Town annual reports of the officers of Southbridge for the year ending 1962-1966, Part 18

Author: Southbridge (Mass.)
Publication date: 1962
Publisher: The Town
Number of Pages: 1494

USA > Massachusetts > Worcester County > Southbridge > Town annual reports of the officers of Southbridge for the year ending 1962-1966 > Part 18

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Since the library in a school serves as the "hub" of curricu- lar activities, it is hoped that budgetary appropriations will be

1 Gardner State 1

2 8

At Other Schools 15

Private and Postgrad-

sufficient to meet the minimum standards (10 books per stu- dent) of the American Library Association within the next two or three years.

LIBRARY STATISTICS

Reference Books 151

(includes 5 sets of encyclopedias)

Professional Books

Fiction 210

Non-Fiction 201

Periodicals 41

Newspapers 3

The average circulation is 25 books a day, and the average attendance is 125 students per day.

Curriculum

Southbridge High School, because of the varied student population it serves, may be classified as a comprehensive high school. By definition, its curriculum must attempt to meet the needs of three types of students: the college-bound, the com- mercial or business student (who may be terminal or who may enter a business school), and the definitely terminal student.

Before graduation, every student is required to take a pres- cribed number of courses in English, mathematics, science, so- cial studies, and physical education in order to provide him with a more meaningful foundation in these areas.

In our educational philosophy, we hold to the premise that the school has the legal and moral obligation to provide every student with a program that will help him to develop to his full educational potential. And to achieve this goal of meeting in- dividual differences in need and ability, Southbridge High School offers;

Honors courses for advanced college preparatory and high- ability students.

Standard courses for students of normal ability.

Basal courses for students who experience difficulty in academic achievement.

Language Laboratory

A major development in the Language Department was brought about in 1962 by the installation of a language lab- atory consisting of eighteen stations. Regular laboratory periods are now scheduled for every student in French and in Spanish classes.

With the proposed addition of eleven more stations, the difficulty we are now experiencing in scheduling will be elimin- ated, and we will be providing our students with excellent lab- oratory facilities.

Evaluation and Accreditation

On December 5, 6, and 7, a visiting committee of twenty-

one competent and experienced educators, assigned by the New England Association of Colleges and Secondary Schools, con- ducted a detailed evaluation of our plant, program, and person- nel. The purpose of this type of evaluation is to determine whether a particular school meets the prescribed academic standards of the Association for full accreditation. Since South- bridge High School already holds institutional membership in the Association, the main purpose of the evaluation was to deter- mine whether it is qualified to retain its academic good standing in this professional affiliation.

We are pleased to state that the preliminary report of the committee was most gratifying. The report states in part that "The members of the visiting committee agree that Southbridge High School is an excellent school and has developed an adequate program for meeting the collective and individual needs of the students it serves." The chairman of the committee further emphasized his conviction that, on the basis of his com- mittee's findings, Southbridge High School would receive full accreditation. We are now awaiting official notice from the As- sociation.

Projected Areas of Research

In addition to maintaining a continuous evaluation of our present curriculum offerings and activities, we are planning on the investigation and study of certain new trends in secondary education and how they may apply to our own situation. Such new approaches as team teaching-two or more teachers operat- ing as a team in planning and giving instruction to groups of learners; programmed instruction-the use of teaching machines to accelerate the rate of learning; the ungraded school concept, and a few other less dramatic trends will be areas of investiga- tion for us in 1963.

I wish to express my appreciation to the members of our entire staff for their help and cooperation, to the Superintendent of Schools, Mr. Fox, for his understanding and guidance, to the members of the School Committee for their support, and to the many others who have contributed to the total success of South- bridge High School during 1962.

REPORT OF THE SOUTHBRIDGE HIGH SCHOOL

Robert H. Cole Division

RAYMOND L. W. BENOIT, Director

This year marks the first full year where the trade school boys enjoyed the privileges offered to the boys and girls of the traditional high school. The program is working very well with

the exception of assemblies. The auditorium is too small to ac- commodate both schools. Rally assemblies were held in the gym- nasium and in some cases the late comers had to stand. The varsity sports program has not attracted as many trade school boys as anticipated.

The enrollment for the trade division was high, resulting in a waiting list of twenty-five boys -- a waiting list for all trades. This list was made up of both local and out-of-town boys. Thirty-three per cent of the entering class had an I.Q. of less than ninety. The unfortunate thing is that among the boys on the waiting list, there were boys with I.Q.'s above one hundred.

I believe a course in occupations should be offered to the students in the eighth grade.

The following are members of the Southbridge High School graduating class in the trade division for 1962:

Cabinetmakers

Belanger, Donald Andrew Hall, James Charles Vallee, George Osias

Draftsmen

Blais, Richard Clarence *Engel, Raymond Werner Brousseau, Edmond Leo *Fontaine, Paul Arthur

Electricians

*Coiteux, Paul Theodore Dupre, Roland Edward, Jr.

Machinists

Collette, Donald Romeo * Lavallee, Richard Jerome Gervasi, Richard Alan Lusignan, Bernard George Hevey, Ronald Raymond Wonderlie, Richard Raymond

Metalsmiths

Bachand, Ronald Alexander Blanchette, Eugene Wilde Burden, Edward Frederick

*Members of National Honor Society.

In conclusion, I thank the Townspeople, the School Com- mittee, the Advisory Board, the Superintendent of Schools, the faculty, the office staffs, and our custodian for their valuable aid in helping to make the Vocational Education Program a success in the Town of Southbridge.

MARY E. WELLS JUNIOR HIGH SCHOOL REPORT

RAOUL O. LATAILLE, Principal

One of the most encouraging signs on the educational scene today is the awakening interest of American parents in the school their children attend.

The Mary E. Wells Junior High School is experiencing its

first complete school year as a junior high school and is adjust- ing to the changes that took place in the concentration of Grades 6, 7, and 8 as the Junior high school. Some of these changes are:

Grouping of Pupils

Grouping is the assignment of pupils in a particular pattern for instructional purposes. Since September 1962, most pupils housed in the junior high school building have been divided into five ability groups based on the following factors:

1. Mental ability

2. Results of past standard achievement tests

3. Past classroom performance of daily work

4. Anecdotal records when they are available

5. Teacher reports and recommendations to the principal

As a result of this careful evaluation, each regular class- room pupil is placed in a particular group for each one of his subjects according to the five criteria mentioned above. This means that a pupil may be assigned to the top group in mathe- matics, to a three group in science, to a two group in social studies, and to a four group in English.

This type of scheduling allows a student to maintain his identification with a particular homeroom section for part of the school day; yet provides for his individual intellectual, acad- emic and social needs at the same time. All assignments for grouping purposes are designed for the better instruction of children.

This affords each child the challenge of maintaining high achievement if he is to remain in a higher group, while there is an incentive for those in the lower groups to work toward an ad- vancement into a high group. Reclassification of a child may be made at the end of each quarter as mentioned in the previous paragraph.

Discipline

Discipline or conduct is one matter on which the school can feel generally that the parents of every child want information. Many parents are apprehensive as their youngsters approach the teens. They want them to come through those years strong and fine. When they hear of those who do not, it concerns them. They want to make sure it does not happen to their child. They look to the school for help. This makes the whole matter of discipline of great importance and interest to them.

A demerit system of discipline has been established this school year at the junior high school which informs the parents of the offense, the number of demerits given for each offense, and the total number of demerits accumulated to date. This form also requires the signature of the parent and the return of the signed notice to the school. An explanation of demerit pro- bation and how pupils may remove demerits is also given on the report to the parents.

Physical Education

We were happy to be able to initiate a physical education program as part of this year's curriculum at the junior high school. We were even able to extend the program to include the pupils of the retarded classes.

The program is achieving its purpose of developing strength, vigor, and coordination in each individual according to his capacity.

Physical fitness tests were given to each pupil by the physi- cal education instructor at the beginning of this school year and will be followed by another similar series of tests at the end of this school year to determine the amount of improvement in each child.

The after-school athletic program has been continued this. year to give junior high students an opportunity to participate in competitive sports with proper supervision.

Our appreciation and thanks are cordially extended to the members of the School Committee who, upon the recommenda- tion of the Superintendent of Schools, have voted to increase the junior high physical education facilities for the next school year.

Manual Arts

The facilities of the woodworking shop in the junior high school have been extended to include the remedial groups of our regular classes.

This has been done for the purpose of exposing more com- pletely the boys who are not academically gifted to some more concrete experiences.

Instrumental Music

For the first time, a junior high school band was formed under the direction of Mr. Paul Sweet. This newly organized band made its first public appearance and performed commen- dably in the school's Christmas Program.

Advanced groups and beginners groups practice two to three times a week as part of their curriculum.

SRA Tests

For the first time, last September, a specific attack on the problem of general weaknesses on basic and major subjects was made through the administration and evaluation of a series of tests published by Science Research Associates, Incorporated. Although the results of these tests showed no drastic weaknesses, they had value in the diagnosis of faults and in pointing out areas where improvement of certain skills could be made. Steps have been taken to remedy this situation.

All junior high school teachers are to be commended for their splendid cooperation and their truly efficient work. With- out them a principal's task is obviously impossible. But with

conscientious teachers at this level, we will make great strides forward in the future.

I also wish to take this opportunity to extend my sincere appreciation and thanks to the members of the School Commit- tee and to Mr. Fox for their support; to all the supervisors, the nurses, and to the junior high school secretary for their numer- ous services; to all parents for their understanding of our work; and to the custodians for their work in the upkeep of the build- ing.

CURRICULUM COORDINATION REPORT

RAOUL O. LATAILLE-Coordinator for Grades 1-8

Many changes have taken place in the elementary schools during the past year. Foremost of these changes was the ap- pointment of a Curriculum Coordinator for Grades 1 through 8. His major functions are those of a consultant and a resource person.

An effective educational program is contingent upon con- tinuity and coordination of instruction and curriculum. The program must include development, improvement, and coordina- tion of the curricula in all the elementary schools and in the junior high school.

The coordinator, in carrying out policies and practices of the schools, works directly with building principals whose responsibility it is to articulate policies and practices to the teachers in various areas of the curriculum.

DEVELOPMENT

The development of a sound curriculum is based on two principal objectives:

1. To find out how our present curriculum is coping with individual differences

2. To learn the scope and sequence of subject matter from grade to grade

We are attempting to develop a curriculum that is organ- ized to provide continuity in the development of necessary knowledge, skills, concepts, and generalizations. Otherwise, the schools risk the possibility of gaps and overlaps developing in its program.

A study is presently being made for any weaknesses in the continuity of the curriculum in each subject in Grades 1 through 8.

IMPROVEMENT

There are certain improvements that have been made and others which are being formulated:

Remedial Program

A program which takes care of individual differences has

been developed to encompass many areas. At the elementary level, each principal is carrying out a program in which the slow pupils in each grade are segregated from their regular class at definite intervals and are helped in overcoming some of their weaknesses in reading and arithmetic.

Non-English speaking pupils who only recently have come to the United States are provided with a special teacher to help them learn to read and to understand what they read; learn to express themselves properly in English; and learn the art of writing.

It is our hope that the services of this remedial reading teacher can be increased to include the many pupils in junior high school who have these difficulties.

Language Arts Program

Many changes are taking place in or are contemplated for the elementary and junior high levels in an effort to correlate all the language arts, i.e. spelling, oral, and written expression.

Spelling has been our first attack of the language program. This was done by compiling a complete list of spelling rules and meanings of prefixes, suffixes, antonyms, etc. These leaflets were distributed to all pupils from Grades 3 through 8, for class- room explanation and reference. Lists of graded spelling words, most frequently misspelled words, and graded contextual words are being prepared for all levels.

COORDINATION

Reading

Reading is communication. It is finding out what the author said. It is more than word calling. It is getting the thought for which the written or printed word stands. It takes more than skill in the mechanics of reading to be a good reader; it takes understanding of what is read. Therefore, stress in com- prehension at all levels will be increased, while the skills in the mechanics of reading are maintained.

Phonics

Skill in phonics is something for a child to learn, master, and use all through his school years. The first simple sounding of letters as an aid to word recognition leads to the making of new words by changing beginnings and endings, to the analysis of word structure and the change of a word to a different part of speech by prefix ad suffix change, to the interpretation of diacritical marks, to the understanding of syllabication, and to the use of the dictionary.

Arithmetic

Understanding must be considered of basic importance in a child's learning of arithmetic-understanding first. Arithmetic must also be meaningful to the child. This must be done in the classroom by relating the principles and processes of arithmetic to the child's environment and experiences.

Skill in manipulating or reciting numbers by rote is of little value, if any, without the understanding that makes it possible to use the skill in meeting everyday problems.

Science

Children today live in a world where science and technology have changed the whole way of living from that of even twenty- five years ago, and where changes of still greater import are clearly indicated.

The children need our help, as parents and teachers, to learn the effective way to discover answers to their questions, to grow in ability to solve problems in a truly scientific way, to be- come better thinkers, and to grow in appreciation of and interest in the scientific aspects of their environment. Our elementary and junior high curriculum is incomplete unless it takes these science interests and needs of children into account.

Social Studies

The elementary and junior high approach to social studies must ultimately be that of character building and understand- ing. We must constantly continue to strive for obedience, courtesy, manners, respect for other people's property, health, honesty, thoughtfulness, cleanliness, fair play, and respect for authority.

We must always take into consideration the level with which we are dealing. At the elementary level, we are dealing with the age when children are most impressionable, sentimen- tal, and depend so much on the love, care, and attention given by the parents and the teachers.

It is tremendously important, therefore, at this level to work incessantly to adjust the child as completely as possible for more reliable independence and personal stability in the junior high grades.

At the junior high level, we are dealing with a much more inquisitive, and active child who wants to know the who, what, where, when, and why of everything he encounters. That is why we call this level the exploratory stage.

May I extend my sincere thanks to all elementary and junior high teachers for their patience and understanding in the coordination of the elementary curriculum with the junior high. May I extend my sincere thanks to the four elementary princi- pals for their understanding cooperation.

REPORT OF ADULT EDUCATION

RAYMOND L. W. BENOIT, Director

There were three hundred and twenty adults who have par- ticipated and are still participating in the Adult Education Pro- gram conducted at night. These students are enrolled in fifteen different classes. Twenty-three are in the Blueprint Reading

and Drafting Class, most of whom are employees of Hyde Mfg. Company. Twenty young Puerto Ricans started a course in English speaking and simple arithmetic. Fifty-nine men and women are busy refinishing valuable pieces of furniture. Another course which proved to be popular was Investment and Securi- ties. There were fifty-six people interested in this course. The most popular course was the sewing and dressmaking. There were eighty-five women in four different programs. Twenty-four men and women took advantage of the new beginner's Spanish, and by Christmas the students were exchanging courtesies in the Spanish language. Typing continues to be popular. This course was conducted under the auspices of the University Extension program. This course was the only one where there was a tuition charge. The welding course under the Trade Extension program started with sixteen men. Our woodworking hobby class drew sixteen men.

We had enough students for our Party Food preparation, which is a five-week course, but we were unable to procure a qualified teacher. We hope to solve this problem next year. We would also like to introduce a course in oil painting for begin- ners, rug weaving, and rug braiding.

In summary, I feel that we have three hundred and twenty happy and satisfied adults who feel kindlier to all of the town's educational problems. This makes for good public relations.

REPORT OF THE ADVANCED ELEMENTARY PROGRAM

EDITH A. MANZI Supervisor

The initial accelerated class, having satisfactorily completed its studies through grade eight, is presently enjoying a challeng- ing year as freshmen at the Southbridge High School.

The Advanced Elementary Program continues for the fifth year. Through the use of flexibility in our programming, we have been constantly revising our courses and techniques, there- by offering maximal opportunity to each student. We continue to accelerate our science, English, mathematics, and French courses, while adding depth and enrichment to our social studies and literature.

As a broadening aspect of the program, our students engage in educational activities outside of the Southbridge School Sys- tem. One of our eighth graders attended a French summer course on scholarship at Assumption college. Another student was the Worcester County finalist in the Lowell Tech-WBZ-TV Science Count-Down at 1962. Five students participated in the Mathematics State Fair at Salem State College. In the fall of 1962, two eighth grade students scored in the top five percent of

900 participants in the Assumption Preparatory School entrance and scholarship examination.

Our students are enthusiastic participants in all-school ac- tivities such as intra-mural sports, musical programs, school band, and art projects-all of which contribute toward develop- ing well-rounded individuals.

REPORT OF GUIDANCE AND PLACEMENT DEPARTMENT

DR. LEWIS A. KYRIOS, Director

Guidance services directed and coordinated by staff mem- bers with specialized preparation are an integral part of our edu- cational program and are especially designed to assist in focus- ing the entire educational process on the individual. These services are organized to give continuous assistance to each stu- dent in knowing himself as an individual and as a member of so- ciety; in making the most of his strengths and in correcting or compensating limitations; in relating this information realis- tically to his needs and potentialities; in helping him with the social, moral, spiritual problems common to youth; and in dis- covering and developing creative interests and appreciations.

All members of the guidance and teaching staffs understand their mutual responsibilities in helping each student to plan and carry out the course of action adapted to his personal needs.

Guidance services provide an inventory of the individual, appropriate socioeconomic information, counseling, educational and job placement, and follow-up and evaluation.

Inventory Service:

Comprehensive information about students systematically and organized for use is essential for an effective guidance pro- gram. Our individual inventory service is one of gathering, re- cording, and making available, information about a pupil which will be useful to those teaching or counseling. This service is performed by and for the entire teaching staff. Our testing pro- gram is an important part of the inventory service. In this area tests are administered to pupils on different levels and in various areas of skill. Achievement tests, interest tests, and cooperative tests are utilized in our educational testing program. This year, the S. R. A. Achievement series, for grades six and eight, has been added to our testing program.

Information Program:

One of the important functions of guidance is to help bring about better distribution of young people to the offerings of our schools, to the opportunities for higher education, and to voca- tions. To perform this function, special emphasis has been placed on our guidance library. Our guidance library contains

college and school catalogues, educational reference books, and an up-to-date occupational file. Conferences, interviews and visitations to colleges, hospitals, and industries are also utilized.

Counseling:

This phase of guidance provides individual counseling to assist students to discover and pursue those courses of study which offer them the greatest opportunity. It is a policy of the Guidance Department that each individual high school student be interviewed at least once a year.

Job Placement:

This service is utilized to assist students who wish to be placed in various positions in the labor field. Part-time work has been secured for many students. Students are notified when part-time positions are available.

Follow-Up:

Our follow-up service consists of a survey of what happened to our last graduating class, and a five-year follow-up study.

A study of the 1962 graduates revealed the following:

1962 GRADUATES

Total Number of Students

123

Academic Division

105

Trade Division

Total Scholarship

$22,435

POST-SECONDARY EDUCATION

Academic Division 63 out of 105 (approximately 60%)

Total 63 out of 123 (approximately 51%)

COMPOSITE PROFILE OF 1962 GRADUATES Academic

Boys

Girls Tot.

Colleges & Universities (4-yr. Degree Grant- ing)

Junior Colleges

Nursing Schools (R. N. & L.P.N.)

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Town annual reports of the officers of Southbridge for the year ending 1962-1966, Part 18

Author: Southbridge (Mass.) Publication date: 1962 Publisher: The Town Number of Pages: 1494

Author: Southbridge (Mass.)
Publication date: 1962
Publisher: The Town
Number of Pages: 1494