Talisman vol 49 issue 2 october 31, 2013 issue

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Lack of appreciation for custodians

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a student-edited newspaper Sheldon High School

Bobby Doerr: oldest surviving MLB hall-of-famer

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shstalisman@gmail.com

2455 willakenzie Rd., Eugene, Or 97401 vol. 49

Issue 2

October 31, 2013

New grading software elicits various reactions The new grading system has many glitches and is proving to be challenging for the teachers at Sheldon Noah Jang news editor Synergy is the new grading program at Sheldon High School. Not only is it being used at Sheldon, but all other schools in the 4j district also began using it starting this year. Seven Sheldon teachers responded to questions regarding the system, and overall there seems to diverging opinions about it. Ms. Standefer said, “So my main complaints are that it’s not very intuitive and it’s really slow… So it makes it really time consuming…when you’re trying to figure things out, because it’s not very intuitive, you have to keep working at it.” She also expressed that her biggest concern now is that ParentVUE, a way by which parents could view students’ grades, is not working yet. When asked about the grading, Standefer answered, “It [had] really screwing up all of the grades, but it seems to be fixed.” When asked about a positive aspect in Synergy, she said that Synergy would be a lot better than its predecessor when it comes to progress reports and grades because she would not have to reenter the grades. Ms. Torrence also said that the slowness of the system frustrates her. She mentioned that when she logs on, she is automatically logged onto the advisory section. To get to the grade book of a class she is actually teaching, she needs to switch the class also and switch from the attendance option to the grade book; she cannot go directly from advisory to the grade book. “If a student asks what their grade is, I have to switch it to two different screens before I can get to the screen that I want,” she said. Another teacher, who wished to remain anonymous, claimed that she has been experiencing various problems with grading. The teacher shared one major error of Synergy by showing a snapshot of the grade book that the teacher took. On the snapshot one of the students has an 85.19% and Synergy marks it as a C; another student has an 81.48% and it is marked a B-; another stu-

Mr. Washburn logs onto the new Synergy grading and attendance website. dent also has an 81.48% but Synergy marks it a C. The teacher said that she is currently using Easy Grade Pro, the grading program from last year. A second anonymous teacher, who is currently using Easy Grade Pro, said, “I just find…that Easy Grade Pro is displaying my grades in a way that is more conducive to proficiency grading.” When reporting grades, the teacher said it is easier to display what the teacher wants to report in Easy Grade Pro. To Mr. Washburn, there are many problems he is dealing with. He suggested that there is a reason for the longer time it takes to handle the grade book: there is more information provided to students and parents. “I’ve already had some positive feedback from parents and students on StudentVUE.” Washburn said that a strong point about Synergy is that he can upload grades wherever he wants, whether it’s at a coffee shop or at home, unlike last year when he had to be in the school building on his computer to upload grades using Easy Grade Pro. He then added, “But there was a lot of time I had to invest up front, almost like a day and a half before school started, just to get Synergy set up for my classes and learn how to use it.” However, he said that

photo by Noah Jang

many of the assignments and grade categories can be reused for the next term and even next year, which will lessen the time he needs to set up the grade book. “It takes some time to set up all the assignments in the system, but once I do it this year, it saves them and I can use them next year.” Mr. Temple is in accordance with Mr. Washburn. He mentioned that he is not experiencing any major problems with the program. He suggested that time is what’s needed for teachers to get used to the program. Mr. Peterson commented, “I’m struggling with it because it has a lot of glitches at this point, almost like Obamacare, but it looks like it’s going to be really good, so I’m hopeful for the future.” Mr. Cedarlund stated, “It was a little frustrating at the beginning using it because it’s really a robust program with a lot of features, but we didn’t have all the training we need to use it all.” He later stated that the system has a potential to be good. There are currently various opinions on the new grading system, and it will be interesting to see how they’ll change in the coming weeks and months.

iPads have arrived! Have they met expectations? The new iPads are nice for students in science classes, but are they a good use of money? Isaac Meyer staff writer iPads have come to Sheldon, but are they really worth the money? Amid the implementation of the new schedule and bug-ridden grading software, the last thing teachers need is more change. And the science department’s new iPads have definitely been a mixed blessing in that regard. The new iPads, which arrived earlier this year, are allowing students in AP Biology and College Now Chemistry to experience learning in new ways. At the same time, repeated delays in receiving the iPads have made it difficult to plan lessons and forced students to use textbooks that were falling apart. With school districts across the country jumping on the iPad bandwagon, problems have already arisen. For instance, many poor students in Los Angeles were unable to use iPads at home because of the lack of wifi access, leaving the Los Angeles school district scrambling to find funding to provide all students with high speed internet at home. Meanwhile, the Los Angeles Board of Education is considering scrapping further expansion of the program after it was discovered that 300 students deleted web security filters to access controversial sites. Here in Eugene, administrators are generally excited about the new iPad program, though some are concerned

about students hacking into the system. While the iPads are limited by district security filters, a few students have managed to hack the filters and download games. But vice principal Carey Killen expects most students to be responsible with the iPads: “The vast majority of our students are going to handle them just fine.” While a rumor has been circulating that the district can spy on students via the iPads’ webcams, Killen asserted that this should not be a concern: “4j has no plans to do any tracking of students.” Students and teachers also have mixed feelings about the iPads. While most agree that it will be nice to have iPads, some question their necessity. Junior Aaron Mueller argued that with so many students having a large number of electronics already, the iPads might not prove very beneficial: “A smart phone can do the same thing an iPad can.” On the other hand, the iPads couldn’t be more popular among students who have already received them. The iPads replace heavy textbooks, some of which are sixteen years old and held together with tape. Some students question the iPad program on financial grounds. While Apple supplies the iPads at a discount, the school district must still ultimately foot the bill, including the costs of repairs and upgrades. The iPads, along with other technology upgrades in the Sheldon science department this year, cost taxpayers $120,000. While this funding comes from a 2002 voter-approved bond measure, which legally cannot be used to add back teachers or school days, some students object to any spending on

the iPads given the current budget crunch that has produced nine furlough days this year – the most ever in 4j. “It was stupid to get a grant in technology when we already have so much [technology],” said junior Brian Chastain. But considering how the iPads could improve teaching, he added, “Overall, they’re a good way to waste our money.” As with any new technology, cyberbullying is yet another concern. But most teachers and students feel bullies will harass students no matter what technology is available. As science teacher David Whalley said, “The iPad doesn’t make you a bully.” And students damaging iPads has not proven to be a problem either: of the first 750 iPads rolled out across the district, only one was broken. Indeed, the iPads may represent a leap into the future of education. Whalley said statistics have shown that when students are allowed to take their iPads home, “learning gains are extraordinary.” And agreements with e-book publishers allow textbooks to be updated every year to provide the latest information. Sheldon was selected as the first high school in 4j to pilot the iPad program, a testament to the faculty’s willingness to incorporate new technology into their teaching. Killen said, “We should take pride… that Sheldon was selected for the rollout.” Next, the goal is to expand the program to provide an iPad for all freshmen, most of whom will have taken part in a similar iPad program in middle school. The iPads are also being rolled out at six other schools, and eventually, the district hopes to expand the program to all students.

“4j has no plans to do any tracking of students.”- Carey Killen


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