back to school 2014

440

Mou

ntai

n A

ve.

Ber

thou

d, C

O 8

0513

STA

ND

AR

D

PO

STA

GE

#7

PAID

Berth

oud,

8051

3

Ber

thou

d R

esid

ent

Ber

thou

d, C

O 8

0513

July 24, 2014 Berthoud Weekly Surveyor

Berthoud Weekly Surveyor July 24, 2014

By May SoricelliThe Surveyor

Berthoud students will see significant alterations in their upcoming school sched-ules due to new district-wide implements which include the elimination of early-re-lease Wednesdays and addition of the modified-block schedule for high school.

“Any change is a challenge, but any time a person has to evaluate what they do and adapt to a different schedule challenge, it provides many positives,” said Chris Gar-cia, Berthoud High School principal. “More collaboration, reviewing lesson plans and planning for a different class period, in turn, makes a teacher an even more effective educator. We will all need to adjust and be open to the new schedule and communicate even more as stakeholders to make it the best experience that we can for everyone.”

These changes originate from the Thompson School Board’s aim to meet the needs of the community by considering numerous concerns about schedule conflicts.

“This topic has been discussed for as long as I have been on the board, three years now. It is no surprise to anyone that this is finally being implemented,” said Bob Ker-rigan, school board president.

Some of the concerns regarding early-release Wednesday involved the need for in-creased contact time between students and teachers. There was difficulty for students and teachers to have enough time to complete work, due to the shorter schedule days. Another issue brought forward was the concern community members had about seeing unsupervised children out of school during the day. The most commonly voiced concern over the years has been the issue of parents having difficulty finding child care in the middle of the week.

“I think that removing early-release Wednesdays is a positive thing for working par-ents,” said Kellie Davidson, a parent of Berthoud students. “It was difficult to have the early-release day right in the middle of the week.”

In place of the teacher work time on Wednesdays, six professional work days have been added to the school calendar. This will provide educators with a full day to receive training and meet with experts.

“They are educators, so they are excellent learners and they want the opportunity to improve,” said board member Pam Howard.

There will be no school for students during these six work days which are Sept. 19, Oct. 16, Jan. 5, Jan. 20, April 20 and May 22 for the 2014-2015 school year.

“I believe our professional development day switch from Wednesdays to every six weeks will be a good thing for us; to be spending more in-depth time together on improving student performance, using appropriate data and progress monitoring our teaching,” said Garcia. “We will continue to work each week as a staff to provide the best education for our students, but this will allow for more normalcy during the school week for students and parents as well.”

At the high school level, students will experience a brand new modified-block sched-ule which the district hopes will improve student opportunities and success.

“First and foremost, it will allow for far more flexibility for students, allowing them greater access to the classes that they need and want to take. It also allows the district to fully align itself with new upcoming state graduation guidelines,” said Michael Hausmann, Thompson School District public information officer.

The modified-block schedule consists of eight 50-minute classes per day three days per week. There will also be four 90-minute classes two days per week, which consist of the eight regular scheduled classes split into two days. This will be a substantial shift from the old schedule which was four 90-minute classes per day. The schedule will incorporate one 90-minute class per course per week to allow for lessons which include longer labs and other, more time-intensive course work.

“One of the reasons the modified-block schedule was settled on was because we listened to the needs of educators. They are the ones in the trenches,” said Howard.

Some parents are concerned that some of the changes may hinder student learning.“I am worried about the number of three- and four-day weeks. Many of the basics

are covered in a five-lesson setup. I think having those broken up is going to be hard for both teachers and kids,” said Suzy Bullet, another parent of Berthoud students.

This change allows students to maintain the same teachers for their classes, whereas in the past they would have new teachers for the second semester. Not having a transition period between students and teachers each semester could make the students’ learning environment more consistent.

“We really think the continuity of having the same teacher will be best for the stu-dents and staff. It is important for teachers to have all year with the students, particu-larly for State of Colorado teacher evaluations because they get to know the students better,” said Howard.

Another advantage is having the class every day, or at least four days a week, ac-cording to Garcia.

“Especially for math and science, being a STEM school, and adding agriculture this coming year,” said Garcia.

Kerrigan encourages parents and educators to continue to give feedback on the education process for the children.

“We want to make sure that parents know they are appreciated and their input is needed. The people closest to the children are who matter most. Parents need to always know they have a voice, teachers have a voice. Parents have a significant role in their kid’s success. You have every right to contact your board members,” said Ker-rigan.

New schedules for a new year


Back to School 2014 © 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

Berthoud Schools in the 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 Derrick Martin

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


REFER

A FRIEND

& RECEIVE

A FR�

8X10!

Every school day nearly 16,000 students come to Thompson schools, sent by their parents and guardians; they all expect a great educa-tion. Your Thompson School Board made a number of

decisions this year that should make getting a great education in a safe and secure environment easier.

We were able to offer a 4.17 percent ($3.3 million) pay in-creases to staff across the board, with an emphasis on raising salaries for new teachers so Thompson can recruit the best new teachers available. We also increased pay for substitute teachers and added dollars to extra-duty contracts; these were areas that had not been adjusted for a number of years.

We improved our school schedules by removing early-release Wednesdays, giving students and teachers more time together in our classrooms.

We worked closely with our two charter schools to assure they are delivering the same high quality education as all of our district-run schools; while allowing them the flexibility to meet the needs of their community.

We increased transparency and expanded the time for public comment at school board regular meetings. It has been tough at times, but we have all benefited from hearing from more people.

Recently, we began to establish a framework for account-ability unique to Thompson so we are not relying on the state to tell us how we are doing in our district. We are starting with efforts to define the goals and priorities, setting measurable achievement targets for the entire district. As we continue in that process this August, the board will determine the cycle to measure the progress toward our new higher achievement goals.

Through all of this, the board has begun to establish a stronger working

relationship among the members. We have more to accomplish in this area, but I am grateful to all six of my fellow directors for their efforts to listen to

each other and to come together to make decisions that will make Thompson the school district all parents want for their children.

This fall, I hope you will see the board learn from the great things happening in public education as we all learn what it takes to educate students who will face a fast-changing fu-ture. Our graduates will need to know how to think creatively and not just know a good set of facts.

We ought to work on ways to ensure that parents have a strong voice in their child’s education and are engaged with our schools.

I hope that we will find new ways to show teachers they are respected and valued. We should also find new ways to assure education decisions are made at a local level as much as pos-sible.

My goal as board president is to establish a system which ensures that decisions about educating students are made closest to where the children are being taught; by teachers, parents and the leaders of our schools.

As we all prepare to return to school I know great things will be happening in the classrooms; we will also be working

hard in the boardroom to focus on our students and what they need to suc-ceed.

Please join me in advocating for what it takes to make Thompson schools the place where all students have equitable access to a great public education.

Editor’s note: This piece was written and submitted by Bob Kerrigan on his behalf and is not meant to represent the position of the board of education.

Thompson School BOE focused on increasing student achievement

Bob KerriganThompson School Board President


WELCOME BACK! Registration and back-to-school informationELEMENTARY SCHOOLS: Students new

to the district and students not preregistered at their school in the spring:

Wednesday, Aug. 6, 8 a.m.-4 p.m. (office closed during lunch hour from 11:30 a.m.-12:30 p.m.) OR

Thursday, Aug. 7, 1-6 p.m.New students: Bring proof of residence, birth

certificate, immunization records, emergency con-tact information and previous school records.

TURNER MIDDLE SCHOOL: New students to the district: Monday, Aug. 11 – Students with last names A-L 7:30-11:30 a.m. and 12:30-3:30 p.m.

Tuesday, Aug. 12 – Students with last names M-Z 7:30-11:30 a.m. and 12:30-3:30 p.m.

Bring proof of residence, immunization records, birth certificate, and report card from previous year.

Returning students: Registration was complet-ed in April 2014 (including incoming 6th graders).

6th graders report to the gym for their first day of school on Wednesday, Aug. 20. No backpacks or school supplies needed this day.

All students’ first day of school is Thursday, Aug. 21. All students will receive a copy of their class schedule on Back to School Night, Mon-day, Aug. 18, 6-7 p.m. 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. 11.

First day of volleyball (7th/8th grade) and Cross Country (all grades) is Monday, Aug. 18. Information such as bell schedule, calendar, lunch information and athletic information packets for fall sports may be found on Turner’s website: www.thompsonschools.org/turner

BERTHOUD HIGH SCHOOL: New students to the district and transfer students from other district high schools: Call 613-7711 beginning Monday, Aug. 4, to schedule an appointment for registration and information. Available dates for these appointments are Thursday, Aug. 14, and Friday, Aug. 15, 7:30 a.m.-3:30 p.m.

Remember to bring previous school records to

your appointment.Returning students (grades 10-12): Registra-

tion for classes was completed in February 2014. Students will report for their first day on Thurs-day, Aug. 21. Parents and students will be able to access their schedules and invoices via Parent Portal beginning Aug. 18.

Grade 9 registration was completed at middle schools in February 2014.

The first day of school for freshmen and new students is Wednesday, Aug. 20.

Back to School Night is Tuesday, Aug. 19, 5-7 p.m.


Scho

ol C

alen

dar

2014

-201

5Se

e p

age

6 fo

r ca

len

dar

var

ian

ces

for

seve

ral d

istr

ict

sch

oo

ls a

nd

pro

gra

ms.

Cal

end

ars

are

on

line

at t

ho

mp

son

sch

oo

ls.o

rg


Welcome to another great year at Ivy Stockwell Elementary. As prin-cipal of Ivy, I feel incredibly fortunate to be a part of the Berthoud community and to help contribute to an amazing Berthoud feeder

system. As a Berthoud feeder (Berthoud Elementary, Ivy Stockwell Elemen-tary, Turner Middle School and Berthoud High School), we continue to work together to make our schools the best they can be for our students. I am proud

of all of our schools. Our community is also very fortu-nate to have a community that supports education. We have amazing parent groups that volunteer in all of our buildings and organizations that raise money to sup-port our schools financially. We could not be the great schools we are without that community support.

At Ivy Stockwell Elementary, we are very excited to enter the third year of our STEM (Science, Technology, Engineering and Mathematics) implementation. We have made great strides and are excited to continue this work. Over this past summer, we worked with the other two STEM schools (Edmondson Elementary and Big Thompson Elementary) to continue building and refin-ing our STEM curriculum. The Ivy staff has volunteered many days during summer break the past three years to do this work.

For new families to Berthoud, we will hold registra-tion on Aug. 6 from 8 a.m. to 4 p.m. and on Aug. 7 from

1-6 p.m. We also want to remind parents that there will be a Back to School Night and Ice Cream Social on Monday, Aug. 18 from 4:30-6 p.m. Students are encouraged to bring in their school supplies. The gym will be set up with different informational booths and our Parent Teacher Organization will serve ice cream.

Our official first day of school will be Wednesday, Aug. 20. We can’t wait to meet our new families and welcome back all of our returning students.

Enjoy your final weeks of summer.

Rick BowlesPrincipal at Ivy Stockwell

Elementary School

As we approach the 2014-2015 school year I look forward with great an-ticipation to another year of interacting and supporting our community of wonderful families and amazing children.

The Berthoud Elementary staff is committed to helping each child “learn and grow to be his or her best” (our mission statement) each year. Our goal is for stu-dents to keep the excitement they bring to this new school year as a motivation

for taking charge of the learning they do each day, and to challenge themselves to learn all they can in prepara-tion for future educational opportunities and life.

Educating children is a complex process of under-standing what our students need and how to best meet those needs. Through a strong academic focus, flexible skills grouping, a high level of staff collaboration, and looping practices, we feel that we are on the right track to facilitate the learning our students need. Students at Berthoud Elementary are the focus of all we do. We will continue to offer our students rich and meaningful learn-ing opportunities in science, social studies, art, music and physical education throughout the year.

Our Parent Teacher Association (PTA) has supported school goals and plans many fun and educational events for our students and families. Courtesy of our PTA, we will add a climbing wall in our gym this year for extra challenges and fun in our physical education classes.

Events to look forward to this year: Field Day, Tipi Week, Fall Carnival, Fam-ily Movie Nights, Science Seminars, Cursive Class, Student Council, Holiday Shop, Family Science Night, Battle of the Books, Jog-a-Thon, Spirit Days, School Assemblies, After School Clubs and Choir.

Please remember our new families will need to register their children, and all of our families are invited to our Meet and Greet to drop off their school supplies and meet their teachers. Please see the information below.

Fall registration: Aug. 6, 8 a.m. - 4 p.m. and Aug. 7, 1 - 6 p.m.Meet and Greet: Aug. 18, 4:30 - 5:30 p.m.Thank you for being such a terrific community. We are looking forward to a

dynamic year.

Ivy Stockwell Elementary School Berthoud Elementary School

Camilla LoJeskePrincipal at Berthoud

Elementary School


Derrick MartinPrincipal at

Turner School

Turner Middle School

“We are currently preparing students for jobs that don’t yet ex-ist, using technologies that haven’t been invented, in order to solve problems we don’t even know are problems yet.”

— Karl Fisch, “Did You Know?”

It is little surprise that this profound statement often creates fear within the hearts of some educators. It’s normal to view the un-known with a bit of suspicion. For myself, however, this

statement fills me with excitement. We are in a much different world now in terms of inculcating the necessary skills our chil-dren need in order to succeed in a 21st century world and job market.

I still firmly believe that it comes down to the essential three “Rs”: reading, writing and ‘rithmetic. These skills are the predi-cate to mastering the 21st century skills of critical thinking and problem solving, information literacy, collaboration, self-direc-tion and invention skills.

But the whole notion of learning and how kids learn has changed. Learning can no longer be predominantly a passive pro-cess where teachers transmit information to children who then absorb the information and store it in their memory. Learning must entail an active process where students “do, do and do,” not only to learn how to achieve a desired outcome, but also to under-stand those processes and develop an intuitive understanding of their own thinking and logic.

I am completely in tune with where Turner is at in terms of its “vi-tal signs.” This is a high achieving school. Student growth is lagging a bit. But this isn’t uncommon with schools that are high-performing. The state’s criteria for adequate growth often puts high performing schools in this kind of quandary.

But understand, high achievement and lagging growth is a good prob-lem to have. And, the fact that Turner is high performing is a testament to previous administrations, the wonderful teachers and staff who work there, and a community that has been wholly supportive of the school.

Bill Siebers created a foundation for new STEM (science, technology, engineering and math) offerings and programs. And this is a direction to which I completely subscribe and will continue to foster. My previous ten-ure as principal involved creating new STEM programs and course offer-ings to get kids actively involved and engaged in their learning.

Additionally, I believe the arts (STEAM) have a crucial role to play in the cognitive development of kids. As a musician, I can speak directly to the benefits of music. My involvement in theater also brought out a cre-ative element that would have been hidden away if not for this outlet. Re-

member: Invention is a highly touted 21st century skill. The arts are all about creating new ideas, inventing something, entirely new and unique. This provide students with a new angle and perspective. In this way, technology and the arts are completely inseparable.

So why am I so excited?I’m thrilled to be in education during this critical juncture.

These new programs, courses, and approach to student learning will not only help to foster the necessary skills our children will require, but they will also help close those learning growth gaps and maintain and accelerate growth. Perhaps, more important-ly, students will find that they are more interested and invested in their education.

I’m not interested in simply getting kids to “adequate” growth. It’s all about pushing them well beyond that artificial boundary. And I know Turner has a group of teachers and staff who certainly do not fear where education is headed. This is a high quality, highly effective bunch, and they are ready and willing to do whatever it takes. My job is to provide them with

the necessary support to achieve this mission.I want to thank those in the Berthoud and Thompson School District

community who have already welcomed me to Turner. I truly count myself fortunate to be here. I can’t wait to get to know the community and the kids who will call Turner their school.

If parents and community members have any questions or concerns, please do not hesitate to contact me. I want to make myself as accessible as possible.


Berthoud High School

Welcome back to another great year at BHS.Hello to all of you. Summer is nearly over and school is just

around the corner as we begin preparations for the 2014-2015 school year.

I am appreciative and encouraged to see the results of our preliminary AP, ACT and TSAP scores from last year. It was a big year of transition and our stu-dents rallied and did very well. We will continue to be guided by the three PBIS elements of being a Spartan: Achieve, Respect and Engage. We will encourage our students to live by these three principles and to be Bully Free to ensure the best learning experience for our students.

Thanks again to Kelli Funk and our student ac-countability committee for all of their work and guid-ance and helping me throughout the year and to the Berthoud BASH for another amazing fundraising event for our schools.

New this year, BHS will have a new eighth period bell schedule and we will no longer have early release Wednesday. Although the classes may feel shorter, students will see every teacher at least four days a week and we will have block days on Wednesday and Thursday. The block day periods will be 1, 3, 5, 7 and 2, 4, 6, 8.

There will also be new bleachers for Max Marr Field for our soccer and football season and we are excited to see them completed.

As well, we’ve added several fantastic new members to our staff. I look forward to seeing all of you again and meeting new people at Back

to School Night on Tuesday, Aug. 20 from 5 - 7 p.m.Please don’t hesitate to call me at 613-7703, or email chris.garcia@thomp-

sonschools.org if you have any questions, concerns, or comments. Go Spartans!

Chris GarciaPrincipal at Berthoud

High School

What is Common Core?Special to the Surveyor

State education chiefs and governors in 48 states came together to develop the Com-mon Core, a set of clear college- and career-ready standards for kindergarten through 12th grade in English language arts/literacy and mathematics. Today, 43 states have voluntarily adopted and are working to implement the standards, which are designed to ensure that students graduating from high school are prepared to take credit bearing introductory courses in two- or four-year college programs or enter the workforce.

Teachers have been a critical voice in the development of the standards. The Common Core State Standards drafting process relied on teachers and standards experts from across the country. Teachers were involved in the development process in four ways:

1. They served on the Work Groups and Feedback Groups for the ELA and math standards.

2. The National Education Association (NEA), American Federation of Teachers (AFT), National Council of Teachers of Mathematics (NCTM), and National Council of Teachers of English (NCTE), among other organizations were instrumental in bringing together teachers to provide specific, constructive feedback on the standards

3. Teachers were members of teams states convened to provide regular feedback on drafts of the standards.

4. Teachers provided input on the Common Core State Standards during the two public comment periods.

High standards that are consistent across states provide teachers, parents, and students with a set of clear expectations to ensure that all students have the skills and knowledge necessary to succeed in college, career, and life upon graduation from high school, regardless of where they live. These standards are aligned to the expectations of colleges, workforce training programs, and employers. The standards promote equity by ensuring all students are well prepared to collaborate and compete with their peers in the United States and abroad. Unlike previous state standards, which varied widely from state to state, the Common Core enables collaboration among states on a range of tools and policies, including the:

• Development of textbooks, digital media, and other teaching materials.• Development and implementation of common comprehensive assessment systems

that replace existing state testing systems in order to measure student performance annually and provide teachers with specific feedback to help ensure students are on the path to success.

• Development of tools and other supports to help educators and schools ensure all students are able to learn the new standards.

For more information www.corestandards.org.


Special to the Surveyor

Schools across the country are getting ready to once again open their doors and welcome new and returning students. The newest crop of kindergarteners will be among the fresh faces roaming the hallways and class-rooms, and parents can take steps to make this transi-tion go more smoothly.

Although many children attend preschool, kinder-garten typically marks a child’s initial foray into formal education. It can be a time of wonder, new experiences and rapid educational growth. Kindergarten also can stimulate nerves and fears about the unexpected. Preparing children for kindergarten requires a little finesse to make this significant milestone in a kid’s life that much more special.

• Speak often about kindergarten. Talking openly and excitedly about kindergarten is one way to spur a child’s interest in school. As the first day of school ap-proaches, bring it up in conversation and see how your youngster feels about kindergarten. Some children are anxious to begin this new chapter in their lives, while others are daunted by the prospect of starting school. Understanding how your child feels about kindergarten can help you more effectively deal with any apprehen-sion he or she might have.

• Schedule a tour. Some schools have programs in place to introduce incoming kindergarteners to the school and the curriculum. For others, you may have to request a visit to the school. Such visits can be helpful, especially if your child does not have an older sibling already in the school and is completely unfamiliar with the building. Sometimes just being able to see what the school and kindergarten classroom looks like is enough to assuage fears.

• Start adjusting kids’ schedules. Summer vacation and pre-kindergarten life may be about retiring to bed late and waking up much later than the start of a typi-cal school day. But such schedules are no longer realis-tic once kids begin school. Help kindergarteners-to-be acclimate to their new schedules by gradually changing their bed times and wake times in the weeks leading up to the first day of school. Five-year-olds need between 10 and 12 hours of sleep each night.

• Let kids choose some school supplies. Encourage youngsters to join you as you shop for school supplies, which may excite kids about school and help them feel more actively involved. That new backpack or folder your child picked out can be a source of pride and a security blanket for the first few days of school.

• Encourage kids’ independence. A kindergarten teacher will be supportive and nurturing but will not be a substitute parent for the class. Children should be able to do certain things for themselves when entering kindergarten. Taking their jackets on and off, pack-ing up their belongings, cleaning up toys and other supplies and following directions are just a few things kids should be able to do on their own upon entering kindergarten. It may be tempting to do everything for your preschooler, but kids who are too dependent may struggle to acclimate to kindergarten.

• Encourage kids to spend time with their peers. Your child may benefit from spending time with other kids their age and sharing their expectations of kinder-garten. Such dialogue can remove some of the unknown of starting school.

• Don’t pressure kids at the last minute. There is no way to cram when preparing for your kindergartener’s first day of school. Rushing through flash cards or quiz-zing kids on the alphabet may just make them nervous

about the start of school.• Make note of the similarities between preschool

and kindergarten. Kindergarten may not be so different from preschool, and such familiarity can make the tran-sition that much easier for youngsters. Some preschools mirror the curriculum of the local elementary school district, introducing students to the types of lessons they eventually will learn in kindergarten. Make note of these similarities in an effort to calm any jitters kids may have about starting school.

Getting ready for kindergarten

Help preschoolers feel confident and happy about kindergarten by adjusting to a school schedule as the first day of school draws nearer.


I love summer time. The days are long, the garden is growing at full steam, and the sounds of youthful enterprises fill the air from nearby parks and munici-pal pools. Usually about mid-July I find myself reconciling the successes and

failures of my gardening endeavors, with hopes of laying out a better plan for the next year.

For parents with school-aged children, the waning days of summer bring planning for the next school year into focus and, for many, the opportunity to reflect on how seemingly fast time moves. At first the back-to-school lists are short: crayons, paper, a ruler, and a back pack to carry items in. Over time the ex-penses multiply as quickly as children grow, and before long college comes into focus, and with it the reality that higher education is costing signifi-cantly more every year.

It is no secret that college tuition has increased over the last few decades. What is astounding is the 6-7 percent inflation pace at which the price of an education has grown. Worse yet, if the current trends continue, parents hoping to cover or partially offset expenses are in for serious sticker shock if adequate steps aren’t taken.

While it’s hard to predict if college tuition rates will continue to advance at the frenetic pace of the past few decades, it is a sober reminder that care-ful planning and saving now will help offset or even eliminate the need to take out a second mortgage.

Traditionally, the most common savings vehicles were the Coverdell Education Savings Accounts (ESA), U.S. savings bonds, and Uniform Gift to Minor Accounts (UGMA/UTMA). These accounts provide parents a means for sav-ings, but come with significant disadvantages such as limited savings capacity (ESA is capped at $2000 annually), ownership issues (UGMA/UTMA are the property of the child ), or limited growth potential (Savings bonds current yield is 0.50 percent).

Because of these concerns, and with the ever increasing college expenses, states began to offer new savings vehicles to better plan for future needs.

Enter the 529 plan A 529 plan is a tax-advantaged saving and investment vehicle sponsored by a state,

state agencies, or educational institutions, and designed to encourage saving for future college costs. Annual non-deductible funding is capped at the gift tax exclusion level (currently $14,000 single/$28,000 married filing jointly), and total funding cannot exceed the amount necessary to provide for the qualified education expenses of the beneficiary. This means a married couple could fund up to $140,000 at account incep-tion, then repeat the process in the sixth year.

Further benefits of the 529 account include the ability to transfer the beneficiary to a qualified family member in the event of child number one earning a full ride schol-arship, attending a lower cost school, or forgoing college all together. The account is owned by the parents (or grandparents) and not the child, helping to ensure the funds are directed toward their intended purpose, and the investments grow tax free pro-vided distributions are made for qualified post-secondary education expenses (Please see IRS publication 970 for information on the tax benefits for education: www.irs.gov/pub/irs-pdf/p970.pdf ).

Not all accounts are created equalEach state offers a 529 plan, but participants are not limited to their state of

residence, and some states, such as Colorado, offer tax deductions against state income taxes as incentives for funding the accounts.

As with any investment decision, parents need to carefully consider the fees associated with the underlying investments as well as the quality of choices available. Plans may be direct sold (meaning participants purchase the product directly through the plan) or broker sold (which may come with higher fees and expenses).

It’s never too late to startUndoubtedly it is better to begin college savings during the first year of

a child’s life, as demonstrated by the growth of monthly savings over 5, 10, 15 and 20 years.

But what if your child is already well into their high school years? While it may be too late to fund 100 percent of future expenses, there is still time to set aside some funds in an effort to defray the total outlay. Given college is a 4-5 year commitment, parents of sophomores, juniors and seniors will have 2-8 years of tax deferred growth potential before tuition bills are due. Secondly, if you live and pay income taxes in Colorado, the 529 plan again

offers state income tax deductions for contributions without a time requirement before distribution. Which means you can fund a 529 plan, pay tuition the same year, and still get the offset.

Putting a child through school is a major investment in his or her future, and planning for their needs must be on the minds of every parent as they prepare for the coming year. Taking action now will help ensure your investment grows to his or her fullest potential.

For more information on saving for college please visit www.savingforcollege.com. For specific information regarding Colorado’s 529 savings plan please go to: www.

collegeinvest.org. Jason M Brooks CFP®AIF® is the president of Indelible Wealth Group, LLC in Ber-

thoud, a fee based Registered Investment Adviser firm in Colorado and California. He does not provide tax, accounting or legal advice. Please consult your own independent tax or legal advisor as to any tax, accounting or legal statements made herein.

It’s never too late to save

Jason Brooks, CFP AIF



Parents often play a crucial role in helping their kids do well in school. Numerous studies have shown the positive impact that parental involve-ment can have on a student’s aca-demic career, and those studies have inspired many educators to encourage their students’ parents to take a more active role in their children’s educa-tion, including helping them with their homework.

Parents can help kids with their homework in various ways, but that very involvement alone can help to establish a groundwork in which kids understand there are specific rules regarding their homework and that these rules will be enforced. Even parents who might not be able to help kids with their calculus homework are already helping by simply creating an environment in which kids know they are expected to do their homework every day and that mom and dad will be there to make sure they do.

But enforcing rules about home-work is not the only way parents can help their kids in the classroom. The following are a few simple ways parents can support their children’s academic efforts as well.

• Contact teachers. Contacting

teachers is now easier than ever be-fore. Many teachers recognize the ben-efits of involving parents in their youngsters’ education, and as a result these teachers go to great lengths to make informa-tion about their classes avail-able, whether it’s by posting a class syllabus online or email-ing parents about upcoming assignments or examina-tions. Whereas the parents of yesteryear used to wait until parent-teacher conference ses-sions to learn how their child was performing in the classroom, today’s parents can email their children’s teachers for up-dates or questions if they notice their child is struggling with a particular subject.

• Help your child choose his or her coursework. The competition to get

into a good college is stiff, and many of today’s high school stu-dents rec-ognize that reality. Unfor-tunately, some students bite off more than they can chew. High school students don’t have the flex-ibility with regard to their coursework that they will have in college, but that does not mean their schedules are entirely up to someone else. When

the time comes for kids to pick their courses, parents should sit down and help kids choose a schedule that’s challenging but not overwhelming.

• Emphasize education over extra-

curricular activities. Parents often marvel at the ease with which their children juggle busy schedules. While students might be deft at balancing academics with a host of extracurricu-lar activities, many adults feel that today’s kids are overburdened, and parents who feel that way should not hesitate to take some tasks off their youngsters’ plates. Parents should stress to their children that education takes precedence over their extracur-ricular activities, paying careful atten-tion to kids’ academic performances during those times of the school year when their children’s schedule seems especially busy. During such times, parents also can contact children’s teachers and ask that teachers let them know if their youngsters’ aca-demic performance begins to suffer.

• Limit distractions. Time to un-wind is important, but parents should keep a watchful eye on just how much time their kids are unwinding. Too much time spent online or in front of the television can compromise aca-demic performance. Establish limits as to how much time kids can spend online, watching television and play-ing video games, and enforce those limits so kids have time to focus on their academics.

How to help your kids in the classroom


By Bob McDonnellThe Surveyor

Summer is no vacation for Rick Grotsky. Ber-thoud High School’s new band teacher spent his summer hosting band camps and meeting with his future students.

Grotsky labels himself as the school’s music di-rector, being the only music teacher at the school. He teaches band, choir and orchestra at Berthoud High, but his job is to “make kids feel successful,” he said.

Grotsky graduated from Rocky Mountain High School in Fort Collins in 1994 and received all of his education locally for his teaching certification. He taught for five years at St. Joseph Catholic School in Fort Collins. From there, he went to Jackson Elementary in Greeley, and right before coming to Berthoud, Grotsky spent two years at Greeley’s Northridge High School.

He said his goal for Berthoud’s music programs is not change, but growth.

Currently, Berthoud High School has about 40 students in band and 10 to 15 in the orchestra, according to Grotsky. Berthoud’s enrollment is 626 as shown on localschooldirectory.com. Having 15 percent of the student population is a “good result” Grotsky said, but he wants to engage even more students in music. Grotsky wants to have more offerings of music classes. One example is a music theory class. In the past, the new teacher found that this type of class draws in students. The class is not intended for those in the band or orchestra but as an elective.

Band competition awards adorn a wall in the school’s band room, illustrating the band’s past successes. Grotsky points out that many awards list the local band making it to the semi-final round of competitions. The last time the Berthoud band was a finalist happened in 2005 and he wants to see if the band can attain this level again.

By “staying focused and on task,” Grotsky feels the band will become more com-petitive and able to attain more honors. Also, he says that past band teacher Paul Faris will be an assistant at BHS to work with the music students.

Grotsky’s philosophy is that students should not only be great musicians, but also great people.

His overall goal as an educator is to leave a legacy. He wants students to “continue their involvement in music after high school.” Having them pass on what they learn at BHS and to have “music resonate with them” is part of this legacy.

Dedication and passion for music guide Grotsky. Saxophone is another of his passions. He plays the

instrument in as a member of the Colorado Big Swing Big Band, along with his friend, and Ber-thoud businessman, Eric Weedin.

When not teaching or playing music, Grotsky enjoys family time with his wife and four children. He also likes to watch movies.

Look for Grotsky and the Spartan band at the first football game this year.

Photo by Bob McDonnell New BHS band teacher Rick Grotsky stand by pictures of past BHS bands.

Berthoud High band marches to a new beat


Using newspapers to teach kids in the classroomSpecial to the Surveyor

Few resources are as inexpensive yet inherently valuable as the local newspaper. For as little as the loose change in their pockets, readers can get all their local news, as well as learn what is going on overseas and, for sports fans, what happened during last night’s games.

For educators, newspapers can be a valuable teaching tool as well. Younger kids typically aren’t avid readers, but newspapers are often reader-friend-ly, with concise articles that aren’t as long-winded as chapters in a book. Teachers hoping to instill a love of reading in their pupils can put the local newspaper to work in a variety of ways.

• Teach kids the “5Ws (and the H).” Most adults recall the lesson of the “5Ws (and the H).” The 5Ws and the H are Who, What, When, Where, Why and How. Newspaper articles are typically built around the rule that encourages reporters to answer these six questions in the fi rst several paragraphs of an article. Teachers can give their students the news-paper and tell them to identify the 5Ws and the H. Students are likely to embrace the reader-friendly nature of news articles, and might just pick up their mom or dad’s newspaper around the house as a re-sult.

• Teach the difference between editorials and hard news stories. When using the newspaper as a teach-ing tool, teachers can give students two different articles, one news and one editorial. Before explaining the difference, ask kids to identify the differences. Chances are, kids will pick up on the main difference, that an editorial is an opinion piece that uses facts to support an idea, while a news story simply

reports the facts without giving an opinion. This can prove a valuable lesson for kids to learn, promot-ing reading comprehension and teaching kids to question the source of their reading materials in an analytical way.

• Encourage kids to read their favorite sections of the newspaper. Kids are kids, and they may not be interested in the front page stories or most of what’s included in section A. However, there are sections in every newspaper that can appeal to kids, and teachers and parents alike should encourage their kids to read those sections that interest them. The entertainment section might have stories about kids’ favorite movies, while young sports fans are likely to enjoy articles about their favorite teams and players. The goal is to get kids excited about reading, and many parts of the newspaper are fi lled with articles kids can enjoy.

• Use the local section as a teaching tool. Kids may or may not be interested in what’s going on in the world’s fi nancial markets or even the nation’s capital. But the local section is something kids can often relate to, with stories about people and places they’re familiar with in their own towns. Human interest stories about local residents doing good deeds or about local businessmen and women set-ting trends might give kids a greater sense of pride in their community.

The local newspaper is a wonderful tool for edu-cators to use with their students. If there’s not one already, teachers should contact their local school board or even their local paper to see if an agreement can be worked out where teachers can provide their students with the local newspaper every day.

© 2014 Indelible Wealth Group | Indelible Wealth Group, LLC is a Registered Investment Adviser in Colorado and California serving clients on a na� onal level. Indelible Wealth Group works with TD Ameritrade, Inc. to custody our client assets. TD Ameritrade and Indelible Wealth Group LLC are separate and unaffi liated fi rms, and are not responsible

for each other’s services or policies. Brokerage services are provided by TD Ameritrade Ins� tu� onal, Division of TD Ameritrade, Inc., member FINRA/SIPC/NFA.

• College Savings• Mutual Funds

• Stocks • Bonds • ETFs

• Por� olio Management• Comprehensive Financial Planning

• Tax Effi cient Strategies• 401(k)/Pension

Consul� ng

FEE ONLY makes a difference — call us today to learn more about partnering with us

on your fi nancial journey. 970-532-5842 • 440 Mountain Ave. • IndelibleWealth.com

Indelible Wealth Group

Jason Brooks, CFP AIF

YOUR MONEY. YOUR FUTURE.

reports the facts without giving an opinion. This can prove a valuable lesson for kids to learn, promot-ing reading comprehension and teaching kids to question the source of their reading materials in an analytical way.

the newspaper. Kids are kids, and they may not be interested in the front page stories or most of what’s included in section A. However, there are sections in every newspaper that can appeal to kids, and teachers and parents alike should encourage their kids to read those sections that interest them. The entertainment section might have stories about kids’ favorite movies, while young sports fans are likely to enjoy articles about their favorite teams and players. The goal is to get kids excited about reading, and many parts of the newspaper are fi lled with articles kids can enjoy.

may or may not be interested in what’s going on in the world’s fi nancial markets or even the nation’s capital. But the local section is something kids can often relate to, with stories about people and places they’re familiar with in their own towns. Human

Newspapers are a valuable resource parents and educators can use to instill a love of reading in their kids and students.



Technology is an important part of many people’s daily lives. Devices like computers, tablets, smart-phones, and video games are now so widely used that it’s hard to imagine a life without email, the Internet or text messages.

Even children are proving adept at using technology, which can be a valuable tool for educators attempting to reach today’s youngsters. Digital learning is learn-ing facilitated by technology. Not only can digital learning be done in the classroom, but also it can extend to home life as children continue to ex-plore lessons through hands-on interaction with digital devices.

According to data from Project Tomor-row’s “Speak Up” study, an initiative of the nation’s leading education nonprofit organization, students are frus-trated with the lack of technology in their schools and by the lack of sophisti-cated use of that technology. The study indi-cates that students want more of the following:

• social-based learning;• tools that increase untethered learning;• development of and connection to a personal

network of expert resources; and

• a digitally rich learning environment.Students acclimated to

technology at home are not content to merely rely on textbooks or CDs in the classroom.

They’re more

interested in interac-

tive, Web-based tools

that enhance communication

and collaboration.

As a result of this shifting landscape, parents should expect to see more lessons and homework involving interactive technology. To make this transi-tion go more smoothly, teachers and parents can work together to ensure kids are making the most of the exciting developments in education.

The following are just a handful of the changes that figure to come about as a result of the

transition to digital learning.• lesson plans, assignments and tutor-

ing opportunities available online for continued reference;• learning-centered chat rooms for peer-to-

peer interaction and sharing of materials;• Digital content in the way of high quality aca-

demic materials available through interactive apps and not stagnant PDFs or text materials. Software may range from video lectures to learning games.

• Increased availability of teachers and profes-sors. Students and parents will be able to reach out to educators beyond school hours if assistance or further clarification of assignments is needed.

• Supplemental material that comes at the pace of the student, rather than the pace of an entire class-room. Interactive and adaptive software enables stu-dents to spend more or less time on lessons to achieve the best level of learning.

• Digital communication with educators, including online conference scheduling.

• Smartboards, tablets and laptop use more heav-ily integrated into classrooms.

Digital learning and technological advancements are changing rapidly and helping to reshape the classroom and how kids are learning.

Digital learning continues to transform learning experiences

On-site Services Include:• Obstetrics• Gynecology• Bioidentical Hormone• Replacement• Bone Density Scanning

• Digital Mammography• Health Care • Essure • Birth Control Seminars• High Risk Obstetrics

• Midwifery Care• Prenatal Classes• Ultrasonography• Weight Management

Warren James, MDBeverly Donnelley, MD

Angela King, MD Susan Kozak, MD Kara Micetich, MD Philip Priebe, MD

Jennifer Reeve, MD Nicole Roberson, OB/GYN Elizabeth Serniak, MD Bradley Stern, MD Kevin Tool, MD Maude Vance, MD Eric Yeh, MD

Lora Bureau, PA-C Abbey Seufer, PA Roxanne Slayden, PA Stesha Irons-Kahl, NP Peggy Milano, NP Lani Nielsen, CNM Susan Bush, CNM

Cassandra Selby, CNM Kelly Jean Stanczyk, CNM Tina Downes, CNM Alyssa Starkson, CNM Martine Tesone, CNM

back to school 2014

Documents

school week

school year

school calendar

berthoud high school

high school level

school board president

parent of berthoud students

thompson school boards