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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