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The Rampage @bhsrampage BHS Rampage
Editor-in-Chief Forrest Milburn
Associate Editors-in-Chief Evelyn Alonso Scarlett Smith
Photo Editor Maylan Raymundo
Graphics Editor Gabe Medrano
News Editor Michelle Pinilla
Features Editor Rosa Marinero
Sports Editor Chinonye Duru
Entertainment/Reviews Editor Karilyn Gregson
Graphic Artists Harley Adolfo Eric Prado
Photographers Kat Betbeze Charlie Gallegos Dominique Garrett Seniada Horta Amber Nance Kathy Rivera Gaby Rodriguez Amber Smith
Staff Writers Jose Bartolo Felisha Duran Sydney Farooq Truth Fofana Sarah Knapp Mesha McDonald Kayla Mensah Thuan Nguyen
Principal Dr. Ron Griffen
Adviser: Mr. Jarred Goodall
September 27, 2013
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Mumford and Sons rock Gexa Pavillion Hailey “Blaike” Gresslin Staff Writer
Three years ago the folk-rock phenoms in Mumford & Sons played Dallas for the first time, packing the small-capacity Cambridge Room at the House of Blues and nearly bringing the ceiling down with their set. The British group’s heart-on-sleeve, banjo-laden sound – made famous on the debut album, Sigh No More – was at that point a refreshing break from all the synthesized summer pop songs on the radio. It had heart, it had soul, and it was delivered enthusiastically by four scruffy gents who didn’t believe their own luck. A lot’s changed for the band led by the golden-voiced singer Marcus Mumford since that first invasion tour. Sigh No More began its reign over the Billboard charts shortly thereafter, giving rise to a full-on “pop-grass” movement. Mumford & Sons was suddenly the biggest selling band in the world, and then came banjo-happy copycats by the dozen, chanting and strumming with the hopes that they’d cash in. While many of those bands succeeded to make a fool of music critics everywhere, none could dethrone Mumford and his three band mates as the leaders of a new-old school. On Wednesday evening the four pop-grass kings returned to the Dallas, but this time they sold out the substantially larger Gexa Energy Pavilion. Their two-hour show at the Fair Park amphiContinued on pg. 9
Laptop loaner program represents progress
Jose Bartolo too long, but in the time that it’s been around,
the program has been successful then other schools with the program. These laptops are helpful in helping us learn The laptops used by Berkner’s Science Technology Engineering and Mathematics, or STEM more. Some believe laptops are not used for work, but to stay off task. Also, laptops can be Academy, are becoming a point of interest for annoying though, as they can be high mainsome people. Only the people associated with STEM, like students, teachers and faculty, know tenance. There are many problems associated what their true purpose is. Every school strives with laptops including but not limited to, the to be better than all the others, so if laptops are possibility of having it stolen outside of school. However, there are many perks for having a in the hands of every student (non-STEM stulaptop, we could get so much done with them. dents), our overall scores could surpass other The programs that can be used to do work schools in Texas, or even in the other parts of can help in many ways, like putting together the nation. STEM World History teacher Mr. Scott Hieger projects. It’s also possible to communicate with friends and partners to do work for projects was asked about the laptops. with Skype. Students would work on projects “The students usually do work and projects more if they could use laptops. we assign them on their laptops. They use These laptops are beneficial to our learning many different programs for work, but do not because they could help by raising our test have a specific program that’s required. Some scores by teaching us more advance techniques. students even use MineCraft for projects.” The laptops could benefit non-STEM students The laptop loaner program allows you to acquire a laptop provided by the school. The lap- by helping them with homework, projects and other assignments. In the hands of the tops can be used for work, projects or any sort non-STEM students, the laptops could be the of assignments provided by the teacher. The one thing to raise test scores and advance our laptop loaner program hasn’t been around for learning. Staff Writer
News
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September 27, 2013
New program ‘enriches’ students’ writing Forrest Milburn
Editor-in-Chief
Starting this past Sept. 23, all students will spend Tuesdays and Thursdays on an activity schedule reflecting their grade level and past academic performance on English standardized tests. However, rather than leaving for a pep rally, students will go to a specified classroom for 35 minutes to work on their writing skills, no matter if they failed or passed last year’s round of English tests. New Assistant Principal, Mrs. Morgen Crowder, believes the new enrichment program is needed, especially in the hopes of getting Berkner High School’s student body prepared for its future. “[In the new Enrichment Program,] we’re trying to maximize the school day to where we can get in extra tutoring and other programs in the day, so we can help build to greater student success,” said Mrs. Crowder. All seven periods on Tuesday and Thursday will be shortened five minutes to provide students a full 35 minutes between fourth and fifth period to work on the skills they need to enhance their writing. If a student failed last year’s English STAAR or TAKS test, then he or she will
be put into the Enrichment Program with the instructor spending a great deal of time working on skills, ranging from basic writing to communication skills. Furthermore, if students passed their English standardized test last year, or if they are upperclassmen, then they can still participate in the program in some fashion to help them get prepared for the upcoming school year and/or college. “For the seniors, we’re working on getting them ready for college and their career, while some seniors may be selected to be a freshman mentor. So it’s a really good opportunity for them [the seniors] to give back and work with their peers,” said Mrs. Crowder. Since the needs of all students differ greatly, so does the focus of the Enrichment Program for each grade level. For instance, freshmen will be mentored by selected seniors that volunteered for the mentoring program,
with the seniors working with the freshmen on study skills, organization, team building and adjusting to Berkner. Enrichment Program coordinator, Ms. Paula Rilling, describes how the program will affect Berkner’s seniors and freshmen. “[Freshman] mentors will be providing [the freshman] with all the support and insight that the upperclassmen wish they had been given when they got here as freshmen,” said Ms. Rilling. Sophomores and juniors can expect to work on how to share their ideas through writing as well as oral communication. In addition, these students will occasionally have time to work in study groups and on projects. While sophomores and juniors focus on their overall communication skills, seniors who are not selected to be a freshmen mentor will work on
the same skills, but for a different purpose. “Seniors will be working on their writing and communication skills, but at this level, they will be focusing on getting ready for college or their career. Counselors will come in to talk to the seniors about graduation plans, and there will be guest speakers talking about different careers and life paths. Time will also be provided to work on applications, projects and preparedness for AP exams,” said Ms. Rilling. The Enrichment Program will have a different focus and set of tasks
depending on the grade level of each student, but overall each grade level works for the same goal. “Each level is going to be different, because what you need as a freshman is very different than what you need as a senior. But all we want is for our students to be well prepared to compete in a world that is increasingly communication driven, and this is one of the ways that we are committed to helping prepare every student to be successful in the global society,” said Ms. Rilling.
News
September 27, 2013
‘They call him Dr.Griffen’
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Rosa Marinero basketball at W.T. White High
Features Editor School, before coming to RISD in 2006. Dr. Griffen received his doctorMany students at Berkner al degree in education after four High School are able to recognize the principal of the school, years at Texas A&M Commerce however some are not aware of and received his diploma in August of this year. what a substantial accomplishWith the daunting task of ment our principal has made. receiving a doctoral degree, Dr. According to the latest U.S. Griffen has gone through obstaCensus, only three percent cles, while also having a lot on of the population has earned his plate. a doctoral degree. Dr. Ron “The demands of being a high Griffen, principal of Berkner, school principal was a chalrecently accomplished this degree requiring rigorous work, lenge for me, because the kids need me and I do all my best overcoming obstacles while still being the leader of Berkner to be highly effective,” said Dr. Griffen High School. With all the demand of work Dr. Griffen savors his influence and school, Dr. Griffen balto other students. anced each task he had with “I enjoy impacting students success. lives,” Dr. Griffen said. “I’m proud of the way the Born in Dallas, Dr. Griffen tardy terminator system has completed all of his education in Dallas. At first, he started out changed the students arrival to their classes. There are also as being a Business Computer several students engaged in Information Systems major at extracurricular activities, and the University of North Texthat isn’t the norm for many as, later changing his major to schools,” said Dr. Griffen Business and Finance. Teachers also acknowledge Dr. “I learned that BCIS was not my passion, and it was difficult Griffen’s achievement. Chemistry teacher, Mr. William Miketo put in the hours.” said Dr. sell was impressed with Dr. Griffen. Griffen’s degree. Finishing his Business and “I’m very excited for Dr. GriffFinance degree early, Dr. Griffen decided to take an education en. It’s very difficult to earn a doctoral degree while having class as an alternative degree, a family and a job,” said Mr. contingent upon his original Mikesell. Business degree not being sucMr. Mikesell also said that he cessful. heard students talking about “The business field is always how impressed they also were risky, so I took an education with Dr. Griffen’s achievement. class as a back-up, and I ended “I heard some students say up loving it,” said Dr. Griffen. that they were used to hearing In 1993, Dr. Griffen began teaching Business and coaching people being called ‘doctors’
BHS principal Mr. Ron Griffen became Dr. Ron Griffen by earning his doctoral degree this past summer. (Photo provided by Gaby Rodriguez.) only at hospitals, and that it’s really cool to have a principal that’s a doctor,” said Mr. Mikesell. Dr. Griffen hopes he influences and motivates the rest of the Berkner staff. He wants to show others that he has perseverance and endurance. “I hope I give the example that I’m one that can persevere and I want to let them know that
making sacrifices are worth it ” said Dr. Griffen. With wonderful charisma and an optimistic attitude, Dr. Griffen will continue impacting the lives of students as well as the staff. “You’re going to have obstacles in future life, but continue to work hard, endure, sacrifice, and find your passion,” said Dr. Griffen.
News
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September 27, 2013
New bill lowers number of EOC tests Michelle Pinilla adding flexibility to indi- er, stating fifteen tests is News Editor
Since early May, the Texas Senate had been contemplating about whether or not to cut the number of high school tests. On May 6, 2013, the Texas House of Representatives passed one such bill effective starting Sept. 1, 2013, which lowers the number of passed tests to graduate reduced from 15 to five. Signed by Gov. Rick Perry, HB 5 eliminates the requirement that each exam constitutes fifteen percent of a student’s final grade,
vidual graduation plans. This is a major change to the four-by-four curriculum that required four years of credit in math, science, english and social studies. Senator Leticia Van de Putte was a little unsure about the bill, however she later decided to support it only if it succeeds in its purpose. “I want to make sure with this amendment that we’re not failing our kids because we’re so afraid with failing ourselves,” Senator Van de Putte said. Many disagree, howev-
rather necessary. “We are geographers, and are in strong support of the required world geography course. We feel changing the required social studies credit from Four to three will leave the world geography course vulnerable to substitution or even elimination,” said a petition by Supporters of Quality Geographic Education for Texas Schools. As far as benefiting from HB 5, students are very relieved with its idea. “I think it’s a great idea because we already
stress enough about our tests,” junior Gabriela Cerrillo said. “Now that we only have to take five, it’ll be much easier on us.” While some agree and disagree, there are those in the middle, including Algebra III teacher Mr. John Gregson. “I agree that students should not have to pass 15 tests in order to graduate, but I do not agree with the five tests that they selected. The five tests are basically freshmen classes [except for English II]. Students should be required to pass the higher-level
EOC tests for graduation requirements.” In regard as to whether this bill will be effective, some say it will not. “I do not think this bill will be effective. How are we going to know if our students are prepared for college level classes in the core subjects if we quit testing them after their freshman year?” Mr. Gregson said. “The bill is better for teachers who now no longer have to prepare their students to pass the EOC tests in the upper classes, but it’s not better for the students.”
E n r i c h m e n t P r o g r a m: PRO Mesha McDonald Staff Writer
Berkner High School is starting its new enrichment program this year. The program is designed to focus mainly on students and their writing ability by studying grammar skills, learning how to proof read, as well as learning how to answer a given prompt correctly. I think this is an excellent idea, as w can never have too much writing practice. After last year’s surprisingly low English standardized test scores, our administration felt that the student body should focus more on it’s writing skills. The enrichment program is designed to give student two full class periods out of the week to help improve their writing skills. Not only that, but Ms. Paula Rilling, the coordinator of the program, added a mentoring program for freshmen by seniors. I think this is a great way to introduce freshmen to the school, while at the same time giving seniors community service hours. Furthermore, I love that somebody decided to step up and think of a way to improve students’ writing skills. The only downfall I see out of the situation is that we will be on an activity schedule two days out of the week, meaning shorter classes. However, I feel that improving writing skills is an important enough reason to accommodate for, and this year’s STAAR test will prove it. Junior Dominique Garrett said, “It gives people the one on one practice they need to go over what they might haven’t been able to learn in class. Especially since the STAAR test is way harder than TAKS test, we all need more practice.” Although I have never taken the STAAR test, I have heard from many students that it is more advanced than the TAKS test.Freshman mentor Chinonye Duru gives her opinion saying, “The program is beneficial because it helps all grade levels especially new freshman”. Kayla Mensah said, “As a student that got commended on the exam, why should I be forced to attend a class when I’m proficient in my subject?” I only partially agree with this statement. Some students feel that they do not need the extra assistance, but this class helps all students, regardless of writing level achieved. Many college professors agree that the majority of the incoming freshman lack writing ability and grammar skills. I truly believe that everyone needs extra practice. The writing classes will be very beneficial to everyone, no matter your skills.
“It gives people the one on one practice they need to go over what they might haven’t been able to learn in class. Especially since the STAAR test is way harder than the TAKS test, we all need more practice.” - Dominique Garrett
WHICH SIDE...
CON
Karilyn Gregson
Entertainment/Reviews Editor
This summer, I learned about the new writing enrichment program. The idea of the program is to help students better their writing skills and overall improve their test scores. Initially, this program sounds like a good idea, but it really is not. One reason the program is a bad idea, is because I believe that it is completely unnecessary for upperclassmen to have to go through something meant for freshmen. The upperclassmen went through this in their English classes two, three or maybe four times before. It is not a very productive way to teach. I am also opposed to the new writing enrichment program because there are some students who scored very well on their writing TAKS and STAAR tests, yet they are forced to go through this program. Why should they have to sit through something they do not need? They do not require any further guidance on the subject. Also, if you are like me and many other students who failed the writing STARR the first time, you already suffered through the summer writing class that you were required to take. You most likely passed the test the second time, meaning you have already have been taught what you had to learn to pass it again. However, I can see that the administration would want the people who keep failing to participate in this program. When you fail that much, it is time to turn to the enrichment program. Also, I am angered that this program cuts into our class time. I do not want my AP Physics class or US History class cut short because I have to sit through material I have already mastered. Overall, I think this program is a waste of time for upperclassmen. The administration should require freshmen and those who did not pass the STARR test a second time to participate. However, they should not force those who know what they are doing, or already did their enrichment time over the summer, to participate in this program.
“I believe that it is completely unnecessary for upperclassmen to have to go through something meant for freshmen.� - Karilyn Gregson
. . . A R E YOU ON?
Features
September 27, 2013
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Upperclassmen to mentor freshmen Chinonye Duru about five or six freshmen. Sports Editor
For the 2013-2014 school year, the Berkner High School administration is introducing a new and interesting program. The Freshman Mentoring program is primarily designed to assist incoming 9th grade into high school life. A selected group of upperclassmen are practicing their leadership skills to help with the mentoring of this year’s freshmen class. Upperclassmen who are not mentors will be assigned to a homeroom class, which focuses on preparing them for major end of the year tests, including STAAR. Each group of mentors consists of about three to four people, and they will mentor
Senior Miriam Jimenzez feels that this experience will be an exciting new change for the freshmen class. “As a freshmen mentor, you have to take the ‘blind fold’ off and guide them into a better high school experience,” said Jimenez. The freshmen mentor program coordinator, Ms. Paula Rilling, feels that this program will benefit both upperclassmen and freshmen. “This is a great way for upperclassmen at Berkner to pass along some of the hard earned knowledge they have gained, in order to help the freshmen adjust and shine early on in their high school career,” said Ms. Rilling. Some seniors this year wish they would
have had this opportunity to be mentored while they were freshmen. “I wish I had a mentor my freshman year, because it’s always nice to talk to someone older about anything,” said senior Mesha McDonald. A majority of freshmen feel that the program makes them feel important and a part of something special at Berkner. Freshman Amarachi Iwunze, enjoys the program so far and likes being apart of something in high school. “I really like the mentor program, because it feels like I am involved in something important,” said Iwunze. For the rest of the year, students will be involved in this program and receive the benefits. Student’s will be able to join by signing up with Ms. Rilling, and have the
Features
September 27, 2013
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Old, new face move into assistant principal slots Thuan Nguyen Staff Writer
Transitioning from a classroom teacher to an assistant principal would be a tough role for any teacher to take on. However, Mrs. Morgen Crowder, former 10th grade history teacher, takes on that role with pride. Replacing Mr. Shannon Bennett and Mrs. Farrah Smock, Mrs. Crowder along with Mrs. Carmen Steward, are Berkner High School’s new assistant principals. Mrs. Steward was an AVID District Director before she became an assistant principal at Berkner. She loves her job, because she wanted to work with students and she was able to continue working with them when she became one of the school’s assistant principals. Currently, Mrs. Steward enjoys her stay at Berkner. “I’ve always loved Berkner so it’s a natural fit here,” said Steward. One of her future plans for Berkner is to be the best assistant principal as she can possibly be, by making sure that teachers and students have all the resources that they need to be successful. Former history teacher Mrs. Crowder has been around Berkner for a while and now has moved up to assistant principal. Moving from a teacher to an assistant principal is a big jump in position, but she managed to do it. “I’m really excited that I got to stay here at Berkner. I’ve been nervous, but overall I’m really excited and it was nice to stay with the people that I know and where I feel at home,” said Mrs. Crowder. In Mrs. Crowder’s nine years of teaching, Berkner has been the only place she has ever worked at. She has taught World History, a sophomore class, as well as European History . As well as teaching history, she was the varsity cheerleading sponsor for five years. Mrs. Crowder chose a career in education because she has always loved kids and history. According to Mrs. Crowder, history is tell-
New Assistant Principals, Mrs. Carmen Steward and Mrs. Morgen Crowder, join the BHS Administrative Team for the 2013-2014 school year. Mrs. Steward joins BHS after an eight-year stint as RISD AVID director, while Mrs. Crowder moves into her role after eight years of teaching at BHS. (Photo provided by Kathy Rivera.) ing a story and it’s all about how you tell it. She loves to tell stories and talk to people, so it was a perfect career for her. “I got to Berkner and I realized since I was
an instructional specialist in working with different people, that I would love to take the next step and become an administrator,” said Mrs. Crowder.
Sports/Reviews
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September 27, 2013
Volleyball spikes Garland Photo essay by Senaida Horta
Sophomore Jo McCray hits the ball back over the net. Junior Carly Campbell succesfully blocks an attack while senior Lauren Leoford supports her on her right.
Sophomore Sydney Blaschke, jumps up succesfully spiking the ball, earning her team a point.
Mumford and Sons continue rise to top Continued from pg. 2
theater (rescheduled from an original June date because of a health scare for bassist Ted Dwane) was over powered dramatic spotlights and smoke. The four founding members got a sonic boost from a string section, a horn section and a full drum kit (for when the kick drum just wasn’t enough). The set list offered highlights from Sigh No More and its
far-too-similar 2012 follow-up, Babel: “Little Lion Man,” “I Will Wait” and “Lover of the Light” thrilled the capacity crowd to no end. You’d think the bigger production, supported by thousands of cheering, hand-raising fans, would blow that first Dallas show out of the water. But you’d be wrong. The band I saw this time around came across as weary — not nearly as engaged as it was in 2010.
Despite his studio-perfect vocals, front man Mumford seemed to be on emotional autopilot. His sarcastic wit and sly smile broke through only a few times. One could cut Mumford and his band mates some slack, considering this was the ending show of a long, stressful run on the road. But one could also expect heightened emotion – or at least delirium – in such a situation. We got neither. There
was rarely any banter between songs, much less inspired interaction with the adoring crowd. For loyal devotees of the Mumford crew, here’s hoping the guys gain back their infectious live energy after their post-tour break. And for folks who’ve had just about enough of the Sigh No More-Babel formula here’s hoping they experiment with a few new sounds. It’d be a shame for a voice like Mumford’s to remain unchallenged.
Sports
September 27, 2013
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Rams rout North Garland Take on rival Lake Highlands to open district play after 1-2 non-district start Photos by Amber Nance
The Rams’ defensive line goes after the North Garland line, trying to set up for a punt return. Running back Andrew Taylor peruse the defense to see who he will block.
The Rams’ offensive line makes a hole for their running back to hit. The line opened gaps all night, as the Rams rushed for 351 yards.
Offensive lineman Arnold Hernandez and Rodney Darare push the pile for more yardage.