USA > Massachusetts > Middlesex County > Arlington > Town of Arlington annual report 1963 > Part 18
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Perhaps the strongest area in our junior high school curriculum is mathematics. This has not just happened but is the deliberate result of a policy of up-grading through the introduction of SMSG Mathematics. Our teachers have been thoroughly trained in the subject by a series of in-service workshops over the past three years. This new approach to teaching mathe- matics with its emphasis on teaching pupils to think has proven to be a way to provide more participation, motivation, and interest for teachers and pupils alike.
One year ago a Developmental Reading teacher was placed at each of our junior high schools. This was in keeping with the nation-wide trend to provide reading instruction at all levels of education from the primary grades through college level. Developmental reading is not for poor readers, primarily, but is designed to help readers at all levels to improve their comprehension, speed and accuracy. The success of this program has exceeded our expectations. The reading specialists have of their own voli- tion begun working with teachers in the various subject matter fields. For example, in working with the science teachers, ways of teaching better pupil understanding of what they are reading have been explored. Our experiences lead us to believe that there is not one way to read but many ways of reading. There is reading for content, there is reading for mastery, and there is reading for pleasure alone to mention but three ways. The pupils, however, need to be taught how to use the best method for each sub- ject. This in essence is what a good developmental reading program can do. Each pupil is encouraged to develop his reading skills to the utmost of his potential.
In the field of science in one of our junior high schools progress is being made toward a modified team teaching approach. Efforts are under way to install equipment to enable pupils in Grade 8 to have laboratory ex- perience in small groups. In addition, a branch in the school libraries is being set aside for a science library which should foster better study habits and encourage research by pupils. Already our science teachers are ex- changing classes to share teacher backgrounds and abilities, lesson plans,
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worksheets and equipment. Needless to say, the inflexibility of our build- ings as well as a certain amount of understandable reticence by our tradi- tionally trained teachers, makes this step even more significant.
The field of physical education is one in which our junior high schools have made great strides forward. It is functioning in complete agreement with the late President Kennedy's ideas of vigorous activity to develop each individual to his fullest capacity. In fact, two of our teachers at the Junior High School West received presidential citations for their work in this direction. The motivating factor in our program is the scheduling of classes by physical ability, through the results of a physical fitness test, and not by just grade in school. Each pupil strives to improve himself in order that he can pass his fitness tests and be re-classified to a higher ability group. This system has been in operation for four years and the results are good. The standards for these tests have been revised upwards several times as the over-all development of a large segment of the classes has continued to improve. A special teacher is provided for those youngsters who need re- medial exercise in order to improve their physical tone. All youngsters receive periodic physicals to ascertain their fitness for participation in the program.
The amount of pupil interest and voluntary participation in physical education is most pleasing. It seems altogether possible that physical education may prove to be the medium by which our academic disciplines will be better understood by parents and faculty alike. No one would con- sider, for one moment, to match a 90 lb. seventh grader vs. a 150 1b. seventh grader in a weight lifting contest. Yet many persons fail to see the inequity involved in equating the academic results of a youngster with an IQ of 95 with another youngster in the same class with an IQ of 130. Per- haps the time has come when we are really ready to accept the fact that there are individual differences in mental ability as well as physical ability.
Our Junior High School of Industrial Arts is a unique institution. Its primary function is to work with youngsters who are performing below grade level, for any of a number of reasons, and raise this level of per- formance to that height at which the pupil can perform optimumly for him. Many people are unaware of the opportunities this school affords. Con- sequently, the school and its program has to speak for itself. Therefore, we strongly urge parents, teachers and all others who are interested in the proper placement of pupils to visit the school and become acquainted with its purposes.
In an effort to bring a closer relationship between our two junior high schools, the policy of joint mid-term and final examinations in all major subjects has been instituted. This gives pupils needed experience in taking longer examinations as well as providing needed parallelism between schools.
During the past year the Administration has sensed a greater serious- ness on the part of junior high pupils in their approach to school tasks. This is evident in a marked decline in pupil disciplinary problems and in the decrease in pupil failure marks. The staff in both junior high schools are undoubtedly responsible for helping to bring about this change.
OUR SENIOR HIGH SCHOOL
The Senior High School opened its doors in September to a total of 2589 students. At the present time, the first of November, the enrollment is 2567. The high school closed June 20, 1963 with an enrollment of 2332. Therefore, at the present time, we are handling 235 more students than we were last June without any increase in physical facilities. This increase has been successfully absorbed by the general expansion of class sizes. Unfortunately,
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this expansion has caused the necessity of classes in excess of good stand- ards in several of the academic disciplines namely English, Mathematics and Science.
The high school addition was begun in October and good progress has been made on it. Prudence decrees however, that the public be made aware that it is extremely unlikely that it will be ready for occupancy much before February or March 1965. This means that some sort of double session is inevitable beginning in September, 1964 until the addition is complete.
In the area of curriculum at the senior high school several additions and changes took place this past year which should continue to strengthen our program. In the Science Department an Earth Science Course has been added to the offerings. This course will eventually replace the ninth grade General Science Course for many pupils. It is a study of the earth and its relation to the rest of the universe. With the addition of this course our high school students, who are science oriented, can take it for four years beginning with Earth Science the freshman year, Biology the sophomore year, Chemistry, the junior year, and Physics, the senior year. This progression of courses should leave our youngsters extremely well equipped to cope with college science courses and careers.
The Mathematics Department has gone all out to encompass the SMSG (School Mathematics Study Group) program supplementing it with some work from the traditional. This is being done particularly in Algebra I, Plane Geometry, Solid Geometry, Intermediate Algebra and Trigonometry. To finish out a full course in the Intermediate Algebra it is proposed to intro- duce Elementary Functions in the later portion of the school year. In addi- tion, a new course in Elementary Calculus has been introduced in the senior year for advanced pupils.
The Social Studies Department was instrumental in setting up a course on the "Modern Geography of Latin America, Africa and Asia" for teachers last year. This year they are sponsoring another course for teachers entitled "Economic Education." It is felt that these courses enable our staff to keep abreast of changes at a minimal cost to them in time and money. It is naturally assumed that teachers who participate in these in-service courses will bring greater interest and knowledge to their pupils who are our "raison d'etre." This year, the Social Studies Department on the junior high and senior high level is taking a critical and constructive look at its curriculum. They are meeting monthly with a consultant, Dr. David Purpel of the Harvard Graduate School of Education. The teachers are examining and anlayzing the curriculum, particularly in the area relating to realistic citizenship -- its goals and practices.
The shop program in the high school is an area that is gradually coming into its own after years of relative obscurity. Perhaps the times are more propitious for the Industrial Arts are a phase of general education which serves to familiarize students with the tools, products, processes and oc- cupations of industry in the technological world in which they live and work. Courses include mechanical drawing, ceramics, silk screening, graphic arts, general shop and printing. Such a diversity of course offerings enables this department to serve an increasing number of pupils and their needs. When the high school addition is completed it is hoped that a General Metals Shop can be constructed in the old high school. If this is possible, we shall be able to provide an Industrial Arts program second to none.
The Home Economics Department has increased its course offerings so it now serves approximately 960 girls, nearly 50% of the entire student body. That this growth has been particularly swift among college prepara- tory girls is most significant. It might seem to indicate that despite in- creased emphasis and success in academic fields, our young women are keenly aware of their responsibilities as future homemakers.
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The Music Department has been continually striving to grow and to enrich its total curriculum. However, the most apparent advances have been made in the instrumental program. In the fall of 1960 the Music Department predicted as a desirable goal, "a selected 60 piece marching band for the fall of 1964." The expenditure of funds for new instruments and added faculty strength has contributed greatly toward seeing that goal nearly reached. This fall we have a 55 piece marching band, 20 Samettes (the recently created drill team), and 12 majorettes. In total we now have close to 90 students participating in the football half-time shows.
The band, as a concert group, entered the 1963 New England District Music Festival. Though they won no awards they were complimented on their performance by the judges. This is the first time an Arlington instru ... mental group has participated in such an activity in many years. In regard to individual honors received during the past year, two Arlington instru- mentalists have been selected to perform in the Boston Youth Symphony and five high school band and orchestra students have won "chairs" in the New England District Divisional Concert Band and Orchestra.
In the last few annual reports the Administration has voiced concern about our dropout rate and the general curriculum youngsters. Although our dropout rate is low (5%) compared to a national rate of 30%, it still has been of concern to us. This fall something concrete is being done about the problem by developing a special program called STEP. The STEP (Student to Employment Program), as it is popularly known, is an experimental program which attempts to provide a limited number of boys who are po- tential dropouts and who are in the general curriculum with a specific marketable skill upon graduation from high school. They will be trained to hold positions as assistants to skilled mechanics or as service station attendants.
The key to this program is the emphasis on individualized instruction inherent in it. Each boy accepted in the program has undergone a battery of achievement and diagnostic tests to determine his academic needs and his potential. The boys are receiving instruction in three broad subject fields -- English, Social Studies, and Mathematics with the same teacher. Each boy is following an academic program tailored to fit his specific needs. All of the boys are also spending over two hours daily in the Auto Shop. Here they are learning the skills necessary to do light automobile repair and effectively operate a service station. It is much too soon to comment on the success or failure of this program.
The School Committee, in cooperation with the Maintenance Department, has been engaged in a long range renovation program whereby the old high school building (Building A-1914) will be modernized in many respects. This plan has included: tiling the old floors, installing acoustical tile on the ceilings, installing modern fluorescent lighting, painting the woodwork, and equipping all classrooms with modern movable furniture. If all goes according to plans all Building A classrooms will be renovated by the end of the summer 1964. One must hasten to add that the remodeling of the toilets and the changes necessary in the heating system have not been in- cluded in the 1964 School Budget. It is sincerely hoped, and urgently re- quested, that the Town Meeting Members will see fit to authorize this work at the March 1964 Town Meeting.
One must not assume that when Building A has been completely reno- vated that all of our problems have been resolved. Unfortunately, Building B (1931) will need some reconditioning done to it. This is less urgent, but nevertheless it cannot be ignored for long.
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ARLINGTON TECHNICAL AND VOCATIONAL HIGH SCHOOL
The reorganization plan adopted by the School Committee, and placed in operation in September 1961, is beginning to show favorable results. Students graduating last June were better equipped to gain employment of a type requiring a high degree of skill and technical knowledge. Several gradu- ates were able to meet the entrance requirements for institutions of higher learning which previously had not been the case. Interest in technical and vocational education is on the increase as evidenced by the fact that over 125 pupils applied for admission in September 1963 to fill 46 openings in the freshman class.
Although the full impact of reorganization will not be felt until June 1965, students during this interim period will have the benefit of an en- riched program of instruction, better and more abundant equipment, and improved training facilities. Graduates of the future will possess the skills so necessary to insure steady employment, good salaries, and also a suit- able background to continue their education, if they so desire.
Two new projects made their initial appearance this year under the Manpower Development and Training Act. A 900 hour course in General Machine Operation, using the Machine Shop and related classroom, became effective in May and will terminate in December 1963. A 600 hour Clerk- Typist Course using classrooms in the business department began in October and will terminate in late February 1964. These courses operate after the regular school day for the purpose of retraining unemployed persons who have lost their jobs through automation. The Federal Government com- pletely finances the program and in addition new equipment obtained from this source amounting to $15,000 is available for our regular day school use as well.
Arlington's first venture in post-secondary education took place in October 1963 under the name of Arlington Technical Institute. A course in Electronic Data Processing, including IBM training, was offered to high school graduates with 20 students enrolling. This program is being financed under Federal Funds from Title VIII of the National Defense Education Act.
The future of vocational and technical education looks most promising. Under the constant threat of automation and chronic unemployment the role of the Federal Government is bound to increase. Presently, increased Federal allocations are being considered by the Congress. The Perkins Bill, also in a stage of enactment, promises greater State aid for equip- ment, salaries, and possible building funds. At the present time, the fact that Arlington students have the opportunity to be trained or retrained in a marketable skill should be most gratifying to all of us.
ADULT EDUCATION
The School Committee, at its June Meeting 1963, voted to have the Adult Education Program run by two Co-Directors. This decision has proven to be an advantageous one for greater teacher supervision with continuous coverage is now possible. As a result, administrative problems have been kept to a minimum.
A new type of brochure introduced this year seems to offer many ad- vantages over previous booklets. It was possible in this brochure to include such necessary information as course dates, classroom numbers, teachers' names, and general procedures. As all of this information was available in early August, the numerous telephone inquiries which used to overload the switchboard were cut in half. The brochure also expedited the registration process so that a large number of the usual problems were eliminated.
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Over 1,000 students of all adult age levels are enrolled in 58 classes. The majority of classes are now held at the senior high school Monday through Thursday from 7:00 P.M. to 10:00 P.M. Following the suggestions of the School Committee, courses have been added in SMSG Math for parents (Elementary and Secondary levels), Art -- drawing and painting, Great Books and Shorthand. The most popular new course is Art which has such a turn- out it was necessary to schedule four classes on four separate nights. Surely, such an enthusiastic response to Adult Education indicates that an informed public is an interested one.
PUPIL PERSONNEL SERVICES
The Department of Psychological Counseling is continuingto have as its main goal the achievement of changes in attitudes and behavior of children who either present learning and behavior problems or who are too fearful to participate in the academic or social life of the school. Some members of the staff have led parent-discussion and teacher-discussion groups to better understand these youngsters. Other staff members have led small groups of children in therapeutic play-and-discussion-groups to help these youngsters with their peer relationships.
The department is now cooperating with three universities in the field work training of graduate students. Four graduate students from the Sim- mons School of Social Work with their own supervisor, one doctoral student in school psychology from Boston University, and another from Harvard University, who are supervised by the senior psychologist, have been participating in the regular work of the department. Thus, they augment our regular staff of two full-time psychologists, two social workers, and a psychiatric consultant. Despite this impressive staff it is regrettable that we do not have the additional psychologists and social workers needed if we are to serve every child in need of psychological help.
The high school Guidance Department this year completed its twentieth year of follow-up studies. This year the Arlington High School sent 69.2% on for further education, the largest proportion it has ever had. This, in spite of the present tight admission policies at the nation's colleges, is a dramatic increase over the 47.9% which attended college ten years ago and the 32.4% which attended 20 years ago. It is gratifying to observe that the intensive counseling program, the testing program, the academic prepara- tion, and the development of the academically talented student program is proving its value.
In addition to full-time education, 15.3% of the total employed are taking part-time education, making a total number of graduates of the Class of 1963 taking full or part-time education 73% of the total class of 400.
A large percentage of the class is attending colleges in the Greater Boston area, with 26 at Northeastern, 9 at Tufts, 6 at Brown University, and 6 at Boston State. The rapidly growing University of Massachusetts has jumped to second place in popularity with 10 members of the class there. Other well known colleges which have enrolled members of the Class of 1963 are: Amherst, Annapolis, Bates, Bowdoin, Brandeis, Colby, Duke, Harvard, Holy Cross, Notre Dame, Simmons, etc. Perhaps the most interest- ing disclosure of this year's study is that eight colleges of the famous "nine sisters" have members of the Arlington senior girls enrolled as freshmen: Bryn Mawr, Connecticut College for Women, Mt. Holyoke, Radcliffe, Smith, Vassar, Wellesley and Wheaton (Massachusetts).
Thirty-two girls are enrolled in business schools at such representa- tive institutions as Acquinas, Burdett, Cambridge School of Business, Chand- ler, Katherine Gibbs and Wyndham.
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Twenty-one girls are in junior colleges and six are attending nursing schools. There has been a substantial drop in nursing schools from pre- vious years but many of the girls are enrolled in nursing programs in four year colleges rather than a three year nursing school program. Although this desire for a collegiate program in nursing is commendable, we are concerned that so many girls who, during earlier years, were interested in nursing change to other fields as they progress through the high school.
Thirty-three graduates are following a two or three year program in technical or miscellaneous schools. It is revealing in analyzing this place- ment to observe the varied fields in which these students are studying.
As in the past, we have made a concerted effort to interest our young people in the field of teaching and, as a result, 48 members of the class are attending state colleges or university colleges of education to prepare for this profession. Unfortunately, as we have noted in past reports, many of our better students are not entering the teaching field.
The Arlington High School Class of 1963 was awarded three full scholar- ships by the National Merit Scholarship Corporation out of eight semi- finalists. The class surpassed all previous scholarship grants with a total of $38,700. The amounts of the National Merit Scholarships were not dis- closed so that the total amount would have been larger than what has been stated. A total of $20,250 in scholarship aid was renewable for each of the four years of college. Scholarships were received from our leading colleges -- Antioch, Amherst, Bates, Boston College, Boston University, Brown, M.I. T., Northeastern, Rensselaer, Smith, Tufts, etc. Substantial aid was received from the Massachusetts Vocational Rehabilitation Agency for members of the class who had physical disabilities.
Again this year, the job placement bureau within the high school Guid- ance Department has been most active. Among the June 1963 graduates, 58 girls out of 64 employed were placed in full-time work by the department. 518 students were placed in part-time employment. Each year a study of the students in the high school who are working part-time is made. As of January, 1962, 464 were employed in part-time jobs and were working an average of 11.6 hours per week with an aggregate earning of $8,626.14 a week.
A LOOK TO THE FUTURE
Good education does not just happen; it is the result of years of hard work by a dedicated staff and effective support by an understanding com- munity. A high level of education is not easily gained but it can be lost easily unless every effort is expended to keep improving it. Therefore, it behooves us to take a good look at what the future has in store if we wish to maintain Arlington's tradition of good schools.
This year for the first time regular school busses are in use trans- porting pupils from one school to another. By tradition, our schools are neighborhood schools so located that youngsters can easily reach them on foot from their homes. Phenomenal growth in the Stratton School district (the Stratton district is barely two years old) has necessitated that two fifth grade classes be transported to the Bishop School where there were empty classrooms. When the Stratton School opened in early 1962 there were three empty classrooms, but two years later there was an excess of two classes. This area of the Town has had a building boom which is now slackening off due to the lack of available building lots. Nevertheless, it appears as if we can still expect substantial growth in this district as the average family size is large and the parents, for the most part, are young. It therefore appears, at this time, that bussing may be only a temporary solution to our overcrowded problem at the Stratton School. If the population
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