Second year of tutoring plan sees changes

Kelsey David, reporter

As new students adjust to the McKinley curriculum, returning Tigers start the school year with a little familiarity. The pilot of T.I.G.E.R. Time continues, but with a few changes from last year.

The plan, Targeted Intervention Growth, Enrichment, and Review Time, was started as a pilot in January 2011. While most acknowledge the benefits of this new-found tutoring tactic, concerns still exist over its efficiency.

Perrine Matsuzaki, math teacher and member of the T.I.G.E.R. Time committee, stated, “T.I.G.E.R. Time was introduced because the kids who needed tutoring were no€™t coming in on their own time to get help. So we decided to make it a part of the school day. € T.I.G.E.R. Time gives students an opportunity to get extra help if they don’€™t understand something in class, or make up tests. Teachers also get more one-on-one time with any struggling students.”

Sheryl Miralles (11) said she benefited from T.I.G.E.R. Time because it gave her time to do her homework when she was “still in the learning mood.”

€ The committee, which consists of nine teachers, Vice Principal Lorene Suehiro, and two students, has been discussing ways to improve T.I.G.E.R. Time. Several teachers have been flustered with the over-crowded fifth and sixth periods.

“We decreased the amount of passes this year,”€ said Matsuzaki, in regards to this certain drawback.

Other teachers have been complaining about students not following the policy and, instead of studying, spending the time socializing. As for assuring students are productive, that may mean teachers, for example, separate students who socialize.

Last year, many misplaced passes were reported, so the committee decided to distribute different-colored passes quarterly, so they cannot be re-used.

There are still a few disadvantages that the committee recognizes. A few teachers have suggested that T.I.G.E.R. Time periods alternate, so that it does no€™t only affect fifth and sixth period, one reason being that students are often tired at the end of the day.

The language arts department has been concerned with the reduction of D.E.A.R. time. Teachers also say that when it is time for the actual D.E.A.R. period, students would rather do their homework.

As the committee proceeds to address these dilemmas, they have also begun to calculate ways to benefit students more. English teacher Barbara Abrew, who is also on the committee, has mentioned that a plan is in the works to allow capable students to tutor during the period. They would be able to gain community service credit hours for doing so.

“We’re still working out the logistics of it, and how it would be implemented,”€ she stated.

“€œIt helped,” Matsuzaki concluded as a result of T.I.G.E.R. Time. “€œIt helped a lot, and it’€™s good for the students.”