USA > Massachusetts > Middlesex County > Somerville > Report of the city of Somerville 1960 > Part 14
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The experimental classes in mathematics offering accel- erated students an opportunity to study Algebra I in grade eight and Algebra Il in grade nine have been successful. A sequential program has been arranged which will permit each class to progress into the more advanced mathematics upon entering senior high school. The splendid cooperation of the administrators and the mathematics departments in the senior and junior high schools has been an important factor in the success of this program.
With a realization that good citizenship and a knowledge of government are important parts of the "Cardinal Principles of Education", the School Committee approved a plan which afforded an opportunity to visit the State House in Boston at regularly scheduled periods. Each junior high school assigned a selected group of thirty or more students who were trans- ported by busses, met by members of the House of Represent- atives, and guided through the important areas of the capital building. Inspired by what they had seen and with an in- creased knowledge of government, the pupils returned with a deep sense of appreciation and gratitude.
During the past year, as in previous years, an opportunity was afforded pupils to receive religious instruction on a re- leased time plan. A definite period was assigned for pupils to report to the churches of their selection for instruction in their particular religion. Both elementary and junior high schools participated in the program. The approval of parents is a pre-
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requisite for all pupils who indicate a desire to enroll. A total of 2170 pupils took advantage of the opportunity to receive the instruction, from the junior high school level.
At the Western Junior High School the school library has expanded in the last several years and is an integral part of the school program. For the first time in many years the students of the school were furnished with a list of books for their vol- untary summer reading.
At the Southern Junior High School an art festival was conducted in conjunction with the Home and School Associa- tion. This type of program will continue and will be enlarged during the next school year.
ELEMENTARY SCHOOLS
A desire to learn more about science has been evidenced in the elementary grades. Interesting and well prepared ex- hibits were displayed in many buildings which included a variety of subjects ranging from botany to meteorology. Pupils displayed keen insight into the complex mechanism of today's scientific activities. Science kits which are complete portable laboratories containing over eighty pieces of apparatus essen- tial to interesting science teaching have been provided for each elementary school to implement the science course.
An in-service workshop in science for elementary school teachers, sponsored and financed by the School Committee, was organized to present to the teachers modern methods and techniques in the teaching of science and also to develop a new course of study in science for use in our schools. Approxi- mately fifty elementary teachers attended this course under the direction of Dr. John G. Read, Professor of Science Educa- tion, Boston University.
A television research project to study the effects of teacher training, method of presentation of program, and pupil activity upon the interests, attitudes, and educational achievement of fifth grade pupils in natural science is being carried on. Pupils from the Conwell, Healey, and Pope Schools are participating. This is the second year of this study.
An in-service course in mathematics for elementary teachers was completed during this school year.
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In order to acquaint beginning teachers with basic infor- mation concerning our school system, a committee composed of administrators and teachers representing various levels of the school organization held several meetings to discuss and formulate plans for a Hand Book of Orientation. This work has been completed and the handbooks were distributed at the opening of the school year.
The importance of reading for comprehension or enjoy- ment has been encouraged by participation in the Division of Library Extension, Massachusetts Department of Education
ELEMENTARY TEACHERS' SCIENCE WORKSHOP
Certificate Reading Program. Lists of books have been pro- vided from which a pupil may select five titles. Any pupil who has read five books from the lists may apply through his teacher or the librarian for a five-book certificate. An Honor Certificate, indicating twenty books read, five of which must be non-fiction, is the final award. What boys and girls read is more important than how many books are read. Certificate awards recognize that the habit of good reading has been de- veloped. Once the habit has been developed there is no longer a need for rewards. Many pupils have availed themselves of
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the opportunity to earn certificates and increase their reading knowledge.
A concerted effort has been made in each school to en- courage originality in writing by stressing the importance of the sentence, paragraph, composition, or theme. Business, industry, higher institutions, and College Board examinations require that applicants be prepared to write in a clear, concise, and fluid manner. Originality, the ability to express ideas
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GIRLS' ELEMENTARY SCHOOL SWIMMING PROGRAM
clearly in their proper sequence, correct grammar and spelling, and structural arrangement are but a few of the requirements which students must master. Basic instruction and preparation for this future requirement have begun in the elementary grades. More emphasis will be given to this phase of educa- tion in the coming year.
The twenty-first Annual In-Service Training Program was conducted during the year by the Supervisor of Elementary Education, beginning in September 1959 and continuing through June 1960. Weekly meetings were held on Tuesdays at the Brown School, each meeting being two or more hours in
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length. The various specialists spoke to the group and ex- plained what they were striving for in their fields and what was expected of each teacher.
The educational television programs on Station WGBH, Channel 2, have been most profitable to the pupils and have resulted in stimulating not only the academic subjects, but the fine arts as well. During the past year approval was given by the School Committee to a pilot study in the "Parlons Francais" television program in the Cutler School district.
The safety work conducted in the schools resulted in Somerville's attaining an excellent safety record. Officer Kel- ley, teachers, and pupils are to be commended.
ADULT EDUCATION
In our free society which is dedicated to the worth and dignity of the individual and to his growth and development, education for all the citizens, regardless of age, is a public necessity and a public responsibility. Ignorance and human dignity are incompatible. Adult education, therefore, is the major step needed to round out the educational needs of the nation.
The adult education program must be geared to the broad areas of human interest and need. This is achieved by provid- ing activities which are designed to help adults improve them- selves, as individuals, as parents, as workers, and as citizens.
In order to meet this challenge, the Somerville evening schools presented the following courses of studies. At the junior high school level, courses in English, history, and math- ematics are available for those who have not completed the ninth grade. In the evening high school, general education courses and business education courses include the following :: English, Italian, history, civics, general mathematics, algebra, advanced algebra, geometry, mechanical drawing, business English, business arithmetic, office records, bookkeeping, cler- ical practice, shorthand, and typewriting. Diplomas are awarded to those students who complete the prescribed course of study in either the Evening Junior High School or the Evening High School.
Courses available to the homemaker include dressmaking, tailoring, sewing, nutrition, foods, rug hooking, rug braiding, decorated ware, slip covers, curtains and draperies.
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In addition, there were classes in Americanization, lip reading, practical nursing, and driver training. Under the auspices of the Evening Schools, the Coast Guard Auxiliary conducted a very successful course in boating for one hundred and sixty-five people.
On Thursday evening, March 10, 1960, graduation was held in the Evening Schools, at which time thirty-four students were awarded diplomas from the Evening High School and fif- teen students diplomas from the Evening Junior High School. The students of the practical arts program together with the members of the practical nursing and driver training classes presented their annual exhibition on Thursday evening, March 24, 1960, in the High School Cafeteria where more than a thousand persons enjoyed the various displays.
During the year 1959-60, one hundred sixty young men and women participated in the driving course of the evening schools. Completion of this course qualified them for certifi- cates, which in turn entitled them to the lower insurance rate for those under twenty-five years of age.
The year 1959-60 brought an increase in the enrollment together with a change in the number of sessions per week, from three nights a week, two hours each evening, to two nights a week of three hours each. A second registration was held at the beginning of the second semester, January 4, 1960. This registration witnessed the addition of approximately one hundred persons interested in ten-week refresher courses. Two new courses in adult homemaking have been added to the prac- tical arts program, namely, cake decorating and millinery.
As in the past, whenever a sufficient number of students signify their desire for a new course and a competent teacher is available, such a course will be organized and introduced.
Education is a continuing process, lifelong in its extent, for the young and for the adult, never ceasing.
CIVIC EDUCATION
During the school year Adult Civic Education had a total registration of 324 pupils. The students were of nineteen na- tionalities, and abilities and education were very diverse.
The month of September was spent in making contact with the non-English speaking people in Somerville. The Federal
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Department of Immigration and Naturalization sent lists of all newcomers from foreign lands. These were notified of the teaching program available to them. Persons who attended evening or day classes the previous year were also advised. Communication was via telephone, postcard, home visits, and announcement at meetings of ethnic groups. When data was compiled on numbers planning to attend classes a tentative grading of students was arranged. Then the allocation and delivery of the texts and other supplies to the three teaching centers, the meeting with the teachers, and the preparation of bulletins on general procedure for pupils and teachers were accomplished.
During September the Supervisor assisted the School Psy- chologist as interpreter when she administered tests to children in the non-English speaking class. The Supervisor visited the class at the Southern to help the teacher who was new to the methods of direct presentation used in the language class.
On October 7 the evening school classes began. There were five classes at Somerville High School, one class at the Arthur D. Healey School, and two classes at the Charles G. Pope School.
The day centers for adults were held at Southern Junior High School, the Greek Community Center, and in home centers.
In January the State Department of Civic Education held a conference of Fulbright teachers of English from foreign lands. At this conference the Somerville Supervisor of Adult Civic Education was asked to put on a workshop for these teachers. The workshop was held at the International Institute in Boston and was attended by teachers from South America, Turkey, and Japan. The success of this affair was due in part to the visual and aural aids for language teaching supplied by the Somerville school administration and the fine assistance given by a teacher and a director, both from Somerville, who demonstrated the effectiveness of their use in well organized lessons.
The evening school average attendance was good. Gradu- ation exercises took place on March 15th. After the closing exercises the three evening school centers gathered for re- freshments and dancing in the High School cafeteria.
There have been many extra-curricular activities which have enriched the experiences of the children in the children's
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language class in community living. They have visited the main library where the librarian explained the uses and facilities of the library. They also had informative visits to the Post Of- fice, a bank, and a fire station.
Nineteen nationalities were represented in the classes in Adult Civic Education. Forty-seven persons were granted citi- zenship as a result of the instruction, and one hundred forty- three State certificates were issued.
SCHOOL ADJUSTMENT COUNSELING
The program of adjustment counselor is delineated in Chapter 696, Acts of 1955 of the Massachusetts Law. This program has been in effect for one full year in Somerville. The basic service is designed for children who are " . . . neglected, maladjusted, emotionally disturbed, neurotic, or otherwise potentially delinquent."
Full appreciation of the scope of the school adjustment counseling program has been realized by teachers and prin- cipals. With this in mind, only the most serious situations have been referred. After referrals have been made, the principal determines priority of need. It is only through their coopera- tion and understanding that the program has been carried out in the elementary and junior high schools throughout the city.
Full case records are kept only for those children who have been accepted for casework treatment. A brief record is kept for those considered as consultation cases.
During the past school year fifty-one children were re- ferred by the principals for counseling service. Of this number forty-six were accepted and received intensive casework help, the need for which was indicated after exploration and diag- nosis. Twenty-seven of this number were discharged as of the close of the school year, the work for them having been satis- factorily completed.
Besides the aggressive acting-out type of youngster who is a continual disrupting influence in the classroom, several chil- dren with school phobias were referred. In this area we had neurotically inhibited youngsters unable to express their nega- tive feelings in any way but by withholding. The child of good capacity habitually fails to complete his work; in some instances, no work is done for days at a time. He spends his.
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time daydreaming or idly playing with papers, etc. on his desk. Some have difficulty at times in coming to school. Two of this type of youngster have been helped to the point where counseling is no longer indicated. Those who do not show improvement after intensive casework help are referred for psychiatric treatment. Because of the depth and seriousness of the problem, we have continued to work with these young- sters at the request of the clinics until such time as they can be accepted for treatment.
In the acting-out group, two have now become honor roll students and give promise of being responsible students. Others have shown emotional growth in varying degrees and are adjusting within the limitations of their capabilities. They have received help for problems of stealing, lying, and enuresis as well as a general disrespect for authority and authoritative figures.
Added to the children referred for direct counseling, seventy-six have been referred for consultation. In these situ- ations the primary work has been with school personnel, parents, or local agencies. Through this service, several chil- dren have been accepted at clinics or family agencies for family counseling service. In these situations the counselor has acted as liaison between the school and the community.
Since this is a new program considerable time has been spent in interpreting the service to the school, the community, and to professional people who are concerned with the work.
GUIDANCE
In June 1960 the Somerville junior high schools ended their first year under the newly coordinated Guidance program. Despite the fact that each school had only one counselor, and despite the accommodations provided, the year went well. Each counselor was allowed the fullest freedom to exercise his in- itiative, the better to meet conditions in each school and to afford maximum coordination and assistance as situations arose which demanded such treatment. These situations arose particularly in regard to work with the ninth graders who were choosing courses in the Somerville Trade High School and in Somerville High School. Among the interesting activities con- ducted by the counselors were the testing programs in grades seven and nine. Grade seven tests were productive again in yielding nominations for the Advanced Mathematics course in
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grade eight. Another value of the program was the confirma- tions of statistics obtained in the administration of the same test in 1959. At the request of the teachers the test was ad- ministered to the current seventh grade earlier in the school year so that the results would be available early to teachers. The ninth grades participated in Project TALENT in March, the results of which will benefit their tenth grade teachers. A monthly meeting was held for the exchange of ideas. These meetings have been of value to all. The counselors have reported that teachers are coming to them with increased frequency to suggest pupils for counseling and to ask for as- sistance in dealing with pupils in the classroom. This shows a gratifying acceptance of the program.
HIGH SCHOOL GUIDANCE PROGRAM
Guidance services at Somerville Trade High School have been handled in a successful manner during the year by the Guidance counselor. Entrance examinations have been admin- istered as needed. Placement services are handled routinely, and the Coordinator of Guidance has acted as consultant on other problems, usually concerned with admissions.
The early months of the current year at Somerville High School were spent in preparation for the evaluation of the Guidance Department. The results of the evaluation were
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gratifying, in that many of our problems were recognized and recommendations were made which were in agreement with our hopes for the department in the future. The Visiting Com- mittee commended the High School for the "real progress that has been made in the reorganization of the guidance program and the carefully laid plans for improving and extending the guidance services."
Project TALENT, involving the entire school and faculty was undertaken in March. This is to yield results which will be significant to educators for years to come and it is a source of pride that the High School was included in the normative group. Because of the scope of the undertaking it was con- sidered unwise to renew the valuable SCAT-STEP program during the current year. Counseling services have been made available to an increasing number of pupils as the Guidance program becomes better known and accepted in Somerville High School. Practical experience in counseling situations has the good effect of making the counselor more proficient and thus more valuable.
Funds have been received under Public Law 85-864, Na- tional Defense Education Act, for which the High School was eligible. The junior high schools remain ineligible since they do not meet the ratio of counselor to pupil, currently 500 to 1, with 400 to 1 due next year. While the total amount received is but a small fraction of the amount paid for salaries, never- theless it has helped to furnish items which were needed and are most difficult to obtain through local sources.
SCHOOL TESTING PROGRAM
The school year 1959-1960 involved the usual schedule of carrying on individual testing for the grades, State Clinic, and special classes, combined with supervising the program of group testing in the elementary schools. This was in addition to the administration of group tests in grade six and special classes.
The large amount of testing and participation in the program by the Educational Tester, working with the School Psychologist, was in great measure responsible for the accom- plishment which can be reported.
The usual program of group testing is to administer mental ability tests in grades one, three, and six, and Readiness and
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Achievement Tests in grade one. This year there was some departure from the schedule owing to the extra coverage last year when we participated in the standardization of the Metro- politan Achievement Tests by the World Book Company. Grade four was administered a mental abilities test because it was omitted in grade three last year.
The revised Metropolitan Achievement Test was used in grade one for the first time, replacing the old form.
Because the present grade six was administered a mental abilities test last year, it was deemed advisable to administer only a Non-Language Mental Ability Test to those grade six pupils who had scored with 90 I. Q. or below on the Verbal Series last year.
That this follow-up study is worth while is indicated by the fact that of the 192 pupils taking both tests there were 54% who scored above 90 I. Q. The range of 90-124 I. Q. on the Non-Language Test is in marked contrast to the original 90 I. Q. and below scored by the same pupils on the Verbal Series.
The Metropolitan Achievement Battery, Revised, and Readiness Test were administered by the School Psychologist and the Educational Tester to 173 special class pupils. This was continuing a program carried on during the last three years and presents an objective picture of grade level accom- plishment and progress with the retarded children.
Individual intelligence and achievement tests have been administered to pupils with educational problems such as under achieving, slow learning, and certain reading disabilities. Other referrals have been for testing for grade placement, for emotionally disturbed, for pseudo retarded, for State Clinic testing for special class placement, and for follow-up of low scores on group tests. The individual testing is often the be- ginning diagnosis of pupil needs and the means of other necessary referrals to our special services or those of a medical nature.
SPECIAL CLASSES
The policy of keeping our special class teachers of retarded children informed as to the results of current study and re- search related to mental retardation by members of the cooperative disciplines (medicine, psychology, social therapy, rehabilitation, and psychiatry) has proved of inestimable value
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to the teachers in their daily work with the children enrolled in the special classes. During the school year 1959-1960 at most of the regular monthly meetings an outstanding authority from one of the disciplines presented current information re- lated to research and study in the field of retardation. It was our conclusion that vitally important to a total habilitation program are the services of the "team", - the therapist who works with the child's speech, the psychologist who is con- cerned with the child's emotional adjustment, the social worker who assists the family as a unit, and the special class teacher who works out special teaching techniques to fit the child's particular capabilities and needs.
Thirteen adolescent retarded girls in the Occupational Op- portunity School at the Edgerly School received their American Red Cross Home Nursing Certificates this school year. This brings to thirty-one the number of girls who have completed this course since this pilot project was established three years ago. It is interesting to note that this is the only approved course being given to retarded girls in the entire country. Be- cause of the success of this program the Red Cross intends to inaugurate similar courses in school systems throughout the Commonwealth for the coming school year.
Highlighted by annual fall and spring luncheons which are planned, prepared, and served by the girls and boys who are enrolled in the Advanced Cooks and Bakers Course at the Occupational Opportunity School, a program of practical and specific training in domestic arts is being given these young people which will prepare them for employment in hospitals, rest homes, and restaurants. Nine of the graduates of the past two years are employed as cook's helper or kitchen worker in such institutions as the Massachusetts General Hospital, New England Medical Center, Massachusetts Memorial Hospital, and Harvard University.
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