back to school 2013

© Berthoud Weekly Surveyor July 25, 2013

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v Back to School July 25, 2013 Berthoud Weekly Surveyor

Berthoud Weekly Surveyor July 25, 2013 Back to School v

Back to School July 25, 2013 Berthoud Weekly Surveyor

Back to School 2013 © is published by the Berthoud Weekly Surveyor. Editorial content is provided by Surveyor staff writers and the Thompson School District. For more information about advertising with the Surveyor, call 970-532-2252.

All additional information regarding individual schools, fees, registration and testing dates, alternative education options and other resources can be found at thompsonschools.org or call 970-613-5000.

970-532-2252440 Mountain Ave., Berthoud, CO 80513

www.BerthoudSurveyor.com

Back to School 2013

Berthoud Schools in the R2J Thompson School District

Ivy Stockwell Elementary175 Fifth St. • 970-613-6100Principal Rick Bowles

Berthoud High School950 Spartan Ave. • 970-613-7700Principal Chris Garcia

Turner Middle School950 Massachusetts Ave. • 970-613-7400Principal Bill Siebers

Berthoud Elementary560 Bunyan Ave. • 970-613-7500Principal Camilla LoJeske


Elementary:Students new to the district and students not pre-registered at their school in the spring: Wednesday,

Aug. 7, 8 a.m. - 4 p.m. (Office closed from 11:30 a.m. - 12:30 p.m.) or Thursday, Aug. 8, 1 - 6 p.m.New students: Bring proof of residence, birth certificate, immunization records, emergency contact

information and previous school records.Call Berthoud Elementary at 613-7500 for back-to-school night information. Call Ivy Stockwell Elementary at 613-6100 for back-to-school night information.

Turner Middle School:New students to the district: Monday, Aug. 12 – students with last names from A-L: from 7:30 -11:30 a.m. and 12:30-3:30 p.m. Tuesday, Aug. 13 – students with last names from M-Z: from 7:30–11:30 am and 12:30 –3:30 pmBring proof of residence, immunization records, birth certificate and report card from previous year.Returning students: Registration was completed in April 2013 (including incoming sixth graders).Sixth grade will report to the gym for their first day of school on Friday, Aug. 23. No backpacks or

school supplies needed this day.Seventh and Eighth grade first day of school is on Monday, Aug. 26. All students will receive a copy of

their class schedule on Back-to-School Night, Thursday, Aug. 22. Schedules and student fee invoices will also be available for downloading through Parent Portal in August.

Completed athletic packets and fee payments may be dropped off in the front office beginning Monday, Aug. 12. First day of volleyball practice for seventh/eighth grade is Tuesday, Aug. 20. Information such as bell schedule, calendar, lunch information and athletic information/packets for fall sports may be found on Turner’s website: http://fc.thompson.k12.co.us/~tms/

Berthoud High School:New students to the district and transfer students from other district high schools: Call 613-7711 beginning Wednesday, Aug. 7 to schedule an appointment

for registration and information. Available dates for these appointments are Thursday, Aug. 15 and Friday, Aug. 16 from 7:30 a.m. - 3:30 p.m. Remember to bring previous school records to your appointment.

Returning students (grades 10 -12): Registration for classes was completed in Feb., 2012. Students will report for their first day on Monday, Aug. 26. Parents and students will be able to access their schedules and invoices via Infinite Campus beginning Aug. 19.

Grade 9: Registration was completed at middle schools in February, 2013. The first day of school for freshmen and new students is Friday, Aug. 23. Back-to-School Night is Tuesday, Aug. 20 from 5 - 7 p.m.

WELCOME BACK! Registration and back-to-school information


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Schools of choice at Thompson School District

All students in the Thompson School District are assigned to attend a specific school based on the geographical area of their residence. However, the Board of Education rec-ognizes that students may benefit from having a choice of schools to attend within the district that is not limited by the boundaries of attendance. Students may be allowed to attend any school or participate in the program of their choice on a space-available, first-come, first-served- basis provided they meet the district’s guidelines, are eligible for enrollment, and follow the approval process estab-lished by the Board of Education.

Parents/guardians wishing to have their student at-tend a school outside of their assigned attendance area must go through an application process. Applications are available at all Thompson schools and at the recep-tion desk of the Thompson School District Administra-tion Building, 800 S. Taft Avenue, or here, by clicking on the application form link.

Elementary, Middle, and High schools — The annual application window for school of choice/open enrollment is the Monday fol-lowing Thanksgiving break to the last school day prior to winter break.

Specific questions about enrolling in a school can generally be answered by calling that school’s administrative office. Board policies JFBA/JFBB and JFBA/JFBB-R, School of Choice/Open Enrollment, provide detailed explanations of the school of choice procedures. You are invited to visit a Thompson school to get a personal look at the quality educational programs. Contact any school to arrange a visit.

— Thompson School District

v Back to School August 1, 2013 Berthoud Weekly Surveyor

By Eli HopkinsThe Surveyor

As we approach another year of school there will be new music, clothing styles, shows, apps, celebrities, websites, books, and so forth, that youth will know about and adults will learn of much later when those trendy things have already changed to something fresh.

Bell-bottom pants, Tickle Me Elmo, Harry Potter and the Angry Bird games are all popular trends from the past few years. Ok, fine, I’ll admit that bell-bottoms are from way back.

Fads can vary greatly depending on age, social and economic backgrounds, and so forth, but when something is really popular, none of that really seems to matter.

Here is a brief review of some currently popular stuff that you may or may not be familiar with. I came upon this information from some secret in-formants who are in the trenches and in the know.

Let’s start with the Web. Facebook is out. Some youngsters still use it, but for many of them it’s quickly turned into what parents, grandparents, and other boring adults use. What teen wants to post anything where it could be seen or comment-ed on by old farts? The newest Internet sensations are “Vine,” a Twitter-owned video-posting site, also “Tumblr,” “Instagram” and “Pintrest” – all other ways to “share” one’s life.

In the theme of electronics, games are ever-changing and advancing so quickly that it’s hard to peg one down. However, “Mine Craft” for computer, gaming consoles or the app for smart

phones is huge right now. It’s a simple, alter-nate reality game with basic graphics where you build, survive and accomplish other life actives. It reminds me of a late ‘80s Atari game, and I’m confused as to why it’s so popular, but it is.

Next let’s look at what they wear. As weird as it sounds, mustaches are a big

thing. No, I don’t mean the peach fuzz a 15-year-old young man might try to grow. What I speak of are things like mustache key chains, hats with detachable Velcro-backed cloth mustaches, mus-tache straw cups, sun glasses with chain-dangling mustaches and so on. Scarves are “in” again and they even come in mustache patterns.

Other fashion fads that are currently the thing include “Ombre hair” – longer hair that fades from light on the ends to darker halfway toward the top.

Also for the head are “Snapback” style hats. They have been around awhile, yet the big flat-billed versions are gaining momentum.

Although “skinny jeans” and sundresses are in right now, they probably won’t be for too much longer. At least it’s my hope that skinny jeans will be out of style soon.

And what about entertainment? The BBC show, “Dr. Who,” has all the kids scrabbling. Yes it’s the same one that’s been around since 1963. However, the contemporary version staring David Tennant is where it’s at. Whether they watch it on Netflix or various cable channels, even the cool kids are fans.

Then there’s “Psych,” a humorous USA net-

work show about a fake psychic who helps solve crimes, and it has a large almost-cult following of juveniles. There’s also A&E’s “Walking Dead,” MTV’s “Teen Wolf,” and ABC Family’s “Pretty Little Liars,” which all continue to gain a larger fan base.

We could go on and on. We’ve not even dis-cussed the use of words like “legit” or the music of Taylor Swift and other artists, but this bit of information is a good start. Of course by the time you finish reading this, all these things are likely out of date and are “so yesterday.”

What’s hot and what’s not


Reading can have a profound impact on a child’s life in and out of the classroom. Reading can help a young student develop a more extensive vocabulary, and a study from the Federal Interagency Forum on Child and Family Statistics found that reading to young children promotes language acquisition, mak-ing it easier for them to learn a foreign language. That’s a significant advantage for children growing up in a world that’s increasingly global.

But reading has benefits outside the classroom as well. Reading can provide an escape from the daily grind, which is something even today’s youngsters can appreciate. Reading also is a great way for kids to relax and unwind while simultaneously giving their brains a workout.

While many parents recognize the impact read-ing can have on their children, it’s no secret that getting kids to embrace reading can be difficult. Distractions such as video games, social media and even the great outdoors are all there to draw kids away from reading. But parents who want to instill a love of reading in their children can still take steps to ensure their kids don’t miss out on the benefits of a good book.

• Read to your children. Numerous studies have discovered various benefits of reading to children when they are young. The National Center for Edu-cation Statistics notes that children whose parents read to them typically become better readers and perform better in school. Reading to children early on is the first step toward fostering a love of read-ing kids will develop and continue throughout their

lives. Many parents read to their children at night before bedtime, but any time of day will suffice.

• Don’t be discouraged if kids are not interested in books. While reading fiction can help develop a youngster’s imagination, parents should not be discouraged if kids don’t want to read books. Read-ing the newspaper, magazines and even comic books can help kids develop strong reading skills and an extensive vocabulary and, in the case of comic books, inspire their imaginations. Young sports fans might be more inclined to read the sports page than a novel, so let them do so. Kids are more likely to embrace reading if what they’re reading interests them, so encourage kids to read up on those inter-ests, even if that reading does not involve picking up a book.

• Get your youngster his or her own library card. Thanks to the popularity of e-readers, many adults would be hard pressed to locate their local library if asked to do so. But visiting the library is a great way to encourage kids to read, especially if kids have their own library cards. Kids with their own library cards tend to look at visits to the library as shopping trips where they get to make their own choices about what they’re taking home with them. And once kids reach a certain age, they can visit the library on their own.

• Share your own reading experiences with chil-dren. Kids look up to their parents and often want to mimic their behavior. So parents can set a good example by reading as well. On trips to the library, check out your own book. While you might not want

to discuss every book you read with your children, discuss the books they’re reading. Chances are you read many of those same books yourself when you were a child, and discussing books with your child is a great way to improve his or her reading compre-hension.

Distractions abound for today’s youngsters, who might not embrace reading as readily as they do video games or social networking. But parents can take many steps to instill a love of reading in their kids that will last a lifetime.

How to encourage kids to read


My name is Rick Bowles and I am the principal of Ivy Stockwell Elementary. I have been a part of Ivy Stock-well for 19 years (in different roles). I was a student of Ivy Stockwell from kindergarten through sixth grade, a fourth- and fifth-grade teacher for nearly 10 years, and am entering my second year as principal (I was principal of Namaqua Elementary for four years). The Berthoud schools have always been an amazing place for student learning, and I am excited to continue to be a part of that tradition.

At Ivy Stockwell Elementary we are very excited to enter the second year of our STEM (Science, Technology, Engineering and Mathematics) implementation. During year one, we made some great progress. We engaged in professional development to deepen our understanding of inquiry-based learning and problem-based learning. Through some grant money from Amgen, we have been able to do extensive training, both last summer and this summer, to help us make this transition.

This coming year we will continue to create and implement transdisciplinary units that incorporate the Next Generation Science Standards with the Com-mon Core standards for English Language Arts and Mathematics. Problem-based learning sparked great enthusiasm this past year, and we will continue to develop and adjust this way of learning. We are very excited by the level of engagement students demonstrated. They are thinking like scientists and using their curiosity to help drive their learning.

Ivy Stockwell has always been a very strong school when it comes to literacy. As a STEM school, this has not gone away. We are still a school that works hard to help all students read and write at high levels while building their love for reading.

With our amazing PTO, supportive parent community, talented staff and amazing students, we look forward to making the 2013-2014 school year a year to remember.

From Principal Bowles’ desk...

Rick BowlesPrincipal at Ivy Stockwell

Elementary School


Though it might not be something students look forward to, homework is an essential element of the learn-ing process. Homework allows kids to apply the lessons they learned in the classroom while giving educators a chance to determine if students are grasping the concepts discussed in class or if certain lessons need to be revisited.

Students often seek their parents’ help when doing their homework, but parents can start helping even before their children bring any assignments home. Creating a homework environ-ment where kids can concentrate and put forth their best effort is a great way to help them throughout the school year. The following are a few tips for parents who want to ensure that home is as conducive a place as possible for students to do their best on homework assignments.

• Find a quiet space with little or no distractions. A quiet place in the home where kids can concentrate is essential when kids are doing home-work. While a youngster’s bedroom might have sufficed years ago, today’s children tend to have bedrooms that mimic the showroom floor of an elec-tronics store. If kids have televisions, video game consoles and stereos in their bedrooms, then that’s likely not the best environment for them to do their homework. Kids can too easily grow distracted, so find a quiet area where kids can focus on their studies without being tempted by television, video games or other distractions not conducive to studying.

• Designate a time each day when kids do their homework. Another way to make your home more amenable to homework is to designate a time each day when kids will study. Let other members of the household know that this is a quiet time in the house so kids aren’t distracted. Once kids get comfortable in this routine they likely won’t need much prodding to do their homework, and this designated quiet time in the household can be a relax-ing time for other members of the household as well.

• Have healthy snacks available. Few people do their best work on

an empty stomach, so if kids will be doing their homework immediately after school, make sure you have some healthy snacks on hand. Elementary and high school students tend to eat lunch earlier than adults, so they’re liable to be hungry when they arrive home from school in the mid- to late-afternoon. Have plenty of fresh fruit on hand so kids can satisfy their hun-ger. Less healthy snacks might satisfy youngster’s hunger pangs, but such snacks may also make kids drowsy, negatively affecting their ability to concentrate and indirectly hindering their schoolwork as a result.

• Let kids know their work will be checked nightly. Parents who want to create an environment where their children approach homework seri-ously should let their kids know their work will be checked each night, and they will need to redo any as-signments that were not completed correctly. This prevents kids from rushing through assignments without giving their best efforts.

Few youngsters look forward to homework. While parents might not be able to change their kids’ attitudes toward homework, they can change their home to make it as positive an environment for kids to pursue their studies as possible.

Establishing a positive homework environment for your student

Back to School July 25, 2013 Berthoud Weekly Surveyor

By Heidi Kerr-SchlaeferThe Surveyor

Arguing with your teenager over what they will wear to school seems to be a rite of parenthood. Af-ter all, in the 60s it was the length of skirts, the 90s brought with it ripped jeans and now, many parents complain that teen styles for girls are more risqué than ever.

According to “Seventeen” magazine, advising young girls since 1944, this year’s trends include mini-skirts, Mary Jane platform shoes with knee socks, bold colors, preppy collared shirts and see through bags. Think 1960s, but a little more sexy and with a 1980s color scheme.

“Bold, rich colors, faux leather and fur, and mixing and matching prints and materials to create a unique look are big for teen fashion this fall,” said Jamie Lee, founder of TheDenverHousewife.com.

Colorado mommy and daddy bloggers seem to agree that the trends for girls are more risqué and adult-like than ever before, but they seem equally as ready to face it head on.

“To me it’s more about modesty and appropriate-ness,” said Dave Taylor of GoFatherhood.com and father to children ages 9, 13 and 16. “I am comfort-able vetoing the latest trends in fashion in favor of my children looking respectable and ready to learn and play, not fi shing for dates and the attention of the opposite sex. I think that offi cially makes me a curmudgeon.”

Many of the parent bloggers contacted for this article expressed a real support for school uniforms.

“I have two young adult daughters who, thank-fully, wore school uniforms until they reached high school. The comparison of how our mornings were

with and without uniforms is astound-ingly different,” said Rajean Blomquist of “Be Cause I Said So” at Rajean-Blomquist.com.

“I now have a fi fth grade daughter and a son entering fi rst grade. Two years ago our school system voted about uni-forms and I was sad when it did not

pass. With uni-forms kids can still express their style via accessories like shoes, backpacks, etc., but not disrupt the reason they are in school,” she added.

Catherine Moss, of EvolvingMother-hood.com is happy her young daugh-ter’s school requires uniforms. Her

children aren’t in high school yet, but she does have concern about the future.

“I fi nd myself frequently asking, ‘What the heck is that child wearing and how in the world did their parents let them out of the house like that,’” she admits.

According to “Ladies Home Journal,” one of the one only online sources we found touting fashion advice for teen boys this fall, polo shirts and prints are all the rage for young men this season. Think golf course attire with a bit of Eastern seaboard yacht club member thrown in. Of course, jeans and

t-shirts are always popular for boys.

For those of you with younger kids, fashion this fall is all about colors and prints, follow-ing the trend for older children.

So as you stand in the mall this summer debating over clothing styles with your teenag-er, know that you aren’t alone. This “debate” has been taking place as long as there have been parents and teenagers.

The great back-to-school fashion debate

“I fi nd myself frequently asking, ‘What the heck is

that child wearing and how in the world did their parents let them out of the house

like that.’”


Violence against teachers — a widening epidemicBy Rudy HemmannThe Surveyor

According to a 2011 study conducted by the American Psycho-logical Association (APA), more than 253,000 teachers are involved in classroom violence incidents each year.

While that number seems high, this is due in part to the rather broad definition of “violence in the classroom” given by the APA.

The group’s website gives the following as their working definition of classroom violence: “Any behavior that violates a school’s edu-cational mission or climate of respect or jeopardizes the intent of the school to be free of aggression against persons or property, drugs, weapons, disruptions and disorder.”

Additionally, a 2005 report by Alexander Volokh and Lisa Snell

indicates that school violence includes “gang activity, locker thefts, bullying and intimidation, gun use, assault — just about anything that produces a victim.”

The research by Volokh and Snell points out the nature and magnitude

of the issues facing school administrations and

teachers are far greater today that

in the 1940s and 1950s. Public school teachers rated the top disci-plinary issues during the ‘40s and ‘50s as: talking

out of turn, chewing gum,

making noise, running in the

halls, cutting in line, dress code violations

and littering.A much more recent study

produced the following list, and it is evident school systems “are dealing with an entirely different group of problems.” Issues reported included: drug abuse, alcohol abuse,

pregnancy, suicide, rape, robbery and assault.

The report by the APA states, “Although the media image of a school shooting incident is what typically comes to mind with regard to school violence, school violence is multifaceted, including pupil-on-pupil violence; damage and destruc-tion to school premises; or attacks on teachers.”

The report also points out violence directed against teachers is seldom “discussed or defined except in the case of occasional incidents disseminated widely in the media,” and that it is a national issue with far-reaching consequences, with the violence manifesting as “disrespect-ful behavior, bullying or intimida-tion, verbal threats or gestures, theft, property damage and — in extreme cases — physical assaults.”

The problem is reaching crisis proportions according to a second APA study, “Violence Against Teachers: A Silent National Crisis.” The report on this study concluded that more than 253,000 (or approxi-mately seven percent) of teachers are threatened with physical injury yearly and can be roughly catego-rized as occurring in the following locales:

109,800 (43 percent) in cities78,100 (31 percent) in suburbs27,500 (11 percent) in towns37,700 (15 percent) in rural areasThe study further estimates: 139,400 (55 percent) of attacks

occurring in secondary schools113,700 (45 percent) occurring in

elementary schoolsThe report also contends the

largest numbers of attacks, by far, being perpetrated against female teachers:

78,500 (31 percent) male teachers174,500 (69 percent) female

teachersEvery year, approximately

127,500 (three percent) of teachers are physically attacked by students as reported by a national survey conducted in 2003-2004.

The costs associated with classroom violence against teachers, both real and hidden, are large and growing. Some of the cost contribu-tors are: (According to “Violence Against Teachers: A Silent National Crisis” study.)

Lost wages Lost days of work (927,000 per

year) Need for training and replace-

ment of teachers leaving the school or profession prematurely

Lost instructional time

Medical and psychological care resulting from threats and assaults

Student disciplinary proceedings involving school, police, judicial systems, social services and parents

Increased workers’ compensation claims and premiums

Incarceration of perpetratorsThe total cost, nationwide, of

teacher victimization to teachers, parents and taxpayers are calculated to exceed $2 billion annually.

These costs do not include costs to and incurred by those who commit violence against teachers, such as substantially higher dropout rates, government assistance, medical care and social services throughout their lifespan.

For more information regarding classroom violence, visit the following websites:

www.apa.org/ed/schools/cpse/ac-tivities/violence-against.aspx

sitemaker.umich.edu/356.dolan/how_to_prevent_school_violence

www.apa.org/ed/schools/cpse/activ-ities/classroom-violence.aspx?item=1

The APA gives several suggestions for teachers (and administrators) which will help to reduce the potential for violence in the classroom. These include:

• Clearly state classroom rules • Be consistent• Model and reward positive behavior,

e.g., Positive Behavior Supports • Pick your battles judiciously• Show students you care about each

of them and be sure to verbalize your caring about students as individual learners. (“Pat, I am really concerned and care about how you did on your math test.”)

• Minimize transition times: Use advance organizers; Reduce uncer-tainties about what is expected; Be flexible.

• Provide students with opportunities to make meaningful choices.

• Do not let rigid rule interpretation trump common sense.

• Notice any variances in student mood, behavior.

• Avoid confrontation in front of other students. (Instead, say, “Let’s talk after class.”)

• Teach, model, and cue problem solving, empathy, conflict resolution, impulse control, anger manage-ment.

• Validate students’ perspectives and avoid blaming.

• Don’t make assumptions about causes of problems; consider under-lying issues.


Get involved...Board of Education Director District seats B, E and F each for a four

year term and Director District seat A for a two year term will be up for election in November 2013. Persons interested in running for a seat will have to meet the following requirements:

- Be a registered elector of the school district for 12 consecutive months prior to the election

- Be a resident of the school district for 12 consecutive months prior to the election

- Be a resident of the director district seat for which they are running- Have never been convicted of a sexual offense against a;child- Potential candidates will need to obtain 50 approved signatures on the

nomination petition in order to be named on the ballot.Petitions may be picked up at the District Office, 800 S. Taft Ave.,

Loveland, beginning Aug. 7. The district office is open from 7:30 a.m. - 4:30 p.m., Monday-Friday. We encourage anyone who meets the requirements and is interested in serving on the board to call 970-613-5013 if they have questions about board service or the process for the election.

In addition more information regarding board service is available from the Colorado Association of School Boards (CASB) website at www.casb.org/member-resources/school-elections-2013.

Interested in how your school district works? Board of education month-ly meetings are held the third Wednesday of the month at 6 p.m. The first regular business meeting of this school year will be Aug. 21 at 6 p.m. at the administration building in Loveland.

Follow Thompson School District on facebook and twitter @ThompsonR2J

Visit their website at thompsonschools.org

back to school 2013

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