RUSTLER NEWS » News

March 12 rally promotes staff, voter support

admin — Thu, 22 Apr 2010 13:29:48 +0000

by Beth Britton

The crowd was small but the emotions powerful Monday afternoon as teachers, parents and community members gathered in the C.M. Russell High School auditorium to express their support for the May 4 election – or more specifically the $896,000 school levy.

“It is time we all consider what a treasure our high schools are in our community,” junior class president Tim Seery argued, pointing to the two schools’ award-winning drama departments, Key Club, journalism departments, High School House programs, Science Bowl teams and musical groups. “We must give of ourselves – just pennies a day.”

The $896,000 levy will result in an average annual increase in taxes of about $15.

“It just seems like a logical investment to me,” senior Mauro Whiteman said. “We put out a great product because we have the support of the community.”

Whiteman said he gets “fired up and ready to shout out to the world that we need this mill levy” when he hears rumors that programs such as drama and music may face major reductions.

“From an economic standpoint, where are you going to put your money?” Whiteman asked the crowd. “In my mind, an investment in the future of our students – that’s a good investment.”

The levy, which voters will decide on in a mail-in ballot by May 4, comes two years after a $2.4 million levy failed by just 155 votes, GFEA President Mike Picking said.

“This levy is extremely important to you, your students, your building and your community,” Picking said. “We need this money to just maintain the quality education we provide.”

Following that 2008 vote, the district made $3.26 million in reductions, cut 10 teaching positions at the high school level – something not easily done in what community member Bob Kelly called the most efficient AA district in Montana, one that has the lowest per pupil expenditure in the state while maintaining quality programs.

“If you don’t vote, it’s a no vote,” Kelly said. “If we want our future to be better, we need to invest in their future.”

The investment, Kelly said, is comparable to a few lattes or espressos, but what the district gets in return is something much more valuable.

“Quality education costs something,” Kelly said. “It’s not free, but it’s worthwhile.”

A rally also took place April 12 at Great Falls High School.

The Levy

admin — Thu, 22 Apr 2010 13:28:25 +0000

Community supprt crucial in May 4 election for schools to maintain programs, keep current staff

by Nick Schulz

What if you were told that the drama and music departments would shrink, that AP classes could become scarce if not non-existent, the counseling department receive significant cuts in funding, and the athletics department forced to scale back.

If the 2010 Great Falls Public Schools mill levy fails, this is the reality that Rustlers could face, according to Principal Dick Kloppel.

The music and drama departments “will suffer” if the levy fails, Kloppel said. CMR also could see a reduction in classes with small numbers of students, such as AP classes, according to Kloppel.

“We can’t afford to put a teacher in a classroom with 18 students when they could be in a class with 30,” he said.

The levy that the district has proposed for the May 4 election asks for $895,150 in order to maintain many programs within the school district. 72 percent of that amount will go toward maintaining programs in the two high schools. If the levy fails, the schools will be forced to cut back, and possibly eliminate or scale down several programs.

A rally for the levy was held at CMR on April 12 at 4:15 p.m. in Bill Williamson Hall. Junior Tim Seery spoke on behalf of the student body about the importance of the levy.

“Some kids come to school because of these programs (athletics, music, and drama),” Seery said. “Lots of programs are on the border line. We must give of ourselves just pennies a day.”

Schools need to “keep programs that we have,” concerned parent and rally attendee Sheila Kelly said. “Voter participation is a big deal” because “the last two were (lost) so slim.”

In 2008, the district asked voters to approve a $2.6 million levy, and that failed by just 155 votes. Following that result, the high schools in Great Falls cut 10 teaching positions.

“Quality education costs something,” community member Bob Kelly said.

If the levy fails if will be “huge,” according to physics teacher Mike Lathrop.

“I am concerned about cutting classes,” Lathrop said. “I worry when people think that the money is going directly into the teachers’ pockets.”

He is also concerned that the district will cut back funding on technology, equipment, and textbooks, which he said would “create a world of hurt.”

A potential loss of jobs concerns Lathrop.

“We are still a community; anytime you can keep more people employed in the city it is a really good thing,” he said.

The loss of programs is worrisome, too.

“My concern is the affect on the extracurricular programs. They are critical,” science teacher Murray Metge said.

Students too are paying attention.

“I personally support the levy because I feel the schools need more funding,” sophomore John Thomas said. Actions like “combining drama departments is not a good solution.”

GFPS Superintendent Cheryl Crawley said that schools could “see a reduction in staffing,” and “cuts in libraries and counseling.”

The district can expect $150,000 to $200,000 in pre-emptive cuts, regardless if the levy passes or not, Crawley said.

This is a hard time to pass a levy because “people are economically worried,” she added.

If the levy fails, she said the district could possibly combine classes between the two high schools, and there also will be a “loss of support in travel of performance and athletic programs.”

To decide what programs need to be cut, the GFPS Budget Committee makes an evaluation and “decisions are made on the basis of what we are trying to accomplish,” Crawley said.

The superintendent stressed that the levy is not intended to add new programs to the schools — just to maintain what the district has.

“We are now spending too close to the edge on reserves to assure stability in the district’s major functions,” Crawley said.

Until May 4, teachers, students and school supporters will hold their breath.

Week at Marine Corps Recruit Depot leaves journalism teacher in state of “shock and awe”

admin — Thu, 22 Apr 2010 13:25:18 +0000

Journalism teacher Beth Britton standing frightened with a Marine seargent. Photo by Beth Britton.

by Beth Britton

I knew I was in trouble the moment I was handed a flak jacket, helmet and camouflage pants.

This is not what I signed up for, I thought, struggling to balance the heavy helmet, run without tripping and carry a “fake” 12-pound rifle without looking too awkward and, well, stupid. Too late.

Yes, I ran the obstacle course at the U.S. Marine Corps San Diego Recruit Depot and lived to tell about it. I wish I could have run the course as a 20-year-old in good shape, but I also am pleased to announce that this middle-aged woman was far from last place.

It’s not that the course is inherently all that difficult — crossing a rope bridge, crawling through the sand under little tunnel structures, jumping over log barriers and racing down little gullies on the way to stabbing the “enemy” dummies at the end.

It’s the pounds of equipment that make it such a challenge. The screaming drill instructors didn’t help me much, either.

It was just part of the educators conference I attended March 29-April 2 in San Diego, where upwards of 19,000 young men receive 13-week training each year on their way to becoming Marines. Women are trained at Parris Island, S.C.

First, allow me to say that I am not from a military family. Yes, my father served in the U.S. Army for a few years after he finished his economics degree at The University of Montana, but the closest I ever came to military life was living not too far from the east gate of Malmstrom.

So when I was offered the chance to attend, I was blissfully unaware of what the trip might entail, other than a chance to enjoy the sunshine and palm trees of southern California while learning a bit about the Marine Corps.

Upon arrival at the depot, I joined 79 other educators for the traditional greeting. We stood on yellow footprints painted on the sidewalk while five or six very loud drill instructors screamed instructions and orders in our ears.

“Yes Sir,” I answered to anything and everything. I don’t even know what they were demanding of me half the time, but I wholeheartedly agreed. They say the first week of training is a time of “shock and awe,” and I can see why.

In the simulated rifle and pistol training, done basically on huge video game-esque screens, I learned quickly that rifles are not my forte. I don’t think I ever hit the target; heck, I couldn’t even balance the darn thing.

The pistol, however, was a different story. I earned 49/50 points, and I felt secretly like I was in an episode of “Charlie’s Angels” or “Police Woman” from the 1970s and 80s. I imagine the Marine trainer was not overly impressed with my 007 pose at the end of the exercise, but I truly felt cool, if only for a few moments. It was my redemption from the lackluster obstacle course performance.

Perhaps the best part of my week was the time I spent with the recruits — some who had just finished the 54-hour Crucible, the ultimate in physical training, and some who had just recently arrived. Those young men were excited, proud and certainly tired. We had great conversations.

At the end of the week, I left San Diego with a greater appreciation for just how hard those young men work and just how many educational opportunities the USMC offers.

Could I have been a good Marine? Well, maybe. But I’ll never know. The age limit is 29, so I missed out on that chance a “few” years ago.

Any student seeking information about the Marine Corps training can see journalism teacher Beth Britton in room 326.

Lillian Senne remembered

admin — Thu, 22 Apr 2010 13:23:22 +0000

A member of the school community lives on in the hearts of friends

Photo by Georgia Mae Morrison.

by Mauro Whiteman

Charles M. Russell High School has always been a tight-knit family, especially when it comes to times of difficulty. Nobody at CMR knew that better than Lillian Senne.

For the past several months, Lillian fought a battle with the support of her CMR colleagues and community. Despite the outcome of the fight, CMR will always remember Lillian for the amazing person she was in life.

“Lillian was like a treasure box: you could open her up and grab whatever treasure you needed that day,” Brenda Bonilla said at Lillian’s funeral, which was a celebration of her life rather than a mourning of her death. Bonilla was a member of both Lillian’s church community and a member of her school community as the mother of two CMR students.

Perhaps the school community is the place where she will be missed, and moreover remembered, the most. Lillian, who was a part of the CMR community since September 1997, will always be remembered for her willingness to help others, her infinite kindness, and her strong dedication to the students.

“She always tried to be the role model…to set examples to not get in trouble,” Luanne Garrity said. Garrity knew Lillian for the entirety of her career, recalling that Lillian took over her job.

“I hired her,” Garrity remembered. Lillian’s position as head of attendance has served an important role in the functioning of the school, particularly when it comes to keeping students in school and out of trouble.

“She always tried to have a positive influence on students,” Garrity said. “She was very dedicated to her job.”

Mary Breuer was very fond of Lillian as well because of her kindness and compassion.

“She was a good listener,” Breuer said. “You couldn’t have a better friend.”

And yet, even those who did not know Lillian well were blessed with her positive outlook and instantaneous uplifting smile, a quality that was well known by the members of the school community, which Breuer labels as Lillian’s second family.

“Everybody liked her,” Breuer recalled. “She was an amazing woman.”

Certainly, the loss of Lillian Senne will long be remembered by the people whom her life has affected, and she will always be in the hearts of the CMR community.

H2H: Dissection

admin — Thu, 22 Apr 2010 13:18:45 +0000

Hands on, Minds on

by Nick Green

For many students, the initial impression of high school dissections is one of apprehension and disgust, but these feelings give way to understanding and respect for the similarities all life has with each other.

In our society tactile experiences are often seen as more valuable and applicable to everyday life than mere textbook or lecture-based learning.

Dissection is an important process for any student planning on taking often recquired college biology classes and is especially important for any person pursuing a medical based career.

Dissection, if done on humanely euthanized specimens, is an excellent way of teaching both the basics of anatomy and instilling in students a greater respect for life. Students upon realizing the similarities between animals and people are forced to confront the fact that animals (like people) are capable of feelings and pain.

While I am definitely a proponent of voluntary dissection, I believe dissection teaches valuable skills such as the ability to work following the scientific method and follow often complex directions that involve student self-direction.

As a vegetarian I do not condone cruelty to animals in any form, but without dissection important scientific knowledge would not be known. Animal dissections have lead to important medical breakthroughs.

With a current abundance of alternatives to dissection, any students who are uncomfortable with using once live specimens would not have to. And in fact dissections should be reserved for students can directly benefit from it. For instance, students taking biology merely as a requirement should not perform unnecessary dissections merely on a basis of tradition.

Furthermore, dissections should have clear purposes and should not be written off as an excuse to get a hands on feel for anatomy. Tactile experiences with anatomy can be beneficial to upper level high school students who need to put textbook knowledge into easily understandable ideas.

But perhaps the most practical reason for high school level dissection is the preparation it provides for the upper level science classes that most students will inevitably take in college. Also students who take part in dissection gain valuable insight into the real working of organ systems. And for many students it reattaches the disconnect between textbook andphysical learning.

In addition the continued practice of dissection at the high school level helps to develop maturity and discipline in science students. Students who gain experiance with dissection earlier have less of a learning curve in more advanced biology classes allowing for better knowledge acquistion in the future. While dissection might not seem beneficial to every student in the class a large number do benefit, many who had no idea that they could be passionate about science.

For many students their perception of science is one of auster grey haired men in lab coats pondering boring and meticulous concepts. When students experiance dissection, however, many students who had previously had no interest in science are able to piece together the concepts taught in science with there real world application.

Another point many opposed to dissection might make is that the use of animals for dissection is not a humane way to learn about anatomy when convenient online solutions exist.

While students who do not want to dissect certainly shouldn’t have to, those students who do participate are able to gain insight into the actual workings of body and organ systems. Most specimens for dissection are humanely euthanized and are not forced to suffer in the name of science.

Though dissection should remain a voluntary activity, failing to perform dissections at the high school level would ultimately prove detrimental to students and teachers.

For many students being able to physically see and thus comprehend what for some can be complex concepts ultimately benefits both a school and its test scores.

Scalpels Lack Heart

by Katie Hodges

The smell permeates room 318. It’s formaldehyde, the scent I not so fondly refer to as the smell of dead things. As my peanut butter and jelly sandwich rolls around in my stomach, I ask my biology teacher once again if dissection is really necessary.

He says it is.

But really, what is necessary about the dissection? Is it good for the students who still don’t understand the basic concepts behind mitosis? Or the students who understand not only the concepts behind mitosis, but also the differences between mitosis and meiosis, but have no intention of ever doing anything in any field remotely related to science?

What I’m saying is simply that dissection is useless at a high school level. At a university or upper education level, where students cutting into organisms are doing so to advance their knowledge, hopefully to one day save children or fight disease, dissection can be a great opportunity.

But for the majority of high school students, dissection is just something disgusting that means a week in class not taking notes. Are you trying to tell me that a good reason for animals to die is to get 30 odd kids out of notes?

Although I disagree with many aspects of the meat/poultry packing industry, I will concede that when those animals die, it is so people can receive nutrition. When lab animals are used for medical research, at least it is to hopefully provide cures and answers for many diseases that plague humankind.

However, animals for dissection, no matter how ethically they are killed, do not serve any practical purpose as many students will never again use the skills required or learned in dissection.

Now there are two main arguments that are likely to be made when arguing for dissection, and I would like to address both of them.

First off, many proponents of dissection argue that it is the best way to really see the differences in organisms from one species to the next. My response to that is simple: Google images.

I find it difficult to believe that in an age with an 8GB iPod touch and lightning fast Internet, it is impossible to compile pictures from past dissections for current students to examine. If the entire point of dissections is comparing organisms, why is it such an atrocity to simply compare in-depth pictures of two organisms, which can be found simply by looking up the animal you wish to examine?

This educational alternative to dissection is so simple; it is almost laughable to imagine students cutting into animals instead of simply examining their pictures.

The second argument is that dissecting exposes future doctors to the fact that they wish to spend the rest of their lives in the operating room, but I find the odds of a student having no idea that they wanted to go into a field of medicine, dissecting something, and then magically deciding that this was their life choice somewhat high.

A university student studying biology or medicine should dissect things. You don’t want a doctor operating on you only to find that he or she has never operated on anything before. But at the high school level, dissection is truly a waste.

The bottom line is that it is more than possible to learn just as much from looking at pictures of animals as cutting up said animals.

Not only that, but it would be more ethically and morally responsible, and at the same time teach students to have more respect for other organisms, as it would now no longer be appropriate to kill animals whenever we felt it was necessary.

Although there are many theoretical benefits for dissection in high school, dissections simply won’t be a beneficial academic opportunity unless each and every student has the capacity to understand concepts being discussed and take the actual dissections seriously, and use them as a tool to advance their careers.

Unfortunately, I have a difficult time seeing every high school student taking these opportunities seriously, so until there is a fundamental shift in the ideals of high school students, dissection should not be undertaken.

Need for levy becomes evident

admin — Thu, 22 Apr 2010 13:05:54 +0000

staff editorial

Voters hold the fate of many programs and teachers of CMR in their hands when they vote in the May 4 election. Included on the ballot is a $896,000 school levy funding. We need this levy to pass in Great Falls to maintain our existing education program. If the voters don’t pass the levy we may see existing programs disappear or shrink.

This levy is much less than the Great Falls Public School District has asked for before. Last year the district asked for a little over two million dollars and the vote from the public was in opposition of the levy.

The levy is essential for CMR and needs to be passed. Students around school need to push for their parents and family to vote in support of this levy. Certain programs are in jeopardy, and loss of that essential core of the school would radically change CMR.

According to the April 18 issue of the Great Falls Tribune, our drama deparment and that of Great Falls High may have to combine if this levy doesn’t pass.

Some teaching positions may not be filled next year if this levy doesn’t pass. It is up to Rustlers to spread the word to adults they know for them to know that they need to pass this levy.

In 2008, there was a vote for a levy and the public narrowly voted against giving more money to the schools, which doesn’t entirely make sense. We need to preserve our education system and provide the schools and students in Great Falls the best program possible.

We don’t understand how voters can oppose a levy to better the future’s education. We understand it means that the public has to pay taxes, but the funding is provided for a significant and worth cause. Average taxpayers will see their tax bill rise by about $15 if the levy passes, which is not much when considering the impact of this request.

Many people against the levy believe that this is an add-on to the budget of the Great Falls schools. However, it is part of the budget that is voted on by the public. This is not added on to the budget. It is the budget. If people do not show support, the school’s budgets will significantly decline.

People keep saying that the schools should stick to their budget, but they do understand the implications of a non-pass of this levy.

It is frustrating that students and teachers have to fight for a levy to keep our school system working. How can the education of students who will soon be leading our country not be a priority of the public?

It does not help when students make it so the school has to waste money on things that could have been spent in much better places. On April 13 vandals shattered two windows and the school now must take out funding for replacements. It would help if students around school chose not to make it so difficult to get this levy passed by acting like juveniles.

We need to provide reason for the public to pass this levy. We need to act like young adults who need this money to better their high school experience. The public is more likely to vote for the levy if their image of students is of young, caring adults. They will not vote if they have the impression that high school students are a bunch of irresponsible children destroying property and reputations.

Students around the school need to understand how much CMR needs this levy as well. Negative changes will affect all high school students in the district and cause major differences in the dynamics of the school. Teamwork is essential in the implimentation of this levy. The best way we can do that is by keeping the public informed of the need, and by acting like young adults who deserve a better education.

If you are of the age to vote you need to register and vote to pass the levy. A recent poll taken on levy support was conducted by the Great Falls Tribune, showing that 55 percent oppose this idea while a slim 45 percent agree that this is a much needed sacrifice for the citizens of Great Falls. If this is a prediction of the outcome of this election we will see a much different CMR next year.

Every vote counts at this point. If students are of the age to vote then they need to vote. It isn’t much to ask of students to take a little chunk of time out of their day to fill out a ballot.

It has come down to this; people need to get the word out about what this levy really represents. Students need to get family and friends to vote and if they can, rock the vote.

Students, faculty, community rally for levy

admin — Wed, 14 Apr 2010 15:10:05 +0000

By Beth Britton