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Englewood High School Issue: 6, Volume 53, Date: April 12, 2013

Come on Englewood, Come on Englewood. Fight for blue and white! With our colors flying high, we’ll conquer every time. Rah! Rah! Rah! Come on Englewood, Come on Englewood, Fight for Future Fame! Fight, Pirates! Fight! Fight! Fight! To win this game! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! Come on Englewood, Come on Englewood. Fight for blue and white! With our colors flying high, we’ll conquer every time. Rah! Rah! Rah! Come on Englewood, Come on Englewood, Fight for Future Fame! Fight, Pirates! Fight! Fight! Fight! To win this game! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! FIGHT! Come on Englewood, Come on Englewood. Fight for blue and white!

IRA

TE E R

Coloradoschoolgrades.com gives Englewood High School a D based on academic growth, achievement, growth gaps and postsecondary and workforce readiness.

JasminePeters

Most students would be upset by a D on a report card, but what happens when a school gets a D? Colorado School Grades has given Englewood High School an overall grade of D. The website, compiled by 18 community organizations, believes that, “all children deserve access to a high-performing school.” Its mission is to, “provide community members, parents, students, and educators with school performance information that is both accessible and easy-to-understand.” “They say they’re trying to make school performance easy to understand. School performance is incredibly complex and very difficult to understand just for all those reasons around abject poverty, language learners, special education-- All of those things come into play so there is no way you can make school performance easy to understand,” Brian Ewert, Superintendent of Englewood Schools, said. Colorado School Grades break up this composite score into four categories unevenly weighted-- 15 percent academic achievement, 35 percent academic growth, 15 percent of graduates had to academic growth gaps and 35 percent college re-take high school-level and career readiness. According to the courses in college Colorado School Grades website, it works with the Center for Education Policy Analysis at the University of Colorado Denver and Low Income R-Squared Research, LLC to calculate the grades, “using the exact same variables and weights as the Colorado Department White of Education’s School Performance Framework.” According to Karen Brofft, Assistant Superintendent of Englewood Schools, Hispanic Latino there is a formula that goes into the categories in the School Performance Framework that decides where the cut scores are. CSG and the SPF are similar in the way that they both use TCAP scores to decide a school’s rating. The difference is in the percentages and weighting of the scores.

Englewood High School Ranked 293 of 327

D

44% 44%

60%

33% 8% Other

A-

Heritage High School Ranked 33 of 327

26% 13%

CSG Score Break Down:

of graduates had to re-take high school-level courses in college

35% college and career readiness

Low Income

11% 7%

82%

15% academic

White

achievement

Hispanic Latino

Other

Sheridan High School Ranked 310 of 327

17% 33% 9%

35%

5.8 miles from EHS

71%

academic growth

D-

15%

academic growth gaps

Low Income

White Hispanic Latino

2.8 miles from EHS

Other

C

Littleton High School Ranked 159 of 327

34% 26%

of graduates had to re-take high school-level courses in college

Low Income

71%

D

Englewood High School gets a

20% 9%

Hispanic Latino

Other

White

2.7 miles from EHS

Photo By TiannaPeters

Colorado School Grades and the School Performance Frameworks get their academic from student TCAP scores. “[Colorado School Grades] are evaluating based on a standard for each of the categories... They’re grading on a curve... So even if every school in the State of Colorado is performing very well, there will still be D and F schools,” Brofft said. According to Max Kelemen, a project manager for the grading website, CSG weights the grades on a bell curve because it portrays a more accurate view of a school’s performance than the state’s SPF’s because more than 60 percent of schools fall in the first two categories-Performance and Improvement. Englewood High School Principal Jon Fore has other thoughts of the website. “I really don’t [pay attention to this rating] because I know this organization is highly political and its real intention is to bash public schools... I pay more attention to our School Performance Framework (SPF),” Fore said. The 18 community organizations that collaberated on the mission statement and founded the website say that this is not the case. “Going back to our mission statement, our mission is to just provide school information, which is already available to the public in a way that is easy to understand and accessible,” Kelemen said. On the 2012 One Year School Performance Framework for Englewood High School, the state rates the school in the category of “Improvement,”(the second highest category) due to the fact that EHS earned an overall 48.3 out of 100 total points in all four categories combined -- Academic Achievement, Academic Growth, Academic Growth Gaps, and Postsecondary and Workforce Readiness. “While I think the methods that they collect data can be called into question, they’re not invalid,” English Teacher Peter Stokes said. Many students share a similar feeling. “I love this school, but it does affect my sense of pride coming here,” Scott Neff (11) said about the score. Administration understands the issues facing the school. “I would just like to say that the story is we do have a long ways to go,” Ewert said. “So I would just say that both the state model and the coloradogrades.com model-they’re both to some degree deceiving about the real work that is going on within a district. And I would want parents and community members to dig significantly deeper to find out what is really going on in any district before they make a judgement based on a letter grade or a ranking that the state gives.” According to Brofft and Ewert, the district has many plans in place to increase scores and enhance the learning environment of the district. “We want to make sure that our teachers are well versed in the instructional model, we want to make sure that we have good programming for kids to choose in their electives. we want to make sure that we are preparing kids for whatever they want to do after they graduate from high school and we have a lot of work,” Ewert said, “But we are right on track to where we expected to be.”

While I think the methods that they collect data can be called into question, they’re not invalid.

English Teacher Peter Stokes


2 news

PIRATEER

April 12, 2013

As of 2012, the ACT has surpassed the SAT as the most popular college admission exam. This leads to the question: What are the differences between the two tests? “The ACT has science and the SAT does not and the ACT has a higher level of math,” Counselor Dawn Cominsky said. Most students who are stronger at math or science chose to take the ACT. This allows them to show off these skills in a way the SAT does not offer. The SAT takes off one fourth of a point for every wrong answer, which may also lead to students picking the ACT, as there is no penalty for wrong answers. Because the SAT is not offered for free to all juniors in Colorado, many students are preparing for what is arguably the most important test of their lives, the ACT. Many juniors in AP classes feel prepared for the exam. “We’ve done a lot of time practice exams with Ms. Drifmeyer and Mr. Stokes,” Kyrie Schroeder (11) said. While Advanced Placement exams are not ACT tests, they are quite similar as they are timed, which is what catches many students as they take their first timed test. Practicing is one of the best ways students can learn the time management needed to score well on the ACT. The test is Tuesday, April 23. Eat well, get some sleep and study hard in the coming weeks and the future will be bright for each and every junior, according to Cominsky.

What is the

difference?

RandyKloewer

(SAT)

American College Test

JustinWillson

Budget cuts endanger education Scholastic Aptitude Test

(ACT)

Get to know your entrance exam

Would anyone go to a hair salon and get just the very top chopped off? Well, Washington did. Now, the consequences of Congress’ action, or rather, inaction to deal with the nearly $17 trillion deficit is going to lop $85 billion in spending off the national budget. These cuts are suppose to save $2.1 trillion over the next eight years according to the Washington Post, but the short-term consequences are sending crippling shockwaves across the nation. Sequestration will involve sweeping budget cuts for both defense and non-defense programs. Its impact is uncertain according to Social Studies Teacher Amanda Drifmeyer. “We don’t know [the full impact] yet,” Drifmeyer said. “That’s the best answer.” Automatic spending cuts began March 1, but the American people might not feel the full sting for another year. This, however, does nothing to assuage the growing concern over the impending economic impact. Thousands of schools throughout the U.S. fear the worst as education spending cuts are suppose to range from 9.1 percent to 5.5 percent over the next

decade according to the Center on Budget and Policy Priorities. “The majority of the dollars received by [Englewood Schools] come from either local property taxes or from state funding,” Director of Budget and Finance Jon Kvale said. “Any federal funding the district receives comes in the form of grant dollars.” These grant dollars primarily fund programs that help low-income families and disabled children or children with special learning needs. Kvale said that Englewood Schools has already received the majority of grants for the 2012-2013 school year. The real concern, he warns, is for the 2013-2014 school year. If congress does not adjust the federal budget to re-allocate money for education, next year will be a difficult one for schools and school districts that rely on funding from more than just the local and state level. The American Association of School Administrators (AASA) conducted a survey in which school administrators were asked about the effects of the spending cuts on their districts. A majority of more than three fourths told the AASA that they would have to lay off employees. According to the Department of Education, that would be equivalent to about 40,000 teachers out of work nationwide. School districts could avoid that many job losses by furloughing their teachers and other personnel, but any decision would be a difficult one. “So, we will plan for the loss, but hope that it does not happen,” Kvale said.

Human error results in invalid TCAP scores

TaylerSearcy

TCAP testing week. Five days that underclassmen at EHS dread; however, due to a human error, a total of 140 math TCAP assessments, as well as 16 writing TCAP assessments will be invalidated from the ninth grade scores. Although only ninth grade students were involved, this situation impacts the entire Englewood School District. “We don’t know for sure, but this is probably going to affect our School Performance Framework,” Principal Jon Fore said. The School Performance Framework, or the SPF, is what the Colorado Department of Education uses to rank schools on five levels of accreditation over a course of either one or three years. “CDE ranks us on all indicators, and this mistake may really hurt our SPF, and bring the ninth grade framework down, which could put us in turnaround zone,” Fore said. The Englewood School District was rated by the CDE a “turn around” district in 2010, but over one

year moved up to accreditation categories to “Priority Improvement.” In 2011, the CDE announced that districts remaining in either “Turn Around” or “Priority Improvement” for more than five years could lose accreditation. Currently, EHS is in “Accreditation with Improvement,” the third level of five. “It has been the main goal of the district to achieve nothing lower than a rating of Improvement by the end of that five year time frame or fall of 2015,” Englewood School District Director of Learning Michell Ansley said. This incident is being described as an account of “human error” and has the potential to put EHS in the turn around zone; however, the district cannot be sure until the 2013 Framework is released. “It is possible that the number of students who will receive ‘no scores’ on the math and writing TCAP at EHS will impact both the school and district accreditation rating; however, at this time we do not know the full implication of those results and will need to wait until TCAP has been scored and accreditations have been assigned by the state. We

will have more answers in the fall of 2013,” Ansley said. The consequences for the teachers involved have yet to be determined. “The teachers that did this were open and honest about it, and feel terrible. We made a mistake, and now what we want to [in the future] is reduce the likelihood of these human errors,” Fore said.

To see the Pirateer’s opinion about invalid TCAP scores see Staff Ed on page 4

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PIRATEER April 12, 2013

opinions 3

Sword Fight Chivalry

Growing from a boy to a man Damasjae Currington From McDonalds to P.F. Changs, going on a date or just simply grabbing a bite with a female, the guy has a role to fulfill, the role of gentleman. “If a guy is taking a woman on a date, he absolutely has to pay for everything. If the outing is a friendly deal, then the bill can be split,” Nolan Severa (12) said. If a couple is going out anywhere, the male, most of the time, has the bill, especially, if he invited her. The role of a gentleman requires holding any door she walks through, talking with respect, acting with respect, and providing proper protection. Guys may not know, but the ladies see everything. Respect shines bright and she will definitely flaunt respect to everyone around. A true gentleman puts all of these into use; however, the ladies love a guy that is respectful and original. “I think a gentleman has to be a hard worker, selfless, and not a pervert. Being a rude pervert is definitely not gentlemanly. The main thing is for a guy to be polite,” Rachel Domnick (12) said. Being a gentleman does not only mean for the ladies, but it applies for all women, such as one’s mother, grandma, or just women anywhere. Having respect for others will help gain

respect for one’s self. While standing near the door and a lady is coming, wait a moment hold the door open. She will appreciate it and might of even made her day. If an elderly woman is struggling with her belongings, do not be afraid to approach in a respectful manner and ask to offer help. Males on planet earth are expected to live high and be successful. There are many tasks in the world that require a man to complete and being a gentleman is one large step to becoming a man. “I think all guys should act like gentlemen, but that would not happen. The more immaturity that surrounds teen boys, the longer they will be immature. The more mature and gentlemanly they act know, the more it will become second nature. Guys should definitely practice it more,” Janet Ruiz (12) said. Most good men all have one thing in common. Patience is one thing every male teen should take into high practice. Throughout life, patience will come in handy. There will be many circumstances when getting what is wanted will require a high level of patience. Gentlemen all have this in common as well. The successful father, husband, or overall man will have great patience for ignorance, life issues, and even accepting something frowned upon.

The game of

Photo By Tianna Peters

L I F E

IzzyVamvakias Chivalry: what does it mean? Does it mean the male in the relationship is  a gentleman? Does it mean he treats his partner with respect? Is it viewed as a preconceived idea that the man SHOULD bow at the feet of his significant other? Chivalry should come from both partners in a mutual and fair union. Many ladies nowadays believe chivalry is dead because the guys they date aren’t waiting hand and foot for their arrival. They overlook the gentleman that treat their partners well because that seems to not be enough. Girls expect this pampering yet also complain about patriarchy and women equality, but

have no intention of returning the ‘royal treatment. Because of this mind set, many guys become defeated. The guys who respected, cherished and loved their partners become calloused. The women who expect to be coddled, but give nothing in return have some blame in the dwindling number of gentleman.   This dying breed of chivalrous men is being wiped out by American culture and the inability to view these traits as important. However, relationships require love and respect from both ends of the spectrum. It should be standard to treat someone you care about with care. People need not target one gender on how they treat the other gender, but how us humans treat each other as a whole.  

Living with the finish in mind TiannaPeters What we want to be, who we want to become, how we want to be remembered; in our lives this is what an endgame entails. The most common way this word is used is in chess. Chess is a game of complete strategy. One has to be thinking all the time, and the player must begin the game with the endgame in mind otherwise the end will come unexpectedly, and the game might not end how you wanted, hoped and dreamed it would. This concept is directly related to life. To accomplish everything that we want, hope, and dream, one has to be on a path that is going in the direction of that want, hope and dream. It is impossible to reach your dream, if you have good intentions, but you are traveling in the wrong direction. Certain roads lead to certain places. If you are on 285 going south, no matter what your hopes and dreams are, no matter how good your intentions are, you will never get to downtown Denver, because 285 south does not go downtown. If you want to get downtown, you need to take 285 north, an entirely different road. Andy Stanley, writer of The Principle of the Path wrote, “Direction, not intention determines destination...For many of us there is a disconnect between where we intend to be and the path we choose, and that path we choose in life - whether it is financially, relationally, morally - always trumps our intention.” Dreams do not accidentally happen. You are either

P IRATEER STAFF Editors-in-Chief Jasmine Peters Tayler Searcy Executive Editors Maddie Avjean Kristina Cowell Tucker Horan Tianna Peters Web Editor Randy Kloewer Business Manager Gretta Collins In-Depth Editor Maddie Avjean Front Page Editor Jasmine Peters

Chivalry: a two way street

News Editors Randy Kloewer Opinions Editors Chad Glover Lindsey McNorton Feature Editors Connor Shearrer Lifestyles Editors Isabelle Vamvakias Elida Schultz Kristina Cowell Sports Editors Tucker Horan Tayler Searcy Artists Connor Shearrer

“The pen is mightier than the sword, but we Pirates get to use both.” Isabelle Vamvakias Photographers Maddie Avjean Kristina Cowell Damasjae Currington

Chad Glover Faculty Adviser J.J. Ogrin

Maddie Avjean, Gretta Collins, Kristina Cowell, Damasjae Currington, Chad Glover, Tucker Horan, Shelby Moore, Randall Kloewer, Lindsey McNorton, Ian Pedersen, Natalie Pena, Jasmine Peters, Tianna Peters, Sannah Pham, Elida Schultz, Tayler Searcy, Sage Sherman, Connor Shearrer, Beccah Sheppard, Kayla Steffens, Rio Urioste-Barela, Izzy Vamvakias, Justin Willson, Karl Owens

traveling on a road towards your dream, or you are not. Fortitu de Every one of us is traveling on a specific path that leads to a very specific place. The things we do today Ambitio are putting us on certain n roads that lead to certain Streng th places. We don’t like to think about that. We like to think that the things we do in the here and now, Challe stay in the here and now. nge The principle of the path however says the opposite. It says that the choices we make, the friends we choose, the relationships we harbor are all decisions we make now that place us on paths leading to specific destinations. In our lives today, we need to discover the differences between where we are and where we want to be. If the two are different, we must figure out how to change directions. In an interview with Christian Post, Stanley commented, “I hope this book will help people who are making decisions to stop and reevaluate their direction; and for people who find themselves in a place they don’t want to be to learn to leverage this principle to get where they are to where they really want to be in life.”

Motiva tiona Minute l

Pirates, speak your minds! The editors of the Pirateer would like to invite both Pirates and the community to submit any comments or concerns they may have in the form of Letters to the Editor by the second Friday of each month. Letters to the editor may be left in Mrs. Ogrin’s mailbox in the main office, brought to room 113, or sent by e-mail to EHS_Pirateer@englewood.k12.co.us. The Pirateer does not accept unsigned letters, but may consider withholding names upon request. Englewood Public Schools Non-Discrimination Policy: .....The Englewood Public School District does not discriminate on the basis of race, color, religion, national origin, sex, sexual orientation, handicap, or age in its educational programs, activities, or employment practices. There is a grievance procedure for discrimination concerns. Inquiries concerning any of the above or Title IX and the Rehabilitation Act Regulations (504) should be directed to Brian Ewert, Superintendent, 4101 South Bannock Street, Englewood, CO 80110; phone (303) 761-7050.

Letters to the editor serve as a public forum for student opinion. No unsigned letters or pseudonyms will be accepted. All signed letters will be considered for publication. Letters to the Editor are not necessarily the opinions of the Pirateer. The Pirateer reserves the right to edit or reject any letter. The deadline for all letters to the editor is the second Friday of every month. Any written expression in this publication is not an expression of Englewood Public School Board policy. The school district and employees are provided immunity from civil or criminal penalties for any expression made or published by students in this publication.


4 opinions

PIRATEER

April 12, 2013

TCAP mishaps would only matter if students cared

STAFFEd

As students sat down to take their TCAP tests on Tuesday morning the only thoughts running through their heads were different ways that they could cheat. They thought long and hard into easy ways for them to copy the questions and answers in order to send them to their peers hoping to give them a leg up on their exams. They knew that since teachers had taken their phones and all other belongings, cheating was going to be hard but they figured if they concentrated long and hard they could remember some of the questions and answers in order to tell their friends around school. As high-schoolers they knew how important this test was. They knew that since there was absolutely no benefit of

doing well and no consequence for doing poorly it was highly important that they make sure everyone got good scores. The only problem with this scenario is that it is highly unlikely and a situation that has probably never occurred at Englewood. After a human-error’ committed by two teachers at Englewood who administered the wrong tests to 16 students during TCAP testing, Colorado Department of Education nullified 156 tests because of the concern that there may had been cheating. The main concern is that the 16 students who were given the math test a day early could have told other students what was on the test so that they were prepared and had a leg up. Despite this scenario, it is important to remember the situation of this test. There is no benefit or consequence for students taking this test. As high schoolers, there are things of higher concern such as math tests and science exams that do in fact have an effect on students The test is given in a room with two teachers monitoring the entire time and students are not permitted to have any belongings on them. This makes it relatively impossible for students to copy down the questions seen on the exam. That is if students care enough to even want to cheat on their TCAPs in the first place. What is also neglected in this situation is that students from Englewood do in fact have contact with students of other schools. Nothing is stopping a Heritage High School student from contacting an Englewood student and discussing the content of the tests considering they did not test on the same days. This could be happening at high schools all over the state yet Englewood is facing punishment because of a parallel situation that by chance happened at school. Whether it is two Englewood students sharing parts

Photo Illustration Connor Shearrer

of the TCAP or an Englewood student discussing the test with a kid from the next district over, it is all relatively the same. The only difference is that one is punished and one is not. One situation puts a school in jeopardy and the other does not. Students who were likely unaware that they even took a different test from their peers will still seem the effects of this harmless mistake of human error. While the Colorado Department of Education is focused on Englewood’s mistake they could be working on various other flaws seen in education across the state.

Snow days in Englewood: A rare occurrence Photo by Madelyn Avjean

Videogames: Positive or negative?

IanPederson

ConnorShearrer With winter weather, there are not many benefits. The shivering temperatures, the dull gray daylight, and the overall lack of life in the surroundings make teens cringe. The only source of hope lies beneath a reasonable amount of snow impeding safe transportation, the hope of a snow day. To the disappointment of EHS students, however, the 2012-2013 school year has undergone only one cancellation so far. With spring weather quickly approaching, time is running out for the possibility of more, and the school time kept in wake of it is rotting away. This gives question to the school requirements for a cancellation. According to Assistant Principal Brooke Davis, the general circumstances for a snow day include when the rate of snow accumulation prevents the Operations, Maintenance and Transportation (OMT) Department from clearing sidewalks and bus access, belowfreezing temperatures pose a safety hazard for students waiting for buses, and blizzard conditions are not expected to improve over the course of the day. In the official District Snow Closure Procedure, the final decision of a cancellation is the responsibility of the OMT Director, Superintendent, and Assistant Supervisor of Transportation, noting that “Superintendent, in consultation with OMT Director and Assistant Supervisor of Transportation, makes closure decision.” Overall, snow days depend on the Administration’s

judgment on the effect of weather conditions inside and neighboring the district. This procedure, however, is blatantly subjective. In regard to the amount of snow accumulation and degree of below-freezing temperatures, it does not outline any specific and substantial requirements, meaning the basis for hazardous travel conditions is majorly up to the OMT Director. Without any concrete guarantees, students are literally left out in the cold. For student drivers, the event of crashing traveling to school on snowy roads bears no legal consequences for the school. “Parents make the determination if a student should drive in adverse conditions. If an accident happens, not in a school vehicle, the parents insurance will be used,” Davis said. This means that the high school holds no responsibility for its students, who are in their first years of being licensed, driving on slippery snow-covered streets or with impaired visibility from snow fall. On account of the many students driving themselves to school, the district is not obligated to cancel school for snowy weather. Taking these aspects into consideration, the school district needs to reevaluate its protocol for snow days. It should provide substantial requirements, such as amount of snow accumulation and degree of below-freezing temperatures, for a cancellation and keep in mind the safety of student drivers although they are not legally obligated to do so. After all, schools cannot insure a student’s education if they were to be invovled a fatal car crash.

Video games, that are found in nearly every household and are not as simple as they used to be. With every type of game available, there is an effect from each one. Studies have proven action games improve players’ reaction time and the focus of those who play those types of games. Even social behavior can be affected positively by video games. Videos games not only provide positive effects, but its negative effects can be made void.     Action games are a wide and growing commodity with a fanbase large enough to start a war.  Nature Neuroscience studied those who play games. They compared the ability of a group of people who they had play the game “Unreal Tournament 2004” against a group of people that were made to play “The Sims 2”. The study found was that the gamers that had played “Unreal Tournament 2004” were able to significantly discern different shade of grey than those that had played “The Sims 2”. “Unreal Tournament” Black also conducted a study on the same group examining their focus. After comparing the groups, the study had found that the action gamer group was less likely to be distracted by their surroundings and past events. Nature Neuroscience’s study additionally concluded that the action gaming group could much easier switch between tasks and do both more efficiently. Video games are often seen as only a means of encouraging violence in social behavior. They actually have the effect of increasing pro-social behavior. Recent studies show that pro-social games improve the actions of those who play. Tobias Greitemeyer from the University of Sussex and Slivia

Osswald from Ludwig Maximilians University conducted two such studies. The study watched players play Tetris, a neutral game, and a group of people who played a game called “Lemmings”. In the first study, they found that the group that played “Lemmings” were more willing to help with social tasks, such as picking up spilt pencils. To the subject in one test, it only seemed like an ex-boyfriend is upset and is now harassing the experimenter. Ten out of 18 pro-social gamers helped stop the ex-boyfriend from doing anything, while only 4 out of 18 neutral gamers intervened. Video games can be associated with some negative aspects, mainly being that video games invoke violence in children and some teens. The idea is only due to the fact that in modern day society, gaming is so frequent. Christopher J. Ferguson is an Assistant Professor at the Behavioral Sciences and Criminal Justice at Texas A&M University. “Since most young men today play violent video games, it is usually not hard to ‘link’ a violent crime with video-game playing if you are so inclined. This is the classic error of using a high-base-rate (very common) behavior to explain a low-base-rate (rare) behavior.” stated Ferguson. “This darkness lurks not within our computers, televisions, books, or music, but rather within our species and, sometimes, ourselves.” There are still many ways that video games do improve the lives, thoughts, and abilities of those who play it. Video games cannot be linked to bad behavioral traits because they are so common in today’s society. Action games improve coordination and social games improve social behavior, so any and every game type has a way in which the gamer is gaining beneficial effects.


features 5

PIRATEER April 12, 2013

TEACHER FEATURE: Stanek touches off on veteran career SannahPham

Photography, Stage Craft, and Success Lab teacher Frank Stanek has dedicated 33 ongoing years of teaching at Englewood High School. After graduating from Colorado State University and earning a bachelor’s degree in Industrial Arts Education, he became a teacher and taught at EHS. “ [I became a teacher because] it runs in the family. My mother and my grandmother were also teachers.” Stanek said. From 1980 to the present, Stanek assisted in making all of the sets for plays at EHS; his favorite show being “Annie Get Your Gun” in 2010 with Bill Ambron. On average, Stanek spends hours after school and an entire day the weekend before a show to build sets. Throughout his ongoing 33 years of teaching, Stanek has

Frank Stanek experienced a wide range of events at EHS. “[My favorite memory was] the year my wood working class had completed in a state bridge building contest and won first place.” He said. When Stanek is not teaching or building sets, he likes to ski, hike and continue woodworking. “Mr. Stanek knew a lot about photography. I leanred a lot in his class last semester.” Jacob Wyatt (9) said.

Mrs. B inspired at young age NataliePena

    When in kindergarten, many people find fascination in the simple things; however, these interests can have small impact in the rest of their life. For Englewood High School Spanish teacher, Brandy Bartholomew, the story is different, as her wonder as a young girl determined the path of her life.     “[I decided to become a teacher] because I had a really cool kindergarten teacher--she played the guitar,” Bartholomew said. Using this interest to guide her, Bartholomew made it all the way to the University of Northern Colorado in Greeley where she received her bachelor’s degree in teaching. She then continued on to get her master’s from University of California, Santa Barbara.     In 2000, after teaching at previous schools, Bartholomew found herself the new addition to the Englewood staff, and she has loved it ever since.     “I love Englewood and I love being a pirate. There is a really caring staff. The school is also small so I get to know my students, I enjoy the Englewood community as well,” she said.     This family feel made all of Englewood special for Bartholomew; however, her

Photos by Sannah Pham

Brandy Bartholomew

favorite memory is from her first homecoming.     “When I first started teaching, I just had so much fun with Homecoming. That’s what made me want to do student government,” Bartholomew said. Bartholomew extends her passion beyond Student Government. In the classroom, she likes using fun and diffeent methods to convey new information to her students. “Ms. Bartholomew tends to teach through games.I think it is a lot more helpful than just sitting and working on worksheets,” Emily Hiner (11) said.     When not teaching Spanish or advising student government, Bartholomew can be found volunteering in the community. She teaches Sunday school and teaches young children how to ride ponies.

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‘Sex’ content of education LindseyMcNorton

Sex education. The time where sophomores at EHS get to experience a room filled with awkward eye contact, and awkward questions. The material taught about sex education varies from schools, teachers, and even personal views on the topic. However, a new bill has been passed in the state of Colorado that creates a grant for schools who would be interested in having special funding for a sex e ducation program at their school. This bill does not state that any of the education taught would be different, rather just the proper funding would be provided. This grant could potentially change the way sex education is taught, and the alarming rates of teen pregnancy. Educators at EHS believe that sex education can help prevent teen pregnancy. “I believe that sex ed is beneficial to prevent teen pregnancy because I honestly do not know of any research to prove otherwise.” Principal John Fore, said. Most students when hearing about sex ed only think that the act of sex itself is what will be taught, and the typical known knowledge about sex will

only be repeated. When in reality, sex ed at the high school level is more about the science behind sex. Along with alternative ways to prevent becoming the next star of “16 and Pregnant” such as abstinence, birth control, and which methods have a higher percentage of helping keep teenagers as safe as possible. Every school teaches sex ed differently, some teach only abstinence, and others will even have a demonstration of how to put a condom on. But that is not due to a teacher’s preference, it is up to the schools administrators to decide as a whole what will be most beneficial to their students. “There are no requirements, but the science department views the issue as a priority, and something that needs to be addresses to help educate the students of the consequences that come with being sexually active, along with the knowledge of what goes on with both the male and female bodies during intercourse. But abstinence is one of the main focal points in sex ed, and the act of sex itself is never mentioned.” Biology teacher Rachel Hankle said. Sex ed can be a very alarming and touchy

barrier [condom]

permanent [sterile]

When asked what the most effective form of birth control is, aside from abstinence, students said... natural [pullout]

IUD or abstinence [are the best forms of birth control] because you don’t have to remember to take a pill and there is no human error. The IUD works with or without hormones so it’s better for your body.”

Condoms and birth control are the best forms of contraceptives because it’s protection for both males and females. There is little chance for something to go wrong if they’re both using birth control.”

implantable [rod]

You should get tested every six months if you are sexually active because it’s possible you won’t show symptoms initially.”

77 OR

sex ed

tested

let’stalksex 7

140 students surveyed anonymously at EHS. Compiled by Madelyn Avjean, Natalie Pena, Justin Willson, Sage Sherman, Izzy Vamvakias, Kayla Steffens, Ian Pedersen, Tayler Searcy.

Sex offenders among students TiannaPeters

When thinking of the term “sex offender,”many things come to mind, but one of those is probably not a student. According to the Center for Sex Offender Management, adolescents are responsible for one in five of all rapes, and one half of child molestation per year. There are teenage sex offenders, but students may not be aware that they go to school with some of them? “We do have students who are sex offenders. They are on a safety plan which goes through parents, patrol officers, and counselors; then we put together a containment plan. People who work with the students get parts of said containment plan. All students are legally supposed to go to school. We check in with the students to see how well they’re working with in the safety plan,” Assistant Principal Brooke Davis said. According to Officer Mitchell, one cannot be registered as a sex offender if caught having sex in the school unless it was assault; but if a student is arrested for having sex in public, he/she can be a sex offender. Although having sex in schools does not make one a sex offender, having sex in schools is a suspendable offense, and it can have serious consequences. “Yes, [I have caught people having sex in the school]. We are the school, so we deal with disruption to the learning environment,” Davis said. After catching people having sex in the school, the administration is obligated to tell parents. “We’re obligated, even 18 year-olds, because number one, they’re minors. Even though a student turns 18 they’re still not an independent student unless they provide documentation saying they are financially and educationally on their own,” Davis said. This means that a legal guardian must come to the suspension and re-entry meetings. Although Davis cannot say, students having sex at school is common. She does explain that it is not appropriate. “Board policy considers things that are majorly disruptive to school, and quite frankly there’s a time and a place and this isn’t the time and this isn’t the place,” Davis said. Students are also uncomfortable about the idea. “I know seniors from previous years have had sex in the school, but [if I caught people having sex in the school] I’d probably walk away, because it would be awkward to confront people about that,” Jeff Donahoo (12) said.

40

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students

5

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do not know the know of someone legal consequences

who has had

of having sex in sex or oral sex subject for those students who are conservative and uncomfortable with the thought of sex. Not all students experience the awkwardness that comes with having a teacher talk about sex. Every student at the time of sex education has to fill out a parent permission form to inform not only themselves, but also their parents of what will be taught during the course. If not signed and brought back, the student no longer will be educated on sex. “Anytime there is a controversial topic for a family, or anything that could go against someone’s personal belief, like evolution, or even as for as abortion, a student is given the opportunity to not be a part of a situation that eventually could lead them to feel uncomfortable.  If so, then the student is given an alternative assignment.” Fore, said. Sex education is a time to really be informed of all the consequences that come with having sex, and to ask questions that would be awkward to ask a guardian. Sex ed at Englewood High School could possibly be the reason that makes one have a second thought before acting upon teenage hormones.  

public

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in 5 72 of %

students students know of someone think that they

who has had an should be notified if there is a sex offender

STD STI OR

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anna schultz (12)

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Sex: Many view it % as the reason for of students life but what do students Englewood High know the difference have been School’s students between an think about it? STD STI for an STD/STI This issue delves into the depth of % students’ opinions of students and drags up feel that the school students does not teach the facts and know what to do if figures for these enough about they get an assumptions. STD STI

vanessa morado (9)

56

PIRATEER April 12, 2013

emergency [plan b]

6 let’stalksex

at englewoood


8 lifestyles

PIRATEER

April 12, 2013

Green tip of the month

Global warming sends warning signs to scientists Number of disasters reported

Natural disasters reported 1900-2011

550 500 450 400

350 300 250 200 150 100 0

1900

1950

Year

2010

KristinaCowell From the wildfires of last summer, to the lack of snow days this past school year, it is clear that the weather is getting warmer. Although some people think global warming is a hoax, there is scientific evidence proving that the world is on a warming cycle. While it is true, that even without human impact, the Earth would be on a normal warming cycle -- what is not normal, is the speed at which the Earth is warming.     The United States Global Research Program put out a report, including a statement warning the effects warming could have on the American southwest, including Colorado. “Rapid landscape transformation due to vegetation die-off, wildfire, and loss of wetlands along rivers reduces flood-buffering capacity. Decreased snow cover on the lower slopes of high mountains and the increased fraction of winter precipitation falling as rain and therefore running off more rapidly also increases flood risk,” United states Global change Research Program said.     There has been a surge in natural disasters showing a direct correlation to the rise in average temperature.     Although Colorado will not be directly impacted by hurricanes or tsunamis,

Colorado has already been heavily hit by the wildfires of last summer and droughts. There have been numerous studies correlating these natural disasters to the rise in climate change and although one can come to an conclusion either way there is strong evidence linking the two. One unique study being done in Boulder states how climate change is affecting different elevations.     Close to Englewood, scientists have been working on a study researching the Niwot Ridge, a mountain range west of Boulder. This is study, they have found that at 10,000 feet conditions are getting warmer and drier following the stereotype of global warming, however at 12,700 feet, the weather has been getting colder and wetter.     “We know the western U.S. has been warming. It’s concentrated in the spring at the forest site. But we see just the opposite at the high elevation site above the tree line,” Mark Williams, the study’s principal investigator, in the Daily Camera said.     Global warming is a huge controversy, however, there are tons of studies proving a rapid rise in the global climate, and there are indeed proven effects that could have a huge effect on everyone.

Professionalism is important for every teacher From the International Disaster Database

BeccahSheppard

On the first day of school an eager student enters his classroom, searching for the person who will teach and guide him for the next 10 months. Expecting a well-dressed, exemplary individual holding a shiny red apple and a ruler; he is shocked to see someone who is far from his definition of “teacher.” Sweatpants, a vacant stare and an uninvolved attitude slump behind the desk in the front of the room. The student introduces himself, hoping for a warm greeting, but receives a forced smile and a limp handshake. As the student sinks into his desk, he loses his smile and falls into a depressed mind set thinking about how long the upcoming year will be with his new so-called teacher. Although this case seems like an extreme, it is becoming more and more prominent all over the district. From preschool to high school, professionalism is a fleeting characteristic in many teachers. For a teacher, being professional is dressing and acting the part.     “If a teacher wears sweats and does not try to dress up, they come off as lazy and as if they don’t care about their job,” Emily Hinger (11) said.     The way one presents themselves tells the world who they are, how they feel, and the importance of the event they are attending. A teacher’s dress reflects upon the school, when it less than satisfactory it tells outsiders EHS is lacking in the professional department.     “We are all dedicated to improving ourselves and, by extension, the rest of the world. Consequently, our dress needs to reflect the importance of this endeavor,” English Teacher Peter Stokes said. Inside the classroom, teachers are role models to the very impressionable students set before them. Many teachers will ask the question, “why are my students giving up so easily and have such an adverse attitude?” but they never look within themselves for the answer. By adding innovative and creative

opinion

ideas to a lesson plan, teachers can prevent the typical “sleeping

student” scenario. “Teachers who are passive, unprepared, or uncreative are really hard to deal with,” Hinger said. The teachers often blame the material, the classroom, even the school, but will never accept perhaps it is their own attitude. If a teacher acts uninterested and dull, the student will follow. Basically, attitude is everything. An enjoyable class is one that is; interesting yet informing, entertaining yet structured and comfortable yet respectable. Finding a balance may be a challenge for some, but dedicated teachers take the time to ensure their class is one that is seen as enjoyable and looked forward to by students. ‘I also prepare myself mentally different for different classes.  Each class is different and I feel it is important to prepare for every class not just the day,” History Teacher Chris Kavinsky said. Dealing with troublesome students may pose problems and handling them in a collective manner is a key to being a successful teacher as well. Students who are consistently disruptive not only are affecting their learning, but their fellow classmates’ as well. Nothing is more frustrating than when a student’s behavior is far from acceptable and a teacher is passive about it. “Creating a mutual respect for one another in my class is extremely important.  By creating this respect I believe it deters some of the extremely disruptive behavior.  Are there issues still? Of course, but I think every situation has its own way about being resolved,” Kavinsky said. Rather than straying away from poorly behaved students in the classroom,

teachers need to know when take action and what action is appropriate. “Students are disruptive for a variety of reasons and the first thing is to figure out their motivation. Are they seeking attention, crying out for help

(without realizing they are -very sad this) or just screwed up like a soup sandwich and don›t know any better? These tend to be the main reasons, but everyone is different,” Stokes said.

to


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10 lifestyles

April 12, 2013

Germs run amok at EHS ShelbyMoore

School drinking fountains contain anywhere from 62,000 to 2.7 million bacteria per square inch just on the spout.

EHS students are walking in a giant manifestation. Every time a student touches a surface, germs are transferred. There are more than 10 million germs on the human body alone and with every physical contact, this number increases. An abnormal accumulation of germs can lead to illnesses ranging from the common cold to pneumonia. These ailments can result in students missing class or even claiming their own room in the hospital. With schools harboring high levels of germs, there is a serious question floating around the room; What surfaces at Englewood High School are the grimiest, dirtiest and germiest? “I think the dirtiest place at EHS are the back dumpsters because they are meant for trash,” Trevor Willson

2. Try to excersise regularly. It is very important for the immune system, building strength and creating more virus-killing cells. Along with this, a well balanced diet is essential to refuel the body and boost vitamin count.

3. Drink at least 8 glasses of water a day. This will flush out one’s system keeping away bad germs that can make one sick. Bottled water is better than drinking from public water fountains, since they tend to be germ breeding grounds.

bacteria were the main door handles and the lifting benches in the weight room. These surfaces, however, only contained a small amount of bacteria. A few locations did not harbor bacteria at all. “I tested the buttons of the vending machines, but they had no growth,” Hankle said. These germs can still affect students, even if they avoid bacteria rich areas of the school, but there are a few ways that students can remain sanitary and healthy. “Students can wash their hands regularly, avoid sharing drinks and food, and they can cough into their elbow or a tissue instead of a hand,” EHS Nurse Kimberly Per Conti said.

4. Cleaning commonly touched surfaces, such as kitchen counters or door knobs, is key to a healthier lifestyle. They can collect a lot of germs very quickly. Use antibacterial wipes to reduce the risk of future infections.

The University of Arizona found that the highest content of germs were found on cafeteria tables.

Photos by Randy Kloewer

Studies have found that handrails generally have traces of E. coli, urine, mucus, feces and blood.

5. Wash hands regularly with warm, soapy water for 20 seconds at a time. If you are sick, wash your hands as much as possible. This will reduce the spread of germs and possible re-infection with your already existing cold or virus.

6. Sneeze and cough into tissues or the crease of your elbow and try to wash your hands after each time. Germs can travel at 80 millimeters per second, and if they are not stopped they can go a long way, infecting many others.

7. One should touching his or her face with their hands. Germs can enter the blood system through pores, mouth, nose, and eyes. No matter how much hand-washing occurs, germs will still be waiting to attack creating a nasty cold.

8. Kitchen sinks are the some of the germiest places, with more than 500,000 bacteria per square inch. Clean the sink twice a week with a mix of one table spoon of chlorine bleach in one quarter of water. Source: Nursing Degree.net Compiled by Beccah Sheppard

The war on germs; fighting back

1. One should only hand sanitizer if absolutely necissary. Regular use of antibacterial products didn’t do anything to reduce the risk of infectous diesease. It could make one resistant to germs, in turn making stronger strains.

(9) said. To gather the actual data, Pirateer teamed up with Science Teacher, Rachel Hankle, to find out. Numerous object’s exteriors were swabbed, and these swabs were placed in a incubator overnight. This tested the amount of bacteria that grew in an environment of increased heat. The results came up with two main locations that fostered the highest rate of bacteria. “The two most contaminated places in the school were the main office drinking fountain, where you actually stick your finger to drink. That grew the most bacteria the quickest and then the other one that grew a lot was the handle of a toilet from the commons girl’s bathroom. The bacteria that was found both on the handle and the drinking fountain contained fecal matter,” Hankle said. Some other places the carried

Students express themselves through music LindseyMcNorton From generation to generation, songs change as quickly as the bass beats, or an amplifier rumbles; but the reasoning behind the words that travel through the listening ears, is still the same. Each individual has his or her own taste in music whether it be a little bit of Taylor Swift’s “You Belong With Me,” or “She Will” by Lil Wayne. No matter what the genre, each song represents and has a meaning to the person listening to it. Teenagers today are exposed to such a diverse sound of music that the lyrics help mold their adolescence into the adults that they choose to become. High school students are unique in the scene of being able to build both their emotions and personality through the lyrics of others. When asked what

song would be chosen to listen to if put in a less than great mood most people responded with a vast amount of answers. “This song [“Bad for Me” By Megan and Liz] has an upbeat feel to it, and helps make me realize that some struggles in life are not worth the time of day, and to just live free. With that thought in my head it helps brighten my mood.” Kaylie Johnson (11) said. Scott Neff responded with a song that has a completely different feel to it. “‘Just to See You Smile’ by Tim McGraw. This song puts me in a better mood because it always reminds me of someone very special in my heart,” Neff (11) said. Teenagers often hear a new song and only take note of the beat instead of

the meaning behind the song, much like they do about themselves and each other. At first there is not much to know until the building process of self discovery comes into play. When asked what song most reminded a teenager of themselves and why, most were unsure. But the ones who knew had various responses. “The song that describes my personality has to be ‘It Was a Good Day’ by Ice Cube. I wanted to start my year doing the best I could do in everything after finishing last year strong. My days at Englewood were getting better my first year I came here and I cannot wait to finish my junior, then senior year.” Collin Owens (11) said. Nate Medina (11) mentions his connection with a song by Kanye West. “The Power of Three’ by Kanye West is

a song that describes my personality because it is very inspirational to others and gives confidence to those who listen. As do I find myself to be inspired very easily, and give off confidence to anyone who meets me,” Nate Medina (11) said. Teenagers are unique and view the world in a different way. They march to the beat of their own drum. Through music they find the way to express themselves. Each person is different, as each song has a different beat. It is though the art of music that teenagers find who they are, are deal with the millions of emotions that come with being a young adult. Photos from: Clevertv, Country Universe, Breakonacloud, Complex


sports 11

PIRATEER April 12, 2013

Students ‘bout’ to get tough in roller derby ElidaSchultz Silent anxiety infects the spectators like a common cold. Eight girls await the signal and slide onto the track forming parallel barriers, desperately trying to have the upper hand blocking the opposing wall into submission. Two standout girls post up next to each other a few feet back, waiting, focused, determined on winning. A whistle is blown and the action starts. The two girls run on their toes racing through the walls, a cluster of girls, pushing and throwing their bodies into opposing players skating with the goal to block and hit them out of the way. One girl breaks through the motley crew skating as fast as she can around the pack to do it all over again. This is Roller Derby.   Starting in the 1800’s, Roller Derby was an original way for young women to break housewife stereotypes and express themselves in a physically demanding sport that men did not control. Today, Roller Derby has modern stereotypes creating an often intimidating image for the ladies that play. “I think of girls punching each other on skates,” said Collin Owens (11). “Roller derby is strong women punching and pushing each other and hurting other women.” Many have this misconception of derby due to the hit movie, “Whip It,” starring Ellen Paige. No, girls do not just punch each other in the nose randomly. Those shenanigans land players in the penalty box. Some remember the old televised roller derby with scripted fights and major blowouts between players on an inclined bank track focusing the sport on entertainment value rather than athleticism. “Yes, we get bloody noses. Yes, people throw elbows sometimes. Yes, people, on the rare occasion, get clotheslined but our referees see this and send players to the penalty box. If you notice in the movie

Lacrosse starts strong

(Whip It) there are no refs,” Anna Schultz, player for Rocky Mountain RollerPunks Junior in Denver, said. Derby is a very strategic and physically demanding sport that is played on old-school quad roller skates on a flat skating rink. The basics of derby are not difficult to grasp. There are four blockers from each team lined up in a wall anywhere within 20 feet of a separate girl from each team known as the jammer or point scorer. The point of the game is for the blockers to help their jammer through the pack and block the opposing team’s jammer at the same time. After breaking free of the pack the jammer then skates around the track as fast as she can to catch up to the pack of blockers so she can then start scoring points by passing as many girls as she can from the opposing team. “The strategy and athleticism is what derby is really about as well as having fun. We juke around people, block, hold jammers knock people out of play, and sprint around the track to make sure our team comes out on top,” Schultz said. Experiencing an actual derby bout (game) for the first time is thrilling, intense and totally confusing. It is very easy to get lost in the sea of players, the penalties, the points, and the environment.      “It gets your blood pumping and gets the people going! The announcers help by pointing out specific aspects of the game and the people in the crowd are nice enough to help explain something if you are lost,” Nolan Severa (12) said. Racing toward the pack, the lead jammer jukes and maneuvers around her team’s players until she hits the opposite players wall. Pushing against the players’ side she jukes and shuffles behind the girls finally hip checking a girl out of play. Victorious, the jammer runs past the rest of the girls and calls off the jam.

Elida Schultz (11) warms up with her teammate Sassy Gonna Getcha for their roller derby bout.

Coaches ‘lead by example’ on the practice field

Photo by Damasjae Currington

With a new coach and a new attitude, the lacrosse team started the season 3-0. KarlOwens The Englewood lacrosse team has started its season on a 3-0 run and is currently first in the league. The team has beaten Kennedy and Gateway in a commanding fashion and snuck out a win against Clear Creek. Some players would like to attribute this newfound success to the new head coach, Tim Williams. “With the new coach, we are more of a team and we have more respect for the coaches. We play as a team now rather than individuals,” Captain Josh Kavinsky (12) said. Williams works the team hard, making them go beyond their limits to get better and is very demanding in teamwork, making sure that everyone gets in on the play. “We are always looking forward and still working hard toward the true measure of success, but we have come together as a team to achieve successes along the way, both in practice and games,” Coach Tim Williams said. “The key to those successes has been hustle and communication built upon fundamentals.” Of course all the success cannot be attributed to one person, the team itself plays a huge role in the team dynamics. With three new players on the lacrosse team whom have never played before it is imperative that the team works together to help those who are learning the basics. “We have three new players. We help and encourage them when they are confused and try to instill confidence in them.” Captain Collin Owens (11) said. With the help of their new coach and the cooperation of the team, this season could be a great year for Englewood lacrosse.

Photo by Maddie Avjean

Coach Ryan Wess, far right, recently started running with the track team. Wess coaches athletes who run the 800 meters and above. This is Wess’ first season coaching. TuckerHoran In sports, the phrase “lead by example” is used as a way to tell players how to do things; however, at Englewood High School, “lead by example” is being taken to a whole different level. Lately some Englewood High School coaches have begun to practice with their teams, leaving mixed reviews among players. Ryan Wess, the track distance coach, has recently started running with the track team. “I like when Ryan runs with us, it makes practices more challenging,” Mitch Macdonald (11) said. William Gilmore, the head Girls’ Soccer Coach, also practices with his team. “When I practice with the team, it is usually for demonstration. I am trying to show them what kind of shape I want them to be in or how I want them to move the ball,” Gilmore said. Elijah Daughtry (11), who currently plays for Gilmore, has mixed emotions about Gilmore praticing with the team. “I feel that it’s great how he is a hands on coach but there is a certain extent to it, we aren’t going to play a girl that is as skilled and physical as him,” Daughtry said. Gilmore realizes that different players may have different opinions about him practicing with the

team. “[I think] some players like the challenge and some do not appreciate it,” Gilmore said. Practicing with coaches can be used to motivate players. “I think if more coaches practiced with their players, it would provide more motivation,” Macdonald said. Chris Kavinsky, the Head Boys’ Soccer Coach, likes to take a different approach. “I try not to [practice with the team], I try take that time to evaluate,” Kavinsky said. “I want to be an evaluator and use practice time to coach.” Kavinsky will sometimes jump in practice to help his team. “I will practice sometimes to pick up the tempo or fill in when someone is missing,” Kavinsky said. “If a coach practices with the team it can be too repetitive and it can get rid of the excitement factor.” Athletic Director Paul Evans is not in favor of coaches practicing with players. “I am opposed to it[coaches practicing] for the most part, if a coach is participating it is hard for them to provide feedback,” Evans said. Evans does, however, see how it could be benficial at times. “It can help for modeling,” Evans said. “It can also improve the quality of the excercise or drill.”


Becoming a ‘five-tool’ of op the player on the field Three athletes; one goal Order

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uick. Driven. Dedicated. Talented. Just some of the assets needed when transforming participants into players. However, for America’s favorite pastime, there are five necessary ‘tools’ required in order for players to become true competitors in baseball. Hit. Hit with power. Catch. Field. Throw. With this being said, three EHS starters are aiming for the title of “Five Tool Player.” “[Eric Almanzar (12), Tyler Harris (11) and Gerardo Gutierrez (11)] are really close to becoming our five tool players for the season,” Pitching and C-team Coach Darrin Fisher said. Almanzar is positioned at first base and pitcher; however, his talents stretch far off the mound. “Eric hits for power because he has quick hands to the ball, and in fielding [he has] soft hands that come through the baseball,” Fisher said. Being positioned at catcher, Gutierrez is a junior, showing true promise on a varsity team. “He has a great hand path to baseball, and extends well through pitches. He has great footwork, and athletic ability,” Fisher said. Harris, another junior on the brink of being labeled a five-tool player, plays pitcher, third base and shortstop. “[Harris] hits with power, and he makes good contact with the ball. He has good footwork when fielding, and throws hard across the diamond,” Fisher said.

The team to beat

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offseason training team pirates pride believe hardwork victory fall football baseball softball home game scoreboard lineup winter volleyball soccer girls spike pitch field score loss teamwork dedication set match swim track offseason training team pirates pride believe hard work victory fall football baseball softball home game scoreboard lineup winter volleyball soccer Victory girls spike pitch field score loss teamwork dedication set match swim track talent hard work victory fall football baseball believe in the blue varsity fourth quarter half time game overtime

Top: Miguel Montez (11) takes the plate for his first time at bat on April 3 at home. Bottom: The Varsity Pirates leave the field after a tough loss to longtime rival, Elizabeth High School. The boys are now ranked fourth in the Colorado 7 League with a 3-3 League record.

How to become ‘5-Tool’ Players

Focusing on the little things that may seem insignificant in practice. They all help, and all have a purpose.

photos by Damasjae Currington

Eric Almanzar

Make sure I improve on every aspect of the game. Focus on all talents, not just one.

Working hard and knowing when to focus and turn it up.

Tyler Harris

Gerardo Gutierrez


Pirateer April  

Issue: 6 Volume: 53

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