Town annual reports of Wayland Massachusetts 1960-1962, Part 27

Author: Wayland (Mass.)
Publication date: 1960
Publisher: Printed at the Middlesex Freeman Office
Number of Pages: 698


USA > Massachusetts > Middlesex County > Waltham > Town annual reports of Wayland Massachusetts 1960-1962 > Part 27


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The second problem facing your school committee is one that has been with us for over a decade and is one that will be with us for as many years as can now be foreseen. It is a simple problem of numbers that has several serious implications. One is that it has a severe impact on our annual budgets. A second is that without careful forward planning it could cause severe harm to our educational program. A third is that there is no way to control it. The fact is that Wayland, with a population approaching 11,000 has 2,800 or about 26% of its total population in the public schools. By contrast the average in the Commonwealth is only 16%. This disparity exists even though Wayland does not support public kindergartens as do most other communities. If we were to incorporate kindergartens in our system, we would have nearly 30% of our population in public school. There are several com- munities in the Commonwealth that have a per pupil cost higher than Wayland's, but because of the large number of students in our system, a very large percentage of the town's total budget is allocated to school purposes (about 65% in 1961). The number of students in our schools has been growing rapidly during the past decade and all forecasts


190


indicate that it will grow at only a slightly slower rate in the next ten years. In 1956, our enrollment was 1,498. Now it is 2,805. Next year it will be 3,125, and in five years, 4,400.


Since the future trend of teachers' salaries cannot be predicted with accuracy, and since salaries constitute about 75% of the school budget, a definite dollar forecast of future budgets is unreliable but, because we will have an ever increasing number of students to teach (9% to 11% per year), it is safe to say that school budgets will continue to rise. We can only hope that the rate of increase will be slowed down somewhat.


In an effort to make more effective use of our teaching staff, we have employed clerks and interns. In 1962 we may try to make use of teacher aides in some elementary schools.


The School Committee wishes to express its deep gratitude for the untiring efforts on the part of all school employees, administrators, teachers, custodians, clerks and specialists. It especially wishes to thank other town boards whose activities interact with school department operations for their fine and continuing cooperation during the past year. It is most rewarding to members of the Committee to serve a town whose citizens continually lend their enthusiastic support to any effort to improve the quality of its school program.


Respectfully submitted,


JOHN W. ARNOLD, Chairman ELEANORE C. BENJAMIN


JOHN B. GREGORY


JESSE F. SCOTT JOHN B. WILSON, Vice Chairman


SCHOOL ORGANIZATION, 1961 - 1962


SCHOOL COMMITTEE


JOHN W. ARNOLD, Chairman Term expires 1964


MRS. ELEANORE C. BENJAMIN Term expires 1963


JOHN B. GREGORY Term expires 1964


JESSE F. SCOTT Term expires 1962


JOHN B. WILSON


Term expires 1963


SUPERINTENDENT OF SCHOOLS AND SECRETARY TO THE SCHOOL COMMITTEE


EDWARD J. ANDERSON


BUSINESS MANAGER


RICHARD J. LAVIN


191


REPORT OF THE SUPERINTENDENT OF SCHOOLS


To the School Committee:


The long range building program originally proposed to the Town by Engelhardt, Engelhardt, and Leggett, educational consultants, in the Fall of 1955, has been used as a general guide by the School Site Com- mittee, the School Building Committee, and the School Committee. Since 1955 a number of significant developments have taken place in the community and in the schools making it desirable to deviate from some of the Engelhardt recommendations and to revise the long range school construction program to take into consideration the accelerated growth in the schools, which has been at a rate considerably greater than that projected in the Engelhardt report. Building changes have also become necessary because of recent advances in teaching technology.


Two major factors have accelerated the rate of pupil growth:


1. The Town's growth has exceeded the growth anticipated in 1955.


2. The "holding" power of the schools, especially the high school, has had a substantial effect on the growth in the number of pupils.


By September 1960, there were 347 or 15.7% more pupils in the schools than were forecast by Engelhardt in 1955. In grades 9 through 12 there were 126 or 29.7% students in excess of 1955 estimates. The annual revision of enrollment projections made it possible for the School Committee and School Building Committee to anticipate the accelerated high school enrollment and they increased the recommended capacity of the high school from 500-600 students to 850 students. Present trends indicate approximately 850 students in grades 9 through 12 by Septem- ber 1964. (See Table I).


The "holding" power of the Wayland Public Schools, that is the trend away from attendance in non-public schools, is shown by exami- nation of enrollments and census data. At the time of the Engelhardt report, in 1955, the 12th grade, then consisting of 47 students, had decreased from a seventh grade enrollment in 1950 of 72 students. As of 1961 the 12th grade of 115 students compares to a 1956 7th grade of 117 students. Since the Town was growing just as rapidly in 1950 to 1955 as it was from 1956 to 1961, the difference in "holding" power is evident. Present indications are that this trend will continue and that the increased "holding" power of the school must be taken into consideration in future estimates of building needs.


Table I is the enrollment data showing enrollment trends from 1956-1957 to 1961-1962, and a forecast of enrollment through 1971-1972. It should be pointed out that enrollment data forecasts tend to be more accurate in the first five years and less accurate after five years. Of real significance is the high rate of growth in the schools over the last several years ranging from a low of 7.1% increase in 1956-1957 to a high of 14.5% in 1957-1958 and leveling out to about 10% per year. This rate is expected to continue for the next two years at least.


A better way to illustrate growth is in terms of the number of classrooms needed. Using the desired optimum figure of 25 students to a room, the classroom needs of our schools have been expanding at the rate of approximately 10-12 classrooms a year for the last five years


192


and this rate of expansion will probably continue for at least the next five years. The anticipated enrollment increase for the 1962-1963 school year is 315 students. This means that the equivalent of a school of 12 rooms, the size of our Happy Hollow School, is needed to house each year's growth and indicates the heavy strain which will be placed on the Town to continue a satisfactory school building program. This emphasizes the need for careful long range planning as to how to house increased numbers of students, and how to provide the kind of facilities which will be suitable for a school program geared to meet the demands of modern technology.


193


WAYLAND PUBLIC SCHOOLS WAYLAND, MASSACHUSETTS ENROLLMENT DATA: OCTOBER 1, 1961


School Year


Births


1


2


3


4


5


6


7


8


9


10


11


Special 12 Class


1-5 6-8 9-12 1-12


GAIN


56-57


109


181


206


176


190


173


116


117


134


103


71


66


45


26


926


367


285


1604


106


7.1


57-58


164


254


180


210


184


191


179


124


123


139


100


69


61


24


1019


426


369


1836


232


14.5


58-59


143


270


246


190


217


193


195


187


124


124


125


102


63


31


1116


506


414


2067


231


12.6


59-60


169


301


268


258


189


232


184


205


198


131


130


87


29


1248


587


472


2336


269


13.0


60-61


208


321


302


269


248


193


228


191


205


199


120


126


31


1333


624


570


2558


222


9.5


61-62


196


319


324


310


270


264


214


228


199


209


191


128


115


27


1487


641


643


2798


240


9.4


62-63


238


398


317


333


312


282


269


222


235


204


200


192


119 *30


1642


726


715


3113


315


11.3


63-64


261


434


396


326


335


326


287


279


229


240


195


201


178


30


1817


795


814


3456


343


11.0


64-65


243


404


432


408


328


350


332


298


287


234


229


196


187


30


1922


917


846


3715


259


7.5


66-67


235


391


451


414


447


428


348


369


354


314


281


226


214


30


2131


1071


1035


4267


247


6.1


67-68


*250


416


389


464


416


467


436


361


380


362


300


283


210


30


2152


1177


1155


4514


247


5.5


68-69


*250


416


414


400


466


434


475


452


372


389


346


302


263


30


2130


1299


1300


4759


245


5.4


69-70


*250


416


414


426


402


487


441


493


466


381


372


348


280


30


2145


1421


1381


4977


218


4.6


70-71


*250


416


414


426


428


420


496


457


508


477


364


375


323


30


2104


1461


1539


5134


157


3.2


71-72


*250


416


414


426


428


447


428


514


471


520


456


367


348


30


2131


1413


1691


5265


131


2.6


* Estimated


ELEMENTARY SCHOOL DISTRICT - ENROLLMENT DISTRIBUTORS


Claypit


Cochituate Happy Hollow


Loker (Spec. Class not included) Elem. Totals


OCT.


1960


439


292


272


330


1333


OCT.


1961


498


304


292


393


1487


OCT.


*1962


557


316


312


457


1642


* Estimated


194


65-66


272


453


402


445


410


342


356


344


307


294


224


231


182


30


2052


1007


931


4020


305


8.2


124 125


Totals


GRADES


Table II contains census data relative to the number of children under 18 residing in the Town; the estimated population and the number of dwelling units.


TABLE II 1961 CENSUS DATA


Population


10,965


Dwelling Units


3,085


18 years and under


4,530


Number attending public and non-public schools


2,907


Number attending public schools


2,798


(1)


Number attending non-public schools


142


(2)


% attending non-public schools


5.7 (2)


Number of children under school age


1,595


Number of children per dwelling


1.47


Number in public school per dwelling


.94


Number pre-school children per dwelling


.52


Number of children in grades 1 -5 in school per dwelling


.48


(1) Includes 3 students over 18


(2) Does not include private kindergartens


One of the significant factors shown in the school census is that for each dwelling in the Town there is approximately one-half of a child under school age. This is important in that the incoming first grade, each year, will far out-number the outgoing senior class for at least the next ten years. For example, the senior class for the 1961-1962 school year numbers 115 students whereas the incoming first grade, in the Fall of 1962, is expected to number 398 children. (See Table I).


Of special significance is the 1.47 children per dwelling unit of which .94 are attending public school. Only 5.7 percent of the children eligible to attend public school are presently attending non-public schools.


Until such time as the outgoing classes reach the size of the incoming classes (sometime after 1970), the need for additional class- rooms will continue.


Let us look, therefore, at our long range school building program. The addition to the Claypit Hill School, to house approximately 240 pupils bringing the school's capacity to approximately 660 students, is a change from the basic policy of having more and smaller schools throughout the Town. One reason for this change is the change in teaching technology. In the last five years the instructional program has veered away from the self-contained classroom to groups of teachers working with groups of students. The evidence indicates that a far superior type of educational program is possible using this type of teaching. It is thus possible to have a far better program in a school of 600, where groups can be organized, than in a school of 200 to 300 students. It does seem, though, that with the addition of 240 pupils to the Claypit Hill School, the Claypit School will have reached its maxi- mum. The proposed addition to the Loker School, for the Spring of


195


1962 to be ready for occupancy by September of 1963, will bring Loker School to approximately the same size as the Claypit Hill School.


Happy Hollow elementary school was originally designed for an addition of approximately 240 pupils or a total future enrollment of approximately 600 pupils. Cochituate elementary school is situated on a poor site with limited septic field area and is not adapted to expansion.


The school problem which should command the Town's immediate attention is the housing for the middle grades in our system. A review of the data on pupil enrollment shows that by 1965 some definite arrangements must be made in order to handle the bulge in these grades. The problem may be solved in several ways. One solution would be to add rooms to the Senior High School and move grade 8 out of the Junior High School into the Senior High School. Another would be to add rooms to Happy Hollow School and/or build another elementary school and move the sixth grade from the Junior High School back into the elementary schools, leaving grades 7 and 8 in the Junior High School. Still another would be to build a second Junior High School and house grades 5, 6, 7, and 8 in two Junior High Schools. This would delay the expansion of the elementary schools as well as the Senior High School. The Junior High School study committee made up of members of the staff and lay people are studying the re-educational needs of this group and will give their recommendations as to how best to house them so that housing can be ready no later than the Fall of 1965.


At this time Wayland has no kindergarten program. The school system in Wayland is going to be hindered, and is now being hindered, by the lack of a program for five year olds. Approximately one-third of all six year olds, entering the Wayland schools, have had no pre- school training of any kind.


Since as early as 1888, public kindergartens have existed in Massa- chusetts and for many years they have been considered essential elements in a good public school system. Few elementary schools being constructed today fail to include kindergartens and other special facilities for the pre-school child.


The purpose of kindergartens is to provide for the social integration of the child into the school group. The change from the seclusion and protective security of the home to the more formal and less protective atmosphere of the classroom requires a period of transition which cannot be provided in the first grade without detracting from the time needed for the exacting requirements of the educational program. It is during the early months of the first grade that study and work habits are often established for life. If the child is not socially adjusted, difficulties may develop which can have a lasting effect on the child.


A second important function of the kindergarten program is the gradual development of work and study habits. After he has been assimilated into the group pattern, he enters into the learning program which will fit him for entrance into first grade.


Private kindergartens do not fill the need adequately because they do not serve all the children and because it is at best difficult for the private school kindergarten teacher and the public school first grade teacher to work together.


It is, therefore, apparent that a school system that does not include kindergartens as an integral part of its program is placed in


196


an inferior position when related to schools which do provide for the pre-school child.


There are usually several solutions to a given problem. At a given time any one of the solutions may be superior to another. In attempting to find possible solutions to Wayland's school housing problems, every effort will be made to take all possible factors into consideration.


Three possible plans are presented here with estimates as to the costs of the program. These costs will naturally be subject to upward and downward movement of the cost of construction over the next ten years, but as of today, the estimates can be expected to be reasonably accurate.


Plan A is designed to rely as much as possible on additions and to delay the construction of any entirely new school as long as possible. (See Plan A attached) .


Plan B delays the building of a Junior High School as long as possible but does require the construction of a new elementary school by 1965. (See Plan B attached) .


Plan C is one which provides for kindergartens by 1964 and requires a Junior High School by 1965. This plan has obvious educa- tional advantages over plans A and B but would require the expenditure of more money earlier than plans A and B. However, there would be little or no difference in the total cost of plans A, B, and C, over a ten year span if the cost of kindergarten space is included in plans A and B. (See Plan C attached) .


Respectfully submitted,


EDWARD J. ANDERSON, Superintendent.


197


PLAN A FOR HANDLING WAYLAND SCHOOL CLASSROOM NEEDS THROUGH 1971


Page 10


PROPOSED SCHOOL CAPACITY VS ESTIMATED NEEDS*


SCHOOL YEAR


ELEMENTARY


JUNIOR HIGH


HIGH SCHOOL


TOTAL


PROPOSED ADDITIONS & GRADE GROUPINGS


EST CAPITAL COST


Proposed Cap.


Est . Needs


Proposed Cap.


Est Needs


Proposed Cap.


Est. Needs


Proposed Cap.


Est . Needs


61-62


1560


1514


750-850


641


850-950


643


3260- 3460


2798


Grade groupings 1-5, 6-8 9-12 or 5,3,4 at start


62-63


1800


1672


750-850


726


850-950


715


3500- 3700


3113


8 room addition to Clay- pit.


285,000


63-64


2040


1847


750-850


795


850-950


814


3740- 3940


3456


8 room addition to Loker


285,000


64-65


2040


1952


750-850


630


1250-1350


1133


4140- 4340


3715


400 pupil addition to Sr. High. 8th gr. to Sr. High 5,2,5


560,000


65-66


2040


2082 **


750-850


700


1250-1350 |1238


4140- 4340


4020


198


66-67


2160


2161 **


750-850


717


1250-1350 |1389 **


4260- 4460


4267


4 room addition to H. Hollow


150,000


67-68


2160


2182 **


750-850


797


1650-1750


1535


4660- 4860


4514


400 pupil addition to Sr. High


560,000


68-69


2160


2160


750-850


927 **


1650-1750


1672 **


4660- 4860


4759


69-70


2160


2145


1400-1600


1451


1650-1750 1381


5310- 5610


4977


650 pupil Jr.High. 8th gr. back to Jr.High. Special to Jr. High


1,700,000


70-71


2160


2184


1400-1600


1491


1650-1750


1539


5310- 5610


5134


71-72


2160


2131


1400-1600


1443


1650-1750 1691


5310- 5610


5265


Final Grade Groupings 1-5, 6-8, 9-12, or 5,3,4


TOTAL


3,540,000


* Based on Table I Special Class included in elementary space until 1969-1970 When two figures are given a range from optimum to maximum is indicated


Overcrowding


**


Page 11


PLAN B FOR HANDLING WAYLAND SCHOOL CLASSROOM NEEDS THROUGH 1971


PROPOSED SCHOOL CAPACITY VS ESTIMATED NEEDS*


ELEMENTARY


JUNIOR HIGH


HIGH SCHOOL


TOTAL


PROPOSED ADDITIONS & GRADE GROUPINGS


EST. CAPITAL COST


SCHOOL YEAR 61-62


Proposed Cap .


Est. Needs


Proposed Cap.


Est. Needs


Proposed Cap.


Est. Needs


Proposed Cap


Est. Needs


1560


1514


750-850


641


850-950


643


3260- 3460


2798


Grade groupings 1-5,6-8, 9-12 or 5,3,4 at start


62-63


1800


1672


750-850


726


850-950


715


3500- 3700


3113


8 room addition to Claypit


285,000


63-64.


2040


1847


750-850


795


850-950


814


3740- 3940


3456


8 room addition to Loker


285,000


64-65


2040


1952


750-850


917 **


850-950


846


3740- 3940


3715


65-66


2610


2438


750-850


651


850-950


931 **


4310- 4510


4020


19 room elementary in No. 6th to elementary or 6,2,4


850,000


Wayland


350 pupil addition to Sr. High


490,000


67-68


2610


2618 **


750-850


741


1200-1300


1155


4660- 4860


4514


68-69


2610


2635 **


750-850


824


1200-1300


1300 **


4660- 4860


4759


69-70


2610


2586


1400-1600


1370


1200-1300


1009


5310- 5610


4977


650 pupil Jr. High. 8th gr. to Jr. High. Special to Annex


1,700,000


70-71


2610


3600


1400-1600


1472


1200-1300


1175


5310- 5610


5134


71-72


2610


2559


1400-1600


1535 **


1200-1300


1235


5310- 5610


5265


Final grade groupings 1-6,7-9 10-12, or 6,3,3


TOTAL


3,610,000


199


66-67


2610


2509


750-850


723


1200-1300


1035


4660- 4860


4267


* Based on Table I Special Class in elementary until 1969-1970 When two figures are given a range from optimum to maximum is indicated.


** Overcrowding


4-4-4


PLAN C EDUCATIONAL PLAN HOUSED AS FOLLOWS :


High School 0


Grades


Junior High 0 0


(9-12)


Elementary 0000


(5-8 )


(K-4 )


ELEMENTARY


JUNIOR HIGH


HIGH SCHOOL


SCHOOL YEAR


CAPACITY


NEEDS*


CAPACITY


NEEDS


CAPACITY


NEEDS


PROPOSALS


EST. CAPITAL COST


61-62


1300-1600


1517


750-850


641


850-950


643


62-63


1500-1800


1672


750-850


726


850-950


715


8 room addition to Claypit


285,000


63-64


1700-2040


2047


750-850


795


850-950


814


8 room addition to Loker K-5 (200 more pupils)


285,000


64-65


1700-2040


2152


750-850


917


850-950


846


200


65-66


1700-2040


1940


1400-1575


1349


850-950


931


650 pupil Jr.High (K-4) (4) (4)


1,700,000


66-67


1700-2040


1933


1400-1575


1499


850-950


1035


67-68


1700-2040


1948


1400-1575


1644


1250-1350


1155


HS Addition 400 pupils


560,000


68-69


1700-2040


1926


1750-1925


1733


1250-1350


1300


JHS Addition 350 pupils


500,000


69-70


1700-2040


1888


1750-1925


1908


1250-1350


1381


70-71


1700-2040


1914


1750-1925


1881


1650-1750


1539


HS Addition 400 pupils


560,000


71-72


1700-2040


1914


1750-1925


1860


1650-1750


1691


*Includes Special Class


TOTAL


3,890,000


1. Kindergarten estimates beginning 1963-1964 are based on 2 sessions daily, 200 pupils in each session.


2. When two figures are given a range from optimum to maximum is indicated.


1


.


WAAT :- 1066-1067 and in the


Page 12


REPORT OF WAYLAND PUBLIC SCHOOLS BUSINESS MANAGER


To the School Committee:


It is with pleasure that I herewith submit my second annual report as Business Manager since entering the School's Administration in September, 1959.


Business management in the Wayland Public Schools resolves itself around 5 major areas of responsibility.


1. Division of budget


2. Division of purchasing


3. Division of school buildings


4. Division of auxiliary services


Transportation and school food services


5. Division of personnel and records


1. The budget is the general financial and educational plan for a stated period of time. (In Wayland this constitutes the calendar year which encompasses 2 school years). Much time is spent in the prepara- tion of a school budget because of the necessity of translating the educational program into an estimate of expenditures. In a sense, planning a budget for an ensuing year begins at the moment the present budget is voted by the Town. The formal preparation of the budget, however, starts in September in order to be completed for the ensuing calendar year. After final approval of the school budget by the Town, the various budget allotments are transferred to the accounts of the school department.


Following transfer to the accounts of the school department, it is then the administration's responsibility to expend the amounts appro- priated as stated in the budget and to review periodically with the school committee how, when, and where these expenditures are taking place.


The budgetary process includes preparation, presentation, adop- tion, administration and, finally, appraisal by the School Committee.


Aiding in the budget control is a chart of accounts designed in accordance with the U. S. Department of Health, Welfare and Educa- tion on financial accounts for local and State school systems.


2. The purchasing of school supplies and equipment requires that all requests be submitted, for approval, to the Business Manager. A simplified procedure was established for ordering and receiving materials and equipment with a running inventory system for knowing when to order. No purchase order is issued unless it is ascertained that funds are available in the school budget for such a purchase. The four elementary schools, junior high and high schools are given an individual school budget to operate from. Purchase orders are typed at the respective schools and sent to the Business Office where they are signed and coding is checked. Copies of the purchase orders are sent back to the schools and are used for receipt of materials and verification is made for payment of invoices. After invoice payment is made, appropriate entry is made in expenditure ledgers. Procurement requires interviews with the many salesmen introducing and representing their


201


products to the schools. Competition is active on all purchasing through request for quotations and bids so that the school department may receive the greatest savings.


3. Efficient operation and maintenance of school plants becomes more important each year as the result of the school building program. The school plants in Wayland today are valued at over six million dol- lars. Primary responsibility for care of buildings is given to the custodians employed by the school department. The function of the custodian in the Wayland schools varies from operating the heating plant to cleaning floors and to maintaining safety.


Maintenance of the school buildings is established on a preventive maintenance schedule and an annual maintenance program. The mainte- nance schedule in Wayland naturally places emphasis on the older buildings. Because of the number of new buildings, the overall mainte- nance costs are less than those norms recognized on the State and National levels. The custodial services and building maintenance have the common objective of keeping the building in the best possible useful condition necessary to facilitate the purposes of the educational program.


4. Under auxiliary agencies are included items such as transpor- tation, community use of school buildings, cafeterias, and miscellaneous activities.


Transportation, because of the 2,200 children being transported to and from school daily, is of significant importance in Wayland. Thirteen buses operate to transport the 85% of the school population who require transportation because of either safety or distance from school.


Community use of school buildings continues to increase as the people of Wayland utilize the buildings for their various activities. Applications are filed through the Business Manager's Office and, during the 1961 calendar year, there were 1,208 community uses of school buildings.




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