According to Mr. Poveda, the Mathematics teacher at CMHS, "[The tutorial problem] hasn't been explored thoroughly enough to determine an appropriate, effective system that works for everybody." Mr. Poveda also said that the system that had been put into place that year wasn't working, due to teachers and students not doing what they were supposed to be doing during that period.
It was also difficult to determine whether or not students were granted free time, or merely ditching their assigned tutorial class.The free time issue was more of an "administrative nightmare, " said English teacher Mrs. Hays. "Because students were ditching and there were a lot of liabilities that then opened up." If a student walks off campus, for example, and something happens to them, the school is still liable. The issue of not knowing where every student was at this time was also a factor, especially if parents came to the school looking for their kid.
"The vagueness of it allowed for a lot of people to misuse the system," Mrs. Hays also said.
Put into place by a committee of teachers, tutorial was originally meant to give students a chance to enrich their school day by attending meetings, doing their homework, or making up tests. The committee responsible for tutorial put together a plan and proposed the idea to the teachers. After a couple of years of planning, tutorial was voted into place by a two-thirds vote of teachers. In its first year, tutorial was planned to be a time where students and their second-period teachers to "do enrichment and intervention during the school day," said Mrs. Hays. "The idea was that we were going to be mentors to our second period. We were going to help out those kids in all of their classes. But what ended up happening is there were other students in other classes that weren't doing so well in ours [classes] that we wanted to just steal them all if we could, within the schedule, however it would work."
According to assistant-middleschool principal Mr. Schmidt, passes started being given out and students began to wander the halls that first year. To effectively solve the issues of students struggling in certain classes, students with D's and F's were required to attend classes during tutorial to bring up their grades last year.
Students met the new tutorial schedule with mixed feelings. One student said that she didn't "like how some teachers taught during that time," while another felt that "it was okay, it just seems weird because it always changes; it feels temporary."
"I think it's effective for academic purposes, but I liked tutorial last year because it gave more freedom to those who did their work and had A's. Thirteen minutes for nutrition is not enough, in my opinion, but we still get extra time for homework. So overall, it's effective. For me, at least," said Justin Hoscoe, a Junior at CMHS.
"I think it's helpful to have some time to do work, but it just needs a final schedule on how it's going to work out, " said Valarie Keller.
While students remain unsure, teachers are optimistic. "I think [that new tutorial will be beneficial for the students] because each teacher will be able to see their own kids, at least every few weeks. And that way if have some [make up work], I'm guaranteed that kid in my class at least once every few weeks," said Mrs. Hays.
"I think we are going to see a decrease in D's and F's because the students are working," says Mr. Schmidt.
"The problem with the second year of tutorial," according to Mr. Schmidt, was that it was not fulfilling its initial goal. "Ds and Fs were not going down," Mr. Schmidt said. It was also a supervision "challenge." Having students wander was a hazard, and having them all in one place "ensures safety," he said.
Mr. Schmidt also commented that tutorial will be reevaluated during the semester, and they welcome evaluation by the students. Another change in the schedule is unknown at the moment.