USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1960 > Part 21
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Miss Hulda E. Magnuson, a teacher at the Crosby School, retired in June, 1960 after 46 years of continuous service, thirty of which were in Arlington.
Miss Shirley Vedoe, the principal of Crosby School (1956 - 1960) transferred to the Dallin School as principal, September, 1960. Miss Vedoe replaces Mrs. Edna Penwarden who, at her own request, returned to the classroom as a special teacher for the academically talented class at the Crosby School. Miss C. Patricia O'Donoghue, fifth grade teacher at the Parmenter School for the past four years (1956 - 1960) was appointed principal at the Crosby School.
A look to the future indicates that the Committee and the community must give serious attention to the following problems: the establishment of school libraries at both of our Junior High Schools, and a plan for gradually renovating the older portion of the Senior High School building. Perhaps it might be possible to do one floor each
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ARLINGTON TOWN REPORT
Standardized tests in reading were administered in all first, second, fourth and sixth grade classes this year. The results given below indicate that we are getting favorable results since our Town medians are above the national norms in all grades.
Grade I
1. Word Recognition Test
National Median 1.7
Arlington Median 2.0 Above National Median .3 (three months)
2. Word Discrimination Test
National Median 1.7
Arlington Median 2.5
Above National Median
.8 (eight months)
3. Comprehension
National Median 1.7
Arlington Median 2.0
Above National Median
.3 (three months)
Grade II
1. Word Knowledge Test
National Median 2.7
Arlington Median
3.2
Above National Median
.5 (five months)
2. Word Discrimination Test
National Median
2.7
Arlington Median
3.6
Above National Median
.9 (nine months)
3. Comprehension
National Median 2.7
Arlington Median
3.4
Above National Median
.7 (seven months)
4. Spelling
National Median 2.7
Arlington Median
3.3
Above National Median
.6 (six months)
Grade IV
1. Comprehension
National Median 4.9
Arlington Median
5.2
Above National Median
.3 (three months)
2. Vocabulary
National Median 4.9
Arlington Median
5.4
Above National Median
.5 (five months)
217
REPORT OF THE SUPERINTENDENT OF SCHOOLS
ANNUAL REPORT OF THE SUPERINTENDENT OF SCHOOLS FOR THE YEAR 1960
To the School Committee of Arlington
Ladies and Gentlemen:
It is my privilege to submit for your consideration the following report of the schools for the calendar year of 1960. The exigencies of time and space seem to suggest the need for prudent selection of the items chosen. Therefore, this report contains only information about new phases of our program or areas of greatest public interest.
The School Committee received this year $60,133.37 under Public Law 874. It chose to continue its previous practice of allocating the lion's share of these monies for Instructional Services. Under this policy support was given to the following areas; additional textbook purchases for academically talented pupils; the high school lang- uage laboratory; the cost of printing the Arlington brochure; the nature study program of the Massachusetts Audubon Society; Psychological Services; and certain equipment for the high school not included in the regular budget. In addition the sum of $20,000 was returned to the Town to be expended for teacher salary adjustments for the year 1960.
OUR ELEMENTARY SCHOOLS
The Arlington Public Schools have long enjoyed a fine reputation for providing its pupils with a sound foundation in the three R's. In keeping with this tradition the teaching of phonics has always been an integral part of the reading program in our schools. It is our desire not only to continue this practice, but we are constantly on the alert for discovering new ways to improve our teaching techniques and to pro- vide more and better ways of learning for our children. This year an experimental project is being carried on intwo of our schools using the Cordts Functional Phonetic system. This system endeavors to strengthen the child's auditory perception and offers opportunities for the correction of faulty speech habits as the background for independent reading. The Cordts system is not intended to replace the schools' basal readers, but rather to contribute a psychological and phonetically valid method for identifying new words found in the child's reading. It is not primarily a sounding technique but it helps the child to recognize a new word by its known parts. These parts or cues are learned from sight words.
An experienced first grade teacher, new to Arlingtonthis year, is experimenting with a method of teaching her class to read through the individualized reading ap- proach. This differs from the traditional group method by providing a program tailored to fit the needs of each child. A reading program such as this gives the teacher an opportunity to build up a close personal relationship with each child. For a few minutes each day each pupil has the teacher's undivided attention. The pupil begins to feel that the teacher is truly interested in him and his work and that she is as pleased as he is when he does well. At the same time the teacher becomes aware of how much to expect from each child, where he needs help, and when he needs to review a story before going on. In addition to the individualized approach, much group work is done on phonics, word drill and chart stories. If this proves to be as successful as we think it might be, we shall extend this procedure to other classes next year.
Reading is considered by us to be the cornerstone of a sound educational pro- gram. Thus reading consumes the greatest portion of the school's daily schedule. It is our aim that the child should read with reasonable ease, understanding and pleasure. As experiences are extended, interests are broadened, and the child ac- quires increased power; efficiency and excellence in his reading skill become the determining factors in the child's success or failure of his school life.
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ARLINGTON TOWN REPORT
year until the project is completed. In addition serious consideration must be given to the housing of the increased High School population within the next few years. Temporarily this may be resolved by the optimum use of the present plant but event- ually another answer must be found.
The Committee is most appreciative of the entire staff of the Arlington Public Schools for their cooperation and assistance in working toward the best possible education for the children of the Town.
We wish to thank the Town Manager and other town officials for their help in all school matters in which they were involved.
Lastly, the School Committee wishes to state that they feel the citizens of the Town of Arlington deserve a great deal of credit for sustaining and supporting our educational program.
Respectfully submitted,
Mary E. Porteus, Chairman Carl F. Allen Richard W. Baker
Velma B. Brown Mary K. Carter Arthur F. Coughlin, Jr.
James W. Daily Charles R. Kent John P. Morine
219
REPORT OF THE SUPERINTENDENT OF SCHOOLS
Grade VI
1. Comprehension
National Median 6.9
Arlington Median 7.5
Above National Median .6 (six months)
2. Vocabulary
National Median 6.9
Arlington Median 8.0 Above National Median 1.1 (one year and one month)
The year 1960 saw the introduction of several innovations designed not only to strengthen our educational program but to make it more readily understood by the public. Grade Booklets from Kindergarten through six were prepared by teacher committees. These brochures were designed as a parent-guide to assist the parents in more clearly understanding what they should expect their child to accomplish in a particular grade. The information is concise and specific, covers the many subject areas of each class and describes the contents to be studied during the school year.
This year the first grades, in all the elementary schools, were on a shortened schedule until after the Thanksgiving holiday. This practice is in keeping with re- search information indicating the advisability of a gradual transition to the longer school day for first grade youngsters. The results have been gratifying. Teachers report that we have had less pupil resistance to school, fewer accidents, and that despite the shortened day many youngsters have actually progressed further than pre- vious classes. First grade teachers have used their afternoons during this period to give special individual help, prepare additional teaching materials, and conduct more parent conferences.
For the first time a pictorial brochure depicting the school activities from kin- dergarten through high school has been prepared. This brochure aptly entitled "Proudly We Present Arlington's Public Schools" contains a wide variety of pictures of pupil experiences with a minimum of commentary. The cost of printing this mater- ial came out of funds made available to the School Committee by the federal govern- ment from Public Law 874.
Last year's report indicated that the fourth grade teachers were compiling an extensive account of the history of our community entitled "The Story of Arlington". This In-Service project has been mimeographed and is now being utilized in the fourth grade classes. It is hoped, that at a later date, arrangements can be made to have this work published in book form.
The teaching of French is now a regular portion of our elementary school curri- culum. In addition to "The 21 inch Classroom -- French through Television" series designed for fourth graders, a second year is now offered to our fifth grade young- sters the policy of teaching French to a group of selected youngsters in grades five and six under a special teacher is continuing. The present sixth grade youngsters are having their second year of study and the results are favorable. Our High School Language Department is in the process of developing a seventh grade program to assure proper continuity between the elementary schools and junior high schools. It is conceivable that in the near future we will have youngsters who have studied a foreign language from the fourth grade through their Senior Year in high school.
The Language Research Center at Harvard University, in conjunction with our elementary schools, is experimenting in Arlington with the first mobile language laboratory in the world. The idea is unique and originated from a chance remark of a member of the Arlington School Committee to the Superintendent. Last year, while in the process of purchasing a language laboratory for the High School, it was sug- gested that a mobile one be constructed in order to bring this type of instruction to the elementary schools. Acting upon this suggestion the Administration drew up plans and sold the idea to the Language Research Center at Harvard University. The equip- ment is housed in a conventional house trailer and is pulled from school to school
220
ARLINGTON TOWN REPORT
by a carryall truck. Dr. Ivor A. Richards, the celebrated semanticist, and his staff headed by Miss Christine Gibson, are providing the teaching materials. These in- clude a regular sequential learning series on French on film, a series of slide pro- jections, taped selections, and other teaching aids including a teaching machine. It is Dr. Richards' conviction that through the use of these devices it is possible to telescope several hours of regular teaching into a few minutes by carefully selected auditory and visual materials. It is also believed, in addition to quicker student learn- ing, that this can be accomplished through the use of these materials with teachers of little or no formal language training.
The elementary school art program has this year taken on new dimensions in curriculum improvement with the appointment of a competent elementary art con- sultant to the staff. For the past three years, art education was dependent upon the individual classroom teacher with the assistance of a part-time consultant. It is felt that with full-time consultant services a better balanced program for every child in every school will take place.
Science education in the elementary schools has as its purpose the awakening and furthering of the child's interest in the world in which he lives. The teachers use a science guide that is organized according to the pupils' maturity from kindergarten through grade six. The study areas included are:
1. Living things
2. Earth's changing conditions
3. Changes in matter and energy
4. Earth's relations to the universe
5. Changes in plants and animals
6. Balance of Nature
7. Health and safety
Simple experiments are conducted at each grade level to help answer pupil ques- tions about air, water, soil, sound, heat, earth rotation, simple machines, magnets, and electricity.
This year for the first time we have a full-time consultant in the elementary school science program. The bulk of this teacher's time is spent with the fifth grades throughout the town where the children have an opportunity to see, touch, and smell a great variety of minerals, plants and animals (both mounted and living) to make their learning experience a memorable one. Time is also spent giving continuity and clarity to the science offerings for grade 6 on "The 21 inch Classroom" presentation. This enables the classroom teacher to handle new aspects of science with less diffi- culty. The science consultant is also available for occasional demonstrations and talks to various other grades.
A training program for elementary school substitutes was instituted this year. It proved to be very popular and worthwhile with over 25 women who previously had teacher training being included. The Assistant Superintendent, Dr. Lawrence H. Anderson, and a Committee of Elementary School Principals conducted the course. The enrollees were introduced to our philosophy of education, our methods of teach- ing the major subject areas and our record keeping procedures. In addition, they spent considerable time observing in the various schools throughout the Town.
JUNIOR HIGH SCHOOLS
Probably no area of public education has in the past evoked more controversy in educational fields than the role of the Junior High School. The year 1960 is note- worthy for in that year Dr. James B. Conant completed his study entitled "Education in the Junior High School Years". While he too raises some provocative questions he, on the whole, advances a series of recommendations by which a Junion High School may be measured. An examination of our two schools indicates that we are doing quite well but there are areas in which improvement must be effected.
He recommends, among other things, a longer school day. We increased our school day by thirty five minutes two days per week and this will be further increased to four days next year. Dr. Conant recommends five periods of science weekly for
221
REPORT OF THE SUPERINTENDENT OF SCHOOLS
the Junior High School. We offer it both years but not for five periods per week. This is impossible at our schools due to the exigencies of space. The longer school day has enabled us to add French to our curriculum, another Conant suggestion. We are also in tune with Dr. Conant in that we believe youngsters should have more and more meaningful homework.
Our most serious short-coming in the Conant report would seem to be that we do not have school libraries at the Junior High School level. The library program is a must, and should be introduced within the very near future. At the present time, the lack of available space and the cost is a serious deterrent, but if we want our young- sters to have better than adequate preparation, these problems must be resolved.
Both of our Junior High Schools now have full-time developmental reading spec- ialists, a program which is highly recommended by Dr. Conant. These teachers are charged with the responsibility for making good readers of average readers and ex- cellent readers out of good readers.
Our music program has taken on added stature this year. The addition of an in- strumental teacher at each junior high school enables us to offer a more challenging program for our youngsters. The program's impact should eventually be felt at the Senior High School level, and should be reflected in the improved calibre of the band and orchestra.
SENIOR HIGH SCHOOL
The year 1960 marks the completion of the first full year under the re-organized four year high school plan. During this year several significant steps have been taken that are worthy of mention.
A Foreign Language Laboratory with thirty pupil stations has been installed and put into daily operation. The Language Laboratory enables us to offer our students the best possible training in the aural-oral method of learning a language. In sim- plest terms, this method permits the individual student to both hear and speak a foreign language through imitation of a model voice on tape. We were particularly fortunate in securing the services of a native-born French woman to cut tapes for our laboratory, and to act as a technician in running the laboratory. The use of a native-born voice provided an air of authenticity to the learning experience. Tapes are being cut not only for French but Spanish, Russian and Latin. Eventually, every language student will be exposed to this approach of learning.
It has always been our policy to consider carefully the welfare of the general student as well as that of the college preparatory and business student. Accordingly, our Manual Arts program has been receiving considerable attention this past year. The present school year saw the completion of two fully equipped and attractive High School Shops. This year a third shop (crafts) is being constructed by the students un- der the direction of an instructor. When completed, this will give us three phases of the Manual Arts; namely, a General Shop, a Wood Shop and a Crafts Shop.
The school year 1960 - 61 will mark the completion of the work of the first group of students who took our special science program that included a year and a half of Chemistry and a year and a half of Physics. The administration will have an oppor- tunity in June, 1961 to assess the value of this project and its implications for the future.
The Assistant Superintendent and the Chairman of the Department of English set up an experiment on the use of theme correctors. Three housewives, who had majored in English in college, were given an intensive course in how to grade a theme. They were then assigned to specific teachers as readers of pupil themes. It is still too early in the experiment to assess it fairly, but all indications point to this as a possible solution to a most difficult problem. The ever-increasing load per English teacher is of concern to the administration and it is hoped that theme correctors will help alleviate this problem. Statistics indicate that by 1964 there will be one-half again as many students taking English as there were in 1958. When one stops to realize that qualified instructors were hard to obtain in 1958, the implications for 1964 are disconcerting. Some. method must be found whereby the quality of instruction is not diminished nor is the quality of written work per pupil decreased
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ARLINGTON TOWN REPORT
It is pleasing to report that six students qualified as semi-finalists in the National Merit Scholarship Competition and sixteen students received honorable mention. This is the best showing that Arlington High School has had since the establishment of the National Merit Scholarship Foundation.
A look into the not too distant future indicates that serious consideration must be given concerning the high school housing problem, lest a two session school becomes a reality. This matter is under continuous study by the administration. Furthermore, it is suggested that some plan should be devised whereby the older section of the high school may be reconditioned and renovated.
VOCATIONAL SCHOOL
The placement record of the Arlington Vocational School has been one which we can point to with pride. The graduates were eagerly sought for, and secured better than average starting salaries at such firms as the Raytheon Company, Western Electric and the Arlington Machine Works.
This year the School Committee appointed a ten-man Advisory Committee to work with the professional staff. The men on this group were carefully chosen from various phases of industry so their counsel should prove most beneficial to the pro- gress of the school. They will offer advice and assistance to the training program, help obtain visual aids, and other instructional materials.
In keeping with the demands of industry for highly skilled technicians it has be- come necessary to maintain more stringent entrance requirements. A pupil rating scale adopted by the Guidance Department is being rigidly enforced. This decreases the enrollment slightly but it is felt that this will be offset by fewer pupil dropouts and failures. The higher demands of industry thus can be more easily met with more capable students.
PUPIL PERSONNEL SERVICES
During the year 1960, one full-time psychologist has been added to the Depart- ment of Psychological Counseling so that the staff now consists of three full-time workers (2 psychologists and 1 social worker), two part-time psychologists and one part-time consulting psychiatrist. Previously, the staff had concentrated on children in the Elementary Schools only, but now two of the full-time staff have been made available to the High and Junior High Schools.
The main function of this Department is the individual study of the child who may have learning or behavior problems and includes consultation with parents, teachers and principals. The probelm of the increasing case load has become greater every year because the teaching staff increasingly recognizes the value of this service.
In response to the high number of referrals from teachers and parents, we have developed a change in procedure which is also taking place in psychological counsel- ing departments in some other school systems in this country. The trend is away from intensive individual study of the child toward a broader concept of social psy- chology. Practically this means:
1. Supporting of teacher's feelings about problem children
2. Making teachers aware of the processes of group dynamics and helping them to apply these to the classroom
3. The use of group work with a small number of children who are carefully selected for their suitability for group work
4. The use of case conferences centered around a particular disturbed child in which staff members of our several disciplines are represented. In these case conferences, each of the participants assists in arriving at a common understanding of the problem involved. All those concerned with a particular case from among our teachers, principals, nurses, truant officers, psychol- ogists, social workers, speech therapists, reading consultants, and the psy- chiatric consultant, work out together a treatment program.
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
On the other hand, there are still a number of situations where a thorough diag- nostic study of the individual child by means of a case history and intelligence and projective testing is necessary, followed up by intensive child and family counseling. As the resources of the community do not suffice, diagnostic and treatment work can- not always be referred to outside agencies, although every attempt is made to use existant child guidance clinics, family agencies, and recreational and tutoring facili- ties. Contact was made with approximately 150 problem situations over this academic year, including children, parents, teachers, principals and special staff.
The Psychological Counseling Department has engaged in the following special activities this year:
1. The staff has given a Workshop to the Kindergarten teachers to develop a deeper psychological understanding of the dynamics of the relationship be- tween themselves and the children in their classes.
2. Two staff members have conducted activity therapy groups (one of seven 11 year old boys, and another group of six 10 year old girls), in which the child- ren were helped to control their emotional reactions, to develop more accept- able modes of behavior, and also to develop better peer relationships.
3. Consultation with individual teachers has been introduced this year to utilize the teacher's daily relationship with specific problem children and the con- sultant's special knowledge of emotional disturbances. As has been pointed out, " consultation is a bridge carrying traffic both directions". Teachers often make a valuable contribution to the mental health of children and often enhance the effectiveness of their teaching if they can see the problem child from the more objective point of view of the consultant who helps her to see the "core" of the problem. The social and emotional aspects of the teacher- child and mother-child relationship is often the focal point in effecting change in the behavior or learning problem of the child. Consultation does not re- place other mental health techniques but tries to utilize the sensitivity of the teacher to provide a "corrective emotional experience" in the classroom.
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