USA > Massachusetts > Norfolk County > Weymouth > Town annual report of Weymouth 1961 > Part 15
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25
3. PHYSICAL EDUCATION AND ATHLETES
The physical education program in all schools this past year in- cluded a program of testing in order to establish a basis for remedial work. In the elementary schools the Kraus Weber Test of muscular fitness was administered to all elementary school children in the town. This test is devised to measure strength and flexibility of the various, muscle groups of the body. A child who is muscularly fit can easily pass the entire test as it is a minimal test. This test was administered by the classroom teachers in their regularly scheduled gym classes by the Elementary Physical Education Supervisors: Dorothy Peterson, Jeanne McKenna, Patricia Smith, Edward Henley and Robert McCar- thy. Copies of the test instructions and suggested remedial practice: were sent home to the parents of the boys and girls failing the test.
177
It is rather disturbing to note that 21% of our elementary pupils failed to pass one or more parts of the test. A look at the over all re- sults might be of interest.
1. Schools with poor physical education facilities had the most failures.
2. More boys than girls failed.
3. Lower grade failures were mostly because of weak abdominal muscles.
4. Upper grade failures were mostly because of weak abdominal muscles for girls and a lack of flexibility for boys.
Every effort has been made by this department to plan a program of activities that will help to correct these defects. More emphasis is being placed on calisthenics that build body strength and endurance. At the same time keeping in view the necessity of providing the child with those skills which will give him the confidence to participate in sports during the difficult teen years.
The seasonal after school activity program consisting of touch football, basketball and baseball for the 5th and 6th grade boys and a winter program of varied activities for the 5th and 6th grade girls was well attended. The boys' program is coordinated with the school curriculum to provide a more pleasant, rewarding and productive edu- cation. Those taking part are taught not only the intricacies of the game but good sportsmanship. With the completion of the elementary building program the town has been set up on a two-section basis with seven schools in each division and limited schedules set up on an interschool competition plan. As an example of the interest in this pro- gram, 466 boys participated in the touch football program this past fall. In a playoff between the two divisions, the Academy Avenue team defeated the Homestead School 10-0 for the Town Elementary Champ- ionship.
In the Junior High program a testing program for provision of remedial work has been carried on for both boys and girls with a stepped-up program of calisthenics and physical work.
The physical education program in the Senior High School, where the remedial program for the boys has been one of the outstanding in the state for many years, has continued to function on a class basis. The body building program for boys usually conducted on a voluntary basis after school has been curtailed due to the double sessions. Classes in gymnastics have been added to the girls' physical education program. The classes meet three times a week. The Junior and Senior girls may participate on Tuesday and Wednesday from 5-6 P.M., while the Sopho- mores participate on Thursday from 11:15-12:30. The four Women's Olympic events are the main interests in this activity. They include: Side Horse Vaulting, Uneven Parallel Bars, Balance Beam and Free Exercise. At present there are 50 high school girls actively participat- ing. Virginia Cullity has organized and is instructing in this activity.
As in the past the major drawback in the physical education pro- gram in the high school for both boys and girls is the fact that partici- pation is compulsory only for sophomores. It is strongly recommended that physical education classes be compulsory on at least the minimum state recommendation of two each week for every pupil and that the Vocational School boys be included in the program.
178
In athletics in the Junior High Schools the plan to increase the number of boys participating in sports has continued with the inclu- sion of football and basketball at the 7th and 8th grade level.
In the Senior High all the sports teams are, of course, hampered by lack of unified practice. However, with the entry into league play in Golf, Tennis, Wrestling, Spring Track and Baseball this year, along with league competition in Hockey and Winter Track already estab- lished, I believe our situation regarding athletics will be a very healthy one when we return to a single session.
4. GUIDANCE
The fundamental purpose of guidance is to help students strive for maximum personal development. This is a valid statement because it emphasizes the relationship between guidance and the importance of the individual in a free society and the attention given to the indi- vidual in the American education system. In fact, it was Dr. Conant who said that, "Guidance is the keystone of the arch of American edu- cation," and that, "it would not be too much to say that on the success or failure of our guidance program hangs, in all probability, the success or failure of our system of better education." Such a statement could not have been made in the years before the era of the Cold War. It is evidence of the fact that guidance has become an essential part of pres- ent day American society. As a result, we may, in truth, expand our con- cept and take note of the fact that the guidance program in our schools is a direct outcome of our American civilization. Specifically, this program represents, "our concern for the individuality of each child and youth and our belief in freedom of choice, in individual self-realiza- tion and in planning for the future."
The implementation of the guidance program is accomplished through six basic services. These services, with a description of each one, are as follows:
1. Reference libraries of educational and vocational information including a complete and continuing collection of college and university cata- logues, pamphlets on technical schools and junior colleges, part-time and evening educational opportunities, an up-to-date collection of occupational briefs and monographs, and the material from seven private and public information services providing up-to-the-minute facts about colleges, occupations and scholarships.
2. Counseling interview services for all students from Grades 7 through 12 including provisions in the High School for visits from college admissions personnel and business and industry representatives.
3. The maintenance of a comprehensive record system including inven- tory data cards on each student and the micro-filming of permanent records.
4. A broad testing program, which includes in the junior high schools the administration of mental ability tests, the Differential Aptitude Test Battery and the Kuder Interest Inventory. In the high school, this testing program includes the tests of the National Guidance Test- ing Program for all students in Grade 10, and mental ability, apti- tude, and interest tests for individual students are required. The gui-
179
dance department personnel administers the tests of the College En- trance Examination Board at the Weymouth High School Center in December, January, March and May.
5. An educational and vocational placement service.
6. A follow-up program, which has been conducted annually for the past thirteen years.
During the past year, in connection with the operation of the gui- dance services, the following activities and events merit further con- sideration:
1. National Defense Education Act. Title V of NDEA provides reim- bursement for guidance, counseling and testing. During the Federal fiscal year ending June 30, 1961, the allotment of Federal Funds for these purposes at Weymouth High School and the three junior high schools amounted to $1.17 per pupil. This amount is less than the previous Federal fiscal year because more schools within the state are qualifying for reimbursement from the available amount of money set aside for Massachusetts.
For the Federal fiscal year beginning July 1, 1961 reimburse- ment in the amount of approximately 60 per pupil in the high school will be available as an initial distribution of funds. This estimated amount per pupil will, in all probability, be increased as has been the procedure in past years, depending on the balance remaining in the total amount allotted to Massachusetts after the initial apportion- ment.
Beginning July 1, 1961, the South Junior High School. qualified for an additional amended reimbursement as the result of the addition of one counselor on a half-time basis.
2. Counseling. During the past year, there was a grand total of 5,285 conferences and interviews in the high school guidance office. This included 2,867 scheduled conferences for which the students were asked to come, and 1,817 voluntary 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 246 visits from parents and 355 other conferences involving veterans, graduates, employers, college admissions officers and others.
:3. Project TALENT. In March 1960, the national inventory of talent of American youth, Grades 9 through 12, was administered on a nationwide basis to 1,453 schools involving 440,000 students. Wey- mouth was one of twenty-three towns and cities in Massachusetts to participate in this undertaking. The results of this test (thirty-five test scores per student) have been received at various intervals dur- ing the past year. Last summer, these results were sent out to all 1961 graduates. At present the guidance department is receiving for com- pilation, the Project TALENT results of students in the Class of 1962. These will be given to the members of this class during the next few months.
1. College Admissions. Since competition for college admission is so great, the need for early planning cannot be emphasized too much. Because of the volume of applications, colleges and universities have
180
established earlier deadlines. Therefore, at the present time, seniors: should have their applications submitted before January 1. Also, they should plan to take the College Board examinations in December or January. In fact, it is of advantage for students to take the College. Board examinations in May of their junior year in certain recom- mended subjects.
Because of the necessity for early planning, the guidance depart- ment has organized a "College Clinic" for juniors with weekly meet- ings from March through May. These meetings provide opportunities for guidance counselors to present information about college and university admissions, scholarships, and other pertinent material. At the same time, students have the opportunity to ask questions and bring up other problems in connection with college and university education. As a result of these meetings, senior students have done very well in filing applications early and in preparing for the earlier administration of the College Board examinations. The guidance de- partment plans to continue the "College Clinic" meetings each year in the future.
Students of the Class of 1961 who are now attending four-year degree-granting colleges are enrolled in fifty-two of these institu- tions. This is evidence of the fact that our senior students are apply- ing to many more institutions of higher education than has been cus- tomary in past years. Since many of these colleges are in the west and midwest and are not familiar with Weymouth High School, a profile and brochure has been printed describing the school. This brochure is sent along with the student's record to each college to which the student is applying for admission.
Statistics on the high school graduates of 1961 show that 25% entered four-year degree-granting colleges or universities. In addi- tion, another 25% are continuing their education in technical and other types of schools. Thus, a total of 50% of the students of last June's high school graduating class are continuing their education. This is the highest per cent since 1948, the year the guidance depart- ment first began to assemble follow-up statistics.
5. SCHOOL PSYCHOLOGIST AND ELEMENTARY GUIDANCE COUNSELOR
A program of evaluation comprises three areas: testing, guidance and counseling. The evaluation and appraisal of pupil progress is a process carried on co-operatively by all concerned with the growth and development of children. It is not a program in and of itself but is an integral part of instruction. It is the process of gathering significant data from those who have had sufficient opportunities to observe the child and who have seen the different facets of a child's behavior. It is the process of analyzing and interpreting such data to discover and provide for the child's abilities and disabilities, his strengths and weak- nesses, his habits, attitudes, and interests.
Pupil evaluation is a complex procedure which requires the use of many tools of measurement. Standardized mental ability tests are given to assess the child's present potential and mental readiness for learning. Standardized achievement tests are administered to determine the child's academic position in relation to available norms and standards, to measure his growth in the areas tested, to identify his strength and weaknesses and to make provisions for them.
181
Testing and Guidance
1. Group Mental Ability Tests Date Grade
February VI
October VI
November IV
Test Number Tested
January I Pintner Cunningham 950
Pinter Intermediate 890
California Mental Maturity 883
Pinter Durost 930
2. Individual Mental Ability Tests
Individual tests are given to:
a. secure additional data on those children who score low on group lesis
b. determine eligibility for special class placement
c. re-evaluate children enrolled in special classes
d. obtain diagnostic information on children presenting learning or emotional difficulties
3. Group Achievement Tests
Grade III: Iowa Test of Basic Skills, 869 tested. Actual grade level 3.7 (test given in seventh month of third grade)
Median Score
Results: Complete Battery 4.5 (4th year, 5th month)
Median Score
Reading 4.4
Language 4.6 Work Study Skills 4.2 Arithmetic 4.6
Grade IV: Iowa Test of Basic Skills, 885 tested. Actual grade level 4.4.
Median Score
Results: Complete Battery 4.9
Reading 4.9
Language 5.8
Work Study Skills 4.6 Arithmetic 5.0
Grade VI: Stanford Achievement Test, Intermediate Form K, 906 tested. Actual Grade level 6.9.
Median Score
Results: Complete Battery 7.5
Reading 7.3
Spelling 7.3
Arithmetic 7.5
Language
7.6
Plans have been made to administer the Iowa Test of Basic Skills to Grades III, IV, V, and VI during the coming year. This will provide an on-going measure of pupil growth and achievement.
4. Guidance
Testing, guidance, and counseling are the interesting phases of an evaluation program. Guidance sets a focus on the child, his needs, and his problems. The development of each individual in the light of his potentialities is the purpose of guidance.
182
The services of a guidance counselor include:
a. Providing for a testing program
b. Gathering and organizing pertinent pupil data
c. Helping teachers to accept and deal more effectively with children presenting a learning problem or who are socially or emotionally Maladjusted
d. Utilizing the services of school personnel who work with the child: teacher, principal, school adjustment counselor, school nurse, art supervisor, music supervisor, physical education teacher
e. Assisting priscipals and teachers in parent conferences in an effort to obtain for the child the assistance most beneficial for him
f. Co-operation with local agencies to which a child has been referred: physicians, hospitals, child guidance clinics.
g. Working with the child directly when it seems necessary
The services of the South Shore Child Guidance Clinic have con- tributed greatly to the deeper understanding of the child-his social, emotional, and learning problems. Each week two members of the clinic staff come to Weymouth as consultants. They work with the school adjustment counselor, elementary guidance counselor, teachers, and principals.
Monthly meetings of Weymouth guidance counselors are held at the South Shore Child Guidance Clinic in Quincy. At these meetings, case studies of children referred to the clinic are discussed and recom- mendations made for school follow-up procedures.
Seminars have been organized at the clinic for the guidance per- sonnel of the towns serviced by the clinic. These meetings were begun in November. Subjects discussed to date have been "Test Anxiety" and "Mental Retardation."
6. ADJUSTMENT COUNSELOR
The School Adjustment Counselor program in Weymouth is re- sponsible for those children grades I through VIII who are unwilling or unable to use their school experience in a satisfactory manner, and who are referred by principals, teachers, other school personnel, or parents. The reasons for referral include severe learning problems, chronic misbehavior and inadequate social relationships. These are the expression of each child's unmet needs and symptomatic of deeper dis- turbance. In most instances, if such problems are not corrected through school or home, the child will utilize only a small part of his actual po- tential and may develop delinquent or neurotic tendencies.
For the year January through December 1961, seventy-six chidren were referred for adjustment counseling. Of this number fifty-six were boys and twenty were girls. Two hundred seventy-seven day and eve- ning home visits were made and children were seen at planned intervals in school. Twenty-nine families were guided in the use of community agencies for further assistance in correcting the problems which were contributing to the child's poor development at school. The following community services were utilized: South Shore Guidance Clinic, New England Children's Hospital. Catholic Family Counseling, Protestant Social Service Bureau, Boston Family Service Association, Churches, Big Brother Association, New England Home for Little Wanderers, Nazareth, and the Public Welfare Department. With each referral to
183
a resource outside of the school setting, follow-up reports were re- quested in order to assure co-ordination of effort between school and agency.
For those children who are unable to conform to school life, cannot work out their problems satisfactorily with individual counseling, and whose home relationships or conditions show marked deterioration, a plan for schooling away from home is sometimes the only solution. This was found to be necessary in two specific cases during the year and in both instances results were very satisfactory. Such plans are made only as a last resort and after all community services, including the Court, have been exhausted.
Seventy-seven requests for school reports were made by the Quincy Court during the year. Sixty-three of these reports were for children above the seventh grade. Offenses included larceny, breaking and entry, drunkenness, assault, chronic school offender, and malicious destruc- tion of property. In almost all cases, school records disclosed non- achievement in class and poor attendance. The inclination for such act- ing-out behavior obviously does not develop suddenly. Early detection and referral in school for counseling on an individual basis, or referral to a community resource for help in the family situation is the best method for combating such delinquency in school and life.
Court conferences preceding the juvenile session at Court were attended by the Counselor on a weekly basis to help determine the Court's attitude toward Weymouth children in difficulty with the law. In attendance were Catholic and Protestant Court Chaplains, probation officers, police, Public Welfare Division of Child Guardianship repre- sentatives, Society for Prevention of Cruelty to Children agents, psy- chologists from the South Shore Guidance Center and social workers from the Court Clinic.
Since the primary objective of school is education through the teacher-child relationship, co-operation with other supplementary school services to secure this goal is an important aspect of the Adjustment Counseling Program. Frequent consultations were held with the School Psychologist, nurses, guidance counselors, attendance officer, remedial reading teachers, speech therapist, and other allied services concerning particular problems. Weekly consultations with a visiting staff psy- chologist from the South Shore Guidance Clinic were held throughout the year. These meetings consisted of a discussion about possible refer- rals and the dynamics involved in specific cases, as well as information which the schools should have about particular children already in treat- ment.
The South Regional School Adjustment Counselor all day conference was held in Weymouth, November 27, 1961. The chief psychiatrist of the Veterans' Administration Mental Hygiene Clinic at the Boston Out- patient Department, Dr. Arthur W. McMahon, spoke on "The Father's Role in Relation to Children's Problems". Mr. William A. Rodgers, di- rector of the Big Brothers Association, discussed problems presented by children without a father and the important function of Big Brothers in these cases. Such Regional meetings are held twice a year to help the counselors develop a greater understanding of children's problems, and to apply the broad principles discussed to specific situations in their own area. A program as important as counseling children needs always to refine techniques and procedures as well as enlarge upon existing knowledge.
184
At present over eighty adjustment counselors are employed in sev- enty communities throughout Massachusetts. Ten of these communities have two or more counselors in service. The numerous adult emotional problems and family breakdown, combined with the high rate of juvenile crimes presents a challenge to our educational system. The equal right to an education for each child is legally obtainable, but in many in- stances psychologically and socially impossible. Many children find school a daily frustration due to circumstances over which they have no control. They do not receive the full benefits of education which include the ability to conform, obey and respect duly constituted authority, work cooperatively with others, discover and nourish whatever abilities they have and grow to the fullest measure of their intellectual and emotional capabilities. Their problem is to be found in the home environment and requires intensive effort on the part of the adjustment counselor to se- cure the parents' cooperation. An improvement in the home situation is followed almost invariably by an improvement in the child's school be- havior and achievement. The results in such cases are most gratifying but due to the large number of children requiring attention, it is not always possible to invest the time required for such an intensive ap- proach.
7. AUDIO VISUAL
The Department of Audio-Visual Instruction of the Weymouth Public Schools functions to provide teachers with the resource materials, techniques, tools and services with which they may better achieve their ultimate goal of effective communication with their students.
The National Defense Education Act of 1958 has continued to lead the long list of agencies and reports indicating the value and need for more extensive utilization of audio-visual instruction materials. Now in its third year, NDEA has been extended by Congress. This should lead to even greater emphasis on the value and effectiveness of all audio- visual media.
Rapid developments in such areas as programmed learning, educa- tional television, large and small group instruction and team teaching have removed these relative newcomers from the development and re- search stage to a point where their potential must be considered in every educational effort. Such developments combined with an increasing awareness of the potential effectiveness of existing audio-visual media have created demands for equipment, materials and services in many in- stances far beyond the physical and staff capacities of the present audio- visual center.
The following are highlights of the audio-visual program as it con- cluded its fifteenth year of providing instructional services to the pupils and teachers of the Weymouth Public Schools:
1. Weymouth may justly be proud of its accomplishment of nearly completing the long-range plan for providing darkening facilities for every classroom. This project should be completed in 1963 when all teaching areas will be prepared for the use of any type of educational tool required.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.