The Aransas Pass Progress (Aransas Pass, Tex.), Vol. 87, No. 2, Ed. 1 Wednesday, March 1, 1995 Page: 7 of 83
This newspaper is part of the collection entitled: The Aransas Pass Progress and was provided to The Portal to Texas History by the Ed & Hazel Richmond Public Library.
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PaS* I ttfhl THf ARANSAS PASS PROGRESS March 11995
"Baby Think It Over”
Family Living Class has
taken on a new dimension at
Aransas Pass High School
Coastal Bend Hospital gener-
ously donated five car seats
for the infants as part of their
support for this innovative
program at APHS.
. The anatomically correct
babies are lifelike. 20 inch tall
vinyl dolls weighing seven to
eight pounds with an Internal
computer that simulates an
Infant crying at realistic, ran-
dom Intervals of two to four
hours for “feeding”. 24 hours
a day. The parent, a Family
Living students, wears a noil-
transferable key necessary for
“feeding” the infant;
Feeding the Infant requires
up to 35 minutes of care, sim-
ulated by holding the Infant
while inserting the key. The
key Is the only way to quiet
the crying child and only the
assigned “parent" can quiet
the Infant. •>
"Baby Think It Over” Is the
brain child of Richard
Jurmaln of • San Diego.
California. At age 40. the
aerospace engineer found
himself out of work in Sep-
tember of 1993. One evening
he and his wife were watching
a PBS television special on
sex education for teens. On
the program students were
carrying sacks of flour to
simulate babies. Jurmaln
commented to his wife that
the sacks of flour don't cry. It
was then that his wife sug-
gested he come up with some-
thing that did cry, and Baby
Think It Over was born.
Jurmaln went to the local
hospital and recorded the
sound of wailing newborns
and transferred the sounds to
a computer chip and implant-
ed the chip In his dolls.
Aransas Pass High School is
the first In the area to Intro-
duce the realistic program to
its students. Family Living
instructor Sandra Reese said
“these dolls are about $200
each. We have five of them
offers students realistic look at parenting
and we are seeing positive
results already after only one
week into the program.” She
said the students are anxious
to get the dolls and begin
their “parenting training.”
but after the second or third
night of constantly interrupt-
ed sleep, they begin to take
on an attitude that shows a
sneak peak at reality. “There
Is Just no comparison to this
and carrying around a raw
egg or a sack of flour.”
The "Moms" and “Dads” take
charge of their babies on
Monday and live with the
babies every minute of every
day. except during class when
the babies are watched In the
nursery by baby-sitters. If
Mom or Dad is involved In an
after school activity, they
must either take the baby or
find another student parent
who also has a key on the
wrist, to baby sit. Student
Moms and Dads are required
to take their lunch to the
nursery and eat with their
babies. The babies are
returned to Mrs. Reese on
Friday. During the week, each
day the baby is Inspected by
Mrs. Reese who checks to see
if the baby was properly cared
for during the previous 24
hours. “There are three lights
on the back of the doll.” she
said, “and I can tell from the
light panel if the baby was left
to cry too long. If the baby
was unattended or If the baby
was physically abused. If I
see abuse or abandonment,
the grade for the project will
suffer significantly.”
The student s keep a Journal
as part of the assignment.
They make dally entries In
their journals regarding their
feelings about the demands of
parenting, how It effected
their lives, how their families
reacted, how their friends
reacted and their total reac-
tion to the experience.
The dolls are programmed,
by Mrs. Reese, to cry at
unpredictable intervals. They
can be programmed to be
good babies, or colicky
babies, or sick, or premature
babies. The effectiveness of
Baby Think It Over has
prompted the demand for
dolls that are even more dis-
tressed. Last month a San
Diego drug counselor
approached Jurmaln about
creating a “crack” baby - one
that Is smaller, cries longer
and shakes violently to shock
young substance abusers
Into a realization of the effects
of drugs on Infants.
Aransas Pass High School
Principal Dewey Smith and
Mrs. Reese agree the invest-
ment represented by the
dolls, baby beds, stroller^ and
other necessary equipment Is
well worth it. If it will keep
teens froni b >ming parents
before they can handle the
responsibility. Mrs. Reese
said, “We don’t want to dis-
courage our students from
parenthood altogether, but we
do want to discourage them
from parenthood now and
until they are emotionally and
financially able to accept the
responsibility.”
Baby Think It Over offers
experience with greater
impact than words of advice
and challenges the student
“parent" with the obligation
and inconvenience of parent-
ing. It opens communication
with adults and peers about
parenting tasks and helps
alert teens to the additional
financial expenses of Infant
care items such as diapers
and car seats. Another pur-
pose of the program Is to
equip the teens to be-able to
make informed decisions
about their future in an edu-
cational. rather than judg-
mental setting.
The APHS nursery is open
from 8 a.m. until 3:30 p.m.
for viewing of the babies. The
public Is Invited to visit.
Not just
the
students
get
report
cards
School districts not only
Issue report cards, but once
each year the Texas
Education Agency Issues a
report card to each.school
district. The difference Is
that the grades are not quite
as simple as letter grades
received by students.
The report care Issued to
Texas school districts Is
known as the Academic
Excellence Indicator System
(AEIS) and can be a signifi-
cant tool in the progress of
any school district.
The annual AEIS shows
comparisons of local dis-
tricts and regional averages
to state averages In TAAS
scores, drop out rates. SAT
scores, student attendance,
enrollment, ethnic distribu-
tion. graduates, class size
and many other student
related issues.
The AEIS also gives com-
parison information on fac-
ulty and staff turnover rates,
educational levels, years of
experience, salaries and
other demographics. Tax
information and budget
expenditure information is
also available in the report.
One example of informa-
tion found in the AEIS is
attendance comparison.
Attendance is the basis for
funding formulas used by
the state and federal govern-
ment for allocation of fund-
ing to school districts, there-
fore. attendance becomes a
major concern.
_i
Another' example is the
drop out rate. All school dis-
tricts do their best to reduce
drop out rates. For the 1993-
94 school year the AEIS
report for Aransas Pass ISD
shows that APISD had a
drop out rate of only 1.2%
compared to the state aver-
age of 2.8%. r
The area of drop outs is one
of several that has been a
priority with APISD. In
1991-92 school year the
state ^average was 3.8% and
the APISD drop out rate was
6.7%. An aggressive atten-
dance program played a sig-
nificant role in reducing that
rate to the present 1.2%.
The AEIS report for the
1993-94 school year is avail-
able for the public to review
at the Ed and Hazel
Richmond Public Library,
the APISD Central Office and
at each APISD campus. Any
questions aibout the infor-
mation contained in the
AEIS should be addressed to
a campus administrator or
APISD Supt. Bob Smith.
/'
Strong position on attendance
Attendance pays for students and district
Serious attention is being
given to attendance at all five
APISD campuses. Parents of
truant students may expect a
call from APISD Attendance
Ofllcer Laura Simank.
After a student has missed
three days, or parts of days,
in a four week period of 10
days, or parts of days. In a six
week period, without proper
excuse, the 1 Texas Educa-
tion Code requires that the
parent, or guardian, of the
student be notified that the
attendance of the student is
immediately required.
Absences following the
warning letter are investigat-
ed and. if found to be uneA
cused. put the parent, or
guardian, at risk of having
charges filed on them in
municipal court for violation
of the Texas Education Code.
Upon conviction, fines range
from $50 maximum for the
first day up to $200 maxi-
mum. per day. for each day of
unexcused absence.
The strong position on
attendance, by APISD, for
GoalS (cont. from Page 6)
schedules, locker assign-
ments and tours of the build-
ing and parehts are provided
with a school handbook at the
beginning of the year so they
may acquaint themselves
with the middle school poli-
cies and programs. This pro-
gram worked very well and
there were fewer “crisis” or
“trauma” experienced by stu-
dents at the beginning of the
Mgf UW »Y*'t
Aransas Pass High School
campus Improvements
Included the implementation
of the Health Care Science
sequence to allow students to
the past three years has paid
off with higher Average Daily'
Attendance at each campus.
receive college credit for high
school work;' teachers were
sent to Tech Prep training to
be familiarized with the
“hands on” learning process;
a drafting co-op was estab-
lished with Gregory-Portland
High School and new comput-
ers were purchased to update
the lab. Regarding improve-
ments in the physical plant, a
new climate control computer
system was put in place for
more efficient cooling and
heating and a new roof was
Installed on the high school.
\
School district explains grievance policy for students, citizens, employees
The APISD Board of Trustees
is interested in making sure
that the community is famil-
iar with the procedure for fil-
ing complaints
There is a procedure for
employee complaints, student
complaints and public com-
plaints. The purpose of com-
plaint procedures is to pro-
vide an orderly process for
the prompt and equitable res-
olution of complaints. The
Board intends that, whenever
feasible. complaints be
resolved at the lowest possi-
ble administrative level.
District policy, regarding
procedure for student com-
plaints Is as follows:
Students who wish to lodge
a complaint shall request a
conference with the principal
within 10 calendar days of
the time the student knew, or
should have known, of the
event or series of events caus-
ing the complaint. The princi-
pal shall schedule and hold a
conference with the student
within five days.
If the outcome of the confer-
ence with the principal is not
to the student s satisfaction,
the student has 10 calendar
days to request a conference
with the Superintendent or
designee, who shall schedule
and hold a conference. Prior
to or at the conference, the
student shall submit a writ-
ten complaint that Includes a
statement of the complaint
and any evidence in Its sup-
port. the solution sought, the
student’s signature and the
date of the conference with
•the principal.
' If ihc outcome of the confer-
ence wilh l he
Superintendent, or designee,
is not to the student’s satis-
faction. the student may pre-
sent the complaint to the
Board of Trustees at the next
regular board meeting. The
Board shall designate a por-
tion of its regular monthly
meeting to hear student com-
plaints. The Board President
may set reasonable time lim-
its on complaint presenta-
tions. The Board shall listen
to the complaint, but is not
required to respond or take
action on the matter.
If the complaint involves
complaints or charges about
an employee, it shall be heard
by the Board in executive ses-
sion unless the employee
complained about requests it
to be public.
District policy regarding
procedure for complaints
from the public is as fol-
lows:
In most circumstances, citi-
zens shall be entitled to
administrative conference
and Informal presentations of
the complaint to the board.
Complaint shall initially be
discussed with the appropri-
ate administrator within 15
calendar days of the event or
action that is the subject of
the complaint.
If the complaint Is not
resolved, the citizen may
request a conference with the
Superintendent or designee.
Prior to or at the conference
with the Superintendent or
designee, the citizen shall
submit a written complaint
that Includes a description of
the complaint, the solution
sought, and the date of the
conferences with the admin-
istrator.
If the outcome of the confer-
ence with the Superintendent
or designee is not to the citi-
zen's satisfaction, the citizen
may present the complaint to
the Board of Trustees at the
next regular meeting.
The Board shall designate a
portion of its regular monthly
meeting to hear citizen com-
plaints. The Board President
may set reasonable time lim-
its on complaint presenta-
tions. The Board shall listen
to the complaint, but Is not
required to respond or take
action the matter.
If the complaint involves
complaints or charges about
an employee, it will be heard
by the Board in executive ses-
sion unless the employee
complained about requests it
to be public.
District policy regarding
procedure for complaints
from district employees Is
as follow:
An employee who has a com-
plaint shall meet with the
principal or immediate super-
visor within 15 calendar days
of the time the employee first
knew or should have known
of the event or series of events
causing the complaint. At this
meeting, the employee shall
submit the complaint in writ-
ing on a form provided by the
district.
If the outcome of the confer-
ence. at this level, is not to
the employee’s satisfaction
the employee (pay request, in
writing on a form provided by
the district, to meet with the
Superintendent or a designee.
The meeting shall be held
within seven calendar days
after the Superintendent or
designee received the request
to discuss the complaint.
If the outcome of the confer-
ence. at this level. Is not to
the employee’s satisfaction,
the employee may submit a
written request, on a form
provided by the district, to
place the matter on the agen-
da for a future Board meet-
ing. The Superintendent shall
inform the employee of the
date, time and place of the
meeting. The Board President
may set reasonable time lim-
its on complaint presenta-
tions. The Board shall listen
to the complaint, but is not
required to respond or take
any action on the matter.
If the complaint involves the
appointment, employment,
evaluation, reassignment,
duties, discipline, or dis-
missal of the employee bring-
ing the complaint, it shall be
heard by the Board In execu-
tive session, unless the
employee bringing the com-
plaint request it to be held in
public. However, if the com-
plaint constitutes a complaint
or charge against another
APISD employee, it shall be
heard in executive session
unless an open hearing Is
requested in writing by the
employee against whom the
complaint or charge is
brought.
sM
the faculty for the 1994 95 school year. The Is new to the central office where she han-
dlstrtct administration Is very happy to have dies the duties of accounts payable. Kathy
them and the positive input they will have Bedre is new In her position as A C. Blunt
toward the district goals. Middle School counselor, but she Is a veter-
New Athletic Director and Head Football an of APISD having taught in the classroom
Coach Gary Davenport came on board and for several years.
led the Panthers to a very exciting football Carlos Gonzales is a math specialist and
season. Coach Gary Haas and Guy Grover SyMa Gonzales teaches math at the middle
are also new to the athletic department school. Cheryle Lewis teaches reading. Janie
They teach math and history, respectively. Maczkl teaches fourth grade language arts
Coach Andy TrekeU also teaches biology and and Shanna McVay teaches kindergarten.
Marcos Pina teaches history. Julie Frank Baris Pfcton la a new assistant band dlrec-
and David Benbow are also new to the dla- tor at the high school. Laura Ann Reeves
trict this year. Miss Frank is a P.E. coach at teaches arts and Kay Sallee teach-
APHS. and Mr. Benbow is also a teacher, ea sixth grade reading. Maureen Terry
Jeanne Scott Is a new teacher of language teaches sixth and seventh grade science,
arts and also a coach. Michelle Thompson teaches first grade.
Other new faculty members are Cindy Lee Dora Treked teaches special education and
Barton who tc^chc# lawiwi Anita Vasauez teaches math. Connie
Berhardt who teaches music and Diehl Rodriguez is an aide at Faulk Elementary.
Boggs who teaches physical education at Charlotte Pope Mi a new Instructional aide.
Faulk. Also new are Sandra Brocrmaii and Penny Peterson teaches special education
and Patricia Pooley is a secretary. Margaret
Peres teaches language arts and Carol
McKinney teaches kindergarten. George
Hernandez is an Instructional aide. Linda
Garza la an education aide. Veronica Garcia
la a computer lab aide and Jesus Galvan is
a special education aide. Aracett Cervantes
Is an instructional ukte. Jucalccu Waggoner
Christ! Fisher teaches third grade and teaches special education.
are instructional aides
and Eve Graham Bueachel who teaches
English and Beverly Caldwell who teaches
elementary music.
Jack Chaney teaches career Investigation
ana computer applications, Diana
currtcu-
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Cole, Mary. The Aransas Pass Progress (Aransas Pass, Tex.), Vol. 87, No. 2, Ed. 1 Wednesday, March 1, 1995, newspaper, March 1, 1995; Aransas Pass, Texas. (https://texashistory.unt.edu/ark:/67531/metapth1146032/m1/7/?q=music: accessed June 20, 2024), University of North Texas Libraries, The Portal to Texas History, https://texashistory.unt.edu; crediting Ed & Hazel Richmond Public Library.