USA > Massachusetts > Plymouth County > Duxbury > Town annual report for the town of Duxbury for the year ending 1961-1965 > Part 62
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As this report is being written there is the proba- bility that the Wright estate across the street from the High School will be available as a building site. If a new school could be located here our centralized plan could be continued. This land would provide very ade- quate space for a Middle School whose ultimate size could be 1,100 pupils.
A second site is the town-owned Chandler Street Property. This site is also very adequate in size. If a school is built on this site further centralization of our schools would be discontinued.
Again, as this report is being written, no estimates of cost have been presented by the architects. However, it is expected that costs will be higher than they were when the new high school was built in 1959. Further, the new high school was built for 600 pupils. A school to provide for 700 pupils will cost more. The appropria- tion for the high school was $1,405,000.00.
USE OF DATA PROCESSING PROCEDURES
Data processing equipment as planned for last year has been received and installed. Workshops for teachers and administrators were organized to provide training in
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the new procedures. Four secretaries, two teachers, the assistant principal at the High School, and the Superin- tendent attended training courses at the International Business Machines offices in Boston during the summer.
The new procedures have been established to mod- ernize our administrative procedures and to provide training for certain students specializing in commercial courses. Report cards are now being processed with the new equipment, as is the handling of attendance data. Our next project will be to develop information of use in connection with the scheduling of classes and the cen- sus. Hopefully, by next year we can begin to handle our financial accounting with this equipment.
There are many employment opportunities for stu- dents who become qualified in the key punch machine and any of the other pieces of equipment. Training in the operation of these machines is a special opportunity for the students enrolled in the commercial department.
It is planned to invite other town departments to consider the use of data processing procedures with a view toward the common use of some of the school's equipment.
VOCATIONAL EDUCATION
The regional vocational study committee appointed by the Moderator in May, 1965 has met regularly as a town committee and in association with similar commit- tees representing the towns of Plymouth, Marshfield, and Carver. Representatives of the Silver Lake Re- gional High School Committee have also joined in these meetings. The purpose of the Committee has been to study the need for a vocational school to serve boys and girls in Duxbury and surrounding towns. The Dux- bury Study Committee included Mr. Walter B. Collins, Chairman, Mr. Jeremiah J. Browne, Secretary, and Mr. Robert Walker. Mr. Collins was elected Chairman of
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the Joint Committee of all the towns participating, and Mr. Browne was elected Secretary of this Committee.
A survey of the towns in the area was made by the State Department of Education. Division of Vocational Education, and its results were studied by the Commit- tee. The survey proposed the following curriculum for a regional school comprising Duxbury, Marshfield, Plym- outh and Carver. (See next page) .
The survey reported that an estimated 145 pupils from Duxbury would attend such a vocational school. The enrollment estimates for all four towns are: Dux- bury 145, Marshfield 170, Plymouth 165, and Carver 30 with a total for all four towns of 510 pupils. If pupils from the Silver Lake region attended the estimated future enrollment would reach 800 pupils.
The report further indicated that the cost would be proportionate to each communities use of the school as indicated by its enrollment. The state's share in the capital cost would equal 40 per cent, and would be 50 per cent of the operating cost. Under the federal voca- tional education act other funds would be available
A Regional Vocational-Technical School Comprising
Duxbury, Marshfield, Plymouth and Carver
Track I - Grades 13 & 14
Course
Boys Girls
Enrollment
Tool & Die Technology
B
20
Practical Nursing
G-B
20
Dietary Aid
G
20
TOTAL
60
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Track II - Grades 9 or 10-12
Auto Mechanics
B
40
Graphic Arts
B-G
40
Basic Electronics
B-G
40
Machine Shop Practices
B
40
TOTAL
160
Track III - Grades 9 or 10-12
Foods Trades
G-B
40
Painting & Decorating
B
40
Distributive Education
G-B
30
Vocational Homemaking
G
40
TOTAL
150
Track IV - Pre-Occupational Courses
Foods Services
B-G
20
Machine Operator
B
20
Auto Serviceman
B
20
Nurses Aide
G
20
Electronic Assemblers
B-G
20
Multilith Operator
B
20
Floor Covering
B
20
TOTAL
140
GRAND TOTAL
510
for equipment. Under present state law (Chapter 70), towns in regional districts receive an additional 15 per cent in yearly reimbursements.
Each of the four town committees has voted to report favorably on its study and has placed an article in the annual town meeting warrant requesting the appoint- ment of an official regional vocational planning commit-
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tee. If voted, the new committee will bring in a recom- mendation as to the formation of a regional vocational district and the construction of a vocational school.
REPORT OF THE MASSACHUSETTS EDUCATION STUDY COMMISSION
As is well known the report of the Massachusetts Study Commission, which is embodied in House Bill No. 4300, was accepted by the legislature in 1965. Its full implementation is now awaiting the appropriation of the necessary funds. There seems to be little doubt that these funds will be forthcoming, and that education in Massachusetts will move ahead in accordance with the recommendations of the Commission.
Concerning the curriculum the Commission made many recommendations, some of which are referred to here.
1. The teaching of appropriate content materials in each grade level of kindergarten-grade twelve curriculum from all eight of the fol- lowing fields should be required:
language arts foreign language
mathematics fine arts
science occupational education
social sciences health and physical education
This recommendation assumes that certain subjects shall have more emphasis at some grade levels than at others and that some, al- most uniformly, shall be studied in more depth than others.
2. A statement of philosophy or goals for educa- tion from kindergarten through grade twelve should be developed by the state and each local educational system.
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3. Curriculum guides for each field in the kin- dergarten-grade twelve program shall be de- veloped.
4. Continuing evaluation and improvement of the curriculum.
5. The encouragement of local curriculum inno- vations.
6. An appropriate curriculum for adults.
7. Library resources shall be available in every school to all children and youth. A school with 300 or more children shall have a central library without delay.
8. Central libraries shall function as the instruc- tional media center and be equipped and staffed for this function.
9. Where public libraries do exist and are sep- arate, there shall be cooperative arrangements between the school and public library with reference to resources.
10. Appropriate study committees shall be estab- lished with reference to determining appro- priate ratios of modern educational equipment in relation to numbers of teachers and or students; such equipment, for example, should include such standard items as tape recorders, the wide range of projectors and television receivers, as well as the newer development in the educational media field.
11. Educational television on a statewide basis shall be developed fully and used effectively. Leadership should be given to those schools and school systems that may wish to develop closed-circuit television in-service purposes es- pecially should be considered.
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12. In the field of Vocational education the Com- mission referred to the Vocational Education Act of 1963 which pointed out the directions in which vocational and technical education programs should move. Some of the changes recommended under this act include:
(1) Gear training programs more closely to occupational needs.
(2) Give special attention to youth with edu- cational and socio-economic handicaps.
(3) Develop area vocational education pro- grams including the construction of new facilities.
Concerning Compensatory Education the Commis- sion among other recommendations stated, "Local dis- tricts should develop programs which are especially planned to meet the specific needs of children enrolled in schools in disadvantaged areas."
Concerning personnel the Commission's report rec- ommended that:
1. Within five years, the Board of Public School Education should require that minimum aca- demic qualifications for all new teachers in- clude:
(a) Preparation beyond the Bachelor's Degree, preferably to the Master's Degree; and
(b) Substantial subject matter content prep- aration, related to the nature of their teaching assignments, at both under- graduate and graduate levels.
2. The Board of Public School Education should move immediately to establish minimum staff- ing ratios as part of the minimum standards.
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(a) Minimum ratios of teaching and non classroom professional personnel should be developed to assure within a stipu- lated, reasonably short time, the ratio of forty teachers, and ten non-classroom professional personnel per thousand pu- pils in self-contained elementary school grades and sixty teachers and fifteen non-classroom professional personnel in the secondary school grades.
3. The state should appropriate money on a per teacher basis to conduct Saturday and summer in-service training institutes to be required of all teachers for a stipulated number of hours or weeks every four years.
4. The state should begin to plan so that within a period of time all teachers would be com- pensated for an eleven-month work year (twelve months later) with allocation of the added months following a four-year pattern of activity.
In accordance with the Commissions recommenda- tions the office and functions of the State Department of Education are now in the process of reorganization. It can be expected that, as this work is completed, the department will move into the implementation of other recommendations of the Commission. Our work is to examine our educational program in relation to these new recommendations in order to intelligently and econ- omically meet the new requirements.
THE FEDERAL GOVERNMENT AND EDUCATION
The United States Office of Education will admin- ister more than $3 billion in federal money for educa- tional programs during 1966. In effect this provides gen- eral. federal aid to education, a matter of controversy
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for many decades. Since the Smith-Hughes Act of 1917, which provided aid to vocational education, relatively little money beyond aid to the school lunch program and aid to schools in federally impacted areas has been provided. Beginning in 1958, however, the federal gov- ernment moved more actively into the field of education with the passage of the National Defense Education Act. This act provided money for the improvement of sci- ence, mathematics, foreign language and guidance. Most recently, in 1964 and 1965, federal legislation of very great concern to our schools was enacted. In 1964 the Economic Opportunity Act was passed, and in 1965 the Elementary and Secondary Education Act became law. These acts will have far reaching effect on our schools.
The Duxbury schools have participated in the fol- lowing federally aided programs:
1. Smith-Hughes Act.
Financial aid to our Home Economics program.
2. P.L. 874 (Aid to federally impacted areas) Financial aid to pay part of the cost of edu- cating children whose parents work on federal property.
3. N.D.E.A. (National Defense Education Act) Financial aid to support improvement in our teaching of science, mathematics and foreign language and in the improvement of our guid- ance program.
4. We are now applying for aid under the Voca- tional Education Act of 1963 (only recently implemented with money), and for aid under the Elementary and Secondary Education Act.
The Vocational Act of 1963 will give aid to our com- mercial program in the high school. The elementary and Secondary Education Act will provide aid in a vari- ety of categories.
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The purpose of the Elementary and Secondary Edu- cation Act is as follows:
1. To strengthen elementary and secondary school programs for educationally deprived children in low income areas.
2. To provide additional school library resources, textbooks, and other instructional materials.
3. To finance supplementary educational centers and services.
4. To broaden areas of cooperative research.
5. To strengthen State departments of education.
Under this act Duxbury is joining with eight other towns on the South Shore to establish a supplementary educational center. Such a center will provide educa- tional services and facilities not now available to com- munities in our area because of our size.
It is our intention, at this time, to participate in this act to establish programs for educationally deprived chil- dren, and to strengthen our school libraries.
CURRICULUM
In the Primary School the non-graded organization was re-structured so that the arrangements of progress by levels could be applied to arithmetic as well as to reading. The first three years of arithmetic study were divided into six levels. Each of the six arithmetic levels contains six learning stages which cover approximately a half years' work. Each level contains certain skills and fundamentals that must be mastered before a pupil can move on to the next level. This arrangement pro- vides for greater flexibility than the old grade organiza- tion for meeting individual pupil differences. Children are able to progress at their own ability rate.
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To determine how children would be grouped for this instruction in arithmetic their last year's achieve- ment test scores and teacher evaluations are used.
In order to facilitate this new program the child's school day was structured in the following manner. Chil- dren report to their room teacher at the beginning of the school day, then reorganize so that they are in their assigned level for an hour and a half of instruction in language arts. After this period of instruction is over a second reorganization takes place in which the children are regrouped for instruction in arithmetic. This regroup- ing is related to their level of progress in this subject. After the lunch hour children report to their rooms as they do at the beginning of the school day. During the afternoon they are taught Social Studies, Science, Fine Arts, Health and Physical Education without any reor- ganization into groups.
At the High School advanced placement programs were organized in English, mathematics and social studies. These courses are of college level and a student who successfully completes them may take tests and "validate" or be excused from taking similar courses when he enters college. Students taking these courses are usually high school seniors. It is recommended that pupils in these courses have high ability, college board test scores of 600 or higher, previous grades not lower than "B," and a real desire to take the course.
A teachers' workshop in the Spalding method of teaching the language arts was held in the fall of 1965. Mrs. Virginia G. Craig, our remedial reading teacher was the instructor. The class met weekly from October through January.
The program of instruction is based upon Mrs. Spal- ding's book, "The Writing Road to Reading." The first hour of each meeting has been spent studying Mrs. Spal-
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ding's method of word analysis and marking, while the second hour has been spent learning how to teach spelling, phonics, penmanship and reading by this meth- od. Classes in December and January have included a review of the special problems of children who have specific language disability, and a study of standardized reading and phonics tests other than achievement tests.
Each teacher made an intensive study of a child who is not making good progress in the language area, testing and evaluating the child's problems and making recom- mendations for specific techniques by which the child's work could be improved.
A special course in team teaching is planned for 1966.
PERSONNEL
School personnel will increase from a total of 129 in 1965 to 139 in 1966. Additional personnel needed include four teachers for the high school, one guidance counselor for the high school, one teacher for the pri- mary school, one remedial reading teacher for the inter- mediate school, and one elementary school adjustment counselor.
Additional teachers are needed at the high school, because of the increased size of the grades, which in turn make more class sections necessary. Two guidance counselors are now trying to serve the needs of 621 high school pupils. The addition of one more counselor will provide a more effective guidance service. Because of the growth of the elementary schools one remedial reading teacher is no longer adequate for the work in this important area. An elementary school adjustment counselor is a person specially qualified to work with children who are, or may develop serious personal prob- lems. The adjustment counselor works with teachers, principals and parents in assisting and readjusting such children. He works closely with the home, and with the
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clergy and other local community leaders. He works as a referral agent to obtain aid from specialized private and public agencies in cases which appear to be beyond the resources of the community. Forty-five hundred dollars of the counselor's salary is reimbursed by the state.
Two part-time or one full-time clerk will be needed in 1966. These clerks are for needed assistance in the high school principal's office and in the guidance office.
DISTRIBUTION OF SCHOOL DEPARTMENT PERSONNEL
1965
1966
Teachers (Elementary Schools)
45
48
Teachers (High School)
35
40
Librarian (High School)
1
1
Supervisor (Elementary School)
1
1
Principals
2
2
Assistant Principal (High School)
1
1
Superintendent
1
1
Special Instructors (part-time)
3
3
Evening School Teachers
5
5
Custodians
10
10
Clerks (full-time)
4
4
Clerks (part-time)
2
4
Dentists (part-time)
2
2
Physician (part-time)
1
1
Nurses
2
2
Attendance Officer (part-time)
1
1
Lunchroom (full-time)
8
8
Lunchroom (part-time)
5
5
-
-
TOTALS
129
139
POPULATION PREDICTION - 1964-1975
Grades & Totals
K
1 2
3
4
5
6
7
8
9
10
11
12 K-6 7-12 K-4 5-8 9-12 K-12
Percentage of Survival
1.24 1.14 1.01 1.07 1.05 1.07 1.01 1.01 1.06 1.03
No. of Births
5 years previous
Years
1964
95
122
143
113
144
139
140
122
121
109
117
95
66
81
589
661 677
541
370 1588
1965
98
122
139
144
121
151
149
141
123
128
112
111
87
60
79 1002
690
690
585
417 1692
1966
105
130
139
140
154
127
162
150
142
131
151
135
123
96
93 1024
749 808
724 716
602 636
482 1834
1968
95
118
141
149
150
158
173
137
166
160
156
126
113
87 1026
103 1057
843
713
658
529 1900
1970
105*
130
141
130
152
167
169
171
177
146
181
153
133
106 1060
896
720
663
711 708
580 2016 616 2069
1972
115*
143
155
149
152
146
171
181
173
183
194
139
188
180
128
141 1117 1003
788
695
637 2120
1974
125*
155
170
165
168
167
171
158
175
194
188
175
166
116 1154 1014
825
698
645 2168
1975
130*
161
177
172
177
176
179
173
160
186
200
175
161
151 1215 1033
863
698
687 2248
*Estimated Number of Births
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1971
110*
136
148
142
139
160
179
171
173
188
150
183
1973
120*
149
163
157
159
160
156
173
183
165
145
116
1969
100
124
135
142
159
158
169
175
138
176
132
104
102
1967
100
124
148
140
150
162
136
164
151
447 1773
573 1956
168 141 155
121 1075 128 1097
941
972
725 745
492
359 1512
923 967
621
.93
.92
.91
HIGH SCHOOL TEACHERS Telephone 934-2951
Years of Experience Dux- Else- bury where Total
Name
Position
Training
Mr. Harry B. McCormick
Principal
B.S. Springfield, College; M. Ed., Boston University
6
16
22
Mr. Ralph N. Blakeman
Assistant Principal, Junior High Grades; Mathematics English
B.S. Ed. and M. Ed. Boston University
26
0
26
Miss Susan C. Albro
Miss Nancy Jo Altpeter Mr. Robert A. Anderson
English
English
B.A. University of Massachusetts B.A. Upsala College; M.A. Colorado State College
6
4
10
Mr. Robert H. Backus
B.A. Tufts University Partridge Academy
20
0
20
Mrs. Malcolm Brock
Mrs. Lyle K. Bush
B.A. University of Washington; M.A. Teachers College, Columbia
15
15
30
0
7
7
Mr. John C. Coggin, Jr. Miss Anna Bigelow Davis
Art
B.S. Art Ed., Rhode Island School of Design
11
2
13
Mr. Lawrence R. Dunn
Head of Mathematics Department
B.A. and M. Ed., University of Maine
10
4 14
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Mrs. Elesebeth B. Bencordo
Mathematics Librarian Mathematics Developmental Reading Social Studies
B.A. Swarthmore College
4
71/2 111/2
B.A. Connecticut College; M.A.T., Yale University
1
0
1
3
0
3
6
0
6
B.A. Boston University
HIGH SCHOOL TEACHERS - Continued
Name
Position
Training
Miss Mary E. Flaten
French
B.A. St. Olaf College; M.A.T. Oberlin College
0
0
0
7
0
7
Mr. John G. Hubbard
B. Ed., Keene Teachers College
1
1
2
Mr. Roger E. Jarvis
Mr. Walter T. Kennedy
Music Director of Guidance Social Studies Commercial De-
B.S. Providence College
13
0
13
Miss Ann B. Kimpton
B.A. Regis College
2
0
2
Miss Karen D. Kunde
partment English
B.S. Suffolk University
4
3
7
Mr. Charles E. Lagerstedt
Mathematics
B.S. Boston University
0
0
0
Mr. Gordon E. Leighton
Mathematics General Science &
B.S. Springfield College
21/2
0
21/2
Miss Christine E. Lopez
Biology
B.A. Hunter College
0
0
0
Mr. Robert A. McKay
Latin
B.A. and M.A. Boston College
0
5
5
Mr. David R. Murphy
Science
B.S. Ed., Boston University
7
0
7
Mr. Donald H. Nelson
Science
B.S. Ed., State College at Bridgewater; M.A. West Virginia University 0
4
4
Mrs. Charles O. Nichols
Guidance Counselor
B.S. Ed., Tufts University; M. Ed., Boston University
0
4
4
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B.A. Wheaton College
0
0
0
,
Years of Experience Dux- Else- bury where Total
Mr. Edwin T. Greene, Jr.
Industrial Arts Industrial Arts
B. Ed., Keene Teachers College
B.M. Ed., Westminster College
12
2
14
Mr. Charles D. Kraemer
Mr. Thomas J. O'Neil, III Mrs. Herman Pauwels Miss Barbara Policow English & Latin French Girls' Physical Education Mrs. Wilmot L. Reed Mrs. M. E. Sherwood Commercial Subjects Head of English Department Mr. Karl L. Stahl English Mr. Robert J. Sullivan Head of Science De- partment Mr. George E. Teravainen Head of Physical Ed- ucation Department Household Arts
B.A. Brown University
0
1
1
B.A. Ghent State University
1
0
1
B.S. University of Massachusetts
0
0
0
B.S. Boston University
10
12
22
B.A. University of New Hampshire; M.A. Columbia University B.S. Boston University
11
14
25
5
0
5
B.S. Boston College; M.S. Fordham University B.S. Ed., Boston University; M. Ed., Springfield College
6
9
15
Mrs. Neal A. Trefry
B.S. University of Connecticut
0
0
0
1
Mr. James R. Truden
Head of Social Studies Department Social Studies
B.S. Boston University
31/2
0
31/2
Mr. David H. Webb
B.S. Ed., Gorham State College
0
3
3
.267
10
7
17
ELEMENTARY SCHOOL TEACHERS Telephone Primary - 934-5733 Intermediate - 934-5754
Years of Experience Dux- Else- bury where Total
Name
Position
Training
Mr. James M. Cain, Jr.
8
5
13
Mrs. Paul K. Baker
13
0
13
Mrs. William J. Hearn, Jr.
Principal Kindergarten Kindergarten
B.A. & M.A. Tufts University Perry Kindergarten School B.A. Vassar; M.S. University of the State of New York Massachusetts School of Art Westbrook Junior College New England Conservatory of Music B.S. Ed., State College at Bridgewater
0
2
2
Mrs. Henry Hurd
Kindergarten
5
0
5
Mrs. Kirby Kellar
Kindergarten
2
0
2
Mrs. Harold G. Scott
Kindergarten
13
0
13
Miss Ann K. Noyes
Primary School
3
9
12
Mrs. Eugene P. Merlet
Primary School
B.S. Ed., State College at Bridgewater
4
2
6
Mrs. C. Truesdell Fife
Primary School
B.S. Ed., Ohio State University
13
16
29
Mrs. Morris Loring
Primary School
State College at Bridgewater
13
6
19
Mrs. Kenneth O. Macomber
Primary School
Salem Normal School
24
0
24
Mrs. Elmer Glass
Primary School
Bridgewater Normal School
15
4
19
Mrs. Ralph Fellows
Primary School
B.S., Eastern Michigan University M.A., Northwestern University B.S. Ed., State College at Bridgewater
0
15
15
Mrs. John J. Goslin
Primary School
1
0
1
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Miss Linda R. Spill Mrs. John K. Macdonald
Primary School
B.S. Ed., Lesley College
0
0
0
Primary School
B.A. University of Massachusetts
0
3
3
Mrs. Earle McArthur, Jr.
Primary School
B.S. Ed., Boston University
2
3
5
Mrs. Alan C. Sherman
Primary School
B.A. Colby College
0
2
2
Miss Deborah Drollett
Primary School
B.A. Barrington College
1
0
1
Mrs. John K. Parker
Primary School
Colby Junior College
3
0
3
Miss Patricia Pennington
Primary School
B.S. Ed., Lesley College
0
0
0
Mrs. Lawrence W. Miller
Primary School
B.A. Wheaton College
1
0
1
Mrs. Peter Ziko
Primary School
B.S. Ed., Lesley College
4
0
4
Mrs. Charles F. Shirley
Grade IV
B.S.Ed. Nasson College
5
31/2
81/2
Mrs. Frederick Keenan
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