Walnut High School - Cayuse Yearbook (Walnut, CA)

Page 63 text:

YDISCUSSIVNG HER PAPER with her instructor, Laura Corso tries to learn from her mistakes. Students worked on the individualized system, then received infdepth instruction from the teacher --Zia! THOUGH FILING isn't one of favorite jobs, Kari Lambert it in fulfillment of one of the requirements for lOBS class, Stu- dents vvere given job-entry skills in various careerareas. P.E. P.E., one of the largest departments already, grew in number of members. Mr. Scott Cassells was added to the department. Contrary to the vvay most departments grew, P.E. dropped a class, Bowling. Not enough partic- ipation and general inconvenience , were the reasons stated by Ms. ludy Manthorne, department head, for the class being dropped. One of P.E.'s goals was faculty ori- ented. Commented Ms. tvtanthorne, f'VVe strive to promote faculty unity and cohesiveness through faculty recreation nights. Departments!Brokers and Their Business

Page 62 text:

Occupations Dra Observations A class that drew attention both on and off campus was lob Occupa- tional Business Skills, better known as IOBS. Many students were not aware that the IOBS class was one of the six demonstration sites for the whole state of California, This meant that three times a year, teachers from other schools came, observed and got ideas from our IOBS classes. The students in JOBS classes per- fected skills such as working an add- ing machine and written communi- cation. In one IOBS class, there were a possible 16 competency skills to complete. Competency skills are for everybodyff commented loyce Bergstrom, department head. These skills are not just for the business stu- dent, but for all students. The IOBS class was individualized - every student worked at his own pace. Teacher Karen Cline com- mented, I really like the way the class is structured. This way, with the student working on an individualized basis, a 'C' student has an opportu- nity to earn an 'A' or 'BQ because he works at his own pacef' Q Math Although the Math Department stayed the same in the number of courses, the number of department members grew, because of higher student enrollment. Three new faces were seen teaching math classes. They were Mr. Dan O'DelI, Mrs. Rebecca Rowles, and Mr. Scott Cas- sells. The Math department's emphasis was placed upon high levels of achievement and positive self images. , according to department head Charles Sismondo. Apparently math interest was on the increase because more students than ever before participated in the Occidental College Math Field Day. This was a special day set aside each year where students from high schools all over Southern California got together and had math competitions. Brokers and Their Business!lOBS if ACOUNTING HIS DOUGH, Ieff Wagner does one of the many tasks required of him in IOBS. Since so many competency skills were required in this class, students had their choice of which order to do them in. '-J. Q ' hu AADDING IT ALL UP, Bret Almberg wonders if the list of numbers is ever going to stop. IOBS class included learning such skills as neater hand- writing, working an adding machine, and learning how to fill out a job application.

Page 64 text:

60 Some students on campus were involved in what was called Special Education classes. Kids who are in these classes are not stupid,'f empha- sized Ms. Christine Gillette. They are average and above in intelli- gence, but for one reason or more they have difficulty in learning cer- tain subjects or certain aspects of a subject. These special education classes had three teachers: Mr. Dave Farley, Ms. Christine Gillette, and Mr. Michael Manchester. Each teacher had his own special class. Mr. Farley taught what was known as Learning Handicapped - Special Day class. In this class the kids learned everything that other kids learn except on a slower basis. They took all the sub- jects necessary for graduation and stayed with Mr. Farley most of the day. Another class was the Individual Studies - Learning Disability Group, taught by Ms. Gillette. She also taught every class necessary for grad- uation. ln all of these classes, the instruction is on an individualized basis. With individualized attention, the student involved has a better chance of learning the material, commented Ms. Gillette. The class Mr. Manchester taught was the Special Day Class. ln this class, for various reasons, the student needed to be with one teacher for most of the day. This class provided the place, The goals of these classes were very simple. As Ms. Gillette stated, I really want them to believe in themselves as people. Through the means of getting their education, they discover that they are really fine people. lust because they may not read or write as well as someone else, it doesn't mean that they don't have a whole lot to offer the world, because they dofa 1 - I YMAKING SURE HIS MEANING is under- Farley had to be able to teach in a number of stood, Mr. Dave Farley helps a student in his different subject areas. class. Unlike most high school teachers, Mr. AINDIVIDUALIZED ATTENTION is one of the Manchc ster givzs in his classes, Here he helps many benefits of the instruction Mr. Michael onc of his studc nts with a history assignment Brokers and Their Business!SpeciaI Education