USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1959 > Part 20
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Although the program of ability grouping by subjects in the junior high schools still has many wrinkles to be ironed out, the evaluation studies at the Junior High School West are most con- clusive as to its positive value.
Ability grouping by subjects at the Junior High Industrial Arts School is receiving more attention than ever before. The improve- ment in reading, arithmetic and art is most significant. The inaugu- ration of field trips this year included the Boston Arts Festival, the State House and the Museum of Science and has helped to widen the educational horizons of these pupils.
Now that we have full time counselors in the junior high schools, every pupil receives individual counseling. These inter- views cover adjustment from elementary to secondary school and assist the student in making decisions about his school life.
SENIOR HIGH SCHOOL
The High School emerged into a new era in September with the change from a three year to a four year curriculum, replacing the 6-3-3 system that had been in operation for over 40 years. This has been made possible by the completion of the addition to the high school building. The entire plant is very adequate for the approximately 2,000 pupils for which it is designed.
The modernizing with Federal Funds of the chemistry labora- tory, the increase of classrooms; the expansion of the homemaking facilities and mechanical drawing rooms; the division of the old music room into a classroom and typing room; the two new music rooms; the pleasant and inspiring new art rooms; a guidance suite with separate interview rooms, and an efficient administration area; an excellent health unit; a new gymnasium and auditorium; all contribute to a well-balanced, four year high school program.
As reported last year, the barriers were removed between the college, business and general curricula. The opportunity for coun- selors to place students in areas where the students can reach their desired goals is showing satisfactory results. The flexibility afforded for programming and ability grouping by subjects seems to be effective in making pupils work up to their ability and to stimulate wholesome competition within their academic group. It is too early to measure the results, but it is felt that the next two years could give conclusive evidence.
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After a two year search for a competent Russian teacher we were able finally to obtain one late this summer. A Russian course now is being offered after school to pupils who have demonstrated language competence. Next September it will be offered as a part of the foreign language curriculum within the regular school day.
With Federal Funds it is expected that a foreign language laboratory will be in operation next September for the purpose of facilitating the oral-aural aspects of the teaching of these subjects.
Some parents are concerned with the question "Can my son or daughter be admitted to an Ivy League college from Arlington High School?" They may be interested to know that in last year's graduating class two boys applied to Dartmouth and two were admitted; four applied to Harvard and three were admitted. The boy not admitted to Harvard was admitted to one of the other local colleges. Two girls were admitted to Vassar; one to Middle- bury; one to Mt. Holyoke and one to Smith. The answer to the above question is obvious from these statistics.
The sixteenth annual survey of the Guidance Department shows that 57.4% of last year's graduating class at Arlington High School have gone on for further education. This total is the highest we have had since the tabulations began in 1944. In addition to those taking full time work in education, 13.6 % are studying part- time although gainfully employed. Twenty-nine percent of the class are in four year degree-granting institutions with the rest in junior colleges, nursing schools, business schools, technical institutes, etc. Nearly 35% of the class is employed; 4.2% in the Armed Forces and 3 % are ill, married or at home.
The largest proportion of these pupils are attending college in the Greater Boston area with 22 at Boston University; 16 at Tufts; 11 at Boston College; 11 at Northeastern; 5 at Cardinal Cushing College; 4 at Simmons; 3 at Emmanuel; 2 at Harvard and 2 at M.I.T. Other well-known colleges which have enrolled members of the 1959 class are Antioch, Bates, Brandeis, Connecti- cut College, Dartmouth, Norwich, Maine, Regis, University of Wyoming, etc.
Forty-two graduates are in business schools with Burdett (14), Bentley (8) and Katherine Gibbs (7). Nineteen graduates are in junior colleges with 4 at Fisher and 3 at Colby Junior College. Eight are in nursing schools and 12 are in technical schools with Wentworth leading with 10.
Arlington is doing its part to provide future teachers, for 8 members of this graduating class are attending teachers colleges and 28 more attending schools of education in other institutions.
Scholarships to the amount of $44,200, exclusive of those granted by our own Thompson Fund, Arlington P.T.A. and the Arlington Woman's Club, were awarded by the colleges to mem- bers of the June graduating class. Scholarships were received from many of our leading colleges - Harvard, Tufts, Boston College, Emmanuel, Massachusetts Institute of Technology, University of
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Connecticut, Simmons, Northeastern and others. This year we were able to obtain from the Massachusetts Vocational Rehabilita- tion $5100 to aid members with physical disabilities to obtain a college education. The Arlington Woman's Club, the Arlington P.T.A. Council and the Arlington High School Girls' Club made available $1300 in scholarship awards. Their interest and endeavors in this respect are most appreciated.
One of the rewarding educational experiences of this fall was the success of four boys in qualifying for the National Merit Scholarship Fund. In addition to the success of these boys, five were given a special merit award. These academic honors are not only a reward for good work upon the part of the students but also a tribute to the diligence and effective teaching of our entire staff throughout the system.
VOCATIONAL HIGH SCHOOL
Many changes were made at the Vocational High School during the past year. Director Harry J. Patterson retired after 9 years of service and was replaced by Edmund J. Lewis, a member of the original faculty.
The entire school, with the exception of the automobile shop, moved into attractive new quarters on the lower floor of the High School addition which was made available for the opening of the fall term. Careful planning resulted in a compact arrangement of shops, classrooms and other necessary facilities, making possible an improvement in supervision and overall efficiency.
In contrast to previous years, the machine shop is now suffici- ent in size to accommodate the various types of equipment in a manner more conducive to good instruction and pupil safety. As part of its modernization program a new vertical milling machine, a radial drill, engine lathe and turret lathe were obtained from war surplus. A machine-related classroom, conveniently located adjacent to the shop, has been furnished with drafting tables, providing improved facilities for this phase of the training.
More room for the electronics shop has alleviated an over- crowded condition and provided additional space for new equip- ment and storage of material. The U-shaped layout of the work area has proven more suitable for efficient instruction and observa- tion. New antennae were installed on the roof and sufficient equip- ment and supplies were obtained to keep pace with the rapid changes in the electronics field. A similar layout in the electronics- related classroom has permitted a practical means for conducting experiments and its convenient location, adjacent to the shop, has simplified the exchange of equipment for instructional purposes.
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PUPIL PERSONNEL SERVICES
The Rockefeller Report, "The Pursuit of Excellence," on problems of American education, states in the following words one of the fundamental responsibilities of American education: "Any educational system is, among other things, a great sorting out process. One of its most important goals is to identify and guide able students and to challenge each student to develop his capaci- ties to the utmost." The recognition and appraisal of talent and the encouragement of individuals to plan in such a way as to develop and utilize their talents fully requires an extensive and continuing accumulation of longitudinal data on each student and compre- hensive and repeated testing to provide objective evidence of apti- tudes and abilities. Identification of talented students is the respon- sibility of all teachers, counselors and administrators in the school system. The recognition and appraisal of talent in the Arlington schools is a continuing process from the first grade through the twelfth grade.
The purpose of our program is to develop procedures which will identify, guide and motivate a maximum number of superior and talented students in all areas of school achievement to desire, plan for and acquire a college education.
In grades one through five, the selection procedure consists of teacher appraisals and achievement testing. Such tests not only indicate accomplishment to date but frequently identify areas where enrichment would seem appropriate or where remedial efforts would be advisable. There has been established for several years a class for the academically talented in grade six. In grades seven and eight the classes are ability grouped by subjects. In the ninth grade the program is broadened so that the students showing promise in subject areas are placed in classes where they may follow an enriched course of study. These classes continue through grade twelve. A group showing promise in the field of science begins in grade ten a program of one and one-half years of chemistry, followed by one and one-half years of physics. These pupils will be encouraged to take the College Board Advanced Placement Program in science and may be admitted to a collegiate science program on an advanced standing basis.
Because we are constantly receiving inquiries about our techniques and procedures in the selection of academically talented students, we shall attempt to describe them briefly.
Standardized group tests for mental ability are used at all levels. The test yields a multiple score, verbal aptitude and math aptitude. The multiple score helps the school to understand better the nature of each child's learning ability. Score interpretations are used in determining the relative academic success the student is likely to achieve in his next step on the educational ladder.
In many cases, an individual intelligence test is used as a means of double checking those who are recommended by teachers, but who have not been substantiated by group tests of mental ability.
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Achievement tests which measure critical skills and applica- tion of learning in the major field of academic work are also used to locate talented students. These tests in many subject areas, both standardized and locally constructed, are used in elementary grades. The eighth grade battery, on which the test profile is based, contains achievement tests and there is also such a testing program at the high school level. The results of the reading tests are a very important factor in the selection of students for this program. An academically talented student is likely to be characterized by wide range interests which typically motivate him to engage in extensive reading, commonly at a more mature level than his class- mates. Conversely, deficiencies in reading ability constitute a severe handicap in his educational development.
School grades are an important indicator of success in an academically talented group. If a student has previously performed above the average of other students, it is safe to assume that a student has the necessary ability and incentive to be included in the superior and talented group. College admission officers place great emphasis on the rank in class of an applicant.
An accumulative record folder is maintained on each student. The folder contains the school grades and a detailed description of the student written by each elementary and junior high school teacher and personality reports by each high school teacher. All correspondence with parents, interviews with counsellors and special reports by teachers also are contained in this folder.
The teacher recommendations are very important and helpful factors in the program. Teacher nominations are used both to select intellectually superior and to select students who are superior or talented in an area other than intellectual ability. A few identi- fication hints are:
1. Unusual curiosity - asks many questions
2. Reasons things out, thinks clearly, recognizes relation- ships and comprehends meanings
3. Completes work quickly and seeks other activities
4. Reads widely
5. Shows unusual social ability and leadership organization
6. Is usually talented in music, art, creative work, knowledge and performance in science.
The final selection of students for the academically talented group is made after a study of all factors for each student: mental ability scores, achievement test scores, past performance, grades and teacher recommendations.
As a matter of interest we are submitting the unedited impres- sions of an academically talented sophomore who has been in the program for two years.
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"During the past year and the first few months of the 1959 school season, A.T .* has been in existence. In this time we have experimented with a new kind of education, whose objective is to cover more material in fuller detail, therefore, preparing us better for our future in college and beyond. It is too general to say that we are moving faster than other classes. In each class the advance- ment can mean something different
"In English the difference is more in the presentation of material rather than speed. Much of the material covered is the same as other sophomore classes, only in more detail. We are 'on our own' generally speaking. Instead of writing out questions and answers to everything, sometimes we are expected to know the material, only, and spend the extra time in discussion. Often these discussions become involved and lengthy, yet very interesting. Loquacity is very contagious in A.T.
"Mental homework seems easier than written lessons; and yet, this is not always so. It takes less physical exhaustion, but is thought provoking and requires greater concentration. Certainly, there is no slipping up on an assignment of this kind. Lessons often lead to the next, and all the pieces must be fitted together for com- plete understanding.
"Although we do much mental homework in respect to literature, we also stress writing. Expression of ideas, vocabulary and gram- mar are very important in our education. We are all keeping journals to improve our writing, and make us more aware of our environment.
"Mathematics and Latin are very similar. We are advanced by being pushed faster in the same material which other classes cover; yet, the creativeness is always present. In Latin we are translating Caesar. The other Latin II classes are on the 'Argonauts' which we translated last year.
"The chemistry course is the most advanced, I feel. We are the only sophomores taking it this year. Next year, we will continue chemistry for the first half-year and then begin physics for the remaining half of our junior year and complete it the senior year.
"One of the nicest realizations of the A.T. is the fact that the eyes of our teachers and guidance counselors are upon us. They are constantly trying to push us faster yet are equally concerned with our capabilities to keep up with them. We feel assured that if we need advice or help of any kind within reason, they are always ready to do their utmost. From our point of view, one of the most important factors concerning A.T. is our acceptance with other students. Last year this was of extreme importance; yet, this year it is a thing of the past. Arlington High School's activities are well represented by A.T., and one of us is a member of the Student Council. Although, for the most part, we have more homework, and more is expected of us, we are acquiring an invaluable education. We are already beginning to feel the effect of the library course
*academically talented
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which we had last year. Our experience in research, note-taking, etc., has already helped us considerably in almost all our subjects. There is no doubt how greatly our course will help us in college and our life's career. Certainly, this reward is great enough to make all our work worthwhile."
The results of the program to date seem to indicate that the selection procedure is sound. The percentage of drop-outs or poor adjustment cases has been very low. Each year's experience will add further information as to the weighing of the various factors in arriving at a composite selection score for pupils who are to be included in the A.T. group.
The number of referrals of disturbed and maladjusted pupils in the elementary grades is constantly increasing in proportion to the pupil population. As one means of meeting the growing demands on our school adjustment counselor's time, we have established two therapy groups, one for boys and one for girls after school under the direction of members of our staff. We feel it may be possible in some cases to provide helpful therapeutic activity for from four to six pupils at the same time. If this is so it would provide an economy of time where our usual procedure has been to work with pupils individually.
Our speech therapist is just about completing a survey of the speech problems of all of our elementary school pupils. His purpose is to determine which pupils need how much help in oral com- munication. By the end of the year 1959 results will be tabulated, serious cases separated from mild and schedules devised by the two therapists for conducting sessions and speech correction for the seriously handicapped. In addition there will be classes to help pupils in speech improvement whose patterns of articulation errors indicate that weekly classes, grouped according to specific speech sounds, will promote normal speech in the shortest space of time.
CONCLUSION
It is most gratifying for me to be able to work with a School Committee dedicated to the single purpose of making our schools "Better." The Committee has concerned itself only with policy decisions and allowed the Superintendent, without interference, to administer the school program within their rules and regulations. Nevertheless, the Committee has maintained a sensitivity, if not close observation, of every aspect of the school program. This is as it should be, but because so few communities operate in such favorable climate, special mention is made of it here.
The cooperation between the School Department and the numerous Town Departments, by making available one another's facilities when needed, has effected considerable savings to the taxpayer.
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I speak for the entire school staff when I say that we are most appreciative of the gracious assistance afforded us whenever we have called upon the Town Manager, the Superintendent of Public Works, the Fire Chief and the Chief of Police.
The Supervisor of Maintenance and the Supervisor of Cus- todians are ready always to extend themselves to the limit to assist us in providing adequate facilities for our educational program. Without their untiring efforts the High School addition never would have been ready to open on schedule in September.
In this connection I want to express our gratitude to the High School Building Committee and its Chairman for the enormous and time-consuming task in bringing to successful fruition the addition and reconstruction of the high school plant.
Finally, and in the last analysis, whatever success our educa- tional program attains is the direct result of the faithful dedication of our teachers, principals, supervisors, directors and other staff members directly associated with our pupils in school. To them I extend my deep appreciation and everlasting gratitude.
Respectfully submitted,
(Signed) Bert A. Roens Superintendent of Schools
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REPORT OF THE PLANNING BOARD
Report of The Planning Board
January 14, 1960
Mr. Edward C. Monahan, Town Manager
Arlington, Massachusetts
Dear Mr. Monahan:
In accordance with Section 49 of Chapter 40 of the General Laws, the Planning Board submits its report for the year ending December 31, 1959.
The membership of the Board remains the same as reported last year. Mr. Milton H. Anderson and Mr. Fozi M. Cahaly were reappointed to August 17, 1962.
During the past year, the Board held seventeen meetings and participated in eight joint meetings with the Board of Selectmen, Development Commission, Zoning Board of Appeals, and civic groups, and also in numerous conferences with town officials. The Board was represented at the April orientation meeting of the Massachu- setts Federation of Planning Boards held in Worcester and at the Annual Fall Conference of the Federation in Boston.
Miss Murdena Campbell was appointed by the Town Manager as delegate to the Metropolitan Planning Conference and Mr. Fozi M. Cahaly as alternate.
Eight public hearings were conducted for revisions in the Zoning By-Law and changes in the Zoning Map.
Due to the concerted efforts of town officials and civic groups, substantial progress was made at the 1959 Town Meeting in carrying out the recommendations of the Joint Planning Committee's Report of 1956-57 for changes in land use and street systems to expand business and commerce in Arlington, while preserving the residential character of the community. Three articles relating to this plan were inserted by the Planning Board in the 1959 Warrant and were approved by unanimous vote of the Town Meeting.
Article 27. An article to include the Russell Common in the Business A district to permit offstreet parking. (Legal proceedings to clarify the status of the Russell Common were instituted by the Planning Board in 1956.)
Article 77. 'To encourage the building of apartment houses along Massachusetts Avenue, thereby strengthening the tax base, the Planning Board recommended that a strip of land approximately 175 feet deep back of the Business A district of 125 feet be rezoned to Residence C. Since dwellings are permitted in the business
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areas, the combined depth of 300 feet permits the construction of apartment houses and provides the required parking space for tenants.
Article 78. After a careful review of the Joint Planning Com- mittee's proposals for amendments to modernize the Zoning By-Law, the Planning Board recommended that the town strike out its pre- sent by-law and adopt a by-law proposed by the Planning Board which contained all the proposals of the Committee with the excep- tion of those proposed for the Residence D district.
Other recommendations of the Joint Planning Committee adopted by the 1959 Town Meeting were as follows: Appropriations were voted for the relocation of Mystic Street, the removal of the Old Town Hall, and the conversion of the Russell Common to a parking area. The Selectmen were authorized to purchase or take by eminent domain for improved street systems and parking the property offered by the Boston and Maine Railroad on Railroad Avenue and on Lake Street.
The following requests for zoning revisions were presented to the Planning Board:
Article 79, 80. Articles to change the zoning of two small pieces of land in the vicinity of Garden Street from Residence B to In- dustrial, thereby eliminating two small pockets of residential zoning within an industrial district. Believing that the industrial classifica- tion is in accordance with the present and future land use needs of the area, the Planning Board recommended favorable action and this was approved by the Town Meeting.
Article 83, 84. Articles to rezone land on Magnolia Street occu- pied by non-conforming business from Residence B to Business B. This land is surrounded on three sides by residential property and on the south side by a railroad track forming a natural barrier to protect this residential district. The Planning Board recommended that no action be taken for the following reasons: It is not in accordance with sound principles of zoning to reclassify property on the ground that it is a non-conforming use: the rezoning of such a small tract of land from residence to business cannot be justified; it would have a deteriorating effect on the adjacent residential pro- perty and would not be in the best interests of the town as a whole; the owner of non-conforming property may seek relief from the Board of Appeals. The Town Meeting upheld the recommendation of the Planning Board.
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