y 7, 20
Issue: 3 Volu m e 54
Colorado’s public school policies are tailored for student choice
n o t ttle
Photo courtesy of littleton.littletonpublicschools.net
Sheridan Photo courtesy of sheridansd.schoolfusion.us
Student Population Stats 3 in 4
1,492 students are
currently enrolled at Littleton High School students 1 inare4considered
Littleton School District
BeccahSheppard Welcome to Colorado: state of choice. A state that serves its public schools up as if they were dishes on a menu. How about an order of Cherry Creek High School with a large side of student population? Or a main course featuring Littleton High School with a dash of proficient academic scores? Of course there’s the ever-enticing Englewood High School that provides a large dose of diversity and small student to teacher ratio. Thanks to the Public Schools of Choice Law, students find themselves sitting down to a vast array of public schools awaiting their enrollment. According to the Colorado Department of Education, Colorado public schools must abide by the Public Schools of Choice Law, or open enrollment. By this, students may attend any public school that is outside of their assigned “home” district; however, the school has the right to reject students or place them under contract to meet certain criteria upon enrollment. “Colorado is choice enrollment but ultimately we believe it [enrolling at Englewood High School] is all about fit,” Vice Principal Brooke Davis said. Transfer students find themselves gearing up to be a Pirate for various reasons. Micah Scott (12) has attended Englewood since she was a freshman. Although Scott lives in Aurora, she came to EHS despite the high expectations that were placed upon her. “When I enrolled, I was told I had to make GPA requirements and behave better [than in-
low income at Littleton Littleton has a graduation rate of
o o d w e l g n E Englewood School District Englewood has an enrollment of
of students identify as caucasian
Almost half of Englewood students qualify as low income
Denver School District Littleton School District There are currently students enrolled at students at Sheridan are Heritage High School of students low income are low 1 in 25 of income students students indentify identify as as Hispanic Asian or Latino of students will graduate in Sheridan has a graduation rate of four years
Photo courtesy of heritage.littletonpublicschools.net
of students indentify as caucasian
Sheridan has an enrollment of
Open enrollment opens doors;
72graduate % of students from EHS in four years
statistics compiled from ColoradoSchoolGrades.com
district students] because it’s a privilege for us to be here. Although it’s hard, I wouldn’t choose any other school,” Scott said. On the other hand, some students find themselves at Englewood by force, not choice. Hailey Marshall (12) transferred to Englewood from Heritage High School after bad grades, ditching and physical confrontations disintegrated her enrollment status at Heritage. “All of the Littleton District had kicked me out. Englewood is my home school, but coming here was like my punishment,” Marshall said. Of the 50 states, 21 have interdistrict mandatory open enrollment policies as reported by the Education Commission of the states (ECS). The law was first introduced in the Minnesota Legislature in 1988. Since then, the policy has grown by the hands of the No Child Left Behind Act (NCLB). However, there are restrictions placed on students seeking enrollment. For example, large schools such as Cherry Creek High School find themselves turning down out-of-district students due to lack of room in student population. Schools may also deny students based off behavior, grade and attendance history. “For anyone looking to come to EHS, we want them to experience success; but sometimes its not that easy so options such as Colorado’s Finest Alternative High School are best. If a student is not an active or productive member of EHS, perhaps this is not the place for them,” Guidance Counselor Michelle Hirschy said.
e w s r r ie f s b
February 7, 2014
New classes add flavor to EHS
Following the District Leader Conference on February 7, FBLA members placed in the top three of their business events will compete in the state competition in April. Also, according to Scott Neff, District 5 Vice President, FBLA has been working with local business in the hopes of receiving grants of $25,000.
National Honor Society will be running its annual Bonfils Blood Drive on February 28. Students who participate will receive two hours of community service and save up to three lives with the blood they donate. Students need to be 16 years old or older and at least 115 pounds to donate. Students under 18 need parent consent. Sign-up packets are available in the cafeteria.
Last month, Link Crew helped freshmen study for midterm finals with its Exam Cram. For next year’s juniors and seniors who want to support the incoming freshmen class, applications will be available at the end of March.
Culinary Arts is one of the new hands-on classes available this semester. Students learn to cook using the array of appliances in the class kitchen.
Student Government is currently planning for Winter Fest taking place on February 15. The dance will be held in the cafeteria from 7 p.m. to 10 p.m.
BIONIC is holding Story Tellers, a suicide, selfharm and addiction prevention program, starting on February 1 and ending on April 1. The BIONIC Team has also started sending out Care Cards with supportive messages and candy in an effort to cheer-up students in need.
Theatre is preparing for its up-coming production of the musical Once Upon a Mattress, based on the children’s book, The Princess and the Pea. Performances for the musical are on March 6 and 7 at 7p.m.
Photos by Trevor Willson
TrevorWillson The new semester will be as easy as cake for some students, literally. Now that Englewood High School students have moved into the new building, the second semester has come and new classes are coming with it, including the new culinary arts and cosmetology programs. The new building is meant to provide a space for modern classes that are not normally be provided in most high schools. Students coming into the second semester with off-blocks will be able to fill them with these new classes not normally offered until college. When students are able to take these kinds of classes, it is intended to bring insight of future career choices and give them skills for their future. Some students may need a more hands-on approach to learning, which will be provided with the new programs. The classes are expected to be an exciting change to the high school. A majority of the new classes such as culinary arts are starting immediately. Sarah Davis, the new culinary arts teacher
Pirateer.net now fully functional IanPederson The return of Pirateer.net is now live. The website was taken down in December for maintenance and changes, but has now been revived and is fully functional. The website is going to be updated bi-weekly at the very least with stories from every reporter on the Pirateer Staff. “Other than the change of being updated weekly, the only other update planned is possible live streaming of events with cooperation of PirateTV,” Website Director Justin Willson (11) said. All previous stories from past years are still available to view, along with all new stories uploaded. The stories online are going to cover everything from sports, band, to even updates on the demolition and construction of the new school. PirateTV episodes will also be streamed and uploaded from YouTube on to the website, allowing the episodes to be viewed at any time. Even past issues of the Pirateer can be viewed on the website. Polls are also updated weekly with new topics to vote in on. “We’re excited to build on Englewood journalism by utilizing the ever-expanding horizons of the web,” Faculty Adviser J.J. Ogrin said. “The website will only move forward from here on out.”
is planning on having five classes with a total of roughly 120 students. “I have already familiarized myself with a few students that will be taking my class and am very excited to be teaching at Englewood,” Davis said. The new classes will have similar grading to current classes, but with a bit of a more hands on approach. “The culinary arts students will be graded on a combination of lab assignments, using safety and sanitation precautions as well as the usual written assignments and homework” said Davis. “This will be completely new to me,” Conrad Drolshagen (12) said. In fact, these classes will be new to most students at Englewood. Students will now have the opportunity to take classes that would normally not be offered until college. It is an addition to Englewood that will hopefully excite many students and further their education in new way. Other new classes include orchestra and digital design and are being offered for the 2014-2015 school year. Students can talk to their counselors to get involved.
Photo by Trevor Willson f d o e r ne d a r g wb p u h uild ec t S ing EH IanPederson Our new facility is a technological sea, inhabited by brand new hardware and exciting software, perfect for surfing the web. “I do think the wireless works a lot better, a lot more consistently,” librarian Amanda workman said. According to Mike Porter, the district’s IT Director one big change is a difference in the Internet and Wi-Fi in the school. One that many might have noticed is the Internet speed being much faster. EHS has now actually upgraded to a speed that is 10 times faster than the old school’s Internet. To compliment the new Internet speed, every single room in the building now has its own Wi-Fi hotspot. This assures that no matter where students are in each part of the building, they will have a reliable Internet connection. On top of this, a failsafe has been implemented that now makes sure that if a connection were to fail in one part of the building, it would not be completely unusable. In the old building, EHS used a Hub and Spoke connection. Though efficient expenses-wise, it lost connection to the Internet entirely if the connection were severed on one wing of the school. What now allows the connection to never be lost is called a Mesh, which connects every wing to two other wings. “If this were ever cut, data could still route to its location via an alternative or failover pathway,” Porter said.
Another behind-the-scenes addition is that nearly everything technology-based is run off of a private IP that the school runs and controls. This allows constant monitoring from the IT department. Yet another upgrade that now provides school assistance are motion sensors in the commons and most hallways that control the lights. Instead of custodians having to turn lights on and off manually, these sensors detect any movement in the room and automatically turn on the lights. In preparation to every student using an iPad next year, every projector is outfitted with an AppleTV sensor. Instead of sharing your presentation with your teacher and then have them present it, students can directly stream their iPad to the projector to present anything the teacher instructs. This is intended to endorse more open sharing in the classrooms and to allow for more projects to be made digitally and shared. No matter what technology students are using or where they are, there is new technology behind the scenes, secretly moving them through their day. Another new device in the building are the large monitors that inhabit the spine. “Once we get the displays working that’ll be great because we can display schedules and things like that,” Workman said. These devices can be used to display anything students and administration need and can be accessed from ports along the upper half of the spine.
PIRATEER February 7, 2014
How ‘Flex’able is Englewood High School? Among the weeks of attitude adjustment exercises, personality tests and grade checks, Flex Fridays became the light at the end of the tunnel for students this school year in Advisory. Then, faster than the snap of a ruler, EHS administration pulled it out from under their feet the week before finals. Apparently, students were abusing Flex Fridays, messing around in the halls and not seeing teachers as intended. Fed up, administrators decided that was all they could tolerate and took Flex Fridays away, like a parent taking a toy from a misbehaved child. Actually, in this case, the administrators took a toy from all the children, behaving or not.
In fact, many students planned on using Flex Fridays appropriately to work with their awaiting teachers to prepare for finals the preceding Friday, and were upset to hear that it was cancelled suddenly. Instead of punishing the individuals that were abusing the time period, the administration punished the whole student body in a very careless decision. Not only did the Administration cancel Flex Fridays the last day before midterm exams, it cancelled Flex Fridays the last day before midterm exams taking place in January. After two weeks of winter break, most students found it difficult just remembering everything they learned before opening presents and seeing the ball drop in Times
Square. Then, there was a five-day gap between the second week back from school and the week before finals with Martin Luther King Jr. Day and two teacher work days, leaving a meager Thursday and Friday to prepare for exams before the weekend. All of this added up to a lot of pressure on struggling students to take any last opportunity to see their teachers before the end of the semester, relying most prominently on Flex Friday. That opportunity, however, was taken from them. To address the problem with students not using Flex Fridays properly, the administration should have looked at EHS hall monitoring, which is noticeably weak
considering how easy it was for students to abuse Flex Fridays. Making more of an effort to send students back to their classes would have been much more constructive than ending the time period abruptly. Another obvious solution would have been to punish anyone disrupting Flex Fridays individually through detention or taking away their privileges to the time. The administration’s approach was myopic and held the student body wholly culpable for not taking Flex Fridays seriously when it was its fault for not taking responsibility for the situation.
Teachers hesitate to consume ConnorShearrer, KylaBarela
Grammar: An overrated art JustinWillson
The Internet is plagued with self proclaimed “Grammar Nazi’s” who tear apart others comments like a crazed English teacher. Theses grammar supremacists have seeped into the real world correcting people’s I’s and me’s and who’s and whom’s. While it can be argued that these are indicators of intelligence and literacy, but these fastidious remarks are meant to make the meek feel superior; it is a form of bullying. Stephen Fry, an English writer and actor spoke on the matter. “They write letters to broadcasters and newscasters in which they are rude and haughty about other peoples usage and in which they show off their own superior ‘knowledge’ about what language should be,” he said. A Grammar Nazi’s captious comments are not said for the sake of language but for the sake of his or her own ego. Now there are places where correctness matters, if you go to a job interview saying “I is a gooder candidate then everyone else,” you will, rightly, be laughed out of the interview. But, if one wishes to speak in such a way around friends
P IRATEER STAFF Editors-in-Chief Chad Glover Beccah Sheppard Executive Editors Lindsey McNorton Shelby Moore Sannah Pham Kayla Steffens Justin Willson Connor Shearrer Web Editor Justin Willson Business Manager Natalie Pena In-Depth Editor Lindsey McNorton Front Page Editors
Beccah Sheppard News Editors Connor Shearrer Opinions Editors Justin Willson Feature Editors Connor Shearrer Beccah Sheppard Sports Editors Kayla Steffens Chad Glover Artists Connor Shearrer Kyla Barela Photographers Lindsey McNotron Sannah Pham
then who’s to say that they are wrong? It is their decision to speak how they want, and there is no reason to force them to adhere to rules about language that do not effect clarity. Ultimately, the purpose of language is to convey one’s thoughts to the world. So long as one’s language does this, it has succeeded. There is no question as to what “Me and Martin went to the grocery store,” means even though it is technically “incorrect.” When a person corrects someone and says “Martin and I,” in a snide tone he or she’s merely proving this point because the only way he or she could have known the “correct” usage would be for them to have understood the message the speaker was trying to convey. They knew to who they were referring, but in order to make themselves feel better, and more important, they chose to correct them. While grammar and “propperness” have their place in formal writing and professional circumstances, in an informal environment correctness is not necessary.
Rolling, lighting, inhaling, exhaling, eating--“Whoa man! I gotta teach tomorrow!”--high school students cannot easily imagine their teachers doing these things with marijuana. Teachers most definitely avoid it, shake their heads at it and make sure students don’t get hands on it. However, with Amendment 64 now in effect, teachers can legally consume, buy and even grow weed in the state of Colorado. The question is: Will they? “I believe it’s fine if teachers consume marijuana. Teachers most likely drink on their free time so why couldn’t they consume medical marijuana? It’s legal so no one can say it’s wrong for a teacher to smoke,” Hailey Marshall (12) said. To teenagers, teachers smoking pot seems harmless in comparison to drinking alcohol or smoking tobacco. “I think it’s a good choice because smoking marijuana doesn’t have a bad effect especially compared to alcohol. Weed’s never killed anyone and people die from alcohol and cigarettes every day and they’ve been legal for years. It’s prescribed as medicine now so I believe people will use it responsibly. If a teacher wants to consume marijuana that’s cool as long as its not on the clock and on their own time.” Geena Gallegos (11) said. The facts do not lie; not a single death has been recorded as a direct result of marijuana consumption, while 25,692 people died from alcohol-induced causes in 2010 alone, according to the HuffingtonPost. Even with student approval, teachers seem hesitant to explore the long-time off-limits THC territory. “I absolutely do not consume marijuana,” Social Studies Teacher Christopher Kavinsky said. “People think it’s legal because it’s state legal but marijuana is still federally illegal. I think people see it as legal so more people will consume it, but they should understand it’s still technically illegal.” Even though marijauna is legalized in Colorado, the Drug Enforcement Administration (DEA) still lists it as a Schedule I drug. Schedule I drugs are defined as having no accepted medical use and having high
“The pen is mightier than the sword, but we Pirates get to use both.” Faculty Adviser JJ Ogrin
Kyla Barela, Andrea Bowerman, Shawna Eldridge, Amanda Landrum, Chad Glover, Wyatt Long, Lindsey McNorton, Shelby Moore, Ian Pederson, Natalie Peña, Sannah Pham, Elida Schultz Connor Shearrer, Beccah Sheppard, Sage Sherman, Kayla Steffens, Steven Travan, Justin Willson, Trevor Willson, Russell Windholz, Sophia Vamvakias
Teachers most likely drink on their free time so why couldn’t they consume medical marijuana?
Hailey Marshall (12)
potential for abuse. Heroin, LSD and ecstasy are fellow drugs categorized under Schedule I, while cocaine and methamphetamine are categorized under Schedule II, which considers them less dangerous. Contrary to the DEA’s policy, research has shown that THC can be therapeutic for chronic illnesses, such as various forms of cancer. One study in the Journal of Ethnopharmacology in 2006 found that THC helped produce hunger and prevent weight loss in cancer and AIDS patients. “As long as it’s properly distributed and under age consumption is cut back then it should be treated like alcohol. I think a lot more people will consume marijuana, but less people under-age will consume it because it will be harder for them to get. I do not consume marijuana but have nothing against people that do,” Social Studies Teacher Amanda Drifmeyer said. As for an administrative view of teachers smoking pot, Principal Jon Fore said he is opposed to it. “Recreational drugs cause problems like crime, theft and addiction, which can ruin lives,” Fore wrote in an email interview. “I hope these new laws do not make it any easier for people to wreck their lives by increasing legal availability to drugs.” On the other hand, Fore wrote he would be more lenient on teachers with a medical license using marijuana for therapeutic purposes. Fore also noted that the district can test teachers for being under the influence of cannabis, as well as alcohol. Despite student approval and cannabis’ relative harmlessness, teachers most likely will not toke up, considering the principal’s, the DEA’s and even their objections. After all, pot is still a hazy subject, even with legalization.
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.
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 School Violence
School Violence 5
PIRATEER February 7, 2014
OLORADO: A hotspot for school violence
exponentially Currently Used in 59 Countries
100 tips within the 1st year.
Colorado seems to be known for its large amount of school violence. With recent events, students can not help but wonder, “Am I safe? What is my school doing to keep me safe?” Englewood has provided The Pirateer with the procedures and protocols used to prevent and handle threats of violence that could lead to larger issues.
tips towards violence
In 2011, recieved Over 300 nearly suicides
have been prevented
Q & A with Officer Rowley 1. Littleton schools follows a “threat-assessment process” which is a checklist of different indicators which determine a threat’s level of severity. Does EHS have a “threat-assessment process?” If so, what is it? Is not, why? The first thing would be is how we obtain the information. If for some reason we believe that a student has a gun or a direct safety threat then and there, then they get me involved and I go and make sure the student doesn’t have a weapon or a gun and then I make it safe for the school. And at that point the school can go into their threat assessment investigation, and so depending on what the threat is it depends on what staff members are put into that. There’s an actual policy through Englewood Schools and there are questions that they ask specifically and it’s like a big packet. We’ll sit down and go over the information that was obtained from that interview and at that point, we’ll determine if that is a legitimate threat or we’ll rate how serious the threat is. Lower level: we’ll do a police documentation on it and at that point, maybe they will do some counseling or some school side things. If it’s medium or kind of a higher threat, that’s when we start getting detectives involved and we go into a deeper investigation which could mean interview the parents or searching the home - depending on what we need and what the threat it. So there’s a process depending on where we are at and what the threat is determines which route we would go.
2. How do threats become a big concern?
It’s the policy that we have. It depends on certain actions and certain statements if there are plans in place if there are statements made to other people. There’s so much that goes into the investigation so I can’t say there’s an A, B, and C, it’s just a variety and it depends on the circumstance, In one situation, they may have one component and it may not be serious and another one they have the same components, but something else is wrong. So it just depends on the situation, because everybody is different.
-Shooters were students -First major school shooting in Colorado -13 were killed plus 21 injured - Shooters committed suicide
April 20, 1999
Colorado has been a hotspot for violence within schools. With Arapahoe High School being the most recent, the traumatic event might have been prevented if a student, or the shooter himself, reported any knowledge of upcoming violence. One phone call could have saved a life then, and phone calls made every day Safe2Tell may be saving countless lives. Safe2Tell was created after the Columbine incident, and provides a way to anonymously report threatening behaviors or activities before they occur. The program is intended for young adults to feel comfortable reporting dangerous behaviors without having to face someone. Safe2Tell is an online resource students can report to by either calling the number 877-542-SAFE, or submitting a report to safe2tell.org. According to a Safe2Tell video, “With a focus on education and awareness, early intervention and prevention, accountability and follow up Safe2Tell was a vehicle that effectively could be used to open lines of communication between adults and young people.” Englewood High School is one of many schools statewide utilizing the benefits that Safe2Tell has to offer. “I think that Safe2Tell is effective. By itself it is effective, but then there are other avenues I think, as we found out, Safe2Tell is just one of the ways that we find out stuff, sometimes it’s a
A lot of these school shootings happen during lunch hours or after school so we have a certain lockdown procedure where if they are in the cafeteria, they go to the nearest classroom, or depending on the situation, because that classroom may be where the danger is. So it depends. If something happens after school or during lunchtime, then there is a procedure for that.
5. How does EHS inform parents of significant threats, if at all?
We do. Lets say the school goes on lockdown, the police department has a reverse 911 call that goes out to the neighborhood saying that we’re in a lock down or a lock out - if we need to do that. We practice that in our big school event in November. The school also has the school website, so it’ll go out on there. The school has a reverse calling system which has all the parents’ phone numbers which will call parents saying ‘hey, Englewood is on lock down, lockout and it’ll give you direction from there. Plus, they do it by email too.
6. How often does the staff engage in threat-assessment training? Are all staff members well equipped with the knowledge and procedures?
Deer Creek -Shooter attended school as a child -2 injured -Math teacher restrained shooter until authorities arrived
February 23, 2010
You are confortable with an adult and you trust them
Talk to a teacher or administrator
I don’t train with them specifically, so I don’t know what training they go through. As for me, maybe once a year I go through classes that are available. A lot of what I do is criminal invest. If it’s a threat or an assault, we do the same steps. You’re always learning. We’re always doing training. As far the school’s side, I don’t really know.
You want to remain anonymous
There is an impending threat that is of immediate concern
Call the police or 911
Report is filed Staff will follow threat assessment procedure
Forwarded to school
Forwarded to law enforcement
Staff will interview student reporting threat Emergency personnel will handle the situation
4. Are there any concerns regarding the commons area?
September 27, 2005
student who feels comfortable with a staff member and they feel comfortable telling,” Dean of Students Justin Johnson said. According to Johnson Englewood also prevents bullying by enforcing a zero tolerance for bullying behavior. “We have a zero tolerance for bullying and take every issue very serious. We care about the emotional health of every student. and that starts with the small things like a smile to student and saying hello when you see someone body that looks like they are having a bad day. Whether it’s me, or teachers all support that, and we communicate to each other that a student is having a bad day to give them even more support,” Johnson said. Safe2Tell has been reliant on grants in order to be funded, but since the program has been proven to be an effective way for students to report violence, the Republicans and Democratic leaders in the House and Senate announced to create a bill that would provide a steady source of money. According to Colorado Public Radio, this shift in founding would cost taxpayers an average of $250,000 more a year. “This is a classic example of government doing what it’s supposed to do,” Governor John Hickenlooper said on Colorado Public Radio. The program has been reliant on grants in order to be funded, but recently the Republicans and Democratic leaders in the House and Senate announced to create a bill that would provide a steady source of money, from the stats claimed.
Informantion Provided by Natasha Sansoni
This school is designed to be open. So, they wanted all the big windows and so our lockdown procedures - the way we talk to the school and the way the homeland security team teaches lockdowns is that you lock your door, close all your blinds, and hide, and be quiet. Some of the classrooms in here you can’t do that. So what the school came up with was getting construction paper and putting it up in the window, still locking the doors, and hiding out of site. The big bay windows we’ll working on a solution for that, we don’t know.
-Shooter took hostages -SWAT team involvement -Two dead including shooter
Compiled by Sage Sherman, Andrea Bowerman, Cole Horan and Lindsey McNorton
Make a call, make a difference
3. How will EHS deal with the windows throughout the school, which seems to be a major safety concern for many? Will blinds be provided?
Are you concerned?
Police Documentation and Counseling
Medium or higher level threat
7. Has EHS received any threats within this past year? In the years past?
We’ve had one threat that I have know about in the last two years. I can’t go into it, but it was determined that it wasn’t a true threat. Someone just got mad at someone and made a statement. If there is conflict with another student and a teacher overhears it, would that be considered a threat? t could, it depends on what they’re saying, how they said it and the means that they are carrying it out. It just depends on the circumstance. If one kid says that he’s going to beat up a kid, we investigate it, but we don’t bring out that threat assessment. If a kid says he’s going to go kill a kid and he has a gun, then we take it into that threat assessment. It just depends on what threat was said and how it was said.
8. Are there currently any emergency plans? What are the procedures and protocol? We have tons of plans. We have a book. We’re finalizing it and we’re always trying to improve it.
9. Does EHS have a plan with the local law enforcement during an emergency? We do, during our November exercise; we worked together as a team. They were at out command post because we wanted to know what school staff was doing, where they’re evacuating to - what step they’re at. Everything we do with the safety plan, we work together.
-Chemical bomb went off -Six were injured -Bomb was created with water bottle and unknown chemical
December 13, 2013
January 14, 2014
-Student shooter -Shooter was looking to confront a teacher -One victim -Two dead including shooter
Schools dig deeper to address student violence SannahPham According to the Center for the Study and Prevention of Violence Institute of Behavior Science (CSPVIBS) twenty-two percent of U.S. teenagers (ages 14 to 17) report having witnessed a shooting. With the incident with Arapahoe High School in the December of 2013, school safety has been a major concern. Along with gun laws, the mind of student and why school violence is a result should also be considered as a major factor in school violence. According to the National Association of School Psychologists, most attackers had previously used guns and had access to them, but access to weapons is not the most significant risk factor. “I think many students have difficulty communicating intense feelings directly. Young people may be emotionally overwhelmed by a current problem, so they see violence as a quick solution without thinking through other options or getting help,” Maschka said. Additionally, according to the CSPVIBS violence in schools is rarely impulsive. This means that although guns also propose an issue, it should not be the only problem considered. According to the National School Climate Center, “School climate refers to the quality and character of school life. It is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures.” The climate of a school is vital to not only success, but also school safety. “I think our school is amazing and people: students and teachers and administrators really do care about each other here and
violence is not very common,” Social Studies Teacher Travis Brenner said. “But that being said, there is a reason for more violence at a youthful age. Aggressive boys and girls with a not-quite completely developed decisionmaking processes that are more emotional than rational because of brain development make bad choices.” Because the adolescent decision making processes have not fully developed, teens are more unpredictable, according to Drug Brain America. In order to prevent any school violence, many people need to be aware of the people around them and speak up if there is any unstable behavior. Maschka suggests that if teens are aware of any type of threat, reporting it to any adults or to SafeToTell should be the next step. “Any type of threat should be taken seriously. Students who are considering violence often have some kind of problem they want to solve, but don’t see a way out of their current situation. Friends can be attentive listeners and help others know that help and alternatives are available,” Maschka said. Students also have the option to consult the school counselors Michelle Hirschy and Dawn Cominsky or the school psychologist Peter Maschka if they are faced with conflict and need help. However, if students are struggling with expressing their emotions, Maschka suggests that student do not isolate himself or herself. “Talk to close friends and find the adults you can trust. Don’t believe you’re the only one who’s going through problem that you’re dealing with. There’s always an alternative to violence; always,” Maschka said.
PIRATEER February 7, 2014
3 out of 4 students prefer Facebook to Twitter
52% of students prefer Macs to PCs 7 out of 12
Trends seen at EHS
students prefer Cool Ranch Doritos to Nacho Cheese Doritos
63 % of students prefer
EHS has many students that all follow their own style of fashion, with many similarities and differences. The Pirateer surveyed 93 students throughout the school. The results displayed that school is diverse in terms of trends. Introduction written by Russell Windholz
Vans to Converse shoes.
53% of students texting to horizontal prefer iPhones texting. out of 6 to Android cell 4students prefer Nike phones. to Under Armour How far is too far for love? 6 out of 10 students prefer vertical
Survey complied by Natalie Peña, and Shawna Eldridge Icons courtesy of Apple, Windows, Facebook, Twitter, Vans, Converse, Under Armour, and Nike.
Meaningful relationships in high school are few and far between. Even more challenging to teenagers in love are long distance relationships. “We have been together for six months. She is a freshman in college in Arizona… The one struggle we have is that we aren’t able to see each other that often, obviously, and it sucks!” Chris Guiterrez (12) said. There are a rare few in high school today who are attempting to maintain a relationship while his or her partner has graduated, is in college, or is in a different state despite the obvious difficulties. Being away from the person one is infatuated with is difficult. Trying to find any substantial time for one another can be trying for a couple. “We mostly struggled with FaceTime and Skype because his connection in Kansas is really bad,” Naomi Quispe (12) said. In this month another pressure is added to the already
complex nature of being involved long distance: Valentine’s Day. Normally, Valentine’s Day can be viewed either as a bitter and lonely holiday while some love the love of the day or others merely do not care. In this particular certain situation, couples try to thrive past the day. “Valentine’s Day is coming up and him not being home makes it harder for us to celebrate it but we said we will send each other our gifts through the mail and he will try coming to Denver for the day,” Quispe said. According to Marie Claire magazine, there are four simple ways to keep long-distance relationships functional. “Disagree but don’t argue,” listening is key. “Keeping it fresh” makes a relationship feel like it’s brand new all over again. “Communicating every day” reassures each member of the couple that the commitment is real. Although attention is focused mainly on a gone significant other “Living your own life” is important. Keeping things in perspective and being patient is key to functioning on one’s own while in a relationship.
Photo courtesy of Chris Guiterrez
Chris Guiterrez (12) and his girlfriend Caitlin Ranney pose after she surprised him during the 2013 Homecoming parade.
PIRATEER February 7, 2014 StevenTravan Boys basketball has had a bit of a tough start to the league season. They were 3-5 before the league start, but remain winless in the league going 0-7 so far. Their leading scorer has been Sean Bowering (11), averaging 13.2 points per game.
Girls’swimming is going to league on February 6 and 7. The swimmers are feeling very confident on how well they are going to perform.
Sports Briefs Englewood prepares for Spring season
Girls basketball has been fighting hard in every game this season. Their current record is 3-8, losing their first three league games of the season. Their leading scorer is Elijah Daughtry, averaging 17.0 a game.
As the Winter season ends, the Spring season comes into play. Teachers and coaches are cracking down on athletes to either make or break a habit of preparing for the spring while trying to help athletes with the case of bad grades. Athletes are trying to find a way to prepare themselves for the spring season. “The biggest thing is to start preparing in every way. If they are not playing a Winter sport, they need to start training,” Athletic Director Paul Evans said. Englewood High School coaches are also preparing themselves for the season with acknowledging the difficulty that players might have absences due to winter sports. This does not mean coaches leave no preparation for those who are not involved in winter sports. “Spring is difficult to be 100 percent prepared because we have a lot of athletes in winter sports. We have begun training for athletes not in a winter sport so they are not playing catchup when the season comes,” Girls Varsity Soccer Coach Christopher Kavinsky said. As for players, the game revolves around them, so it determines how, or if, they prepare. “I don’t play a Winter sport, so I lift and train in the winter for the spring. I mentally switch sports by doing whatever I can to relate to that sport in the off-season,” Varsity Baseball Player Tyler Harris (12) said. Apart from every season, there are always
changes in the beginning made to at least one team, whether it is in regards to the coaching staff, the change in roster, or even a new facility like the Englewood Pirates have recently witnessed. “A lot of changes both head and assistant coach. Kids will see a lot of new faces around,” Evans said. Players come and go and many teams can be impacted by this change. Regardless, all teams look for that play-off spot with whatever talent they have to use. “We have a new coaching staff and a talented core senior group, and a lot of incoming talented freshman. “We should have a productive season
whether it is playoffs or a winning season,” Harris said. Coaches, too, have dreams and hopes for the outcomes just like the athletes themselves. “I feel really good, we have core players returning. We finished pretty well last year and we can step and do different things in our conference and even make the playoffs,” Kavinsky said. Despite the new building and construction currently on the old building, certain sports will not be affected by the construction. “This should be uneffected by construction. We will lose parking on the streets, but with the new lots, but it should be fine,” Evans said.
Photo by Steven Travon
The Englewood baseball field lies ready for the spring season
Girls swim season wraps up strong season AmandaLandrum
Wrestling had a rough night on January 30. Although it was tough, they have high hopes for the season and for following seasons. We have a lot of young wrestlers so they’ll develop and get better with time,” CoachVincent Knight said.
Photo by Shawna Eldridge Compiled by Wyatt Long
The girls team gets together for a their photo.
The girls swim team is having a great season. The girls have put up wins for Englewood this year, winning three of their meets so far. This is a large improvement over last year. The team’s success can be credited to dedicated practice, according to team members. “Swimming requires a lot of mental capacity as well as physical in order to control
your breathing,” said Brandy Brackeen (12). The swimmers have only their league meet remaining. Head coach Tracey Lonn said she hopes that the girls place in the top sixteen for their individual events. Each girl can compete in two individual events and two relay events or one individual event and three relay events per meet. “With more swimmers this year, it is easier to have everyone participate in relays and individual events,” Lonn said.
1: Graduate from High School Basic requirement for every division.
2: Complete Core Courses 16 for Division I, 14 for Divison II
3: Earn a Certain GPA Minimum of a 2.000 GPA for both divisons
4: Earn a certain SAT and ACT Score
EHS February 7, 2013
How to: Playing
College athletic orginizations set many restrictions on what student athletes are allowed to do. Below are general guidelines for student athletes on what they’re not allowed to do to remain an amatuer.
Agreement to be represented by an agent
Salary for participating in athletics Contracts with professional teams Play with pros
Playing in college is a step very few athletes get to take. Only 7.6 percent of high school athletes with ever grace the track, field, or gym in a college uniform according to Scholarshipstats. com. Making it to the next level is a four year process that starts as soon as soon as your high school athletic career begins. Although the college process will not begin until junior and senior years, it is never too early to start striving for goals. Regardless if you are a high school standout headed for a Division NAIA makes it own acedemic requirements that are very similar. In NCAA Division III, the institution sets its own I university or a walk on, the college athletic process requirements. is a large one. Above is an informative guide that show cases the steps and requirements necessary to be able to play college. Making it onto a college athletic team regardless of the division is a life changing oppurtunity to continue These guidelines put restrictions on the interactions athletics. Prospective
Must earn ACT and SAT scores that match your GPA for Division I. Division II requires an SAT score of 820 or ACT sum score of 68.
Find a College
athletes must maintain good communication with college coaches.
between coaches and athletes. Both coaches and athletes must follow these guidelines on these topics.
Receiving recruiting materials
The number Coach of official contact visits
Type of Unofficial compensation visit rules for visits
Benefits from an agent or possible agent
Prize money above actual and necessary expenses
Recruiting Rules When you can contact a coach
Tryouts, practice or competition with a professional team
Athletes must know the differences between divisons and how they could affect them.
Students must be admitted to the college and go through the standard process of applying.
Be sure to make a well rounded choice when picking a college by making sure the school meets both academic, athletic and social interests.
Q: How different is the college atmosphere compared to high school? A: Coaches in college are more direct than high school coaches.
College coaches will tell you exactly how they feel, especially if your performance is bad. The team is more focused when it comes to weights, conditioning and normal practice. A college team puts forth more effort than a high school team.
Q:What would be your advice for high school students wanting to play in college? A: You cannot coast into college athletics. It’s not something that is going to happen just because you are pretty good at your sport and you have played your whole life. You have to understand that there are thousands of athletes out there with the same dream you have that are working harder than you every day. That has to be your motivation.
Q: Is it hard to balance playing at the college level while also having academics? A: It is hard to balance athletics and academics at the college level. Your schedule is just packed. My day starts at 8 a.m. every morning and I really don’t get to just sit down and relax until 7 p.m. In college both your academic and athletic workload increase. The key to balancing these is time management.
Tucker Horan-Cross Country and Track
The athletes above attended Englewood High School and continued their athletic careers in college. The three athletes all contribute to a blog, dedicated to Englewood alums who play in college. The blog can be found at http://ehsalumniathletes.
Photo By: Chad Glover Kadie Kavinsky (12) and Elijah Daughtry (12) signing their letters of intent January 27. The two soccer players have signed to play at Midland University in Nebraska.
College signing day hits Englewood ChadGlover Two Englewood High School athletes, Kadie Kavinsky (12) and Elijah Daughtry (12) have signed a letter of intent to continue their athletic careers in college at Midland University, in Fremont, Nebraska. “I chose Midland because it felt like a good fit. When I worked with the team it felt like a perfect fit,” Kavinsky said. Both athletes will be playing soccer in the spring at the university while also pursuing a post-secondary education. “I am very excited because it is a great program for me to continue my passion of soccer. The school and soccer programs are great,” Daughtry said.
Kadie Kavinsky is a midfielder while, Elijah Daughtry plays striker. Elijah led the state last year with 37 goals. This spring the two will use their last season of high school eligibility. The two soccer players are among few fellow athletes to play college athletics at Englewood High School. Both athletes will begin their college athletic and academic careers in the Fall of 2014 in Midland, Nebraska. “I am eager to continue both my athletic and academic careers at Midland University. It is a dream come true to play at the collegiate level while continuing my education,” Kavinsky said.