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About Butte Falls bulletin. (<1994 Dec.->) 1994-current | View Entire Issue (Feb. 1, 2003)
M BCMCMBCRtD BY debaKlIy^r^p'Sui tta? iF U /r tB C T w ■IkyJ S W A b j Ip l This has been a year of change for the Butte Falls School District. One of the biggest changes involves the new A.S.P.I.R.E. program, which has successfully elevated the academic bar for students who wish to partici- pate in all co-curricular activities, which includes all sports, clubs and any other activities that extend outside ne classroom curriculum. This pro- gram was decided upon after a lengthy process process that that included included input input from the the staff, coaches, students and commu- nity, which included a formal debate held at the high school last fall. BFHS Student Government students, along with their advisor, Mr. Bone, played a role in preparing for this process. BFHS seniors have a required gov- ernmental participation component for their Government class which provides the students with unlimited possibili- ties to become aware and involved in the government process. Many of the seniors included the 'Great Debate’ as one of these experiences. Mrs. LeFever, their government teacher, felt that their ref lections are worth sharing with the community. So sit back and enjoy a fun read! M i c h a e l H a n s o n stated, “The Butte Falls High School Debate on October 2, 2002 was a great learning experi- ence for me in many ways. I improved my speaking skills and also learned how to argue points tactfully. The de- bate was centered around academic and co-curricular activities regarding eligibility. Different points consisted of maintaining grade standards, con- sequences of not meeting these stan- dard requirements, as well as reasons why we should change the new rules which were trying to be implemented into the system at the first of the year. The debate was a prime time to witness the schools government sys- tem and j ;+«, its representatives at work. « C h r i s C o p e l a n d also i‘ participated fered the follow- on the . panel and offeree ing overview of his experience. “Well, the first thing I had to do was dig up some nice spiffy clothes from my closet. Then, I looked at the outline for the debate that Josh Wetzel and ...— me. _ When we Michael Hanson gave made z it to the gym, we sat down at table, along with our designated < Amanda Newby and Mr. Harrington. .... ' “ We were ready to debate student par- ticipationinextracurricularactivities in relation to their grades, especially D's and F's. The five of us were try- ing to keep some of the old participa- tion and eligibility requirements the same as the past. We were up against Mrs. Gorman, Mrs. Warren, and Mardell Smith. BFHS students as well ascitizensof Butte Fallsattended the debate." S>F s ! b 9 T r e v o r H e r s o m attended the de- bate and stated, “I wish I could have been down there to argue against the teachers. If we ever nave to do this again, I will ask to be in the debate, Other than that, it was very interest- ing; the students' minds were heard, kind of, and so was the administration, This really did help out to smooth things over with Mr. Pine and thestu- dent body as well. If he hadn't done this debate, I think he would have had some big problems on his hands. It also gave the students, or at least me, a sense that we can be heard if we go through the proper channels." C o d y K e l l e y , Ms. Torres, Suzy Ford, John Huey, Joyce Hailicka and Twi la Barber served as the judges who came up with a compromise plan following the debate, which has been dubbed the A.S.P.I.R.E. program. Cody stated, “I took part in the lively de- bate as a judge. I watched the de- bate and then the other judges and myself went to the library and dis- cussed what we thought the new eli- gibility rule should be. It took us a very long time to decide on each indi- vidual part of the new rule because we haa to make something that was fair to both sides of the conf lict. In the end, Mr. Pine and Josh Wetzel de cided on a compromise similar to our suggestions, but a little different." After reflecting on all of his gov- ernmental experiences, Cody said, “This was the most important one of my governmental experiences. I was in a room with faculty members and community membersand I was treated as an equal. My ideas were consid- ered. I was able get more involved with the actual process and make a difference, no matter how small that difference may be. I now know that I would rather get involved in the local levels of government as opposed to higher state or federal levels, because at the local level you do not become just another face in the crowd. Your voice can be heard." A m a n d a N e w b y attended a school board meeting regarding this issue in addition to serving on the student panel. Amanda had many things to say about her experience, “I have never really had much respect for our gov- ernment, but then again, I have never really understood it either. Having to do political involvement as a require- ment for our government class gave me the opportunity to become involved with the government. So instead of degrading the system, I got involved with it. Taking part in the debate for our eligibility policy gave me the op- portunity to change the school system. The schools play a big part in the gov- ernment. I had the opportunity say that I was a part of something that will change the educational life of our underclassman." Amanda added, “Through my variety of experiences with political involvement, I realize that our government does play a big role in even the simplest of lives. hit the kids hard. I did not personally have anything to do at this debate, but as a student at BFHS, I felt that my voice was heard with my peers f ight- ing for our rights. I agree that play- ing sports is a privilege, but on the other hand, would the students that are failing be willing to come to school more often if you take away their op portunity to play sports?" Krystle also noted that “our governmental system at the school is based on our United States government. The experience that I gained from watching this de- bate played a key role in how I look at our government today. I now under stand and respect it, where as I used to not know anything about it, or for that matter, care. If this opportu nity arose again, I would jump at the chance to be one of the students sit ting in the hot seat representing our school. Things may or may not change for the good, but change will happen wherever we go in life, and will always be changing in government." J a m i e N e l s o n felt that it might not have been possible for some individu- als to meet the new standard, and she expressed concern that some stu- dents would not be able to participate in the activities that provide oddi tional opportunities. Jamie reflected, “Now that the new standard has been in play for about four months, I am satisfied with the results. I have found out that every individual at BFHS tried to the best of their abil- ity to meet the new standard." C o n n i e H a b e r l e r added, “I was lis- tening to the debate from the begin- ning to the end, and I think that hold- ing a debate was the best thing that Mr. Pine could have done in that situ- ation. The students told him how they felt and asked him and the teachers what they might not have felt com- fortable asking in class. They might have been too shy or afraid of the < answer. . Now the public, parents, grandparents, and friends have : an KJIHGFE idea of what happens in school." T o n y B e a l s summed up the expe- rience eloquently, “There were many mixed feelings. Students and teach- ers debateci formally to come to a resolution. Opposing sides brought le- gitimate accusations. The point I'm getting at is that we all have disagree- ments, whether they be politically or socially, which can be handled in many different situations. Debates reflect the maturity of our society Ittaught me can be be handled handled in a me that that issues issues can serious matter, with the ultimate goal being to come to a resolution. Many people people me may have felt that Mr. Pine's proposals HVll> but MUI '; i were harsh and crude, opposing sides realized that there is one purpose, ------------------ EDUCATION, and what we all do with it. If every student gave the eff o r t . / t h e y ...... a l f would ---- 1 suc < ceed. This relates to ;,iwu o issues. real ; ;;; life A person will decide how far he or she will go in life. Every being has a cer- tain potential. It's how i i In low you youuseit. summary, this debate has shown ------ 1 me the me significance sigmticance of ot 'orderly ‘orderly arguing" - ------ - ---------- - 7 a system our government uses that can be applied to every day life " — ■ -..................................................................... .......
