboo. Kahiku Mano, Jaidon Vidad, KJ Kanno and Balian Garbin, depicted the crew, while Makaio Mano portrayed Hawai‘iloa. As they enacted their arrival, ‘oli and ho‘okupu were offered.

“A lot of people don’t know about Hawai‘iloa. When asked who discovered the islands, the Hawaiian stories speak of Hawai‘iloa, often seen as the father or mother image to Hōkūle‘a,” said La‘i Hanog, the sophomore’s cultural advisor. “So, when we were researching for the routine, the class asked about him and it was an opportunity for them to learn.” She facilitated this exploration by providing reference materials, which helped the class put together the narrative of Hawai‘iloa’s discovery and naming of the islands, and highlighting modern figures like Papa Mau in the revitalization of navigation.

Jake’s narration continued, “I please ask everyone to stand and join us in unity as we sing ‘Hawai‘i Aloha.’ And seniors, this is for you!” The sophomores linked hands and formed a line across the gym floor, they advanced to encircle the seated seniors on the bleachers. They sang “Hawai‘i Aloha” in a complete circle, an embracing “Lei of Aloha” that symbolized unity and respect.

“It was Kailuryn Cervania’s idea to make the circle around the seniors,” said Natalie Ropa, Jake’s mother and class helper. “They didn’t plan it like that. At first it was just supposed to be a half-circle with audience participation. But right before going on, she suggested they do something special for the seniors.”

Alexa Pascual, senior class president, responded, “The Lei of Aloha took us by surprise. It’s one of those moments you can’t prepare for, especially as a senior. Seeing the younger classes, who are like siblings to us, coming together like that — it was overwhelming. It wasn’t just beautiful; it was meaningful on a level that we hadn’t experienced before. It definitely made an impact.”

JUNIORS c/o 2025

A war cry from the Siva Tau, a traditional Samoan war dance performed before battles in ancient times, thunderously opened the junior class routine. In white tops and ‘Ie Faitaga — a traditional Samoan lavalava marked by dark, patterned fabric and a striking red Samoan sei at the waist — the boys’ movements mirrored the martial origins of the dance. Following, the girls gracefully entered the floor clad in black outfits with a red Samoan sei flower behind their ear and black c-shaped markings on their faces, they performed “Siva Samoa 2K22,” an all-girl number that showcased their elegance and coordination.

On the eve of their performance, the juniors gathered in front of Sivanny’s house in the county park for rehearsal. The boys, still somewhat self-conscious about their synchronized movements, received encouragement from Johnny Seiuli, Sivanny’s father. He reassured them, saying, “In Samoan dance, every type of movement has its place. There’s no need to fear mistakes. Let yourself dance freely.”

Reggie Adams, who was bestowed the role of ‘Aiuli, and adorned with a boar’s tusk necklace, took his place for the final song, “Falenaoti.” In this closing number, Sivanny, and later Lucie Reese, took center stage for the taualuga — a prestigious dance that marks the completion of a monumental task. The rest of the class formed a half-circle around the main performers, with Reggie directing their dynamic, free-form dancing. As Sivanny and Lucie performed their solos, Johnny Seiuli, from the audience, threw money towards the dancers — a traditional gesture symbolizing prosperity and communal support.

SENIORS c/o 2024

The senior class were lined up behind a massive Filipino flag at the side of the gym. Diesel Del Rosario, Hawai‘i’s state wrestling champion and the first from Lāna‘i, burst out holding a gold-glittered belt labeled “DZO,” wearing a boxing glove on his right hand, adorned with a multitude of dangling medals. The Filipino flag trailed behind him like a cape, his white collared shirt and rolled-up jeans evoking the image of a worker in the rice fields.

As tinikling music filled the gym, the seniors moved to the center of the floor, their movements accentuated by blue, red and yellow ribbon wands. Some held bamboo sticks, ready to perform the tinikling dance.

Alexa Pascual, the senior class president, shared, “In our performance, we wore traditional outfits borrowed from relatives and community members.” The boys sported Barong Tagalog, while the girls wore either Baro at Saya or Filipiniana dresses, each reflecting a unique cultural tradition. Some girls were dressed in white lace, others in colorful sequined tops. Alexa added, “We also had the Igorot outfit,” referring to the attire of ethnic groups from the mountains of northern Luzon in the Philippines, known for maintaining their traditional customs and religious practices in the face of colonization.

“When we decided to showcase Filipino culture, everyone wanted to help — lending us clothes to teaching us traditional dances.” The inclusion of both traditional and modern elements, from folk dances like “Maglalatik” with sakuting sticks to contemporary hits like “Bebot” by the Black Eyed Peas, mirrored their journey from the past to the present.

Homecoming Day 6: Saturday, March 2nd

“I’m really proud of them; no other class could have represented Samoa as good as they could. The week made us closer and everyone learned a lot about our traditions. Watching the video of our dance, I feel so proud of how we did it together.” – Sivanny Seiuli, junior and class of 2025 cultural advisor.

11:30 a.m. at Dole Park

The parade kicked off with each class circling Dole Park once, showcasing their floats as a mix of cultural and popular music played from speakers on their trailers.

SENIORS c/o 2024

“I’m really proud of my seniors. They have so much knowledge about the Philippines they were able to share and because of the success of our homecoming theme we will have a new Filipino Studies class next school year in which we’re going to start teaching students conversational Filipino.”– Jerico Jaramillo, senior class of 2024 advisor.

FRESHMEN c/o 2027

“It was a nice bonding. And I see it follow through, because these past couple of weeks after homecoming, [my daughter, freshman Heavenly, said,] ‘Mom, our friends and I are going to Gano’s.’ I’m thinking, just a few that she bonded with before homecoming. But now it’s like a good 20 of them over there. And the different cliques. They’re all one clique now. They are not individuals. It’s the boys, it’s the girls. It’s the quiet ones. That’s their word now, ‘class bonding.’” – Kahea Tabucbuc, freshmen class of 2027 advisor.

SOPHOMORES c/o 2026

“Even though they didn’t score well or they didn’t come first place or whatever, I was like, I was so proud. I told them they did something that not a lot of people can do in, I say three and a half days, because the first two days was just setting up and all that kind other stuff. And so I’m like, ‘You guys really worked hard and came together.’ And so when we first started with them, I brought them all into my classroom and I sat them down and I said, ‘Know what your kuleana is so that you can show respect at all times when people coming in and out to help you guys as a class, because the worst thing you can do in life is waste somebody’s time. Promise.’”– La‘i Hanog, sophomore class of 2026 Hawaiian cultural advisor.

JUNIORS c/o 2025

6:29 p.m. at the Royal Hawaiian Golf Course on the Windward side of O‘ahu

As the dim sun dipped behind the clouded Ko‘olau mountains, Mrs. Fujie-Kaauamo and I sat among other guests at Spencer Kaiaokamalie and Shelly Preza’s wedding reception on O‘ahu. Her attention had been divided between the wedding festivities and the distant homecoming event on Lāna‘i. Earlier in the day, she had spent time monitoring the class through Facebook’s livestream of the parade. Her phone’s silence was unusual given that the homecoming award announcements were expected at 6:00 p.m. Natalie Ropa, also in attendance at the reception, approached us, “Go check on your class because the results are in.”

Mrs. Fujie-Kaauamo texted the junior class group chat, “What are the results?” Messages from the class flooded in revealing their disappointment about the outcomes: surprise, confusion and a sense of the weight they felt in carrying the Samoan culture.

Then, a call from Colton Morimoto abruptly cut off the flow of messages. “He was clearly overwhelmed. I thought somebody got hurt.” Mrs. Fujie-Kaauamo excused herself from our table and stepped outside.

“What’s going on?” Mrs. Fujie-Kaauamo asked. She was standing on the second floor balcony overlooking the dark tropical forest outside the venue.

“Miss, I failed everybody,” Colton said. The raw honesty in his admission hinted at the pressure of expectations he had shouldered as the junior’s class leader.

Mrs. Fujie-Kaauamo’s calm voice cut through Colton’s distress, “Hey, you didn’t. You made everybody proud. You saw the look on Uncle Johnny [Seiuli’s] face and you saw the work your class did and how much fun they had while they were doing it.”

“I failed everyone, and we didn’t… and the banner, last place.”

“I understand. We did not get the results that we wanted,” she said, “but is anyone hurt?”

“No.”

“Is everybody healthy?”

“Yes.”

“And did you guys bond as a class?”

“Yes.”

“So in my book, you guys were successful.”

Mrs. Fujie-Kaauamo asked Colton if he had anyone around him for support. She heard the class huddling around him and said to all of them, “You know what? You guys make me proud. You should be very proud of the work that you guys did. And I am.”

After speaking with Mrs. Fujie-Kaauamo, Colton messaged his classmates on Instagram, “All I want to say to you guys is that I’m proud of us. Not only did we learn a whole new culture together in 5 days, but we loved it. . . today shows how much we love the culture . . . And compared from freshman year to now, we did not really fight this week. To me, that shows how close we have become and how much we all love each other. If you watch our routine, you will see how happy all of us look in it. And to me, being a close class is better than winning some trophy to look at for 5 minutes.”

“At that moment, I felt like I might have let the class down. Everyone worked really hard. I watched the video of the performance so many times, and I am proud of what we accomplished. No other class could have represented Samoa as good as this class. We’re closer as a class, and that’s what really matters.” – Sivanny Seiuli, junior and class of 2025 cultural advisor.

Watch the routines

Videos recorded by Sharmaine Mae Elan

Homecoming Results

Banner Competition: 1st Freshmen, 2nd Seniors, 3rd Sophomores, 4th Juniors

Alma Mater Singing: 1st Seniors, 2nd Sophomores, 3rd Juniors, 4th Freshmen

Routine Performance: 1st Seniors, 2nd Juniors, 3rd Sophomores, 4th Freshmen

Float Display: 1st Seniors, 2nd Juniors, 3rd Sophomores, 4th Freshmen

Overall Results: 1st Seniors, 2nd Juniors, 3rd Sophomores, 4th Freshmen