D THE SCHOOL IN AND AROUND THE SCHOOL IN AND AROUND THE SCHOOL IN AND AROU Page 6 March 1982 Cassiar Courier Qa LHe SCHOOL IN AN = S = D THE SCHOOL IN AND = = i=) cc <= a ~~~ and Around the School ~~: To Mrs. Carol Bowen, who has joined the office staff at the ‘school as a half-time secretary. irs. Bowen was one of our regu- lar substitute teachers until she decided that she would rather be around the school on a more regular basis. We are very glad you Joined us Mrs. Bowen. To Mrs. Margaret Rudkowsky, who is rejoining us as a half- : time Library Aide. Mrs. Rudkowsky has had previous experience - at the school in this role. It’s nice to see you back Mrs. Rud- kowsky. Farewell To Mrs. Helen Pearson, who has gone from part-time Li- brary-Aide at the school to full time Secretary/Aide at the ‘new/ District Resource Centre on Tagish Street where she is now working with Mrs. Karen Clark, District Program Specialist and =: Mrs. Sue Chambers, District Resource Centre Coordinator. We LS will mis you, Mrs. Pearson, but we know you are ingood com- a pany! =) eo = f c Tr eo = Ss Primary& Intermediate on ntermurals = Before school in the morning, and during lunch hour, the e A a gym Is literally Jumping’ with the students who are participat: ] => oO cc x = = = LL o ing in the intramural program. The present standings are: Tasmanian Devils — 118 points Ogopogos Vultures - 112 points — 105 points Second Term Honor Roll GRADE EIGHT John Tooke (Second Time) Paul Auric (Second Time) Jacqueline Molan (Second Time) Jerry O'Neal (Second Time) Catherine Pewsey (Second Time) GRADE NINE Robert Repolusk GRADE ELEVEN Wendy Cartwright (Second Time) Ursula Froehlich (Second Time) Mark Nuyens (Second Time) Marlene Overton (Second Time) GRADE TWELVE Clare McKiernan Cato Schneeberger (Second Time) Donna Taylor (Second Time) BASKETBALL TEAMS Our Senior Boys & Girls Basketball teams have been work- c (ng hard in practice in order to uphold a Cassiar challenge in 2 several tournaments. Unfortunately, a scheduled trip by both teams to Juneau, Alaska, had to be cancelled due to poor flying conditions and the planes could not leave Juneau, You can imag- ine the disappointment end dejection felt by the Cassiar students The teams, however, do have a couple of other tournament trips _ tentatively scheduled, and it is hoped that they have more suc- cess with these plans. They and their coaches, Mr. Vickery and Mr. Prier, have been working very hard this year and it is hoped . a that some outside teams will accept our invitation to visit Cassiar = — a = > i=) c so that parents and students can see our team on their home ground. Students involved in any of the school-sponsored trips are expected to keep up their regular academic achievement in =< eB School, and the majority of students involved in the extra-curric- = = ular programs are learning to be responsible for any work missed while out of school on recognized trips. Extra-curricular school oF = SDOISOFEC activities are a natural extension of the regular pro- 3 5 “yy GNV NI TO0HIS 3H1 GNNOYV GNV NI TOOHIS FHL GNNOYV GNY NI 1GOH9S FHL GNNOYV GNV NI 1009s JHL ONNOYV GNV NI 100H9S JHL ONNOY gram and are meant to enhance, not detract from the regular program. Congratulations ! To Mr. Hamilton’s Grade 5/6 class tor having the best punc- tuality record for the month of January - only 4 lates in the month. Well done! To Mr. & Mrs. Bob Clark on their new arrival a boy, James Drew. Mrs. Denise Clark was the Teacher Aide at the school be- fore taking on her new role Which is more relaxing, Vrs. Clark, a baby or 320 students? Glad to see you back and well, Work Experience Program During the week of aaa 8 - 12th, the Grade 10 (and some Grade 9) students will be out in the community on the Work Experience Program. They will be gaining a realistic in- sight into the world of work, by experiencing areas of industry and business around Cassiar, and gaining first-hand knowledge here. The objective of this program Is to prepare the students more fully for the realities of work that they may meet when they leave school at whatever age. Thanks for the organization of this year’s program must go to Mr. Keith Kroeker, counsellor and work experience coordinator at the school, and to the people of Cassiar Resources, and the various businesses around town who have willingly offered their time and help to the stu- dents in this worthwhile program. Weater Winter is brisk and cold, by Celenka Krawezyk Everyone likes it, young and old. Hit your friend with a snowball, As all the beautiful snowflakes fall. Now lets go in, And have some coco and cookies From the cookie bin. Notes &Zuctes 132 boys and 121 girls, aged 3 to 7, were shown 4 different pictures of a man wearing varying degrees of facial foliage. Most of the kids tagged the clean-shaven gent as “the nice man’. whereas the gent with the full beard and moustache was seen as “the scary man’. Is this ahint to bewhiskered teachers? “We taught our kids the value of a dollar and must say this for them.. they took it bravely”....changing times. KK And finally, some nice thoughts on our town - Cassiar. “"The place | like most is Cassiar, B.C. Cassiar is calm, beaut- iful and peaceful. Some of the sights in Cassiar are just spectacu- lar. It is nice to see the children walking in the crispy cold weather, with rosy red cheeks. | like to see people skiing, playing in the snow and having a lovely time. All these scenes are plea- sant ones. Some people think we are crazy to live up here, but they don’t know what they’re missing. by Alexia Jones David Liddle’s Riddle Can you tickle a pickle for a nickel? Or can you kiss a lime for a dime? Or can you squeeze a sneeze? Students Out of School From time to time throughout the school year, it appears that students have to be taken out of school by their parents for many reasons which are not school-sponsored or health related, e.g. vacation, shopping trips, community-sponsored activities, etc. Vhile the school can understand the necessity of some of these absences from the school, we feel that it has to be under- stood that the students must have parental permission to be ab- sent from school, and that the students, not the teachers, are re- sponsible for any work missed while the student is away trom school, We do appreciate the efforts of the concerned parents who try to give the school advance notice of unavoidable ab- sences, and who attempt to obtain work in advance so that the student will not miss important work while away, but this is not always the case. Work Career Preparation Program Fred Hudson tightening up the bolts. CNV NI 100H9S 3HL GNNOUV GNV NI 1O0H9S FHL ONNOYV GNV NIT00H On September 9, 1981, two students from Cassiar School 5 = embarked on the new Work Career Preparation Program. Frank 2 = Dennis and Fred Hudson have the unique opportunity of com- = pleting their Grade 12 and at the same time gaining their pre- a apprenticeship in Heavy Duty Mechanics. During these months a they have been attending school for part of each morning then =) going to the Equipment Garage at the Plantsite for the remainder > of the day. At the Equipment Garage they have been learning about and working with various pieces of equipment. Two nights 2 nights a week from January 13 to March 17, they attend night 5 classes on the theory aspect of the course. All this will culminate 9 with a final English test at school and a final exam in Heavy 2 Duty Mechanics on March 17th. Success to completion of both 2 S courses will give them Grade 12 equivalent standing and their S pre-apprenticeship in Module | - Heavy Duty Mechanics. "The school would like to take this opportunity to thank the people who have made this project a success this far: - The Management of the Company and especially the Personnel Department. - Paul Temple - Training Supervisor - Larry Aspen - Equipment Garage Foreman - The crew at the Equipment Garage. - Len Moth - USWA Local 6536 President - Bay Tracy and Jeff Laurie - Theory Training - Wayne Giesbrecht and Roy Clement who did the ground _, work for the program 1 ONNOYV GNV NI 100HIS 4HL G 2 S 2 5 S iS) Ry z 5 & a 8 g g success will continue. Frank Dennis engrossed in his work. SOAP | like soap by Melissa Lecours 1t makes me clean /t makes everybody clean lf you know what | mean. VY GNV NI 100H9S SHL annouv GNV Ni 100H9S 3HL GNNOYV GNV NI 1O0H9S FHL CHNaAAAWNS Cassiar Courier March 1982 Page 7 In and around School District 87 “MATHEMATICS ASSESSMENT TESTS MEAN PERCENT CORRECT WHAT WE TEACHERS DO ALL DAY As a project | have divided a teacher’s associated profession- al duties - excluding teaching into nine categorieés.......... i. Organization il, Preparation ili. Consultation/Communication iv. Evaluation v. School Clubs and Teams vi. Supervision vil. Extra-curricula vill. Professional Development ix. Record-keeping activities Over the next three issues | would like to share with you the 84 responsibilities which fit into these categories. Naturally, all teachers do not have all responsibilities. All teachers do have a great percentage of all the responsibilities. ORGANIZATION 1. Organizing timetables. Organizing units and overviews for all subjects. 3. Organizing and preparing learning centres and gathering materials for them. 4. Preparing individual work for exceptional students and those with special needs, as well as regular seatwork for cles. 5. — Preparing home assignments for those who ae absent or for those planing an extended holiday. 6. Making arrangements for field trips and guest speakers, in- cluding pre-trip and post-trip activities. 7. Preparing for and assisting student teachers up to a period of four months. 8. Organizing soorts — house games, clubs, school teams. 9. Organizing special events — concerts, assemblies, parent nights. 10. Co-ordinating outsice.resources with unit planning. 17. ‘Integrating special class students into the regular classroom. PREPARATION (a) _ Lesson Preparation. 1. Preparing daybooks, 2. Planning daily lessons, reading guidebook and other re- sources. Preparing boardwork. Preparing seatwork, discussion work. Pre-reading novels, stories and preparing questions. Previewing films, filmstrips, tapes, records, texts, novels, social studies and science materials. Experimenting with art and science materials before lessons. 3. 4 5. Making and running off stencils. 6. 74 9. Gathering materials for lessons (paper, paint, equipment, books, etc.) (b) Room Preparation. 7. Putting up — Visual aids, student work, bulletin board dis- plays, centres, sports records, etc. 2. Straightening shelves, arranging books, dhily tidying, sink areas. 3. Caring for plants, small animals and fish. 4, Furniture rearranging. CONSULTATION AND COMMUNICATION Conferences with principal, Conferences with students. Conferences with other teachers. Conferences with parents — in person, by telephone. Staff meetings. Meetings and phone calls regarding committee work. Meetings with school counsellor, Meetings with learning assistance teachers. Meetings with English as a Second Language teachers, Meetings with supervisors: Meetings with teacher—librarians. Conferences with school nurse and speech therapists. Writing letters of a professional nature, transfer forms for children going to other schools. Consultation with student teachers, Reports and referrals to dinics, counsellors and diagnostic centres. ok | ed, — (eh - 8, wo NO-~ S ~~ N OQ A STIKINE DISTRICT VERSUS PROVINCE _ Nunber & Operations Measuren zit Algebraic ‘lopics Computer Literacy AVGi 3c Percent Above or Below Provincial Average The interpretation of the 1981 Mathematics Assessment occurred on January 1, 1982 in conjunction with a District Ad- ministrators meeting. It involved a panel of 11 teachers/admin- istrators. The interpretation was held at-this time in order to ob- tain District-wide input and District-wide feedback. The “Alter- nate Procedure for Small Districts — District Interpretation Pack age” was used. This report was prepared by the District staff, using the comments of the teacher-administration panel. E Panel Members , Grade 4 Grade 8 Doug Kerr, Good Hope Lake Jay Dahlgren, Dease Lake George Millar, Cassiar Mel Rippel, Atlin "Karen Clark, District Staff Vern Lieb, Telegraph Creek Oven Corcoran, District Staff Grade 12 Ed Spetch, Cassiar Randy Knows, Cassiar Keith Lanphear, Cassiar Dick Chambers, District Staff (Readers should be aware that the results and comments which follow apply to the whole district. They should not make com- parisons with individual schools.) CONCLUSIONS Grade 12 1. The grade 12s performed exceptionally well on the 1987 Mathematics Assessment Test. They averaged 13.4% above the provincia mean. 2. _1/f transiency lowered their chances of success, other factors overshadowed this. 3. The small sample, and the fact that 81.8% at the District, as compared to 37.0% at the Provincial level were enrolled in Province Algebra 12, was probably the reason for the excellent results. 4. In both the 1977 and 1981 results, the grade 12's have scored above the provincial average. 5. The 1981 class of graduates were above the provincial aver- age in grade 8 and even more so when they-were in Grade 12 GRADE 8 1. Grade eights performed lower in comparison to the provin- cial mean, averaging 8.6% below it. 2. The transiency factor and repetition of one or more years of schooling may relate to the lower score. The Measurement Domain was the poorest at both the provincia and district level, The grace eights internalization of metrics did little or nothing to help them in this area of the assessment; neither did their higher computer contact. 4. The 1977 grade eights were above the provincia average and the 1987 grade eights were below the provincial average However, in the four years since the grade eights were in grade four they have improved their comparative standing by 3.3%. GRADE 4 1. The grade fours performed lower in comparison to the provincial mean, averaging 7.05% below it. 2. In both the 1977 and 1981 results the grade 4’s have scored below the provincia average. 3. The 1981 Grade 4’s have improved 10.5% on their 1977 counterparts. This would appear to suggest that the district recommendations made after the 1977 interpretation are being integrated into daily teaching practices and ae having a positive gradual effect an mathematic achievement at this level. Parents at a large urban secondary school received the fol- lowing neusietter item from the vioe-principal: “Dear Parents: Have you noticed the following behaviors in your child * Is preoccupied with heterosexual relationships * Talks secretly on the phone for long periods of time. * No longer openly discusses private matters with parents, family or teachers Daydreams often Sneaks off to school in old jeans and tennis shoes Increases family conflicts * Questions authorities of all kinds * Wants to be alone Questions or shows declining interest in religious values * * Answers authority figures with, “Why, who am / hurt- ing?” * Experiments (at least verbally) with cigarettes and/or alcohol * Enjoys arguing * Develops a slang vocabulary * Writes secret and risque notes to friends Then congratulations -- you have a normal adolescent junior high student!” /s your adolescent normal? SLOPPILY by Chad Beaudry Sloppily the duck walks ahead. Sloppily he went to bed. Sloppily he bumped his head. Sloppily he fell out of bed.