USA > Massachusetts > Barnstable County > Eastham > Town of Eastham Annual Report 1957-1961 > Part 13
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Mrs. Barbara Wright, Elementary Supervisor, is mak- ing progress with the newly instituted Joplin reading plan in Orleans and it is hoped that another year will see the plan in operation in Eastham.
The School Committee attended four meetings of the Union No. 55 during the year; the three town combination seems to be well organized and to great advantage.
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The summer repair program included the painting of the outside trim at the school and redecoration of one class room, which leaves only one class room undone.
Approval by the Committee was granted to Mrs. Esther Handel and Miss Alice Joseph to take two courses for 3 credits each at summer session in "Music for Classroom Teachers and Principles and Practices of Guidance."
A temperature control service contract with Minne- apolis-Honeywell has been added at the school which the Committee considers an excellent investment as there are 7 thermostats, 2 temperature controls, 3 spring return mo- tors, 4 valve motors, 1 end switch, 1 potentiometer, 4 link- ages, 2 two-inch valves, 1-6" valve, 13/4" valve, 1 relay, 1 pressure control and 1 time clock. With this number of ser- viceable parts to the heating system the Committee feels that maintenance insurance is a must.
Mr. Nickerson and Mrs. Macomber are taking weekly courses in Tests and Measurements at Provincetown under the direction of Mr. Paul Olenick.
It is gratifying to the Committee to note the amount of interest and enthusiasm the Eastham Elementary Teachers are showing towards professional improvement.
Respectfully submitted, ALTON C. CROSBY, Chairman ELIZABETH F. COLLINS, Secretary THEODORE L. HICKS
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REPORT OF THE SUPERINTENDENT OF SCHOOLS
To the School Committee and Citizens of Eastham:
I submit herewith my fourth in the series of annual re- ports of the superintendent of schools of this town.
UNION 54
We are now in the second year of the superintendency union involving the towns of Eastham, Orleans and Well- fleet. Since this administrative arrangement was established July 1, 1957, our number designation has changed from 55 to 54, Union 21 having dissolved.
The main purpose of union organization is to enable small communities to employ administrative and supervisory personnel on a sharing basis, because the school systems are too small to justify individually the employment of full- time personnel for these services. In our particular situa- tion, where these same three towns have entered into regional district organization for grades seven through twelve, the sharing arrangement of administrative and supervisory services provides opportunity for consistent and coordinated policies and programs throughout the schools of these towns.
There is another step in administrative organization that these towns may wish to consider in the next few years, and that is regionalizination throughout the grades. At present there are three policy-making bodies (the school committees)-and next year the regional committee will make a fourth-for the operation of schools for less than a thousand pupils. This involves considerable duplication of time and effort in administration, and impeded flexibility in management and operation to some extent.
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This does not mean building a new school for the elementary school children of all three towns; it means the operation of all the schools of the three towns under one committee composed of members representing all three towns. Of course there are problems to be worked out in developing a satisfactory agreement of this kind, but there may be enough to be gained to make serious consideration worthwhile.
Regular meetings of the committees of the union were held in March and October, with consideration devoted to our common problems. The establishment of a special class to serve the needs of retarded pupils is a matter of im- mediate concern, and at present each town has pupils in need of special attention. Some pupils are attending special classes outside the union. Plans were developed in 1958 for establishing such a class in one of the towns, but the plans were abandoned due to lack of space. With the opening of the regional school, space will become available for a special class at the Wellfleet School, and all three towns have made provisions in their 1959 budgets for supporting this service for the retarded pupils of their respective towns.
At the October meeting concern was expressed for pupils with emotional disturbances which develop into school and community problems. In recognition of the grow- ing prevalance and seriousness of such cases across the state, and in an effort to deal with this source of potential delinquency as early as possible, legislation was established in 1955 to encourage school committees to employ school adjustment counsellors whose specific function is to work directly with children showing signs of maladjustment or emotional disturbance at the elementary school level and to coordinate the services of community and county agencies in their behalf. Substantial reimbursement for the salaries of such counsellors is available to communities employing them.
While juvenile delinquency has not loomed as a serious
137
problem in our towns, the educational and social loss which may be prevented through the services of a counsellor seem sufficient, to justify the employment of one to serve our three towns, and tentative plans have been made through budgetary provision.
There was one change of personnel at the union level this year. Mrs. Dulce Ryder of Cotuit was employed to teach vocal music, replacing Mr. Joseph Zarba of Boston. Mrs. Ryder's report and the report of Mrs. Barbara Wright on elementary education, Mr. Edward Bolton on art, and Mr. Frank James on instrumental music are a part of this volume, and attention to these is urged.
FINANCE
In accordance with the custom the following table is included to compare school operating costs over the past five years.
1954
1955
1956
1957
1958
Schools-Total
cost of
$58,249.85
$67,189.66
$78,322.82
$87,113.11
$97,206.97
Reimburse-
ment
15,226.38
15,542.50
17,504.69
18,991.86
20,665.59
Net Cost
of Town
43,023.47
51,647.16
60,818.13
68,121.25
76,361.38
Valuation of
Town
3,831,280.00 4,142,825.00
4,384,495.00
4,766,415.00 5,107,075.00
Tax of
Schools
11.23
12.47
13.87
14.29
14.95
No. Pupils
Oct. 1
191
201
203
196
212
Gross Cost
Per Pupil
304.97
334.27
385.82
444.54
457.67
Net Cost
Per Pupil
225.25
256.95
299.60
347.55
360.20
COST OF EDUCATION
In addition to the gross and net costs shown above, it is thought that a brief study of Eastham's financial emphasis on education would be of interest. Through the
138
years the school has grown, plant and staff have been ex- panded, new services and equipment have been added, while prices for comparative items have spiraled upward. Most of the cost of education is met with money raised by taxes on real estate and personal property at the local level, although over the past several years state respon- sibility for the cost of education has increased, and we ap- pear to be on the threshold of some federal responsibility. Still, local resources are by far the main source of support and undoubtedly will be for a long time to come.
The figures below reveal a look back over the past 25 years and show a comparison between the receipts from taxes on real and personal property and the net expendi- ture for education, exclusive of the school lunch program but including building as well as operating costs.
(1)
(2)
(3)
Income from real estate & personal property taxes
Net costs of capital
expenditures &
Percentage that 2 is of 1
operation of schools
1934
$39,369
$12,158
31
1935
37,557
13,039
35
1936
29,076
25,238
87
1937
31,979
13,852
43
1938
33,374
14,647
44
1939
34,238
15,360
44
1940
36,586
16,019
44
1941
39,695
15,714
40
1942
38,921
14,355
37
1943
38,608
16,360
42
1944
38,172
13,920
37
1945
36,400
16,757
46
1946
41,471
22,699
55
1947
47,325
19,556
41
1948
52,976
24,571
46
1949
65,369
26,705
41
139
1950
73,980
28,221
38
1951
82,413
30,594
37
1952
98,437
32,912
33
1953
106,457
37,473
35
1954
137,806
56,182
41
1955
152,016
57,159
38
1956
162,148
69,649
43
1957
174,059
78,141
45
1958
186,900
The most significant thing about figures shown above is that Eastham has been rather consistent in the relationship between its major source of income and its largest single avenue of expenditure. With the exception of a few irregu- lar years that relationship has ranged between 37% and 46%, the average for the 25 year period being about 43%. The fact that Eastham has spent a consistent proportion of its property tax income on education, coupled with the fact that Eastham ranks high in the state for per-pupil support, clearly indicates that this is a community that places im- portance on the education of its young people.
CONCLUSION
With more than eighty Eastham pupils attending Orleans High School, it seems advisable to include the re- port of the high school principal among these reports.
There were no personnel changes among the regular staff of the Eastham School this year. Mrs. Audrey Savin, who started last January as cafeteria manager, seems to have become a member of the school family.
Our overall objective is still to determine and meet the educational needs of children on an individual basis. Our small classes are helpful in the pursuit of this objective; our testing program is helping to show up the needs and
140
capacities of the children; and there is increasing evidence of teaching procedures that foster the development of in- dividual abilities.
Amid the protracted clamor for more and better educa- tion it is difficult to resist the temptation to try to go in several directions at once. Mrs. Wright's emphasis on get- ting a firm reading foothold is as sound a step as could be taken. In due time all areas of the curriculum will be examined in the order of our need as indicated by the re- sults of our testing program. There is always work to be done in the vineyard, and your continued support and en- couragement make progress easier.
Respectfully submitted,
SYDNEY G. PIERCE
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REPORT OF THE HIGH SCHOOL PRINCIPAL
Dear Mr. Pierce :
The following is my Annual Report submitted as Prin- cipal of Orleans Junior - Senior High School :
Enrollment December 1, 1958
Grade
Brewster
Eastham
Orleans
Total
12
0
7
21
28
11
3
17
31
51
10
6
17
30
53
9
1
16
28
45
8
10
42
52
7
12
30
42
Total
10
79
182
271
It will perhaps be more meaningful to dwell on the new aspects of the school program that have occurred during the past school year, without dwelling in detail on the rea- sons for these changes.
One of the most comprehensive aspects has been the Summer Reading Program instituted by the English De- partment, School Committee and administration. Results of this program have been very gratifying, and show that 81% of the student body have read four or more of the books required. Only 2% read no books. Refinements in this pro- gram are being made. The reading lists for the Junior and Senior High School are being revised, Alphabetized, and in all probability will be arranged according to fiction and non-fiction titles. A great deal of credit must be given to the parents and students for their support and favorable reception of this program, this past summer.
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French has been introduced into the 7th and 8th Grade curriculum for study by the "A" divisions for three periods a week each. This is in line with trends toward introducing foreign language study earlier in the pupil's school career. Although emphasis is placed largely on conversational and cultural aspects of the language, it is felt that probably enough familiarity with the language and its structure will be developed in two years to enable the majority of these students to pass directly into French II in their freshman year, thereby enabling these students to continue their study in French for a longer period of time. At least, it will give the students opportunity for election of a wider variety of courses. In short, this is one means of providing for further depth and breadth of training.
In line with the attempt to provide further depth and breadth of training for those students capable of assimilat- ing it, the seventh grade "A" division-on an experimental basis-is being given a concentrated program of mathe- matics, covering those fundamental understandings of math- ematical concepts usually covered in the 7th and 8th Grade curriculum in order to make it possible for this group to undertake Algebra I in the 8th grade. This again will facilitate means whereby students may undertake further study in higher mathematic than is now available in the high school, or leave room for the student to elect training in other subject matter areas. This is obviously an ambitious program; however, all present indications give promise of ultimate fulfillment of these objectives.
These pilot programs may lead to similar approaches in the history and science areas. These measures, of course, direct implications for development of the Regional School curriculum.
In order to provide the opportunity for students enter- ing the High School from Grade School to continue to de- velop skill with musical instruments, the schedule was so
143
adjusted as to provide free time during the activity period so that 7th and 8th graders might participate in the Band and Orchestra. In the past, several Junior High School classes were scheduled during this period and caused a break in continuity of study with musical instruments. Courses in music theory have also been made available to students therein interested and whose free time corresponds with that of our instrumental music supervisor, Mr. James. Mr. James conducts four extra classes in Music Theory, involving 21 students. After school and whenever possible during the school day he gives individual music lessons. The Band has increased from 16 to 26 students, and the Orchestra from 18 to 28 students. If I may digress for a moment I should like to take this opportunity to commend Mr. James for the excellence of performance of the instru- mental music groups, and for the increasing interest in the instrumental music area, which I attribute directly to Mr. James' competency and motivational abilities.
Personal typing has been made available during the activity period to those students interested in typing, with preference being given to upper classmen. The course runs for 3 - 4 periods a week for a half year, whereupon another group is signed up for the course for the remainder of the year.
Another new and interesting feature is the course being conducted on a voluntary basis for students interested in a basic understanding of atomic energy and radiation. This course meets once a week for 12 or more weeks and has registered 34 interested students, of whom approximately half are juniors and half are seniors. Because of the large number of students signing up for the course, it will be presented to one group first and repeated for the second group.
This course in Atomic Energy and Radiation is being conducted voluntarily by Herbert Pettengill and comes as
144
a result of receipt by the school of a complete and compre- hensive radiological detection kit provided for school use by the Federal Civil Defense Administration. Mr. Petten- gill is basing his course on information derived through his function as a science teacher and through a course spon- sored by the Civil Defense Administration which he recently attended at Bridgewater State Teachers College for a period of five consecutive Saturdays from 9 - 3. The information being supplied by him is particularly worthwhile and prac- tical in light of developments in this atomic age. It is planned that information from these lectures will eventu- ally be assembled in booklet form and presented to students and parents as a public service performed by the school.
In an attempt to provide conditions for maximal educa- tional effectiveness, Junior High School Students have been separated from Senior High School students as much as scheduling and physical facilities will permit. At present, which is a considerable improvement over the past, the Junior High studies separately except for the last two per- iods of the day when Junior High students are assigned to the Cafeteria study hall with upper classmen on certain days.
Classes in physical education are largely confined to similar age groups and, in general, Junior High School subject matter classes are confined to one end of the build- ing. From an instructional standpoint, this situation is greatly improved, though still not ideal. The Regional School should help to solve this problem.
As a result of recommendations of the School Commit- tee following a meeting held by the School Committee, Ad- ministration, and English Department, the usual subject- matter load of English teachers was reduced by one period, and by two in the case of the English teacher who also serves as librarian. This allows teachers of English more time to devote to correction of essays, themes, book reports,
145
etc., which are time consuming-and also allows the teacher a period for scheduling teacher - student conferences during a class-free period. This policy is in line with practices of many good schools and in line with the recommendations of James B. Conant and other educational leaders.
The advanced mathematics course formerly termed Solid Geometry and Trigonometry, with a half year devoted to each, is now called Advanced Mathematics and includes instruction in Review Algebra as well. Half a year is de- voted to Trigonometry and a quarter year each to review in Algebra and Solid Geometry. This was done because of an apparent need for review in Algebra, as expressed by graduates of the High School who went to further school- ing. Under Mr. Boynton's tutelage, this division seems to be functioning effectively.
In the development process is a program in remedial and development reading for students in the Junior High School having reading problems. This is scheduled to begin before the end of December. Diagnostic reading tests will be given to determine levels of reading ability which will result in division of this group to provide more individual attention. One group will be taught by Mrs. Lowell, an- other by Mrs. Blake, and the third by me. These classes will be held five periods a week and should be a long step forward in remedying reading difficulties and deficiencies. I should also like to take this opportunity to thank Mrs. Barbara Wright, Elementary Supervisor, for the invaluable help and information she has given us in discussing the requirements of this program, and for the materials and suggestions presented to us for handling individual needs of several of our students in the Junior High School in other subject matter areas.
Two changes have been made in the mechanics of oper- ation. First, the school year has been divided into two semesters with grades being issued on a quarterly basis.
146
This makes for a more equal division of the school year and a more natural break in the year for half year courses. Mid-year grades are more readily available for transcripts to colleges and advanced schools reqiuring them. In addi- tion, feasibility of mid-year exams is enchanced.
Secondly, senior graduation has been delayed from its present time to the last week of the school year. This elimi- nates duplication of examination schedules, and all students thus take examinations at the same time under more uniform conditions. Pressure on teachers to correct examinations hurriedly in order to get in senior grades is reduced, and necessity for making separate examinations for those seniors in classes with underclassmen is eliminated. Over all, greater ease of administration is facilitated with no educational loss to students.
It is also planned that periodic bulletins will be sent parents throughout the school year to keep parents in- formed on school policies, procedures and programs.
In summation, much effort, thought, and consideration is being brought to bear on problems facing the school by the School Committee, Administration, and Faculty. Cur- riculum development is a long process and changes may appear to occur slowly at times, but nonetheless relentlessly, as the result of the pooled efforts and opinions of people concerned with these problems-within the framework of local conditions and needs.
It is hoped that this report based on specific conditions will clarify and help explain various aspects in the school program, which are not commonly known and that it will be more meaningful than a brief and general report on conditions.
In evaluation of teaching, definite measures are being taken to observe, analyze, and report on the effectiveness
147
of teaching and the teaching function on the part of our faculty. On the whole our staff seems to be a competent one and should be commended for its effectiveness in educat- ing the youth of Orleans. While accepting this condition, it may be pointed out that our efforts to improve the teach- ing function are not being curtailed or lessened and that the teaching function is continuously subject to scrutiny and evaluation-which, I may add, is a normal and desirable condition in school systems.
I close this Report with sincere appreciation for your understanding and cooperation. I deem it a privilege to be able to work with you in attempting to provide the best possible education for Orleans youth-who, I firmly believe, are deserving of the best that can be made available.
Respectfully submitted, ARMAND A. GUARINO
EASTHAM GRADE SCHOOL REPORT-1958
The work in all our individual grades as well as that of regular weekly instructors is progressing in its normal satisfactory way. One by one the rooms in the original building are being repainted and are having new ceilings and lights installed. Thanks to the excellent care of our custodian, the whole building is always immaculate.
Mrs. Dorothy Prentice, because of ill health, regretfully left us at the New Year. Mrs. Audrey Savin, with new methods and menus, has capably mastered the lunch room, and we now have but six youngsters who do not avail themselves of this hot lunch opportunity.
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Mr. Joseph Zarba resigned his vocal supervision in June, and Mrs. Dulce Ryder has so cleverly taken the job in hand that we feel that she has always been one of us. Mrs. Handel and Miss Joseph took courses at Hyannis dur- ing the summer, and Mrs. Macomber and I are now taking a fifteen week course in Provincetown.
Our monthly assemblies are well attended-so well that we feel there is no need of any type of open house pro- gram which seems to be in vogue. Mrs. Wright has arranged for several science films, and Mr. Jewell, our latest, good neighbor, comes occasionally with a travel film supple- mented by his many and varied experiences in foreign lands.
Grade Six, after much testing and consultation, has been divided into A and B groups. While both are having regular grade work, A is also carrying accelerated pro- grams in mathematics, literature and elementary French.
And, last but not least, Eastham's own kindergarten is one step nearer with its attendance of sixteen at Orleans. Hurry up-it's one of the things I want to see firmly estab- lished here before my retirement!
'OTTO E. NICKERSON,
Principal
REPORT OF THE ELEMENTARY SUPERVISOR
To the School Committee and Citizens of Eastham:
I hereby submit by second annual report as Elementary Supervisor for School Union No. 54.
The testing program as outlined in last year's report is continuing to be carried out. Stanford Achievement Tests were administered last May to all grades, and again
149
in Grade IV and Grade VI this fall, as these teachers felt the need for further evaluation and diagnostic measures at that time. Group mental abilities tests were given this fall in Grades I, III, and VI and Individual Stanford-Binet Intelligence Tests were administered in cases where further evaluation was felt needed.
In the reading program we are carefully testing on the primary level to insure that no child proceeds to the next more difficult level until he has thoroughly mastered the skills of the previous one. Individual Cumulative Read- ing Record Cards have been purchased to enable us to main- tain a comprehensive picture of each child's growth in the reading skills. We hope in this way to eliminate frustra- tion and confusion that can lead to discouragement and possible failure in reading.
In continuing the study to determine the need for an Ungraded Class for Union No. 54, this Year's new pupil enrollment has disclosed a definite need for such a class by 1959. Plans are being made to provide a class at the Wellfleet School in September 1959, for the elementary pupils in Orleans, Eastham, Wellfleet Schools in need of special help.
Last spring an evaluation of our arithmetic program on a union basis was undertaken with a view toward cur- riculum improvement in this area. This study will be re- sumed at the beginning of the year.
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