USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1956 > Part 24
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The shortage of competent, well-qualified teachers continues and it undoubtedly will become more serious in the next few years, particularly on the high school level. The salaries paid Weymouth's teachers in the next ten years must be maintained at a level comparable to the whole metropolitan area if we are to be in a competitive position to recruit fully prepared, experienced and capable teachers for our rapidly growing high school enrolment as well as for the growth and replacement needs in the junior high and elementary schools.
The estimated cost of the higher salary schedule from September through December is $36,367.00. and the cost of the general increase effec- tive in September 1956 from January through August 1957 is $62,933.00 making the total cost of general increases in the 1957 Budget $99,300.00. The estimated cost of step-up increases and increases for master's degrees and 20-year experience increases is $34,467.00. The estimated cost for additional teachers, 31 in September 1956 and 17 in September 1957, is $97,700.00.
In addition, the budget provides increases for other personnel-admin- istrative, secretarial, nurses, custodians and maintenance men, 80 people in all, totaling $15,315.00.
The expenditures for salaries in 1956 amounted to 80.7% of the total expenditures and for the last five years this amount has averaged 80.2%. The estimates for salaries in the 1957 Budget amount to $2,304,370.00, which is exactly 80.7% of the total.
Weymouth's cost per pupil for current day school expenditures con- tinues low among the large communities of the State. Of the fifty-four cities and towns in Massachusetts with a population of 20,000 or more, only eleven have a lower per pupil cost than Weymouth. If we had spent as much per pupil as the State average, our school appropriation would have needed to be increased $236,864.00; if we had spent as much as the average of the cities, the amount of the increase needed would be $312,406.00. Among these same 54 cities and towns, Weymouth's rank in average teachers' salaries was 29th. For the school year 1954-1955, average teachers' salaries in Weymouth were $63.00 higher than the State average; for the school year 1955-1956 our average salaries were $13.00 lower than the State average.
The amount expended for Maintenance and Capital Outlay in 1956, including the remodeling of the new Administration Building, was 7% of the total expenditures. The average percentage expenditures for Main- tenance and Capital Outlay for the year 1949 through 1956 was 7.3% of the total budgets. The estimate in the 1957 Budget is 6.5% of the total. A reasonable expenditure each year to keep buildings in good repair is economy in the long run. If the instructional and maintenance program is to function properly and efficiently, it is also essential that a certain amount of equipment be purchased each year.
The balance as of December 31, 1955 of the federal funds received under Public Law 874 in the amount of $18,375.85 was expended during
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1956 mostly for Maintenance and Capital Outlay. This amount was de- ducted from the 1956 Budget when the school appropriation was made in March 1956. As of December 31, 1956 the federal funds have a balance of $67,830.00, which can be used to reduce the 1957 appropriation. The estimated receipts from the Federal Government in 1957 will approxi- mate $95,000.00 and this amount can again be used to reduce the 1958 school appropriation. This money by State law is available for expendi- ture for school purposes without re-appropriation by the Town Meeting.
New Administration Building
Repairs and renovation work on the old telephone building at 111 Middle Street adjacent to the High School were started in April. Some of the initial work was performed by the carpentry class of the Vocational School. The bulk of the work was done by school Maintenance employees, including carpentry, interior finish, cabinet work, heating, electrical work, painting and grading. Outside contracts were let for asphalt tile floor- ing, plastering, and roofing. The building was occupied on October 15th.
The building and land were purchased for $21,425. The cost of re- modeling, new equipment and furnishings totaled $22,658; of this amount $8,488 was for pay rolls of maintenance employees charged to this work. The building has been appraised for insurance purposes at $62,500.00. It has been estimated that if the same floor space were to be provided in a new high school building, it would cost approximately $160,000.00.
The building provides two large general offices, seven small offices, and an ample meeting room for the School Committee. This room is also available for meetings of Building Committees, meetings of school principals, study committees, and other teacher groups. Space is pro- vided for a professional library for all Weymouth teachers. We have a very functional, attractive office building with room for considerable future growth of the office staff.
The "Gifted" Child
Most sizable school systems have long provided special classes for the slow learner. These classes are much smaller than regular classes, and the class work is adjusted to the mental ability and the slower learn- ing rate of the retarded pupil. But until very recent years, little special attention has been given to the unusually able pupil. Twenty-five or thirty years ago, double promotions or "skipping a grade" was a common procedure to permit the acceleration of gifted pupils. This practice was generally discontinued because it resulted in placing pupils in classes with older children; and the social maladjustments which were evident especially in High School, were considered to outweigh the advantage of the accelerated progress in school work.
Ability grouping or the assignment of pupils to classes on the basis of mental ability as evidenced by intelligence tests was widely practiced for many years. This was possible in large schools with a number of classes per grade. But the segregation of the more able students from the less able was considered undemocratic and it was felt that the advantages in the possible adjustment of the curriculum to the ability of the group was not sufficient to overcome the disadvantages of the stigma attached to the slower groups and the often inflated egos of the brighter groups. Furthermore, the lower groups missed the stimulation to class discussion and the leadership potential of the bright pupils.
Another device which has been widely used by skilled teachers in the elementary grades has been a so-called "enrichment" program, viz.,
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bright pupils are given increased assignments that explore more fully the regular class work.
However, in the past two or three years, there appears to be a re- newal of interest in providing a greater challenge to the extremely capable and gifted pupils who are marking time in classes where the work is geared to the ability of the average pupil. More and more school sys- tems are providing special classes for these pupils, even though in small schools in order to secure a sufficient number the pupils might normally be assigned on the basis of chronological years to more than one grade. For example, the outstandingly intelligent pupils of grades 4, 5 and 6 are assigned to one class. This special class is usually smaller and a teacher with special training adjusts the work to the individual and no limit except his or her own ability and willingness to work is placed on the progress of the student.
The need for at least some experimentation with this type class is shown by the results of the Stanford Achievement tests given to our 5th grade pupils in November and December. Out of 956 pupils tested: in Reading, 5 achieved on the 10th grade level, 22 on the 9th grade level, and 38 on the 8th grade level; in Language one pupil tested on the 12th grade level - or senior year in High School, 3 on the 11th grade level, 11 on the 10th grade level, 25 on the 9th grade level, and 97 on the 8th grade level.
Tests given over the years in the various grades show a wide range of ability from 1st grade to 4th grade in the 2nd grade, from 2nd grade to 6th grade in the 3rd grade, and from 3rd grade to 12th grade and above in the 7th grade. Of course the majority of the pupils test from one grade below to one grade above their assigned grade level.
It would seem that we should make special provisions for the ab- normally bright pupils as we now do for the abnormally slow pupils.
Conclusion
In closing, I should like to express my appreciation to teachers and all staff members for their cooperative spirit, their hard work on curricu- lum and other committees, and their general devotion to duty. To the office staff, I express my thanks for their whole-hearted cooperation and hard work. To the School Committee for its friendly counsel and sup- port and for its conscientious devotion to its civic responsibilities, I ex- tend my full appreciation.
Respectfully submitted, ELMER STEPHENS MAPES Superintendent of Schools
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SUPERVISION AND CURRICULUM CONSTRUCTION REPORT OF FLORA H. MCGRATH
Director of Instruction
While it is not a recent discovery that greater attention should be given to the individual needs of children, implementing a program de- signed to meet such needs in a classroom of thirty or forty pupils is a problem which requires continual study. Probably no single administra- tive procedure for the study of these educational needs indicates more graphically the achievement range within the classroom than the use of a town-wide testing survey.
The recent results of the administration of achievement tests to the 953 pupils in 31 fifth grade classrooms revealed a range level from the third to the tenth grade. While such a range is neither unusual nor unexpected, the revelation is always jolting. What are we doing for the gifted in these classes? Obviously we are doing more than was done in the past, but we are still far from meeting the proper approach to this area of the accelerated and the gifted. While it may seem from the many drives and activities that the trend of the times is to emphasize help for the retarded and to assume that the gifted will succeed without direction, such is not actually the case. Many studies are now being conducted which will greatly stimulate a more constructive program for the accelerated. We hope in 1957 to do more for these pupils whose scores indicate their grade level to be well in advance of the average.
COURSES OF STUDY
While either one or another of our courses of study is in a perpetual state of change or revision, the work of keeping new teachers supplied with necessary materials becomes a major consideration. Since Septem- ber 1956, it has been necessary to issue many new copies of courses with- out revision as the need for use was greater than the present need for or opportunity of revision. The courses now in use seem to be of special help to new teachers as we continue to receive requests for them.
A preliminary meeting has been held to discuss the desirability of re-writing the character education course completed and used a number of years ago. A meeting is planned for early 1957 with a committee to consider further the advisability of building a new character course of study designed to develop an awareness to desirable attitudes.
TESTING PROGRAM
Between April 1 and June 1, the Stanford Achievement test was ad- ministered in grades II and III. All incoming second grades were given the same test to determine their approximate level at the beginning of the school year. Following a tabulation of all results, the findings were used as a guide in determining strengths and weaknesses in subject mat- ter areas.
In December, a teacher-made vocabulary test was given throughout the town in Grade I on the pre-primer vocabulary. The following in- teresting results were noted:
Grade I
No. Tested 1,090
Subject Reading
Per cent without error 70
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ACHIEVEMENT TESTING GRADE V
During November and December, the Stanford Achievement partial battery tests were given in Grade V. Complete statistical results have been recorded and will be used as a guide in determining procedures in the various subjects tested.
MENTAL ABILITY TESTING
For permanent record, all classes in Grades I, IV, and VI are given either the Otis Quick Scoring or the Pintner-Durost mental ability tests. In addition to the classroom testing, all new pupils for whom we have no data are given tests. All records on this testing have been completed.
INDIVIDUAL TESTING-Stanford-Binet
As part of a special study and guidance program which has been conducted by Miss Gallant in cooperation with the South Shore Guid- ance Clinic, the Binet test has been given wherever necessary.
ENGLISH TESTING GRADES VII AND VIII
From January through March, an English survey program was car- ried out in grades VII and VIII with all items including paragraph writ- ing carefully scored. In grade VII, 651 pupils were given this test with 15 classes of a total of 24 receiving median scores of 70 or above. In grade VIII with a total of 647 pupils tested, 17 classes had median scores of 70 or above. The results of this survey were most gratifying. In one class in grade VIII, 93 per cent of the pupils had a score of 70 or above.
INDIVIDUAL GUIDANCE PROGRAM
During the past year, much time and effort have been devoted by Miss Gallant in cooperation with Mr. Saul Cooper of the South Shore Guidance Clinic, in helping to discover those sources which interfere with the mental and emotional growth of children, and in attempting to dis- cover helpful remedial aids. To paraphrase the noted seventeenth cen- tury philosopher and educator, John Locke, unless there is a sound mind in a sound body little else matters.
Mental health refers to the ability of the child to live with and per- form with other children with a maximum of happiness and security. It means the ability to adjust to changes and involves making the most of one's talents and potentialities. It refers to the power to deal success- fully with the unpleasant aspects of everyday life - competition, fear, jealousy, conformity to authority and other problems met in the life of a child.
Unfortunately, this year there seems to have been an unusual num- ber of cases which have taken infinite time and patience and are still unsolved. Despite the time given, however, the service is perhaps one of the most valuable yet offered toward the solution of those serious home and school problems so detrimental to the progress of the child.
REMEDIAL READING
At present six remedial reading teachers are working in nine schools helping those pupils who have reading problems or those who for one reason or another are not able to keep up with the class.
This program is an extremely valuable one in that it locates all of the children in the particular schools in need of special help, diagnoses
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these needs, and proceeds to correct these according to their findings. It is interesting to note that 63 per cent of the pupils in the remedial read- ing classes are boys. Each teacher carries regularly a load of approxi- mately 60 pupils, though during the year teachers have helped as high as 100 pupils from January to January.
The causes of failure in learning to read have been agreed on by these teachers as follows:
1. Mental immaturity
2. Excessive absence
3. Transferred from out-of-town schools
4. Numerous transfers from school to school
5. Unfavorable home conditions
In each case, the teacher keeps an accurate account of pupil growth through testing. A number of pupils in these classes have shown an improvement in reading from two months to three and one-half years. This is a very gratifying indication of the value of these remedial classes.
COOPERATIVE COMMUNITY PROJECTS
The teachers and principals are always happy to cooperate with other town departments and organizations in any activity helpful to the de- velopment of better citizens. This year excellent fire prevention pro- grams under the direction of Chief Walter R. Murray and his able staff were planned through essay and poster contests and instructional visits of firemen to each building. Also an outstanding contribution to the school program has been the safety program conducted by Safety Officer William Riley under the direction of Chief Joseph B. O'Kane.
The pupils of grades VII and VIII participated in the history note- book and essay contest in connection with the History Committee of the D.A.R. The annual essay contest on "What Courtesy Means to Me" participated in by all pupils of Grade VIII culminated in the awarding of prizes at the June meeting. The efforts of these organizations in promoting stimulating contests have the appreciation of the school de- partment.
The Junior Chamber of Commerce is again cooperating with a safety program for grade I in which materials are furnished free to the children.
Each year four schools enter the Boston Globe Quiz-Down program. This year the participating schools were Athens, Johnson, Homestead, and Hunt. Awards of value for use in the classroom were presented to the winning teams.
Many other cooperative school and community projects are carried on throughout the school year, thus contributing to growth of mutual help and understanding.
HIGH SCHOOL
Report of Wallace L. Whittle, Principal
The present enrollment of the high school is approximately 1,340, an increase of 240 over last year. With a rated capacity of 1,300 (1,500 less six rooms used by the Vocational School and Junior Manual Arts). it is obvious that any increase will put considerable strain on our facili- ties. Actually, additional facilities should be available next year.
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Overcrowding is the cause of many undesirable results, some of which are :
(1) The inevitable increase in the size of classes
(2) The addition of more seats in some rooms which are too small for such additions
(3) An increased pupil load for teachers, thus allowing still less time per pupil for instruction. (Most of the teachers now have 140 to 150 pupils each.)
(4) A decreased flexibility in programming, which causes a de- cided decrease in attention to individual pupil needs
(5) An increase in disciplinary problems; therefore less time for teaching
(6) The presentation of all assembly programs three times if the entire student body is to be accommodated because the audi- torium will hold less than half the student body
(7) The possibility that the auditorium and lunchroom will have to be used as study rooms
It would seem, therefore, that the educational needs of our young people will be met less and less until such time as additional facilities are provided.
Our second annual open house for parents was held on December 3rd. Approximately 800 parents attended classes and later discussed their children's problems with the teachers. We all feel that this event is par- ticulary worthwhile.
As stated in previous reports, the direction and details of athletics should be taken from the high school office. We do not have enough time or personnel to care efficiently for educational and athletic activi- ties. Consequently, neither receives the attention which should be given to i
Our athletic program is continuing at a high level, the record of the football team being outstanding. Hockey, which was played as a school sport for the first time last year, is operated under considerable difficulty, particularly in regard to transportation and a site for practice. It will take two or three years to reach the efficiency we should like. The athletic income has increased enough so that, in spite of continually rising costs, the appropriation by the town can remain the same as last year.
The student council received a national "Juvenile Decency" award for its work, particularly along moral and spiritual lines. This award is sponsored by The Denim Council in co-operation with The National Association of Student Councils and was given to 54 schools in the nation.
Our college preparatory graduates have, on the whole, been able to enter the college of their choice, and we are fortunate that two of our present seniors are finalists in the National Merit Scholarship competition.
The graduates of the business course have been well placed in in- dustry. It is our hope that we can keep instruction at a level high enough to meet with similar success in the future.
Another club, Future Teachers' Club, has been added to our extra- curriculum activities. This club consisting of 30 members is already very active.
The awards given in June were as follows:
Weymouth Teachers' Association-Carole Bernard, Priscilla Creaven, Laverna Somers, Doris Cumming
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Parker T. Pearson Memorial Scholarship-Janice Margeson Weymouth High School Alumni Association-Sylvia Eliopoulos, Alice McCraith, Nancy Trudeau, Mary Hart, Jane Foster ,
Alice W. Dwyer-Marjorie Nash
Frederick W. Hilton Award-Mary Hurst
Rotary Club-Janet Briggs, Rosemary Roberts, Allan Crowther Monday Club-Mary Kohler
Old Colony Club-Virginia Hegarty Catholic Club-James Haviland
Sons and Daughters of Italy-Richard Daniele
Kiwanis Club-Joanne Russell, James Mahoney
C. Y. Berry Memorial-Gail Brittain
Pratt School-John Temple, Jr.
Nevin School Parent-Teachers Association L. Mae Chessman Scholarship-Mary Hurst Grace B. Simmons Scholarship-Wendy McWilliam
Fraternal Order of Eagles No. 2899-Joan Jacobson
Fraternal Order of Eagles No. 2899 Ladies Auxiliary-Carol Crim- mins
American Legion Post No. 79-Mary Hurst
Brainwey Players-James Walker
South Junior High School-Ann Healey
Meritorious Progress Award given by the Class of 1921-Richard Brocklesby
Rotary Club Award-Ronald Parry
Daughters of American Revolution Good Citizenship Award-Mary Hoyle
Weymouth Fire Department
Timothy G. McCarthy Scholarship-Charlotte Connell
Dr. Arthur J. Hadler-Jane Damon
Key Club of the Weymouth High and Vocational Schools-William Eldridge
Idlewell Educational Improvement Association-Marie Baglione Weymouth Town Club-John Haavisto ,
Tubular Rivet and Stud Company Rivet Club-Nancy Rauch
Weymouth High School Music Parents Group-Carl Leone
Weymouth High School Art Department-Diana Dreisbach
South Shore Playhouse Associates-Carl Leone
Weymouth Grange No. 387
Home and Community Service Committee-Lowell Bezanson, Allan Crowther
Gamma Chapter of the Delta Kappa Gamma Society-Joanne Russell Nu Chapter of the Delta Kappa Gamma Society-Mary Hoyle
WEYMOUTH VOCATIONAL SCHOOL Report of Ray G. Parker, Director
The enrollment in our school on September 10, 1956, was 216 and in- creased to 221 by October 5.
There are 374 boys enrolled in the ninth grades of the junior high
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schools and if the normal 25% of these boys request vocational training, there will not be room for the usual number of non-residents in Sep- tember, 1957.
During the past year Mr. Nutting and Mr. Morine of the State De- partment of Vocational Education conducted a parental survey to assist the Citizens' Study Committee in its study of the needs of secondary edu- cation in the town. From the results of this survey the following courses appeared desirable: Electrical, Machine Shop, Auto Body, and Shoemaking as a cooperative course. There were other courses suggested as possible additions such as: Baking, Drafting, Painting and Decorating, and Heat- ing and Ventilating. It was suggested that five additional courses would be needed to provide training for as many as 500 students by 1963.
The school has had a successful year with a creditable amount of productive work completed in the shops and all of our students have benefited from their instruction in the Academic and Related Work. Every one of our graduates who did not enter the Armed Services was placed in trades for which they were trained if they so desired.
The Student Government Committee is still a very important part of our school and the results of its work is recognized in the behavior of our students. The chairman of this committee is Richard Donovan, the President of the Senior Class. There is a Merit Award System which was started in 1954. Each term there is a winner chosen from each department who is judged by his teachers as being an outstanding student. These boys are rated upon their attitude, achievement, and school citizenship. Each winner is presented a pin and a certificate at a general assembly in the high school auditorium.
Our school was a winner again this year in the Ford Motor Company Industrial Arts Award Contest. Robert Holt, a 1956 graduate, received a second place award in the Senior Cabinetmaking Division. The prize winning piece, designed, constructed, and finished in the Cabinet Shop, is a lyre-type drop-leaf coffee table with a gold-tooled leather top. The student received a gold pin, a certificate, and a check for $80.00; and the school received a certificate, as well as the instructor. There were over 40,000 projects submitted last year and 5,000 were selected for the finals. The winning projects were exhibited for three months in major cities throughout the United States.
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