USA > Massachusetts > Plymouth County > Duxbury > Town annual report of the officers and committees of the town of Duxbury Massachusetts for the year ending 1960 > Part 34
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The demands of todays world call for all this and more. There is an ever increasing need for excellence in meeting the competition for admission to colleges and universities. A whole new field of technical competence is developing in connection with the automation of in- dustry. The opportunities for unskilled labor are decreas- ing as the uses of automation increase. Hence, more education is becoming essential for all young people. With all this there is an insistent demand for a better under- standing among all people of the world, and a clearer recognition that the surest way to this understanding is through education. The year 1962 has provided us with opportunities, free of major building problems, to develop and extend our curriculum and procedures toward the accomplishment of these goals.
Of major significance at the elementary level has been the implementation of the non-graded primary school. The change over from the traditional graded pro- gram to the non-graded organization was completed only
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after careful study, considerable publicity, and the hold- ing of open meetings for parents and teachers to discuss the nature and purpose of this change.
The non-graded primary school offers a new plan of pupil advancement. The old "grade" designations are re- placed by the term "levels" and there are many more levels than grades. These shorter, continuous steps are more closely related to a child's normal growth and de- velopment than the longer grade intervals. The new plan advances children as rapidly as their abilities will permit. Most children do the prescribed work of the kindergarten and the first three years in four years. Some will require five years to do this work, while others will be able to do it in less than this amount of time. Our concern is that each child make his maximum growth each year. The new plan meets these conditions by ad- vancing pupils by levels rather than by grades.
An important consequence of this program has been the introduction of formal reading in the kindergarten year. Under this plan qualified kindergarten pupils will begin the reading program not previously started until grade one. This program is now in effect with Mrs. Bush as teacher.
Closely associated with the development of this pro- gram has been the continued use of special techniques and the Gillingham instructional materials to help pupils with specific language difficulties (SLD pupils). The fol- lowing statement describes this program as it is carried out in the Duxbury elementary schools.
About four years ago the Duxbury School Depart- ment began a special program in reading for capable children who were unable to read. This program has been referred to in the Duxbury schools as the "Gilling- ham" program because Gillingham materials have been
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used in the instruction. It does not replace the regular reading program nor does it replace the work of the teacher of Remedial Reading. It was established to meet the needs of those children whom the school had been unable to help through its usual procedures.
The program had its beginning when individual stu- dents, for a fee, received instruction locally from a teach- er who was trained at the Adolescent Clinic of the Chil- dren's Medical Center, Boston, Massachusetts. Wishing to make this service free and available to more students the School Department organized a class to train teach- ers in the new techniques. Mrs. Helene Durbrow, Direc- tor of Teacher-Training at the Children's Medical Center, came to Duxbury to conduct a series of classes for a semester for all interested Elementary School teachers. She has continued to serve as a consultant for the pro- gram since its inception and makes periodic visits to the school for consultations. The following year "Gilling- ham Groups" were established. One or two groups are presently organized at each grade level. All other groups have the traditional reading program.
The first step in organizing the program is to deter- mine which children need this kind of instruction. A screening test is given at the kindergarten level and is supplemented by teacher observations. The test used is the Monroe Reading Aptitude Test and measures reading readiness and in addition provides much information pe- culiar to each child. The Morrison-McCall Test, the Gray Oral Paragraph Reading Test, the Iota Word Test and a locally made copying test are given to older children. Children who indicate reading difficulties, and, in addi- tion, show that they have been late in learning to talk, have inability to express themselves orally, are ambi- dextrous, clumsy, or confused between right and left, have good intelligence but low comprehension, show poor
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memory in following directions, and are poor in spell- ing are assigned to the so-called "Gillingham Groups." Nearly ten percent of our pupils fall into this category. We have found more boys with these disabilities than girls.
The instructional approach is alphabetical and pho- netic in emphasis. The aim is to develop correct left to right sequence, correct shapes and sounds of letters, etc. Emphasis is placed on repetitious training in those tech- niques which will develop auditory, motor and visual skills. Instruction is much slower than in the usual pro- cedures. Each group is composed of five or six children.
The following are actual cases showing the results of this program in the improvement of reading:
PUPIL A
Pupil A entered the Duxbury Elementary School Kindergarten on October 8, 1956, and is now in grade six. Pupil A was not a particularly good student in his early school years even though he consistently showed good potential. (Detroit Beginning Reading Test - I.Q. 121; California Test of Mental Maturity - I.Q. 110).
At the end of 1958, Pupil A's first grade teacher said, "Reading is difficult for Pupil A - he may need extra help in this area." In second grade his reading improved but his phonics work was poor and he retained very little from grade one phonetic study. Pupil A's second grade teacher recommended Specific Language Disability (Gil- lingham) for him. He was screened for SLD traits and was placed in a Gillingham group in grade three.
Apparently Pupil A needed strong phonetic train- ing because he seems to have done very well
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since receiving Gillingham help. A few data on his progress follows:
Reading Comprehension
Classmate's Average Score
Pupil A's Score
Gain or Loss Over Class Average
1st Grade
2.4
2.2
- . 2
2nd Grade
3.6
3.3
- . 3
Started Gillingham work.
3rd Grade
4.4
5.7
+1.3
4th Grade
5.6
6.2
+ .6
5th Grade
6.7
7.6
+ .9
PUPIL B
Pupil B has been a student in the Duxbury Ele- mentary School since Kindergarten and he is now in grade six. In his beginning years he seemed slow and immature. In looking at the data which follows it is interesting to note that Pupil B actu- ally lost ground in reading comprehension after one year in Gillingham in grade three. How- ever, the training seemed to improve his reading, starting in grade four. Some data follows: De- troit Beginning Reading Test - I.Q. 125; Cali- fornia Test of Mental Maturity - I.Q. 107.
Reading Comprehension
Classmate's Average Score
Pupil B's Score
Gain or Loss Over Class Average
1st Grade
2.4
2.0
- . 4
2nd Grade
3.6
3.8
+ 2
Started Gillingham work.
3rd Grade
4.4
3.7
- . 7
4th Grade
5.6
5.8
+ .2
5th Grade
6.7
7.7
+1.0
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PUPIL C
Pupil C is presently in an average reading group in the fourth grade. His first grade teacher rec- ommended Gillingham training because he was having difficulty with reading.
At the end of the first grade he had done fairly well but it was decided to keep him with a Gillingham group. He was in the program during grade two and three but now is being gradually worked in with a regular group. Some specific data: Detroit Beginning Reading Test - I.Q. 111.
Reading Comprehension
Classmate's
Pupil C's Score
Gain or Loss Over Class Average
Average Score
1st Grade
2.4
2.1
- . 3
2nd Grade
3.6
3.5
- . 1
3rd Grade
4.4
4.3
-
.1
It is interesting to note that Pupil C is receiving a B- at present in comprehension in a regular fourth grade reading program. We are most op- timistic that this spring he will do very well on his standardized test in comprehension. This year's work indicates higher than average results.
Through continued community support of the school budget the number of teachers employed has made it possible for us to maintain excellent class size ratios in the elementary grades. In the primary school this ratio is 23 pupils to one teacher. In the intermediate grades it is 28 pupils to one teacher. These low pupil-teacher ratios make for close attention to individual pupil needs and in this way they strengthen our instruction.
In the area of health and physical fitness the amount of time scheduled for physical education classes was
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doubled for grades four, five and six in 1962. This was possible because an additional instructor for girls was employed. We hope to add an additional person for boys physical education in 1963, and this should result in still further expansion of this program. In addition, plans are now being developed, under the guidance of Dr. Sidney Wiggin, school physician, to provide a short period of physical fitness exercises each day for all pupils.
At the high school level 1962 saw the completion of the evaluation process required of all high schools which are members of the New England Association of Colleges and Secondary Schools. At the fall meeting of this asso- ciation the Duxbury High School was fully approved for continued membership for the next ten years. The evaluation was carried out by a visiting committee of eighteen persons and required three days. The report of the Committee attempted to point out areas of strength and also areas where improvements are recommended.
The final paragraph of this report stated, "The vis- iting committee recommends to the Standing Committee of the New England Association of Colleges and Sec- ondary Schools that Duxbury High School be approved for accreditation and continued membership." The chair- man of the visiting committee was Mr. Lawrence Ovian, Senior Supervisor of Secondary Education at the Massa- chusetts Department of Education. The report is summar- ized herewith.
The report commended the high school on the fol- lowing aspects of its program of studies: the foreign language program for college preparatory students, the new advanced science course for seniors, the follow-up surveys of graduates, the suggestions made by staff mem- bers for curriculum improvement, and the specific stan- dards set for promotion in all grades. The Committee
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recommended the following: that consideration be given to expanding time allotments in general science, art and music in grades seven and eight; that consideration be given to program revision to allow college preparatory students to elect certain commercial courses, that all general commercial courses be required of all students taking the commercial curriculum, and that a minimum of one year of mathematics be required of home econ- omics and industrial arts students.
Sub-committees of the Visiting Committee made commendations and recommendations covering the vari- ous subject fields. A few illustrations of these follow. The sub-committee on Art commended: the excellent art room, the establishment of a comprehensive art section in the library, the extra after school classes, the student interest, the excellence of the available art media, the professional zeal of the supervisor, the excellent crafts area and the work in ceramics. The sub-committee recommended: that the art books be supplemented by additional reference books, that additional craft tools be purchased, that films and loan exhibitions be used more, that there be further experience in the media of metal and stone, that there be more correlation between fine arts and practical arts, and that more field trips be taken.
The sub-committee on business education commend- ed: the concern for the individual pupil, the excellent care and maintenance of equipment, and the excellent storage facilities. The committee recommended: that Shorthand I and II be taught separately and that more audio equipment be used.
The sub-committee on English commended: the con- cern for written work in all classes, the reading lists, the encouragement of critical thinking and creative writ- ing, the teaching load (four teaching periods per day),
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and the use of essay type questions in tests. The com- mittee recommended: that a junior honors course be established, correlation of written work with other de- partments, and expansion of the audio program as applied to English classes.
Other sub-committees evaluated the remainder of the curriculum and related services, such as: driver training, foreign language, home economics, industrial arts, math- ematics, music, physical education, science, social studies, the student activity program, the library and the audio- visual services.
A sub-committee on Guidance commended: the ex- cellent guidance services rendered, the consistency of the guidance services with the school's philosophy, the excel- lent cooperation shown, the educational background of the staff, the reporting of test results to the faculty, the foresight in planning for an additional full-time counselor and clerical help, the follow-up studies, and the guidance publications. The committee recommended: additional shelving for display of materials, more displays else- where in the building and the purchase of a tape record- er and an occupational guidance kit.
A sub-committee on health services commended: the extent of the health services, the school faculty for tak- ing first aid courses, the frequent physical examinations, the identification of the physically handicapped, the ex- cellent preparation and experience of the staff, the coop- eration shown, the procedures for prevention of com- municable disease, the excellence of the facilities and the healthful aspect of the school lunchroom facilities and procedures. The committee recommended: additional nurse assistance, attention to the requirement of physical examinations before participation in athletics, and the
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formulation of a written policy for the care of emergency illness or injury.
A sub-committee on the evaluation of the high school building commended: the efficient operation of the build- ing, the general appearance of all instructional areas, the work of the janitorial staff and the cleanliness of the building, the attractive school building which provides for the cultural and educational needs of the community, the adequate size of the classrooms, the storage areas, the student body for their respect for school property, the cafeteria staff for the efficient and friendly manner in which they perform their duties, the provisions for notification in the event of boiler failure, the facilities for health services, the transportation service provided, the lighting and ventilating equipment, the attractive ap- pearance of the auditorium, and the adequacy of toilet and drinking fountain facilities. The committee recom- mended: that an outdoor bubbler be installed for athletic activities, that landscaping of the area be continued, that the ventilation of certain areas be given further attention, that large signs for fire directions be installed in class- rooms, that lighting fixtures in the boys' shower room be recessed, that glass in the boys' shower room be changed to safety plate and partially frosted, that con- sideration of the advisability of relocating the emergency control switch for the oil burners, that more accoustical treatment be given to the wall separating the music room and the auditorium, that a bulletin board be added to the physical education rooms, that a fire extinguisher be installed nearer the incinerator, that consideration be given to the installation of an alternate power supply in the event of failure, and that corners of the guard rail in the music room be padded.
A sub-committee on school staff and administration commended: the spirit of cooperation evident among the
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School Committee, Superintendent and administrative staff; the excellent relationship between the principal, faculty and staff; the success of the operational proce- dures; the high morale and dedication of the instruc- tional staff; the stability of the instructional staff in terms of years of service; the participation of the staff in the study and solution of current educational prob- lems; the apparent successful administration of the merit system of salary adjustment; the fairness of distribu- tion of teacher load; the excellent example of staff mem- bers in dress, promptness and enthusiasm; the student progress reports; the friendliness, dress and conduct of the students; the quality of the food prepared in the cafe- teria and the efficiency with which it is served; the effi- ciency of the janitorial staff; and the provisions for the inservice training of teachers.
The committee recommended: that personnel respon- sible for handling and accounting for school funds be bonded, that a study be made of safety practices on school busses, that the professional library in the school be in a more accessible location, that a continuing study be made of the merit system, that the guidance department be relieved of attendance duties, and that consideration be given as to the use of the cafeteria as a study hall.
Members of the Visiting Committee expressed appre- ciation for the generous hospitality extended to them throughout the evaluation procedure. "The friendly and cooperative attitude of the entire school staff, adminis- tration and the student body made the work of the Com- mittee easier and pleasant."
A number of the recommendations of the Committee have already been carried out. Others will go into effect in the near future or as the school grows in size.
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At the beginning of the 1962-1963 school year an addi- tional guidance counselor and part-time clerical help were provided in the Guidance Department. New equipment, and additional guidance resource materials were pur- chased with financial assistance under the National De- fense Education Act. These changes have resulted in increased counseling and more effective guidance for all pupils. From September through December there were 1406 counseling interviews of which 390 were follow-up interviews and 97 were interviews with parents. The interviews covered such matters as: progress in school work, course selection, educational and vocational plans, scholarship, testing, and personal and social problems.
During the fall Mr. Mendenhall, Director of Guid- ance, and Mrs. Stott, Guidance Counselor, scheduled many evenings for interviews with parents. In addition, numerous conferences with college admission representa- tives were arranged and special assemblies were held. Close cooperation was carried out with the State Depart- ment of Education, Division of Guidance. Charts show- ing the distribution of graduates for the past four years, and the post-high school institutions being attended are shown in another part of this report.
Pupil personnel continues to increase, but at a normal or expected rate. Pupil population predictions indicate that future building plans are still in keeping with the requirements of future growth. In 1963 one additional elementary school teacher will be needed, while at the high school two additional teachers will be required. It is also planned to add a physical education teacher, a part-time nurse, and a part-time clerk. There is im- proved stability in all personnel due, in part, to our fav- orable salary policies.
Special attention should be called to the fine work being done in our health services. Physical and dental
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examinations, urinalysis, blood tests, hearing and vision tests, and physical examinations for all athletes have be- come standard practice. In addition, the handling of rou- tine first aid and temporary care of sick pupils, plus assistance at special clinics such as the polio and tubercu- losis clinics have greatly increased the work of this de- partment. Because of the extensive program and the increased school population, additional nurse service is needed. We are most fortunate to have the additional time and service of Dr. Sidney Wiggin, school physician. Health service reports are shown in another section of this report. We appreciate very much the excellent as- sistance given to the school health program by Mrs. John Argento, Mrs. Alice C. Barber, Mrs. Robert A. Batson, Mrs. Francis Brodigan, Sr., Mrs. Theodore Chadwick, Mrs. Philip Connolly, Mrs. John Dale, Mrs. Robert Delano, Mrs. Daniel Dickow, Mrs. Alfred Fogarty, Mrs. Thomas W. Herrick, Jr., Mrs. Perley Merry, Mrs. Henry Ohlson, Mrs. Frank E. Phillips, Jr., Mrs. Richard Plank, Mrs. John F. Spence, Jr., Mrs. Paul N. Swanson, Mrs. George E. Teravainen, Mrs. Edward Waddell, Mrs. Clarence Walker and Mrs. Herbert C. Wirt, Jr., who have assisted at clinics and in testing.
Attention is called to the remainder of this report which includes statistics on school population, lists of personnel, the school census, financial statements, the school calendar, school regulations, the colleges attended by our graduates, a record of the 1962 graduation, and special reports.
I would like to express by sincere appreciation to the members of the Duxbury School Committee for their good counsel and for their interest and hard work on behalf of our schools. The Committee has kept informed about all major developments in our schools and has been forward looking in respect to future needs. Committee
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members have been active in attending area school com- mittee meetings in other towns as well as meetings of the state association and the New England School Devel- opment Council. Committee members have also attended the seminar for School Committees at Boston University. Mr. Edward L. Butler, Chairman of the Duxbury School Committee, has served as Chairman of Area III of the Massachusetts Association of School Committees, and is also an officer of the State Association of School Com- mittees.
I would like to express my sincere thanks to all school personnel: principals, supervisors and special in- structors, department heads, teachers, those in our health services, clerks, janitors, and the lunchroom staff for their fine work during 1962. Although these projects have cov- ered a number of years, I would like to give special thanks to Mr. Cain and Mrs. Cooper for their fine work on the non-graded primary school project, and to Mr. McCormick and the high school faculty for their highly successful completion of the high school evaluation. Con- gratulations and many thanks.
I would like to express our thanks to Dr. Walter E. Deacon, who resigned in June, 1962 after fifteen years as school physcian. His services on behalf of our schools are sincerely appreciated.
I join the School Committee in expressing sincere thanks to all community groups and organizations for their interest and effort on behalf of our schools.
In closing I would like to comment on the fine spirit of cooperation existing among all school personnel. With this fine attitude we shall continue to move ahead toward the successful achievement of our goals.
EVERETT L. HANDY
Superintendent of Schools
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Distribution of School Department Personnel
1962
1963
Elementary School Teachers
32
33
High School Teachers
24
26
Supervisors and Special Instructors
12
13
Superintendent
1
1
Principals
2
2
Special Instructors - Part-time
2
2
Evening School Teachers
3
4
Janitors
10
10
Clerks - Part-time
1
2
Clerks
4
4
Dentist
2
2
Physician
1
1
Nurse - Full-time
1
1
Part-time
0
1
Attendance Officer
1
1
Lunchroom - Full-time
7
7
Part-time
5
5
TOTALS
108
115
ELEMENTARY TEACHERS Telephone: WEllington 4-5733
As of June 30, 1962 Years of Service in Duxbury
Name
Position
Training
5
Mr. James M. Cain, Jr.
Principal
B.A. & M.A., Tufts College
10
Mrs. Paul K. Baker
Kindergarten
Perry Kindergarten School
Mrs. David W. Ellis
Kindergarten
B.S., Maryland State Teachers College
7
Mrs. Henry Hurd
Kindergarten
Massachusetts School of Art; Lesley College; State College, Bridgewater 2
Mrs. Harold G. Scott
Kindergarten
New England Conservatory of Music; Curtis Institute of Music 10
Mrs. Henry Craig
Grade One
B.A., Mt. Holyoke College; Wheelock College 5
10
Mrs. Elmer Glass
Grade One
State College, Bridgewater
12
Mrs. Kenneth O. Macomber
Grade One
Salem Normal School; State College, Bridgewater
21
Miss Ann K. Noyes
Grade One
B.S., in Ed., State College, Bridgewater
0
Mrs. Adolph Battista
Grade Two
B.S., State College, Bridgewater
6
Mrs. Paul Harrington
Grade Two
B.S. in Ed., Fitchburg State Teachers College
0
Mrs. Frederick Keenan
Grade Two
B.S. in Ed., State College, Bridgewater
5
Mrs. Steven Loring
Grade Two
B.A., McGill University; M.Ed., State College, Bridgewater
1
Mrs. Eugene P. Merlet
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