USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1958 > Part 7
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ANNUAL REPORTS
the terms of the National Defense Education Act money can be provided to remodel the science rooms in the junior high schools and to provide improved facilities. During the year a Science Club was formed in the High School. At present there are nineteen members who meet once a week under the di- rection of Mr. Simmons. Many other students and teachers worked outside their regular classes to prepare for the Science Fair which was held in March. Four of the winners were entered in the Massachusetts Science Fair at the Massachusetts Insti- tute of Technology. The Science Department welcomed two valuable gifts, a radiological detection kit from the Common- wealth of Massachusetts and a portable geiger counter from Sears Roebuck and Company.
LIBRARY, SOMERVILLE HIGH SCHOOL
In January Fr. Bezuska of Boston College addressed the Mathematics Department and interested guests on the revolu- tion in the field of mathematics. At subsequent department meetings the new trend was discussed as well as the gradual changes needed to make the adjustment. Two teachers in the Mathematics Department of the Somerville High School have been awarded scholarships from Boston College to study this new approach to mathematics.
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SOMERVILLE TRADE HIGH SCHOOL
Due to automation the old concept of just being able to work with the hands has become an idea of the past. The new tradesman must, to be employable, be able to use technical knowledge as well as his hands in order to compete in an ever increasing technical age. Cognizant of the tremendous changes in industry, the Somerville School Committee, with the ap- proval of the State Department of Education, has authorized a further reorganization of vocational education. After a careful survey, assisted by members of an advisory committee, the Trade High School has undergone some necessary changes in
NEW LUNCHROOM AT THE SOMERVILLE TRADE HIGH SCHOOL
order to fit the youth of Somerville for profitable employment in industry.
With the adoption of a new curriculum by the School Com- mittee in July of 1958, the offerings of the Trade High School have been raised to the level of secondary school education. This new curriculum calls for an eight-period day of six hours duration.
Trade High School graduates of the future must not only receive a comprehensive training in the shop and technical
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aspects of their trade, but must be taught English, social studies, mathematics, and science on a secondary level as well. This new curriculum enables the student to receive his high school diploma, which represents the acquirement of knowl- edge in academic subjects, as well as proficiency in a trade.
Other changes which have taken place during the past year involve the establishment of new requirements for admission, completion of a part-time guidance program, establishment of a visual aids library, formation of a book council which pro- vides additional texts for the enriched curriculum, changes in courses of study to meet the needs of the new curriculum, and the inauguration of make-up periods to assist students who need additional help.
Physical improvements were many, including the installa- tion of a new cafeteria, equipping the school with new fire extinguishers, and a capital improvement program wherein the Automobile Department was completely re-equipped, the ma- chinery in the Carpentry Department repaired, and up-to-date equipment added to the Drafting Department. New school furniture was furnished for four classrooms.
JUNIOR HIGH SCHOOLS
In a joint statement issued by the American Association of School Administrators and the National School Board Associa- tion, it was declared that ample evidence shows that the public schools have been successful in preparing pupils for college, for citizenship, and for vocational productiveness, but the de- mands of the future require much improvement. Both quality and quantity in learning should be increased in order to meet the existing demands of life. Not only more speed but more depth of learning can and must be achieved. New content and newer methods, supported by research, are imperative lest the schools fail.
Our junior high schools have accepted this challenge with faith and determination to accomplish the task which lies ahead. There has been increased activity in the field of reme- dial reading, guidance, counselling, science, mathematics, visual education, and in other areas.
A "Scientific Careers Study Project" was inaugurated at the Western Junior High School. Thirty eighth-grade boys were selected on the basis of their high scholastic achievement
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to participate in this program. Dr. William Cooley and his staff, representing Harvard University, have been directing this activity. National Education Week was observed through the medium of an "Open House and Exhibition." Class work, representing accomplishments in English, mathematics, social studies, science, civics, foreign languages, manual arts, and household arts, was on exhibition throughout the day on No- vember 6, 1958 in the new school library.
At the Northeastern Junior High School a Parent-Teacher Association Tea was held for the parents of the seventh grade students. This activity occurred during the early part of the year so that parents might have an opportunity to become ac-
JUNIOR HIGH SCHOOL PRINTING CLASS
quainted with the school and its staff. The response was very gratifying, for numerous parents availed themselves of the opportunity to attend. An invitation was extended to every parent to visit the school during American Education Week. The newly renovated classrooms and auditorium were centers of attraction.
A more diversified guidance program was instituted at the Southern Junior High School. Students are not only tested for general ability, but are counselled and guided towards definite
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objectives. Complete records are being filed which enable the counsellor to advise and direct students concerning future education, occupational opportunities, and the necessary re- quirements for future life.
JUNIOR HIGH SCHOOL PHYSICAL EDUCATION CLASS
ELEMENTARY SCHOOLS
The elementary schools, through the close cooperation of supervisory personnel and teachers, enjoyed a year of steady progress. Besides the regular course of study followed in the various grades, there were many additional programs to supple- ment the class work and to provide for individual needs. The supervising principals worked closely with those responsible for these programs.
Among these programs were the city-wide testing, reme- dial reading, speech therapy, lip reading, eye and ear testing, and the Mantoux test for tuberculosis. All of these programs involved considerable organization, but the benefits derived from them were encouraging.
The various Parent-Teacher Associations and the Home and School Associations, as well as the Parent-Teacher Asso-
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ELEMENTARY SCHOOL SWIMMING PROGRAM
KINDERGARTEN CIRCLE
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ciations Council, aided in bringing closer cooperation among teachers, parents, and pupils. The meetings of the parent- teacher groups were carefully planned to help the parents understand more about their schools. There were talks by school personnel on the special services of the schools, and talks by other invited guests.
The In-Service Program for new teachers continued during the year. Each Tuesday after school the Elementary Supervisor met with the teachers to discuss their mutual problems. Sug- gestions were offered to improve instruction and classroom visits by the Supervisor served as a follow-up to these sugges- tions. To further aid the new teacher, arrangements were made for visits to the classrooms of experienced teachers.
SOMERVILLE EVENING SCHOOLS
The growth of adult education in recent years, and the accelerating pace with which it continues, is a phenomenal de- velopment. In ever-increasing numbers adults everywhere are finding that new knowledge, new skills, and new concepts are needed to sustain them in a rapidly changing world.
On the basis of the trend during the past decade, it can be expected that over one-half of all adults will be participating in educational programs by 1975. It is interesting to note that the increase in the number of high school and college gradu- ates during the past decade has not slowed the demand for adult education. There is every reason to believe that all levels of education will continue to advance together.
Opportunities available for adult education through the public schools are markedly greater in the larger communities; therefore, Somerville is attempting continually to broaden its scope of adult education. In the past four years the enrollment in adult education has doubled and in the immediate future a further increase is expected. At the present time for the office- and business-minded individuals such courses as typing, book- keeping, shorthand, and clerical practice are offered. Courses available to the homemaker include dressmaking, nutrition, rug braiding, and many others. A lip reading class is held for those with a slight or moderate hearing loss.
Diplomas are awarded the pupils who complete the pre- scribed course of study in either the Evening Junior High School or the Evening High School.
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ADULT CIVIC EDUCATION
In the Adult Civic Education classes during the year 1958 there were 334 pupils, representing eighteen nationalities, be- ing taught English and citizenship in evening school, home courses, day classes, church groups, and citizenship groups. To teach English to people with such varying degrees of abilities, training, and skill the direct method as developed by English Language Research at Harvard was used, whereby each pupil may advance according to his ability and initiative. The ma- jority acquire the ability to speak communal English within a five months course, while the more gifted in language may accomplish the same results in three months.
EVENING PRACTICAL ARTS EXHIBIT
With the relaxed immigration laws that opened the doors to displaced persons and refugees, the needs of the immigrants have widened to include more than language and citizenship training. At the same time that the students are overcoming the barriers of language, they are introduced to the common cultural interests and to the facilities available to them on all sides, such as museums and libraries.
Many of the language and citizenship pupils continue their studies in the conventional evening school and earn diplomas.
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GUIDANCE SERVICES
A unified program of Guidance Services has started to serve all pupils of the secondary schools. Each pupil's individ- ual problems in the areas of educational and vocational choice, as well as those personal and social problems which influence choice, will be discussed with qualified counsellors. Already a pilot program is underway in the Southern Junior High School with a full-time counsellor, and another with a part-time coun- sellor at the Somerville Trade High School. At Somerville High School personnel are available and the work is beginning on a modified scale. Many guidance services have been available there for many years and these are being extended.
The purpose of the program directs school attention to in- dividual needs and thus acts to round out the total picture. To help the individual adjust more effectively to the group, the never separated services of testing and counselling are utilized. Thus in the fall of 1958 Somerville pupils of grades eight and nine participated in the "National Guidance Testing Program" of the Educational Testing Service. This undertaking is ex- pected to make it possible to distinguish the talented pupils and to begin counselling interviews with them and their parents so that career and college plans can be made while there is time to make effective choices.
Surveys of recent classes of Somerville High School have been undertaken and have shown that there may be a need for some curriculum revision in our secondary schools. Spe- cifically, something can be done to allow for acceleration and enrichment of courses in mathematics, sciences, and foreign languages for the gifted pupils.
Employment and placement services have always been effi- ciently handled at Somerville High School. Due to the business "recession" of the past year, it has been difficult to extend these services in local areas, but a beginning was made in plac- ing boys on farms during the summer. This was accomplished in cooperation with the Massachusetts Division of Employment Security and their Vermont correspondents. The successful experiences of some of these boys point to a possibility of ex- pansion in this area.
SCHOOL TESTING
The school testing program contributes in large measure to the evaluation of pupil progress by objective recognition of mental capacities and achievement. Tests of mental ability
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have a definite purpose in predicting the speed with which each pupil can be expected to progress. The achievement tests relate the accomplishment to the ability and picture the strengths and weaknesses of both individual pupils and class.
The school department has made extended use of these valuable educational tools during the past year in the adminis- tration of both individual and group tests. In the elementary school group testing was expanded to include a fall testing pro- gram for grades four, five, and six. This has been in addition to the usual grade six tests of mental ability which are also used to assist in future junior high school grade seven place- ment. Approximately 2860 pupils in these three grades have been administered tests of mental ability in addition to an achievement battery of school subjects.
There has been a continuance of the testing program in grade one involving 1150 pupils. Group tests of mental ability and reading readiness have been administered at the beginning of the school year to be followed by an achievement test at the close of the term.
A study of the educational progress of 186 special class pupils is being made through checking school accomplishment by use of group tests of achievement. Test results have pro- duced valuable information for class grouping and appropriate curriculum construction.
Individual intelligence testing has been done by request to aid with various problems of pupils. The tests were adminis- tered to such pupils as the slow learner, the low achiever with normal intelligence, the emotionally maladjusted, the mentally retarded for special class placement, and the gifted.
Standardized tests of mental ability, school achievement, and aptitude provide objective evidence to indicate educational needs and attainment in relation to pupils' potentialities. In- formation gained from them served a practical purpose as an instructional aid to teachers by denoting subject matter areas needing special emphasis in instruction. The testing program is a necessary adjunct of guidance services and makes a large contribution in the educational adjustment through these services.
REMEDIAL READING
The remedial reading program supplements in an essential and helpful way the regular reading instruction, but it does not
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in any sense take its place. The general reading program has among its aims the development of effective reading habits for all children. The remedial reading program aims at the diag- nosis of the causes of reading difficulties and the application of specific remedial measures for those poor readers who do not profit from the regular class work.
Children who are retarded in general intelligence are usually similarly retarded in reading. However, there are those who have good intelligence but show retardation in some spe- cific skill such as reading. In selecting children for the reme- dial reading classes great effort is made to identify those most in need of corrective services who would be most apt to benefit from the experiences. Thus, to date, those pupils in grades two through nine who have normal intelligence or better and who show the greatest degree of discrepancy between their capacity and achievement grade equivalents receive placement.
The twenty-three elementary schools in Somerville are ap- portioned into five districts and serviced by a remedial reading teacher in each district. With parent approval pupils are with- drawn from their regular classroom to attend the reading class within their district for a period of seventy-five minutes three times a week.
In order to institute a program of preventive work with first grade children who show high intelligence but a low readi- ness and children with other problems who are referred by their teachers, the other two days the teachers were itinerant within their districts, instructing those first grade children who were included in the preventive program. Added follow-up for re- peaters and weak second graders was also included.
A survey in the three junior high schools was conducted in grades seven through nine in order to determine the number of students requiring special reading instruction. As a result of the data accumulated the three junior high schools are serv- iced by an itinerant teacher who is in each junior high school eight periods a week. The same procedure for the selection and instruction of pupils is followed at the junior high school level as at the elementary level.
During the past year 213 children attended approximately eighty class sessions for an estimated one hundred hours of instruction. These children showed a median gain of fourteen months in reading. Twenty-three children were able to raise their achievement to grade placement or higher, five children
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SCHOOL COMMITTEE
failed to show progress in the retest. Inasmuch as difficult cases often require a longer period of specialized instruction, some of these children who failed to show progress will proba- bly improve with continued corrective work and are included in the current program.
AUDIO - VISUAL AIDS IN EDUCATION
The skillful use of modern tools for learning, such as sound motion picture projectors, slide projectors, filmstrip projectors, opaque projectors, tape recorders, record players, etc., is an essential part of any good school system. With these aids the world or any part of it can be brought into the classroom.
In past years the general public usually associated this type of machine and equipment with the field of entertainment. Now, however, in the hands of trained and skilled teachers, they are recognized as powerful education tools which improve teaching techniques, supplement the teaching-learning proc- ess, and enrich the educational program.
Because by its nature an audio-visual department is very expensive to install in a school system, it must grow and devel- op over a period of years. Since the introduction of the Audio- Visual Department into the Somerville School System, only three years ago, it has grown steadily. Each school or school district now has at least a workable amount of equipment.
To date the Department has purchased one hundred and thirteen educational films, most of which are on elementary and junior high school levels. Since it is more economically sound to purchase the elementary and junior high school films and to rent high school films, the Audio-Visual Department has pursued that policy. In the past year films which have been purchased were shown in the elementary and junior high schools. Rented films were shown in the High School Science and Guidance Departments. Plans are now underway to extend this program to all other High School departments.
For the past three years, the new elementary school teachers have been indoctrinated, as part of their in-service training program, in the proper use of the motion picture pro- jector, films, and other related audio-visual equipment, with the cooperation of the Supervisor of Elementary Instruction. Each school has been supplied with complete lists of films for the teachers' use.
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MUSIC
A course of study in Music was followed in each elementary grade. In the new schools choral groups were formed for spe- cial occasions, such as parent-teacher group meetings and for the Christmas season. In addition to the regular classes and the choral work in the elementary grades, the instrumental program with the violin continued this year. Fifty students participated in the program and made much progress during the year.
The general music classes continued as usual in the seventh and eighth grades of the junior high school. In the ninth grade music was an elective course with emphasis on choral work. A full range of instrumental instruction was offered in all three grades and all available school-owned instruments are being used.
At the High School the regular classes in Appreciation, Theory, and Choral Practice were conducted. In addition to the class work, many students were active in the Glee Club and in instrumental music connected with the Band.
As is customary, the Glee Clubs participated in many out- side programs for service clubs and civic organizations. There has been a continuing increase in interest in the music program at the High School and in the other schools.
DRIVER TRAINING
According to the Registrar of Motor Vehicles, Clement A. Riley, ten per cent of the nation's people will either be killed or injured in car accidents within the next fifteen years. Since there is no reason to doubt this prediction, it is imperative for all citizens to recognize the gravity of the situation which is really worse than war, and take steps to correct it.
A splendid driver-training program has been conducted by the Somerville School Department for the past several years. The program has grown extensively and increased numbers of applicants testify to the fact that there is an intense desire to take full advantage of the excellent opportunity to become cer- tified operators of motor vehicles.
Classes have been conducted at the Somerville High and Trade High Schools as well as at the Evening High School. Hundreds of students have availed themselves of the opportu-
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nity to receive this valuable instruction. Students are required to complete one semester consisting of thirty hours of class- room instruction, six hours behind the wheel, and six hours of observation. They are also required to take the examination required by the Registry of Motor Vehicles, submit to written reports, and pass a final examination. During the past year three qualified instructors conducted the driver training pro- gram. There are indications that a larger number of applicants will be seeking this driver training education in the future.
SAFETY
Safety is a continuing and community-wide project. In Somerville the School Department Safety Program has the assistance and cooperation of the Police, Fire, and other de- partments of the city government, as well as that of Parent- Teacher, Home and School, Veteran, and Service organizations. Every facet of safety education is covered: safety at home, in school, on the way to and from school, on the playground, fire prevention, bicycle safety, swimming, and vacation safety.
Safety patrols have been organized in all the schools to assist the children to cross the streets, generally under the supervision of police officers assigned to school crossings. Where no police officer is available, the Fire Department as- signs a fireman to assist in this duty, or the members of the safety patrols direct the pupils' crossing from the sidewalk.
The Somerville School System is extremely fortunate in having assigned to it as Safety Officer, Officer William J. Kel- ley, who has played a very important part in preventing death and injury to the children of the city. Officer Kelley visits the schools frequently, shows safety films, and gives safety talks to the children. Through his influence raincoats and wind- breaker jackets are donated to the patrols by parent-teacher groups, veteran, and civic-minded organizations.
Safety belts are furnished by the School Department and badges by the Police Department. Through the cooperation of the Public Works Department white lines are drawn on the streets at all school crossings, as well as "slow" signs to warn the motorists to observe caution. Fire drills are held regularly in all school buildings, and, in cooperation with the Civil De- fense authorities, plans have been evolved to evacuate the children in case of necessity.
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IMPROVEMENT OF SCHOOL FACILITIES
An extensive program of repairs and improvements to our school plant was planned and executed by the Commissioner of Public Works. He and his staff are to be commended on the success of this undertaking.
Although there are many critical problems in respect to buildings yet to be solved, much progress has been achieved. Some of the more important projects which were completed during the year 1958 are as follows:
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