USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1959 > Part 7
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ELEMENTARY SCHOOLS
One of the most important functions of educational ad- ministration and supervision is the evaluation and revision of curricula. The constantly changing social and individual needs demand that schools prepare for current and future needs.
Elementary schools continue to work toward providing for all children more and better education that will have a use in everyday living. Teachers in elementary schools recognize their obligations to look at existing curricula to see what good things of the past should be preserved or what subject contents and practices should be discarded. At the same time they recognize their obligation to look to the future to see what should be added. During this year courses of study and the composition of the various curricula have been examined for the purpose of making necessary adjustments and changes.
An in-service workshop in arithmetic for elementary school teachers, sponsored and financed by the School Committee, was organized to present to the teachers modern methods and tech- niques in the teaching of arithmetic and also to develop a new course of study in arithmetic for use in our schools. Approxi- mately forty elementary teachers attended this course under the direction of a professor from a neighboring university.
The School Committee approved a project whereby five fifth grade classes engaged in a research program conducted by Boston University to determine whether teaching through television is worth while. This program was carried on in the
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Pope, Healey, Cummings, Conwell, and Proctor Schools, and consisted of three tests.
There has been a rapid development in the use of television in elementary schools since educational channels were insti- tuted by the Federal Communications Commission in 1952. More than fifty cities and towns are presently members of the Eastern Massachusetts Council for School Television, of which Somerville became a member in 1958. The basic purpose of this organization is to provide a more balanced program service which meets the varied cultural and educational needs of the
ELEMENTARY SCHOOL TELEVISION
viewers. As a result of this program of in-school television there should be an enrichment of class content and more complete instruction in course fundamentals. It must be remembered that the programs are designed for curriculum enrichment and supplementation only and are not intended to replace the teacher.
In conjunction with our presently established Visual Edu- cation program twenty-five television sets were purchased. Each elementary school received a television set. Guides and
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programs are issued at regular intervals for supplementation in teaching. Funds for the programs are supplied by the partici- pating school systems which contribute a sum of twenty-five cents per pupil. Thus far the response from principals and teachers has been very enthusiastic toward a continuance of this program.
In these changing times, when the geographical aspect of the world is subject to constant revision, it is important that the schools be provided with up-to-date supplementary material. Prompted by this purpose, a committee consisting of principals and teachers studied, organized, and submitted a report of cur-
ELEMENTARY SCHOOL HEALTH PROGRAM
rent needs in the area of maps and globes. The study and recommendations have been completed and an excellent report submitted. This should serve a vital need in requisitioning essential maps and globes.
Technology has begun to make its impact in the field of elementary education. For example, a study was conducted in the Martin W. Carr School under the sponsorship of the De- partment of Psychology of Harvard University in cooperation
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with the principal and teachers in the school. A preliminary model of a machine to teach spelling and arithmetic in the elementary grades was used as the basis for the study. Although the machine is yet in the experimental state, the experience gained by teachers and pupils has been of value in respect to current trends.
A project conducted by the Graduate School of Harvard University at the S. Newton Cutler School is in the process of development. The general purpose of this research project is to examine the process of selecting and preparing for vocations, particularly in the field of science and preparatory subject matter. There are nine school systems, including Somerville,
SHELLSI
ELEMENTARY SCHOOL SCIENCE
cooperating in this venture. Approximately five hundred stu- dents have been selected from these systems to engage in the study. Although no major results are expected before the end of a five-year period, parents, teachers, and guidance personnel may have access to test results, according to the director. When completed, a study of this nature should produce information of value in the selectivity of subjects and courses.
Parent-Teacher Associations and Home and School Associ- ations have done much for the schools. A mutual understanding
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of school problems and their solutions has resulted. Some par- ent groups have presented their schools with television sets and have also made other substantial contributions to the schools.
VISION TESTING PROGRAM
During the past year the subject of vision testing in the schools has been given considerable attention. At one time the Massachusetts Vision Test was used by only one or two schools in Somerville, but now the test is available to all schools. This year all the fourth, fifth, and sixth grade pupils in the elementary schools have been tested. All the first, second, and third grade pupils and the kindergarten pupils were tested who habitually rubbed their eyes, squinted, had constant red rimmed eyes, read poorly, or who in the opinion of the teacher would benefit by taking the test. Also considerable time and effort were spent in testing the vision of the Trade High School pupils. This was considered time well spent in connec- tion with their over-all safety program. The special classes in the various elementary schools also participated by taking the vision test.
Parents who are not able financially to pay for eye exami- nations or glasses are being helped in this respect by various organizations throughout the city. The Somerville Lions Club, the Somerville Lodge of Elks, the Kiwanis Club, and the Wel- fare Department are among the most notable organizations coming to the aid of the needy. The school nurses are aware of this outside assistance and help those who are in need of financial aid to make the proper contacts.
GUIDANCE
Funds of the federal government, through the National De- fense Education Act of 1958, became available in June of 1959 and were put to work immediately for the Guidance program. By outright grant the School Department was able to purchase materials for the fall 1959 testing program, to be utilized according to the terms of the Act in Grades 8 and 10. Another grant of approximately $2,000 made it possible to purchase office equipment and supplies, publications, and materials for the annual survey of the Class of 1959 of Somerville High School. These grants were in the nature of a windfall since everything purchased would have been needed in the course of inaugurating the Guidance Department and would have been a charge against local tax funds. The three junior high schools
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were able to share in the purchase of tests but not in the pur- chase of equipment. At such time as the counselor-pupil ratio meets the requirements of the NDEA the junior high schools will be able to take advantage of later allotments from federal funds, but only by matching those funds with local money.
In September 1959 all Somerville secondary schools began organized programs of guidance services. One objective was to provide at least one counseling interview to each pupil in the school year. Another objective is the inauguration of a cumulative record system. It is almost axiomatic in guidance activities that as soon as services are made available the coun- selors' time is fully occupied by clients. It is thus seen to be fortunate that when counseling was made available at Somer- ville High School there was personnel available to meet the needs of the students.
The data concerning pupils which accrued from the use of the Stanford Achievement Tests for grade 7, given in the spring of 1959, indicated a sizeable pool of able young people in the public schools who could profit from an enriched cur- riculum. A specific recommendation of a need in this area was made to the Superintendent of Schools, namely, that an ac- celerated mathematics course be available without delay so that preparation leading to an Advanced Placement Program in grade twelve would begin in 1959. As a result Algebra I was made available to a small group in each junior high school in grade eight, instead of grade nine as had been the custom.
An interesting program was conducted by Northeastern University at the High School during the past year and has been scheduled again. Mr. Roland Darling of the Northeastern University Careers Information Center arranged a series of conferences relating to careers, with expert speakers from many fields of work. Over fifty schools are engaged in this program, so useful has it been found.
Another experiment which allows the schools to cooperate with a local university is the Science Careers Project under the auspices of Harvard University, Graduate School of Education. In grades five, eight, and eleven, Dr. William W. Cooley has selected groups of boys to be studied through the next five years to attempt to distinguish indications of a future scientist. Substantial benefits have been derived from this cooperation and the schools are indebted to Dr. Cooley for assistance in statistical details in connection with the testing program.
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SCHOOL ADJUSTMENT COUNSELING
On January 5, 1959 the Adjustment Counseling Program was initiated in the Somerville schools. This program was estab- lished in accordance with Chapter 696, Acts of 1955, Section 46G of the Massachusetts Laws. The purpose of this new service is to give special help to those children who, because of behavior, personality, or environment, are unable to make maximum use of their learning experience in school. This is done as a result of the tremendous responsibility of the school to provide for the healthy development of the total personality within the capacity or potential of each child. It is in the school that the child realizes his individuality. He learns how to live and work harmoniously with others and to acquire those skills which enable him to live a full and happy life.
In order to organize the program, initial conferences were held with Miss Edna Sanford. As Supervisor of the program on the State level, she felt that the development and accept- ance of the service would depend on the initial interpretation of the program as a service in the school setting. With this in mind, discussions and conferences were held in the schools and with the agencies servicing the community.
The Superintendent made arrangements to acquaint princi- pals, supervisors, and directors in allied fields with the program by inviting Miss Sanford to talk with them at the opening of the second session in January. With this introduction into the system, and with the cooperation and assistance of the prin- cipals, the Adjustment Counselor visited the twenty-three elementary schools and the three junior high schools during teachers' meetings and interpreted the program in detail.
The Adjustment Counselor has been a speaker at Parent- Teacher Association meetings held at the Cholerton, Hodgkins, and the Knapp Schools, in order that parents might have an understanding of the service. On the community level con- ferences were held with directors and staff members of the Children's Medical Center, Massachusetts General Hospital, Massachusetts Eye and Ear Infirmary, New England Home for Little Wanderers, Family Service, Catholic Charities Centre, Judge Baker Guidance Center, Youth Service Board, Recreation Department, Probation and Court officials, and others. This was done in order to familiarize them with the program, to determine the extent of service offered by them, and to estab- lish working relationships with them. The method of referral for those children requiring specialized service was also de- termined.
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Work by the Counselor included individual conferences with the children, interviews with parents, school personnel, and representatives of community agencies. Arrangements were made for seven of these children to go to summer camp, one to Tufts Summer School, and one has been placed in a work situation.
The system of record keeping and statistics as recom- mended by the Youth Service Board has been set up.
SCHOOL TESTING PROGRAM
Individual testing has been carried on for the grades, the State Clinic, and the special classes as well as supervision of an extended program of group testing in elementary schools and a continuing study of achievement gains in special classes.
The Somerville School Department was selected by the World Book Company to be a participating school system in the standardization program of the revised group tests of the Metropolitan Achievement Batteries. The complete Metro- politan Achievement Batteries, supplied without charge by the World Book Company, were administered in grades 4, 5, and 6 in October 1958. The Pintner Mental Abilities Test, Verbal Series, purchased by the School Department, was also administered.
It is believed that the effort expended by all concerned with this special testing program was most worth while from the standpoint of revealing test results. They have served a practical purpose in giving indications for strengths and weak- nesses of both individual pupils and classes in subject matter areas.
In October 1958 the Pintner Cunningham Mental Ability Test and the Reading Readiness Test were administered by grade one teachers. In May 1959 the Metropolitan Achieve- ment, Primary | Battery, was also administered as a group test.
A follow-up study of 101 low I. Q.'s on the grade six Pintner Mental Abilities Test was made by administering the Pintner Non-Language Mental Abilities Test.
In special classes the study of achievement gains over a two-year period was continued, using the Metropolitan Primary and Elementary Achievement Batteries. Results were both in- teresting and encouraging. They followed the expectation of achievement and chronological levels of grading in our well organized special classes.
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REMEDIAL READING
The purpose of remedial reading classes at the elementary and secondary levels is to provide individualized remedial work in small classes for students of average or above average ability who are retarded in reading. The emphasis is upon the selec- tion of students who are "good risks" in the sense that they have the ability to profit from a period of intensive work de- signed to correct the specific reading disabilities which have caused their reading retardation. The program as a whole is
LONG VOWEL SOUNDS.
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REMEDIAL READING CLASSROOM
based upon a recognition of the importance of independence in reading for reasonable success at all levels of school work. Therefore, in selecting children for the remedial classes great effort is made to identify those most in need of corrective services who would be most apt to benefit from the experi- ences. Thus this past year those pupils in grades three through nine, of normal intelligence, who showed marked discrepancy between their capacity and achievement grade equivalents re- ceived placement.
The twenty-three elementary schools were apportioned into five districts and serviced by a remedial reading teacher in:
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each district. With parent approval pupils were withdrawn from their regular classroom to attend a reading class within their district. The pupils with more severe retardation met for spe- cialized instruction three days a week and those with less retardation met for two days a week for periods of forty-five minutes. In one district, because of the location of one of the schools, the pupils met one afternoon a week for a period of sixty minutes. The three junior high schools were serviced by an itinerant teacher who was in each school eight periods a week. The same procedure for the selection and instruction of pupils was followed at this level as at the elementary level.
The small group technique, based on the tested level of the pupils, was the method used for correcting measured reading difficulties. Teachers provided well organized and interesting materials skillfully adjusted to keep pace with the pupils' progress. Teachers and pupils in the remedial program were concerned with learning and mastering phonetic skills, devel- oping comprehension, and deriving pleasure from reading. In this way the important objective of the teacher to help each pupil start at his own level and grow in the understanding of what he reads was progressively realized.
During the past school year 419 pupils were instructed. They attended approximately 303 sessions for an estimated 192 hours, to show an average gain of 12 months. Since more difficult cases of retardation often require a longer period of specialized instruction, some of the children who failed to show progress will improve with continued corrective work. An analysis of test results shows that the remedial reading program proved effective in 94.9% of the cases.
In conjunction with the remedial program, a study was made of the battery of tests administered to grade one in the school year 1958-59. This study showed a continuing need for the preventive program as a means of reducing retardation in the middle and upper grades.
SPECIAL CLASSES
A comprehensive study of several reading systems was con- ducted in the Primary Special Classes during 1957 for the purpose of selecting a reading program designed to develop efficiency in reading with particular reference to a reading readiness program and a prolonged beginning reading period. Reading demonstration conferences were held at the Primary
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Special Classes in December 1958 to demonstrate the effec- tiveness of the selected reading system. The pupils in these classes acted as demonstrators, their teachers as consultants, and the other special class teachers observed the demonstration and were participants in a discussion period. In 1959 a further study of the selected reading system was extended to the In- termediate and Advanced Special Classes to determine its effectiveness in developing methods of word recognition, effi- ciency in independent reading, and guidance in the compre- hension of more complex reading materials.
Beginners and Advanced Cooks and Bakers Courses were established for adolescent boys during the 1958-59 school year. The program includes the preparation and serving of foods, order and cleanliness in the kitchen, and experiences in buying and budgeting. The primary objective becomes one of developing the ability to plan, prepare, and serve simple meals. The secondary objective is job placement in the food prepara- tion industry for certain boys who display special aptitude in this occupational field.
An evaluation study of the Special Class Training Unit for trainable retarded children reveals the fact that the unit pro- vides an environment for each child which fosters emotional health through providing a feeling of security and accomplish- ment. The cost of training at this level is insignificant com- pared to the cost of support and care at a later age.
CIVIC EDUCATION
This year the Department of Civic Education taught 363 persons in the evening school, home courses, children's day classes, church groups, and citizenship centers. Twenty-three nationalities of differing backgrounds were represented in the classes. The method employed to teach English to people of such greatly varying abilities and training is the direct graded method of language teaching as pioneered by Language Re- search Inc. of Harvard University. Textbooks, workbooks, filmstrips, and sound film were used to strengthen learning.
Acutal teaching instruction for adults did not begin until October. September was a busy month for recruiting. During this month visits were made to as many of the new arrivals from Europe as was possible, with the purpose of interesting and motivating the newcomers to begin immediate preparation to- ward citizenship. Reminder cards were sent to all persons who
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attended the course last year to urge them to continue their studies. Club leaders of nationality groups and the members of the clergy were visited to enlist their help in informing non- English speaking persons about the day and evening school classes.
Five evening classes were held at Somerville High School and one at the Arthur D. Healey School. Two new classes were opened at the Pope School for those for whom transportation to the High School was difficult.
The children's day class had thirty-six children and was held at the Southern Junior High School. Four students from this class transferred to the High School after six months' lan- guage instruction. Seven transferred to the Southern Junior High School to their rightful grade level and are showing good performance in class. Eleven were placed in the elementary classes on grade level and are also doing well. Two were tested and transferred to special classes.
In February the evening school had six students from the Harvard Graduate School of Education in the field of language teaching observing in the evening sessions. Three graduate students trained in the classes at the Southern Junior High School. As a result, the department was given free use of all the language materials as they are developed from Dr. I. A. R. Richard's Research Department at Harvard.
On March 25 graduation exercises in the Somerville High School Auditorium formally closed the evening school. Four students who studied English in the Evening Civic Education classes are entering the following colleges in the fall, -Boston College Law School, Boston University, and Harvard University. Many are continuing their studies at Franklin Institute and Adult Centers of Education.
There is every indication from visa notices and from the continued extension of preferred quota privileges that there will be a continued heavy registration in the Department of Civic Education.
ADULT EDUCATION
Educators firmly believe that the public school system in each community should provide an aggressive, efficient pro- gram in adult education wherein activities for the betterment of ordinary living may be conducted. The benefits which are
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derived from such a program are invaluable to the individual and the community alike. Adult education is a definite step in realizing an intelligently informed and ably trained citizenry - a true investment in democracy.
In endeavoring to provide a well rounded curriculum, the Somerville Evening Schools presented a formal program of studies. At the junior high school level courses in English, history, and mathematics were available for those who had not completed the ninth grade. In the Evening High School general education courses and business education courses included the following: English, history, civics, general mathematics, alge- bra, geometry, mechanical drawing, business English, business arithmetic, office records, bookkeeping, clerical practice, shorthand, and typewriting. Diplomas were awarded to those students who completed the prescribed course of study in. either the Evening High School or the Evening Junior High School. The practical arts program for women offered the fol- lowing subjects: dressmaking, decorated ware, nutrition, rug. hooking, rug braiding, slip covers and draperies. In addition there were classes in Americanization, lip reading, practical nursing, and driver training. Under the auspices of the Eve- ning Schools the Coast Guard Auxiliary conducted a very suc- cessful course in boating for a large number of people.
During the past year one hundred seventy-four young men and women participated in the driver-training program of the evening schools. Completion of this course qualified them for certificates, which in turn entitled them to a reduction in the insurance rate.
At the close of the practical nursing class twenty-five women were awarded certificates of Achievement. This course prepared these women for the state examination in Practical Nursing.
Twenty-four students were awarded diplomas from the Evening High School and eighteen students diplomas from the Evening Junior High School.
The members of the practical arts program together with the members of the practical nursing and driver-training classes presented the annual exhibition on Thursday evening, March 19, 1959 in the High School cafeteria, where more than seven hundred persons enjoyed the various displays.
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