Fort Madison High School - Madisonian Yearbook (Fort Madison, IA)

Page 28 text:

Students given time to Iear fter two years of planning, the new curriculum which is believed to be the only one of its kind in the coun- try was put into effect. Under the new system, students were viewed as indi- IS THE NEW GRADING SYSTEM FAIR TO ALL LEVELS? DOES IT GIVE AD- VANTAGES OR DISADVANTAGES TO ANY PARTICULAR TYPE OF STUDENT? ' MR. BOWEN: Advantageous to slow and top students. Average students seem to fall behind because of the in- ability to discipline themselves. MISS MOORE: No, every student should have the same opportunity. Not just fail- ing students should be able to take units over. Students who get B's or C's should be allowed to try for A's. It is not sewing the purpose intended, helping slow students. MR. McVEY: Yes-all are treated the same. It should give some advantage to the slow learner-some disadvantage to the fast learner at present. In most classes there is no advantage at this time. MISS MACKIE: Yes I think it is advan- tageous for every student although they may not realize it. It will eventually teach students responsibility as soon as they get used to the system. It could become an easy cop-out for lazy students. MR. CRAWFORD: It is not unfair. The disadvantage for kids is that it forces kids who normally don't do the work. Under the new system there is no more coasting. 24 Opinion viduals, each of whom could learn, given enough time and opportunity, to his or her own capacity. Students who failed to master a unit were given extra time to do so. If they were still behind at the end of the school year, they could catch up in summer school or during the next semester. F's were still given in cases where students made no at- tempt to work. KAREN DICKEY, junior: It isn't fair. Some people can't take tests. They clam up. But they are otherwise good students. RIC SANDOVAL, senior: Slower stu- dents think it's fair. Intelligent students may abuse it. LARRY DRESSLER, junior: Dis- advantage to the ones who try. CINDY BLANCHARD, freshman: Dis- advantage to the less intelligent stu- dent. They have to be retaking so many tests all the time. DENISE COPELAND, junior: I think so. Advantageous to poorer students be- cause they have more time to get as- signments in because there's really no time limit. DOES YOUR DEPARTMENT HAVE FACILITIES NECESSARY TO IMPLE- MENT THIS PROGRAM? MR. CRAWFORD: We need a media center staffed with department people who can work with students. MR. BURROW: Need for each teacher to have his or her own room all day long without interruption not met-We have to lug all kinds of materials all over. Sim- ilarly the courses were not formerly set up for individualization so we had to do this on our own time. MR. WALLERICH: Not really, to do it you would need more free time to be in classrooms and have access to materials. Carolyn Wellborn, high school Ian- guage arts teacher and co-chair of the district's curriculum council, said, ln the past the education system has pe- nalized the student for something he couIdn't help: his capability of learning. Commenting on the individualized HAVE TEACHERS BEEN ABLE TO SPEND MORE TIME HELPING STU- DENTS THIS YEAR? SCOTT KINCAID, senior: I don't think teachers' and students' schedules get together like for make-up tests. JULIE METZGER, sophomore: No, it seems that they are on a tight schedule in order to get all the units in the alloted time. MR. MUELLER: Teachers spend more time helping students this year. KATHY STEVENSON, junior: No, be- cause most teachers just give you a unit test to take over again. Then if you pass it, you just continue on with the rest of the class. They don't help you individ- ually unless you ask. HAVE YOU EVER HAD TO REPEAT A UNIT? DID YOU LEARN MORE OR UN- DERSTAND THINGS BETTER BE- CAUSE OF THIS? SHIRLEY ZACHMEYER, senior: l've failed a few tests and have had to retake them and l've learned more the second time because l've had to reread the whole chapter more carefully. KATHY STEVENSON, junior: No, l've had to take a test over. No because I just studied to pass that test and get it over with.

Page 27 text:

ABOVE: June Ryner fDarla Deedsj and Sally Young fLaura Cooperj deliver the orchid. ABOVE LEFT: Susie Johnson fLori Brecountj ex- plains why the orchid can'l be worn. FAR LEFT: Linda Robinson fMichelle Smithj waits for her answer from Burt Ryner fDon Flayj. LEFT: Stage Crew, prompter Margie Wellington and Lynn Stoyer look on during the play. PHOTOS BY: B. Fitzsimmons. 23 Freshman One Acts

Page 29 text:

asing grades on student effort and capability, controversial ew system attempts to recognize individual differences approach, Robert Readshaw, secon- dary education director, said, We never told the teachers it would be easy. We are trying to reach every stu- dent and tell that student that you have to do this much work to recieve credit, and we will do our best to work for that student to see that he meets those requirements. According to Superintendent Max CINDY BLANCHARD, freshman: Not a whole unit, but l've had to take tests over. No because you just study for the test and forget it after you've taken it. ONE OF ITS PURPOSES IS TO GIVE STUDENTS MORE TIME TO MASTER WORK. DO YOU FEEL THAT THIS IS HAPPENING? RONDA BOECHER, junior: Yes, I do be- cause if you have to complete the unit over, there is no date that you must have it completed so there is more time to study the unit. MILTON EICHACKER, freshman: Well I can't say it really gives you more time but you do have to master your work be- fore you can go on. SANDY REDDEN, junior: No if they wanted to do work, they would do it anyway. CAROLYN NAPIER, senior: Definitely not. Most kids don't care if they get an incomplete. LORI LAMPE, freshman: No because if you get an incomplete on a unit, then you will be just as far behind on your next unit. MR. WALLERICH: They can master a certain amount of work to get credit for a course. It gives them more time, the deadlines aren't as rigid. Teachers are Redmond, the new system's goal is to abolish failure. He said that research has shown that 9096 of students can learn up to a level that only IOM, are reaching. He sees time as the factor which prevents many students from achieving their potential. Iowa Department of Public Instruc- tion regional consultant William Han- sen called the curriculum exemplary, too busy to give the amount of attention needed. HAS ANYONE ATTEMPTED TO TAKE ADVANTAGE OF THE SYSTEM? MISS MACKIE: I don't let them take ad- vantage of it. If a teacher works individ- ually with each student, I think that an understanding can be reached on what will or won't be accepted in the class. MR. WALLERICH: Yes, by delaying or trying to find out what test questions are and then retaking them. MR. BOWEN: No, not really. Some have delayed completion of a project or as- signment, but I do not feel this was due to the system. WHAT SUGGESTIONS COULD YOU MAKE WHICH WOULD IMPROVE THE SYSTEM? MR. BOWEN: Resource areas for those students who need extra help or make- up work-staffed by a qualified teacher who is available when students need the help: a look at testing procedures to minimize cheating. MR. WALLERICH: Paid time in the sum- mer to come up with alternate tests. Giv- ing the same test is not good, but there isn't enough time now. MISS MOORE: It was a good theory but either we haven't got the kinks out, or the rules haven't been explained to me. both in philosophy and action. Within the high school the much pub- Iicized plan prompted a wide variety of reactions. The following poll records some of the many opinions: The system needs to clearly define the teachers' and students' responsibilities. It tries to put individualized work into standard classes. Failure is a part of life. We seem to be encouraging irrespon- sibility and avoidance of reality. HAVE YOU EVER RECEIVED AN IN- COMPLETE GRADE BECAUSE A CLASS DID NOT HAVE SUFFICIENT EQUIPMENT OR TIME FOR YOU TO COMPLETE WORK? KAREN DICKEY, junior: Because the teacher was too busy with Athletics and did not have time to grade papers until after grades went out. PAM BALMER, senior: Yes, some classes don't have any books. CAN YOU SEE AN IMPROVEMENT IN STUDENT WORK THIS YEAR? DO YOU FEEL THAT THIS WILL OCCUR OR CONTINUE TO OCCUR AS PEOPLE AD- JUST TO THE SYSTEM? MR. McVEY: Yes-I expect a long term improvement in student attitude BUT for a real effect, teaching methods must change. Our present class design ham- pers the changes needed. MISS MACKIE: No, after one semester, I don't think it's long enough to see the difference. Opinion 25