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If he's your man, you have to go way up. Time to 30 Any Wednesday afternoon during football season Place. De Anza High School, Richmond, California Team named the Dom's Season record six and three. Really, I think this is the down and out past pattern to the

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right. Just receiver Tom Johnson. £175 offensive. Right end thistles. Head coach Les Agnel. Oh, in his seventh season. At the answer Thursday morning, Mr Augello gives us that period physics class. Their assignment for today. Find the respective weights of plastic and leather football helmets in order

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to determine how excess weight might be eliminated from the gear worn by the team. Now. Well, the wait, Wait a typical school, a typical excitement, a typical teacher. But educators across the nation are watching this classroom in these students to see if De Anza has the

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answer to one of the biggest problems facing our schools and their students today. A typical problem this is a problem is this is something you'll be concerned. So he said, OK, make it naked. Assignment four ah weekly report to the West produced in the community Interest

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A by the News and documentary department of K. R O N TV Tonight. The text. Ah, look at a new innovation in education called the Richmond Plan. Built in 1956 De Anza High School is located in a middle class suburb of Richmond, California D'enzo has 2400

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and 75 students. The school was built to accommodate an enrollment of 18. Hundreds of classes operate on a split session basis. De Anza is a typical high school in many other respects as well, but there is one notable exception. It's 11:17 a.m. In three minutes, the

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bell will ring for the start of the fifth period. Class Room 401 is a physics lab in Classroom 30. Boys in the class are all good average students, but the class that Lessig Melo is entering is anything but typical for Less teaches the fifth period 11th

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grade physics class for the text. Those boys who are enrolled in the Richmond Plan on Experimental course of Study, now in its second year of operation at two schools in Richmond, De Anza and L's school bill plot is the principle of De Anza. The Richmond plan

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is a new high school track designed to prepare youngsters for technical institutes both at private institutions and within the community colleges. It's a program that begins at the 11th grade, goes through the 12th grade and then on to higher education. 2.5 years ago, a group of

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teachers got together and started this grassroots movement. It was initiated by these teachers because they healthy great concern that the capable average students were sort of left out of the educational program. We have gifted programs. We have programs for the mentally retarded, physically handicapped, but that

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the cape of a capable average students has been left out in the cold, educationally, so to speak. These teachers from two different schools, the ANZ and L's in Richmond, met over a period of months. We talked, discussed and cussed and came up with a program we

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felt would be a tremendous asset to all these capable average students. The result of these two months of meetings was the start in the fall of 1962 of the Richmond Plan. The candidate for the program is a student who was not particularly successful, is a member

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of the traditional college prep study course. He may or may not be a potential drop out student, but the chances are that his grades will not be sufficiently good to get him into college. His saving factor will be his own potential. At each of these two

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schools, 41st graders were selected and enrolled in the program. In a moment, we'll see just what sort of education these boys have been getting to the tables. Uhh! Generally wanna talk Thio talking home. The key word in the tech program is integration, integration of four subjects.

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Physics, mathematics, English and the tech lab. This is the 11th grade physics class. Through checking through, you have to check because the current subject is weights. The assignment will be learned not only how they're used but how to manufacturer set of weights that must conform to

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a very specific and exact set of standards. The same weight will then be used in future physics experiments, experiments that are, in reality, industrial problems that these boys will face in their future jobs as technicians and you have thio remove a negative cylinder here and machine

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on a positive cylinder here. Now what? I want you to the boys air now in the tech lab. One of the instructors here is John Briscoe. This must be in order to give the proper rate weight ratio. Can you do that? All right, you gentlemen go

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back to work on your lays and answer. Ask any questions. Thes classes for the pretext program are organized on the basis of integrated instruction on what we strive for here is in the shop program to carry out and extend the physics experience of these young men.

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What you saw me explaining here just a moment ago was how to convert with physics calculations into actual lathes operations so that they can meet the specifications and requirements for the physics project that they're constructing the physics calculation. Mr. Briscoe is referring to concerns the fact.

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But the students must determine the proper size of the weights there to manufacture. If you're talking about the problems that I think the answer to the problem is Hook's law has discussed in Jim Kelly's algebra class. Thes boys air studying hooks long up in physics up

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there, they're going to make make some weights toe, find out, uh, how spring stretches when, uh, weight is put on it. They're gonna turn these weights out in the tech lab. And the problem is, and how long, roughly to make start making the way. Well, we

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discussed that problem in here. You've got a brass rod one inch in diameter and weighs £2.89 per foot. How long a piece of brash did you have to say? Make it two ounce for ounce, 68 or 12 ounce way. We could do that problem here. The

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boys were ready then to go up to the tech lab and make the way next day. With mathematics, Solve, the student can return to the tech lab and learned the mechanics of manufacturing the weights. But when he returns to Mr Agnel A with the finished product,

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he must be able to show that the weights are not only accurate but that they were properly computed and properly manufactured. Now this means inability to communicate verbally and on paper, and that means Jim Hurley's English class. The other day, for example, in physics, Mr AG,

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Melo was working on a problem on Hook's law. Uh, he furnished me with a outlined sheet on a technical report on on Hook's law, and I was able to give it to the boys as an example of paraphrasing. So in other words, we were having an

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English assignment where they were paraphrasing a given amount of material, but at the same time, it was being closely associated with their physics program. Also, he gave me a vocabulary list. 25 words. Technical vocabulary. Uh, this was distributed to the boys. They were asked to look

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up the words to give the definitions to use them in sentences and then finally took a spelling test on the material. And this is how we, uh, attempt to approach the, uh, English in this program. It isn't the normal approach to English. Certainly it amounts to

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more than a different approach to English. It's a different approach to the American high school education. We asked John Briscoe how teaching in the Richmond plan differed from teaching in the normal academic or college prep high school program in the academic approach. To use an example,

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thes boys would be recording to a physics class, and there they would be studying the physical principles of their current unit. Uh, they would be expected to see the relationships between these physical principles and their own experiences on to be able to associate what they're learning.

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And another class, for instance, mathematics. It would be hoped that the mathematics unit was parallel to the physics unit, that they would be learning the proper mathematical expressions and processes. But you see, this is all somewhat hopeful approach to education is I tend to think of

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it. E was related to what we were doing here. Yes, I think this was the one thing that made the trip. Uh, there is nothing hopeful about the approach to integrating the Richmond plan. Nothing is left to chance. If integration is the key word in the

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Tech program, then organization is the key to integration. Each week, the seven teachers in the program gather with Principal Bill Pollute to discuss plans problems, and people believe it's one weekend on. They're especially interested in our senior boys. Well, one thing I think that the teachers

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involved have worked closely together than you ever would in a normal college prep programs doing something for us if I can. Just piling on top of that when we had the group going at that else now for example, on a daily basis. I know what the

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boys are taking in. Mr Agnel knows physics class, Mr Kelly's algebra, Mr Briscoe and Mr Craig's Tech Lamb organization. And so that I'm able to gear the English program so that the vocabulary, for example, examples of outlining technical report writing are integrated directly with the program

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that the boys were seeing in their other three classes. In fact, this year the program is integrated. So much for the 11th grade boys that they're even together in United States history for a group. And Mr Agnel, as well as having them in physics, also has

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an MP about the only complaint the boys have, I think on this is if they don't see any girls all day long. Lack of female companionship isn't the only complaint text have. After all, every once in a while, a teenager's got toe let down. But now,

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when the text let down there suddenly in the firing line not just with one teacher but with four fellas wondering the job good, you're not doing a job on someone said you have been talking, Mr Hurley, I haven't seen Mr Early yet today, but I understand

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you got the good and 32 e o. Such situations, though, are the exception rather than the rule. More often than not, the problems that arise are individual. An individual problems require individual answers. It's not uncommon to see to arm or of the tech teachers together over

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a cup of coffee, discussing how to help a boy pick up something that he's missed. Somewhere along the way, if they do something well in one class, all the other teachers aware of it, if they're slipping somewhere along the line, we're able to find out from

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the other teacher and perhaps help them along and find out why they're slipping. So up to now, we've been looking at the Richmond Plan and the professional teacher in a moment, the most important part of the program, the boy himself, what he says and what he

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thinks. It's just like somebody came open and open the door right in front of you and said, This is the way you want to go and you look at it and you say That is the way I want to go. You have interest in what you're

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doing. You know the teachers were behind you. You know that your parents are behind you. You know you're not taking a step wrong step or, you know you're not taking a blind step. You know exactly what you want to do and where you want to go.

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The Richmond plan has proved more successful than had ever been thought possible grades, air up, student attitudes and initiative are 100% improved. Noting the pre technological approach and the improved grades, many people immediately assume that the Pretext plan is a watered down college prep course. Principal

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Bill pollutes at a straight on this point. I understood this was going to be an objective discussion, and it's hard to remain objective when this particular question is asked, I might say, uh, without equivocation. The people have used this term water down College prep do so

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solely through ignorance. This is not a watered down college press. It is a course designed for a specific purpose, and it will reach. It's cool. When I first started out, I had particular trouble with some of my friends because when I have to college prep program,

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I had quite a few friends in the what's called the Standard college prep course, and here it always be given trouble about you probably don't have any homework tonight. Your classes air too easy. So after a while I just got sick and tired of their comments,

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and I started showing them some of the homework that I had to dio for that night. He's all of a sudden. They say, Well, you have more homework than Ideo. It looks Justus Hard is what I'm doing or even harder. As we've pointed out, the texts

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are good, capable average students. There's no need to put them in an easier course of study, a water down course. But there is a need to challenge them. In most cases, the boys were simply not interested in the courses they were taking in the college prep

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program. I think most of us the same way the school Israel dull. He didn't care where they came or not. Now we got something that we can look forward to get. That final statement pretty well sums up the text attitude toward the Richmond plan. The results

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are obvious. Raise have come up considerably, but this isn't because, of course is easy or anything. It's just that this. Well, I know for myself. I want to do my homework now. Before I didn't care what I did, It didn't do it. I didn't care what

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I fell asleep in class or not. It's interesting. Now we know we're going to go someplace that we do it. What caused the difference? Why are the boys now interested? We don't just read out of a book or read experiments out of a book and have

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experiment set up for us. We we could build them ourselves in this way. Learn a lot more from from what the experiments about, I mean, not just out of a cookbooks. I think we found that studying isn't just something that has to be doing something that

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you want to do now in the Tech program way right from the first day we began became interested in this program and Inter related in it. So with this interest, our grades became easier, came easier to get this good grades, and ever since I started the

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tech program have been on the honor roll the teachers to have noted this enthusiasm. This is Bob Craig in the tech lab. These boys these, they ask questions all the time on. The reason is that because they're generally interested in finding out what they need to

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know, and they keep the teachers pretty well hopping. I know I spend some time looking up answers every night from questions that I get during the day. Normally, boys air there no more intelligent than the normal run of the mill classes. But there they have a

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goal in mind and they have an interest, and they're willing to ask questions about it. They come in after school. They see in all they always have questions. They're very eager and very easy to work with. Everyone, uh, program has a list of names, addresses and

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phone numbers of everyone else in the tech program, including the teachers and the principal of school. Everyone involved way have trouble. We can just look up on our papers to find the name of someone that those close to us and phone them up or even go

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over to see him about help on our homework before we're worried about how much we're gonna flunk or anything. Now we don't worry about him and they way do the best we can. They come But what does the Richmond plan prepare the students for? Where will

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he go when he graduates from the ENZA? There are many opportunities for them to go toe local schools. We have our own contra cost to college. We have Oakland City College. We have San Francisco City College, Cogswell Polytechnical Institute and other surrounding junior colleges have a

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technician programs that are fine programs. Currently, the junior colleges are working on an agreement that youngsters may select certain SE Engineering Technician Program or Chemical Technician program, which is not being offered at one of our local colleges. May go to San Francisco may go toe foothill,

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uh, go to Cogswell without any penalty, as faras local school boards or concerns are. Part of the tech program involves tours of technician employing organizations such as the U. S Geological Survey in Menlo Park. Such tours give the boys a chance to observe a variety of

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technical jobs and perhaps helps them to set their sights on one particular phase of training. Plus the field trips that we've taken. We can see more or less jobs that someday we might be able to hold down How would work? How could we apply this into

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our school work? Where's our school working to get us? Think that's a big step? Roy Thurston, acting region engineer, welcomes the 12th grade text of the Geological Survey headquarters. As a technician employer, Mr Thurston is well aware of the growing need for technician. Each year, American

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industry needs 140,000 newly trained technicians, but our schools air supplying less than one third that number. After a briefing that gives the boys a detailed introduction to the purpose and function of the organization, they're taking on a complete tour of the facilities and shown just how

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the Geological Survey compiles and produces our nation's maps. Following the tour, we talked with Mr Thurston and asked him if he felt the Richmond plan could benefit him as an employer off technicians. Very definitely the engineering technician and our organization supports a crew of 65 engineers.

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We have 250 civil engineering technicians doing this job at the present time. This is a ratio of about four technicians for every engineer they perform, support jobs in both our field surveys positions as well as in our photograph a tree positions education for them today is,

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in our opinion, quite sharp. Specific education for the engineering technician is quite sharp. We look forward to a plan such a Richmond plan developing Moorman Mawr students interested in engineering technology and in particular for US surveying technology. The primary purpose of the Richmond plan is to

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give the student in the program not only the essential training but to give him some direction in his career hunt as well. I plan to go two years to a technical school. I'm planning to go to college. Won't take the transfer. Of course. Take two years

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of Cogswell, then transfer in tow San Francisco State or San Jose State. All right now I'm in name reserve and I'll be going two years active duty. I figure after Cogswell and get my practical application in. The Navy has electronic technician, and then I'm pretty sure

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have a good chance to get in letting a good job. After that, I plan to go Thio, take a parallel course two years at Contra Costa Junior College and then transferring into a mechanical engineering program at either San Jose State or Cal Poly. Now in its

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second year, the Richmond Plan appears to be an answer to two very important problems facing both our schools and our you. First of all, it could be part of the answer to our society's demands form or and mawr highly skilled workers in this particular case, engineering

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technicians. But the teaching methods of the Richmond plan need not be limited to this one field of training. The idea of team teaching and integrated curriculum could easily be adopted to fit any number of job preparatory programs. Lab and medical technicians, business workers and many others

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could all be trained in programs similar to the Richmond plan. The Ford Foundation in the Rosenberg Foundation have both given financial backing to a thorough study of the Richmond plan and its potential. In addition to the two pioneer schools in Richmond, five other schools in the

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Bay Area have or soon will be inaugurating a similar program. In the meantime, educators throughout the country continue to watch these boys from their performance. To date. It seems probable that it won't be too long until there are similar plans installed in high schools all across

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the nation. But there is a factor more important than supplying the needs of a demanding society. And that factor is the individual for the Richmond plan, provides a chance, provides a place and provides an opportunity and a direction for a youngster who may not know where

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he was going. When my grades were going every year, they were getting worse and worse, and if I have made it through school of it all, I would have never got to college. I probably ended up taking ditches someplace, but now I Yeah, I got a

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real good background for any college I'd like to go to. Assignment four is produced in the community interest each week at this time by the news and documentary department of K R O N T. V. Ba with us again next week

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for another report to the West on assignment for