Berlin High School - Mascoutin Yearbook (Berlin, WI)

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Principal EVALUATION PROVES SUCCESS OF OUR SCHOOL We all have our own opinions as to the important events of this school year. Everything con- sidered, the North Central Evaluation probably had more impact on our school than any other event. The faculty spent a year and a half in preparing a self evaluation of every aspect of our school. Their work was so thoroughly done that the visiting evaluators found the report accurate in all phases. You students had a responsibility in this evaluation to which you responded with your normal good school citizenship and academic work. All of the above mentioned things were responsible for the very good final report we received from the NCA evaluators. One very important comment, that was evident in nearly every evalua- tors report, was the warm relationship that exists between students and teachers. This is very important because mutual respect and understanding is necessary in order to have learning take place. Besides the written report,many fine verbal remarks were made which alluded to the excel- lence of our school. It will be several years before we have another detailed evaluation but we will continue to keep our standards high as we always have. Berlin High School students can point with pride to their school now and in the future. Principal

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Superintendent THE HIGH SCHOOL OF THE SEVENTIES AND ITS STUDENTS It isn't easy to communicate student and teacher feelings about educational trends in the decade of the Seventies. Both take for granted the many changes which already have taken place. Joint faculty-student planning, involvement and participation in projects are common. We know that this generation of young adults must be prepared for a highly mobile, complex and chang- ing society. Rapid advances in technology solve, but also create, problems. Widespread and instant methods of communication bring the concerns of the world people into our homes. The ever continuing knowledge explosion may make many current occupations obsolete. It will mean new avenues of approach to the work- ing world, it will make leisure time mandatory and it will make continuing education for adults a way of life. Some basic general assimptions can be made about the instructional program of the Seventies. It can be assumed that the 1970's school will have long range responsibility for developing a program and curriculum that wiII: 1. Personalize individual instruction more and more. This includes individual study, personal counsel- ing and related programs such as Unipacs (packages of varied related materials necessary for learn- ing a particular idea). Mini-courses (short courses of 9 or 18 weeks duration). Programmed instruction (bite size items of information set in correct sequence and planned so that a student knows immedi ately whether his answer is right or wrong.) 2. Fit learning experiences to individual abilities and goals. Fewer and fewer specific courses will be required. Instead there wi 11 be a broad range of learning experiences tailored to meet individual abilities, interests and talents. 3. Broaden the school campus to the city boundaries and beyond. This increases the chance for shared resources and for extending our sources of information. 4. Provide great flexibility and individualization for evaluating student achievement and academic accomplishment. This implies a change in the grading system as we know it. and developing stand- ards of evaluation with measurable behavior as an objective. We see the high school of the decade ahead serving as a launching pad for life-time study, re-study, discovery and evaluation. Young people need the tools of survival to enter a rapidly changing and increas- ingly complex world. They need the tool of UNDERSTANDING MAN. his heritage, his needs, values, accom- plishments. They need the tool of INTEGRITY, honesty, respect for work, respect for himself and for others. They need the tool of JUDGMENT in use of leisure time, in human relationships, in evaluation and accept- ance of ideas and ideals.

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Teachers Blackboard Jungle MR (GEORGE) HARLAN ADAMS Wis. Stale Umv . Stevens Point. BS Vandercook College of Music. B M . Band Music Theory. Sen ior Class Advisor. Pep Band. Curriculum Commit- tee. Music Dept Chairman MR ROBERT BERNIER Umv. of Wis. Milwaukee. B.S. Spanish I. II. III. Spanish Club Advisor. Freshman Class Advisor MR JERRY BUTTKE Wis. State Univ.. Stout. B S Woods I. II. Indus trial Arts 9. Sophomore Class Chairman. Drivers Education. Dept Chair- man MR JEFF BADURA Umv. of Wis. Milwaukee. Wis State Umv.. Osh kosh B.S. m Secondary Education: J.V. Football. J.V Basketball. Freshman Class Advisor. MR L A BLACKBOURN Wis State Umv.. Platte vi lie. B.S.. B E. Agricul- tural Sciences. Occupa- tional Agriculture. FFA Advisor. Bus Patrol Ad- visor. Forestry Advisor. Junior Dairymen Advisor. Sophomore Class Advisor. Dept Chairman MR LARRY CARLSON Dustavus Adolphus Col- lege St Peter. Minnesota. B A Sc lence 9. Wrest 11 ng Coach. Sophomore Class Advisor. Curriculum Com- mittee MRS VICKI BEHM Wis State Umv.. Osh- kosh. B.S.. Eng 10. Dra- matics Ass't . Freshman C lass Advisor. MR GUY BULL Carroll College. B.S. Bio- logy 10. Advanced Bio- logy. Sophomore Class Advisor MRS BARBARA CLASEN Ripon College. B.A.. Wis. State Umv.. Oshkosh Librarian, Soph. Class Advisor. Library Chair- man. Curriculum Commit- tee. MR. BERNARD BEAMAN Wis. State Univ., Osh- kosh. B.S.. Univ. of Wis. Madison. M.S. Algebra I, Attendance. Assi3. nt Principal. MRS CARYL BUTLER Univ. of Wis.. B.S Home Economics 9. Foods 1. Textiles 1. FHA Advisor. Freshman Class Advisor. Curriculum Committee MRS CHERYL COATS Wis. State Umv.. White- water. B E Bookkeeping. Recordkeeping. Personal Typing. FTA Advisor. Jr Class Advisor