USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1960 > Part 20
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The recommended time allotment in high school is five periods a week (one each day) for physical education wherever facilities permit. However, the physical education program in the high school is compulsory only for the sophomores. The Vocational School boys do not take part in physical education. I would strongly recommend that plans should be made to permit participation of all high school pupils when the new high school opens.
Three new sports, golf, tennis and wrestling, were added to the athletic program in the Senior High School. The progress of the three activities was encouraging in spite of the necessity of limiting the sport to juniors and seniors.
4. GUIDANCE
The fundamental purpose of guidance is to help students to strive for maximum personal development. To carry out this purpose, the guidance program is based upon a framework of the following six broad services.
1. Individual record keeping 4. Counseling
2. Testing
5. Placement
3. Collection of Information on Occupations, Educa- 6. Follow Up tional Institutions and Scholarships
These services are organized and designed to assist students and to enable counselors, teachers, parents, and administrators to co-operate in meeting the problems of students in such a way that each student may know his talents and abilities and realize to the fullest extent his poten- tialities.
A report of the Weymouth school guidance program during the past year in terms of these basic services is as follows:
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1. Individual Record Keeping
This involves the maintenance of a comprehensive record system including inventory data cards, student personnel folders, and a continuing accumulation of biographical data. In connection with record keeping, it might be well to point out an innovation started three years ago. Each year since 1958, the permanent elementary school record cards of all students entering the junior high schools have been microfilmed. There- fore, this year marks the first time that microfilmed records of students in all three grades of the junior high schools are available for reference. The advantage of the microfilm procedure is that it allows the original record to remain in the student personnel folder for use by the counselors in Grades 7 through 12. The positive film is filed in the superintendent's office and the negative film is deposited in a separate security vault in another area, thus providing maximum protection of these records against fire and other dangers in future years.
2. Testing
A comprehensive testing program in conjunction with an extensive and continuing student record system is necessary in providing evidence of aptitude and abilities and in the identification of talents. Guidance counselors administer group tests in Grades 8 and 10. In Grade 8 these tests include a general mental ability test, an interest inventory, and the eight tests of the Differential Aptitude Test Battery. The results of these tests are most helpful at this time since it is in the eighth grade year that the student must make major decisions involving the pursuit of college preparatory or other curricula during the next four years. In Grade 10 the guidance counselors administer the National Guidance Testing Program series of tests. These tests measure both capacity and achievement, provide evidence of the extent to which a student is working up to capacity, and aid in the evaluation of decisions made in Grade 8, an especially important factor in cases where revision of college plans may be necessary. In addition to the regular program, counselors administer mental ability, personality, and other tests to individual students as required. The guidance depart- ment administers the tests of the College Entrance Examination Board in December, January, February, March, and May. During this past year, two new nationwide test organizations have been established. These organiza- tions are the American College Testing Program and the Cooperative Inter- collegiate Examination Program. For the benefit of those students who have been instructed by certain universities to take these test programs, the high school guidance office maintains a file of the necessary applica- tions and booklets of information.
Last March Weymouth was one of twenty-three towns and cities in Massachusetts which had the honor of being selected to participate in a scientifically planned national inventory of talents of American youth. The organization and complete financial support for this undertaking, known as PROJECT TALENT, was provided by the U. S. Office of Educa- tion, the National Institute of Mental Health and the Office of Naval Re- search. All students in Grades 9 through 12 were included and these students took a series of aptitude, achievement and personality tests, in- terest inventories and informal questionnaires. The important results of these tests will help our students in the identification of aptitudes and abilities and in better planning in the future. Our students are enrolled in PROJECT TALENT for twenty years. This means that they are participat- ing in a long range follow-up program by means of which they will be contacted at intervals of one, five, ten, and twenty years in connection
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with their educational and vocational experiences. The results of this follow-up study will make possible a more accurate prediction concerning "what kind of aptitudes and abilities, what kind of courses, and what kind of interests constitute the best basis for various kinds of careers."
3. Collection of Information on Occupations, Educational Institutions and Scholarships
With the addition of two more news services during the past year, the guidance department now subscribes to seven informational services in connection with data about colleges, occupations and scholarships. In ad- dition, the guidance department maintains an up-to date and a continu- ing collection of college and university catalogues and reference books, on technical and junior colleges, part-time and evening educational oppor- tunities, and files of occupational briefs and monographs.
4. Counseling
The junior high school counselors administer all the guidance group tests in Grades 7 through 9. Also, these counselors carry on group discussion and orientation work as well as individual counseling. Every student in Grades 7 through 9 has at least one counseling interview each year.
During the past year, there was a grand total of 6,239 conferences and interviews in the high school guidance office. This included 2,704 scheduled conferences for which the students were asked to come and 2,814 volun- tary conferences which were requested by the students themselves. Students may come to the counselors at any time and as often as they desire and these totals are tabulated on the basis of each visit made by students to the guidance office. The grand total of conferences also includes 371 visits from parents and 350 other conferences involving veterans, graduates, employers, college admissions officers and others.
5. Placement
The Class of 1960 numbered 529 in the high school and 60 in the voca- tional school. Of the total of 529 in the high school, 185 or 35% continued their education, 57.7% entered employment, and the balance of 7.3% entered the military service.
6. Follow-Up Study
Beginning with the year 1948, the guidance department has conducted annual follow-up surveys of the previous year's graduates. These surveys furnish data on the effectiveness of guidance work and the total school program. They include an analysis of graduate placement in colleges and in occupations and the employment distribution of graduates according to types of jobs and location of employment. Copies of these follow-up surveys are available in the high school guidance office and may be obtain- ed upon request.
NATIONAL DEFENSE EDUCATION ACT
Title V of NDEA provides reimbursement for guidance and counseling. During the Federal fiscal year ending June 30, 1960, the allotment of Federal funds for guidance and counseling at Weymouth High School amounted to $1.70 per student. This was an increase over the original estimated amount of 95c per student. This fall for the first time, the three junior high schools also qualified for reimbursement. The estimated allot-
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ment for the present school year is 60c per student. This amount is less than the previous year because more schools within the state are qualifying for reimbursement from the available amount of money set aside for Mass- achusetts. However, the 60℃ per student rate will, in all probability, be increased somewhat depending upon the balance remaining after the initial apportionment.
5. ADJUSTMENT COUNSELOR
The school adjustment counselor program created by an act of the state legislature in 1955 as a step in the prevention of delinquency has completed its fourth year in the Weymouth Public Schools.
At every grade level and in every area of town there is a small per- centage of children who because of some physical, social, emotional or psychological problem are not as happy or as successful in school as they might be. These children make themselves known to their teachers through the outward manifestation of some sort of aberrant behavior. They may be excessively withdrawn or overtly aggressive or destructive. They may be in conflict with authority figures in school, at home, or in the com- munity. They may be uninterested in school and have negative attitudes toward it. They may make poor relationships with their peer group. They may fail or do poorly in their academic subjects without apparent cause. They may be frequent truants or chronic absentees. These children are referred to the counselor by the classroom teacher, principal, school nurse, or parent. It then becomes the responsibility of the counselor to work with the child, his home, and his school to bring about a change that will enable him to profit from his school experience and to function hap- pily and successfully at home and in the community.
Home-school co-operation is most necessary in working out a problem of school adjustment. A rapport and feeling of confidence must be estab- lished between the parents and the counselor so that in the interviews the parents can talk easily about their own problems and how they may possibly relate to the child's difficulties.
There must be an understanding of the meaning of the particular be- havior shown by the child. It must be remembered that all behavior is caused and that until the cause or causes are unearthed, little can be done to help the child. Delinquent behavior is maladjustment from the adult point of view. To the child it is a means of meeting some personal need. To him it is a solution to the problem. All maladjusted children do not become delinquent. But, all delinquents have been maladjusted children. Because of this, it is necessary to help all children who present a continued aberrant behavior pattern.
Many cases of maladjustment can be handled within the school setting through the co-operative efforts of parents, teachers, principals, school nurse, and counselor. Valuable assistance is furnished by the two clinical psychologists associated with the South Shore Child Guidance Clinic. These psychologists confer with the teachers and counselor on a regular weekly basis. Some problems are of long standing and have become so deep-seated and complex that more professional help is needed. For these, assistance is sought from agencies outside the community.
From January 1960 to December 1960 approximately ninety-two chil- dren were seen by the counselor on a planned schedule. Interviews were held with one or both parents of these in the home, at school, or in the
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counselor's office. Conferences were held with the classroom teacher to bring about a better adjustment for the child concerned.
Twenty-two of the children seen were referred to agencies for treat- ment as the underlying causes of their problems were of such a nature that more specialized diagnosis and treatment were needed. Agencies to which children and their parents were referred include: South Shore Guidance Center, Quincy Juvenile Court, Catholic Boys' Guidance Center, Protestant Social Work Bureau, Children's Medical Center, Judge Baker Guidance Center, Division of the Blind, Division of Child Guardianship, New England Home for Little Wanderers and the Society for the Preven- tion of Cruelty to Children.
After a case has been referred to and accepted by a hospital, clinic, or agency, the school adjustment counselor keeps in contact with the hospital, clinic, or agency. He acts as a resource person, furnishing to them pertinent school information and bringing to the school an inter- pretation of the clinic, hospital, or agency findings. Co-operation between the school and outside agencies is most important in the treatment of a child.
An important function of the counselor is to help make available community programs that will strengthen family life and individual de- velopment. Plans are in progress to establish "Big Sister" and "Big Brother" programs which will assist those children who suffer the loss of a parent.
The counselor meets weekly with a group of community workers at the Juvenile Court in Quincy. At these sessions the probation officer, court chaplain, clinical psychologist and counselor review the cases of those children who are to appear before the Judge of the Juvenile Court. For these conferences, the counselor prepares a school report on the child involved-a report which includes school marks earned during the past two years, testing data, school attendance, some indication of the child's interests and activities, a record of truancy or discipline offenses, some comment on parental interest and co-operation, a rating of personal quali- ties, and character traits. A search is made by the group for the cause of the juvenile's delinquent act and recommendations are made for a plan of treatment.
With twenty-three schools to service, not all children requiring assist- ance can be helped. More intensive and more effective treatment could be offered to elementary school children if a counselor were responsible for one or at the most two school areas. At present only the most urgent cases receive the full benefit of the school adjustment counselor program. With more counselors more service would be available to more children.
6. AUDIO-VISUAL
The audio-visual program of the Weymouth Public Schools provides teachers with the resource materials, techniques, tools, and service by which they may better achieve their ultimate goal of effective communi- cation with their pupils.
The National Defense Education Act of 1958, in its second year of operation, continues to lead the long list of agencies and reports currently indicating the value and need for more extensive utilization of existing instructional tools. Also receiving much emphasis for greater development and research endeavors are such relative "newcomers" as the host of
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"teaching machines" currently making their appearance. Such develop- ments combined with increasing knowledge and understanding of the potential effectiveness of audio-visual media have created demands for equipment, materials, and services which in many instances go far beyond our physical and staff capacities for fulfillment.
The following are highlights of the audio-visual program as it con- cluded its fourteenth year of providing instructional services to the pupils and teachers of the Weymouth Public Schools:
1. The long-range plan for installation of darkening facilities in each classroom is virtually completed. This is a most important accomplishment of which Weymouth should be proud.
2. Central sound film and filmstrip libraries have been expanded to 234 and 2,512 separate titles, respectively. In addition, Weymouth has continued to be selected as a permanent-loan repository for more than 165 outstanding sound films from industry. Also available to all teachers are 275 study records and 100 pre-recorded tapes. Expansion of these facilities has enabled the department to better meet the requirements of all good teaching: "The right material, at the right place, at the right time."
3. Instructional materials catalogs for Elementary and Junior High- Senior High levels, of seventy-seven and seventy-nine pages, respectively, were published and distributed to each teacher. The culmination of two years' work, this is a well-deserved tribute to the staff and preview com- mittees which contributed extensively in its development.
4. In-service training is conducted on a continuing basis both with school A-V co-ordinators, individuals, and groups of teachers as the need is indicated or requested. A most promising development in this area is the offering of a televised course in audio-visual instruction for graduate or undergraduate credit which may be tailored to the practical applications of the local school situation.
Nearly three hundred students were licensed to operate sound-pro- jectors and other audio-visual tools during the year. In addition, the department has worked closely with the Tufts Library, the Weymouth Recreation Senior Citizens Club, and other outside groups in a training and advisory capacity.
5. Educational television was continued for the third year in grades 1 through 6 with an expanded program as follows. Physical Science, Grade 6; Exploring Nature, Grade 5; Parlons Francais, French for Grade 4; Parlons Francais, French for Grade 5; Literature, Grade 3; and Folk Music and Dance, Grade 2. An additional primary science program (K, 1 and 2) will be televised and evaluated early in 1961. Effectiveness of the program is maintained by regular submission of teacher evaluations and critical suggestions to the television studio. Improved quality of both the T-V lesson and the detailed lesson plans supplied each teacher have assured a bright future for this powerful educational medium if it is prop- erly used. Parents are offered an opportunity to observe, study, and work with their children in each televised area since all programs thus far are "open"-channel and available to all who may wish to use them. Above all, television continues to demonstrate that it may cure at least two common ills of education: the lack of truly outstanding teachers and the lack of instructional materials.
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6. Elementary French via television was introduced this year to all fifth grades as a follow-up step to its use in grade four. This program uti- lizes most effectively the combined facilities available only through the medium of television; 1) superior teacher; 2) unlimited resource material, 3) uniform teacher-training and planning facilities via T-V, 4) the inherent fascination of television itself, and 5) in this particular study, knowledge of the language as it is first learned, by listening and speaking, only.
7. Educational television was introduced at the junior high level with "Accent on Music," a program so well received that it is being expanded in 1961. At the high school level, however, two outstanding programs have been discontinued in Weymouth because of the programming prob- lems created by double sessions.
8. Weymouth High School's language laboratory has functioned in the dual role of a most successful learning area and the focal point of many visitors from other school systems where laboratories were to be installed. After the first full year of operation, language teachers are most optimistic about student attitudes and achievement.
These are some of the major developments in the fourteenth year of operation of the Department of Audio-Visual Instruction in its endeavor to provide the best possible services to the most teachers and pupils for their greatest possible achievement.
7. HANDWRITING
Handwriting is one subject taught in schools that lends itself to the teaching of concomitants such as neatness, accuracy, attention to details, and good work habits. It is not enough to teach technical handwriting with a view to merely achieving the grade norm. If handwriting is to continue to function acceptably in high school and college, each letter must be taught to the point of mastery and should become automatic to the extent that a writer is free to concentrate on the work at hand without being distracted from time to time to stop and think how a particular letter should be made.
A child who has been taught to write well does not lose the ability to write well thereafter. He may become careless if permitted by teachers to do so but he retains the ability to write well when challenged to do so.
Our handwriting program constantly strives to achieve those desirable objectives. Instructional and motivational materials are provided for pupils and teachers. Teachers are instructed at regular intervals in methods to be used in teaching and the handwriting product is checked at the end of each interval with a diagnosis of same given to the teacher in writing for remedial purposes.
At the close of the last school year our records show that 91.6% of the pupils scored excellent, 6.4% scored good, 2 were fair and no per cent were poor on the formal handwriting test. It was found in checking the informal handwriting that there had been excellent transfer in hand- writing quality to spelling, arithmetic, English composition, etc.
8. HEALTH
Two twelve-hour courses were given by the Massachusetts Department of Public Health. These were attended by the elementary and junior high school nurses and a substitute nurse was employed to care for any emer- gency which might arise for the two-hour period each while the school
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nurse was away from her schools. These courses were on communicable diseases and the physically handicapped child. The school nurses profited greatly by them.
To comply with state law, the Tuberculosis Detection Program was held in May. All school personnel, teachers, secretaries, cafeteria workers, school bus drivers, custodians, maintenance men, had chest X-rays and all were certified as being free from tuberculosis.
The annual pre-school clinic for children who were to enter school in September was held in May and the school nurses had a conference with each parent regarding the health status of the child and suggesting that each child have a complete and thorough examination by both the family physician and family dentist so all remediable defects could be cared for before the child enters school. Each year more parents recognize this step as an important one to maximum school progress.
The annual Diphtheria Prevention Clinic was held in October and pupils in grades one, six and ten were given booster doses of double antigen thus maintaining their immunity against diphtheria and tetanus. These clinics are sponsored by the Board of Health and are conducted by the school nurses and the nurse employed by the Board of Health.
Two Tuberculin (Mantoux) clinics were held for the pupils in grade eleven. One in January testing 593 and one in December testing 502. Although two clinics were held during the year of 1960 they tested two different junior classes. Fifteen were found to need X-rays. Follow-up work on these fifteen cases necessitated home visits which resulted in all members of the family having a chest X-ray. No active cases of tuber- culosis were found among the pupils X-rayed.
There are 218 physically handicapped children in Weymouth who are able to attend school. These pupils are checked as often as is necessary by the school nurses and in October an annual report is given of their present physical condition and school progress. Also, there were forty-two health histories and physicians' certificates obtained for pupils who were unable to be in school and who subsequently were taught by the visiting teachers who work closely with the school health department.
RECOMMENDATIONS:
Secretarial help and another School Nurse or Health Director are needed to properly carry on the school health service. It is impossible for one person to carry on the following duties in a satisfactory manner if too little time can be allotted to each:
School Nurse for the High and Vocational School.
Telephone conferences and conferences in person with parents and others who have business with the School Health Department.
A resource person who advises parents and helps them obtain help for various problems.
Conduct clinics which necessitate preparation before and much re- cording after.
Good public relations demand that the above and many other func- tions be done properly. As the school population increases it becomes increasingly impossible to do this.
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9. HOME INSTRUCTION FOR PHYSICALLY HANDICAPPED CHILDREN
Forty-nine children, twenty-six boys and twenty-three girls were en- rolled in the home instruction class of physically handicapped children during the year. Fourteen were from South Weymouth, eleven from Weymouth, and twelve each from North and East Weymouth. All grades from one through twelve were represented, with most children in grades five through eight.
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