USA > Massachusetts > Plymouth County > Norwell > Town of Norwell annual report 1960-1969 > Part 64
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Another factor involved in this improvement has been the continuing effort of the faculty in updating the curriculum offered in the high school. In addition to working on high-school curriculum, teachers from the vari- ous subject areas have joined with teachers in the junior high and elemen- tary schools in developing courses of study for the entire system, grades 1 - 12, in each major subject area (English, Social Studies, Science, Mathematics). The close cooperation achieved through these Standing Curriculum Committees should result in a greater continuity in the content and methods of teaching in the various subject areas.
Our continued excellent pupil-teacher ratio has also been a major factor in this improvement. Small class enrollments have enabled our teachers to give more attention to each individual student. This has re- sulted in each teacher having a better knowledge of each student's strengths and weaknesses in the academic areas.
The ever-increasing use of our school library by the students and teachers has also been a factor in the improved achievement of our student body. Many students have increased their efficiency in the use of reference materials, as well as having learned correct procedures for researching topics in depth.
While we take pride in the improvement that has been shown we are still faced with the problem of under-achievement.
The average ability of the students at Norwell High School has been consistently well above the national average ability of high school students. In fact, to the best of our knowledge, the average ability of our students is above the average ability in other high schools in this area, yet we have a considerable number of failures in each subject area each marking period as well as each year.
This underachievement by many of our students has been a vexing prob- lem to our staff. We have spent considerable time in faculty meetings trying to establish the cause of this lack of achievement. Each teacher, each department has attempted to analyze this underachievement in his subject area.
Early in the year we came to the conclusion that reading was the answer to the underachievement. Our students need more instruction in reading. They need help in developing the skills necessary for comprehending the varying types of texts or materials they have to read.
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Today's complex society and the vast amounts of knowledge accrued by man have placed a tremendous demand on the individual's ability to read. No longer can all of the facts or the most important facts in each subject area be explained by the particular teacher. Each student must be taught how to read to find the answers to any problem in depth.
Due to this conclusion, you, as Superintendent, and the School Committee attempted to find a reading specialist for both the junior and senior high schools for the start of school in September, 1964. This reading specialist was to have helped both the students and the teachers in improving the reading skills of our students. No reading specialist was found.
Since September, 1964, the English Department has been leading the entire staff in the improvement of the reading ability of our students. A Reading Committee, comprised of a cross-section of the high-school teachers has been formed to aid each department in the teaching of reading skills for that particular subject area. The English Department has given Reading Diagnostic Tests to each student in the high school, to better identify the reading difficulties. From these results a few small reading groups have been established in periods where two English teachers are available to help the students improve their reading ability. Other students have requested time from these teachers after the regular school day for assistance in reading.
In conclusion, I wish to state for the staff and for the students a strong desire for the acquisition of a reading specialist in the high school. We earnestly hope that this position will be provided for in the 1965 School Budget as it was not filled in the 1964 School Budget.
We believe that a continued emphasis on reading will result in even greater achievement by our students. Each student will thus come closer to reaching his potential ability which is the desired goal of our educa- tional philosophy.
Respectfully submitted, ROBERT H. JACKMAN, Principal
REPORT OF THE JUNIOR HIGH SCHOOL PRINCIPAL
Dear Mr. Small:
It is with pleasure that I submit my second annual report.
ORGANIZATION
The junior high school is housing grades seven and eight during the
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current school year with an enrollment of 268 on October 1, 1964. Our seventh grade teacher-pupil ratio is at a satisfactory twenty-eight to one. However, the ratio in grade eight has become disproportionately large at thirty-three to one, and three of the four classes are at maximum capacity with thirty-five pupils in each section. An additional teacher for grade eight in September 1965 will help to alleviate this condition.
CURRICULUM
All seventh graders are now being taught some form of modern mathe- matics. The majority of pupils use modern mathematics textbooks that are based upon material developed by the School Mathematics Study Group (S.M.S.G.).
Students in the eighth grade are also learning to do mathematics by the inductive-deductive method. The curriculum is in a transitional stage and all pupils study systems of numeration, properties of whole numbers, ele- mentary number theory, rational numbers, and informal geometry. Fifty percent of the pupils now use a transitional text book. In September 1965 all eighth grades will be studying modern mathematics.
A basic course in modern mathematics was offered to parents by James Perron and Stanley Rice, teachers of mathematics, during the past winter. Fifty-five parents met for eight weeks and were able to gain a working knowledge of this subject.
Developmental skills continue to be emphasized in reading and literature classes. The teaching of secondary reading skills not only aids in improv- ing comprehension but also helps to develop other skills useful in studying social studies, science, mathematics, and literature. Competency in read- ing and success in school are closely related.
The majority of students compare favorably with other pupils in the northeastern states, but approximately ten percent need remedial or spe- cialized teaching. Some of these pupils are reading at a fourth or fifth grade level and have not mastered basic skills which are necessary for school success. If we expect these children to continue in school through the twelfth grade, they must have further training in reading. This can best be accomplished through individual or small group instruction given by a reading specialist.
"Late night" sessions are held on Tuesday, Wednesday, and Thursday, afternoons. Students that need individual instruction in a particular area of a subject have an opportunity to meet with the subject teacher. Sessions last from 2:05 until 3:30 p.m.
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EXTRA CURRICULAR
For over fifty percent of the students the school day ends at 3:30 rather than at 2:05 p.m. Many stay for "late night" while others participate in the varied sports program. Girls' activities are held on Monday and Thursday; boys meet on Tuesday, Wednesday and Friday.
The band has had another successful year and continues to grow in size and quality. They have presented several musical programs during the past year and participated in the observance of Memorial Day at various town cemeteries.
Other students show interest in Glee Club, art, mathematics, guitar clubs and the school newspaper.
Ann Lindsay and William Ritchie were chosen by the faculty to attend the Massachusetts Heritage Day at Plymouth in October.
GUIDANCE
Beginning in September a full time guidance program under the direction of Mr. Dominic DiMattia, guidance counselor, was begun. Each child is interviewed at least once during the year and eighth graders have addi- tional interviews which pertain to selection of courses in grade nine.
A series of discussions, including filmstrips and films, about various broad areas of occupations are being presented so that pupils may better prepare themselves for educational-vocational choices.
"How to study" skills are being developed through group instruction and individual pupils are counselled about achievement.
Parents who wish to learn more about the educational progress of their child may arrange an appointment with the counselor by calling his office (OL 9-2971).
PERSONNEL
Personnel changes have been few this year. Mrs. Leonore Taylor re- signed to return to her home and was replaced by Mrs. Patricia MacDonald, formerly a teacher of home economics here in Norwell. Mr. Joseph Noble was elected to a position as seventh grade mathematics and science teacher. Mr. DiMattia, whom I have already mentioned, was formerly a teacher of social studies and guidance counselor in the secondary schools of Norton, Mass.
The cooperation displayed by the school staff affects the work of the administrator considerably. Norwell is fortunate in having a group of teachers who are dedicated to the purposes of junior high school education.
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Other members of the staff including cafeteria workers, custodians, school nurses and the school secretary are conscientious and work for the better- ment of the school program. No form of accolade can adequately express my appreciation for the work done by all of these people.
Respectfully submitted,
WILLIAM H. PENN, Principal
REPORT OF THE GRACE FARRAR COLE SCHOOL PRINCIPAL
Mr. Frederick A. Small
Associate Superintendent of Schools
Norwell, Massachusetts
Dear Mr. Small:
I hereby submit my annual report as Principal of the Grace Farrar Cole School.
The 1964-65 school year began with 660 pupils enrolled. Our fine, new addition houses the intermediate grades, a third grade, special class, library and a gymnasium. We are thrilled with the new facilities and have extended their use as equipment has arrived and been installed.
Enrollment distribution on December 3 was:
GRADE I
II
III
IV 100
V
143
114
107
109
76 VI Special Class 13
One of the finest features of our new addition is the library. However, we need a great many books for circulation. Development of reading skill is good; but proper use of that skill is better. We are now in the process of cataloging our library books. This will mean greater usefulness for our library as an integral part of our continuing educational program.
Since the organization of a new fifth grade class, our regular classroom staff numbers twenty-four. Teachers transferred to Cole School from the Osborn School and the Junior High School are: Mrs. Priscilla Hart, special class teacher; Mrs. Helen James, teacher of grade five; Miss Renate Sides, teacher of grade six; and Mr. Gerald Wentzell, teacher of grade six.
Eleven teachers are new to our school system this year. Mrs. Cynthia Bompey and Mrs. Constance Shepard teach first grade classes. Miss Doreen Banner, Miss Mary Billett and Mrs. Rose Glatky teach second
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grades. Miss Janet Freeman teaches a third grade. Miss Marjorie Brigham teaches a fourth grade. New teachers in the fifth grade are Mrs. Dorna Eddy, Mrs. Jane Fillon and Miss Joan Katz. Mrs. Howard Tattrie teaches a sixth grade.
The major 1964-1965 emphasis of our system wide curriculum develop- ment program is in the area of the social studies. The Social Studies Com- mittee is developing a curriculum guide for use in grades one through twelve. Eight Cole School teachers are also members of standing curricu- lum committees in English, math, science and social studies.
All regular classes are participating in the modern approach to arithme- tic. This year marks the completion of the transition to modern arithmetic.
We are deeply saddened this December by the sudden death of Mrs. Helen Dimock, former teacher of grade three. She was an excellent teacher and a fine person.
I wish to express my sincere gratitude to all those individuals and groups who have extended help and cooperation to us this year.
Respectfully submitted, JOHN H. CROLEY, Principal Grace Farrar Cole School
REPORT OF THE ELLA F. OSBORN ELEMENTARY SCHOOL PRINCIPAL
Mr. Frederick A. Small Associate Superintendent of Schools Norwell, Massachusetts
Dear Mr. Small:
It is a pleasure and honor to submit my first report as principal.
Since the last report of this building was made we have been graced with a new name. We are now known as the Ella F. Osborn Elementary School; a most fitting and welcome addition. Our only hope is that we might do as much for the children of this community as our namesake.
The school year 1963-1964 was completed with an enrollment of 431 pupils. At this time the enrollment is now 419 pupils. Although we have decreased this enrollment by 11 children, we now have two sixth grades which we did not have last year. Our school district has been reduced in size, but this is not in proportion to the loss of pupils. In September of
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1965 it will be necessary to find quarters for another third, fifth and sixth grade. The distribution of pupils as of December 1, 1964, is as follows:
Grade I 79
Grade II 73
Grade III 61
Grade IV 68
Grade V 68
Grade VI
70
This total occupies fourteen classrooms. The Remedial Reading teacher has a full-size classroom this year rather than an overgrown coatroom for instruction. The library now occupies the original kindergarten room which has always been used as a regular classroom.
This year Miss Cynthia Luneburg, a graduate of Wheaton College, teaches a second grade. Miss Carole Reinert, recently graduated from the Eastern Nazarene College, teaches a third grade. Mrs. Ethel Sproul and Mr. Robert Ward are both teaching sixth grades, moving from the Junior High School to this building.
Since it is our goal to provide the best possible education for each individual student, consideration must be given to differences in learning rates and learning capacities. Because we feel these differences can be better met through grouping, organization of pupils continues to be on a semi-homogeneous basis, with non-graded reading and arithmetic at the fourth, fifth and sixth levels.
In May of each school year it is the policy of our system to evaluate the academic growth of our pupils. This is done by means of standardized achievement tests.
The average grade equivalent for the nation is the grade plus .8 for the test taken that month. As an example, grade five would be 5.8. It should be noted that in no area is the Osborn School's score below the national average. In most cases the grades are at least one-half year in advance, and in some cases exceeded the national average by more than a year.
The results of last year's testing are as follows:
GRADE MEDIANS FOR 1964 READING
Grade
National Average
Osborn School
Amount above National Average
1
1.8
2.4
.6 year
2
2.8
3.7
9 "
3
3.8
4.7
.9
4
4.8
5.6
.8
5
5.8
7.1
1.3
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ARITHMETIC
1
1.8
2.6
.8 year
2
2,8
3.6
.8 "
3
3.8
4.4
.6 "
4
4.8
5.2
.4
5
5.8
6.2
.4
GENERAL ACHIEVEMENT
1
1.8
2.5
.7 year
2
2.8
3.6
.8 "
3
3.8
4.6
.8 "
4
4.8
5.7
.9
5
5.8
7.0
1.2
This year we have initiated a full grown library program. As of De- cember 1, we have 1150 books, plus over 300 volumes on loan for a six month period from the Massachusetts Department of Education. Home circulation averages 1000 books per month. The library resources and influences have done much to make our children avid readers.
The addition of this library has become one of the most vital areas in the school program. Resources are available to enrich the children's background and to help teachers prepare lessons of greater depth and scope. Elementary school libraries have been one of the most neglected departments in our national school systems, with Massachusetts being quite near the bottom of the list. We are greatly indebted to Mrs. Janice Litchfield and her helpers who have given so unselfishly of their time and effort.
Through the combined efforts of teachers within the Norwell school system, the development of a new Social Studies curriculum will be com- pleted by next September. Language, Science and Mathematics are being similarly updated and improved.
In a period of exploding population and changing society, our educational system faces a continuous challenge. Building needs, staff increases and curriculum demands bring pressures that would lower our standards unless eternal vigilance is provided. Our program of education will grow and im- prove in direct proportion to the active interest and support of the whole community.
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I am indebted to your wise and constant guidance as Associate Super- intendent; the zeal of the school staff and the courage and foresightedness of the Norwell School Committee who make it possible to move foreward with the times.
Respectfully submitted, WALTER H. KAETZER, Principal
REPORT OF THE GUIDANCE DIRECTOR
Mr. Frederick A. Small Associate Superintendent of Schools
Norwell, Massachusetts
Dear Mr. Small:
It is a pleasure to submit this report on the status of the Norwell guid- ance program. The most significant change during the current year has been the addition of Mr. Dominic J. DiMattia as a full-time counselor in grades 7, 8 and a portion of grade 9. This staff addition means that as of September, 1964, we have a formal guidance program in grades 7 - 12 for the first time. With two counselors for approximately 610 students we have a desirable pupil-counselor ratio which is beginning to approach the rec- ommended 250 - 1 as proposed by various authorities and organizations including Mr. Conant. This provision for additional counseling has meant much improved guidance services in the affected grades.
Our testing program in grades 1 - 12 continues to be an intentionally modest one, but as of the present we feel that we are doing ample testing to provide necessary information for use by teachers and administrators in evaluating and assisting students. This year, for the first time, the guid- ance department is able to assume the responsibility for administering group intelligence tests at all levels.
A few comments concerning our upper classes seem to be in order. Our drop-out rate remains at 2 - 3%. This range has been consistent for the past several years. This figure is typical of that found in other Massachu- setts high schools and it is unlikely that we can expect any appreciable decrease in the foreseeable future.
The chart below indicates the placement of seniors for the past five years:
1960
1961
1962
1963
1964
Total
4-year College
14
24
21
14
28
101
Junior College
2
2
3
1
9
17
61
Nursing School
3
0
1
4
2
10
Tech. School
6
4
6
1
5
22
Business School
5
7
4
5
7
28
Preparatory School
1
0
0
0
1
2
Total
31
37
35
25
52
180
Work
18
17
20
18
18
91
Service
1
5
1
5
4
16
Total
19
22
21
23
22
107
Total Graduates
50
59
56
48
74
287
M
Of those 91 students who have gone to work, 65 were girls, most of whom entered the business field from our commercial department.
Over the past five years 35% of our graduating seniors entered four- year colleges and 62% continued on to formal post-secondary education. These figures are respectable for a comprehensive high school and well above the state and national average.
In spite of the increasing competition for college admission qualified students from Norwell High School are still able to gain admission to the schools of their choice. It should be noted, however, that we have a large number of under-achieving students, and that these students face ever- increasing difficulty in gaining acceptance in spite of the fact that they often possess excellent potential. While under-achievement is an ever-present problem in all schools, we seem to have quite a number who could be helped by remedial measures such as specialized reading assistance in grades 7 - 12, and increased counseling in the earlier grades.
If our present record of placement in post-secondary schools is to continue or improve, we must expect added costs in terms of time as well as financial expenditure for school and college visits, attendance at coordination meetings involving representatives of high schools and colleges on a regional and national basis and increased use of the telephone for immediate assistance in difficult placement situations. These costs are in addition to the costs involved in continuing curriculum extension and improvement.
Finally, consideration must be given to future needs in terms of per- sonnel requirements. The possibility of expanding the program into the elementary grades should be explored. The state adjustment counselor
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62
program might be the most logical extension, as it includes a large annual state reimbursement. Additional clerical assistance is needed to free counselors from routine clerical tasks. If we are to maintain our present desirable student-counselor ratio we must add counseling personnel on a part-time basis in the near future.
Respectfully submitted, HUGH W. CHANDLER, Guidance Director
REPORT OF THE SCHOOL LUNCH PROGRAM SUPERVISOR
Mr. Frederick A. Small Associate Superintendent
Norwell, Massachusetts
Dear Mr. Small:
In making my report of the Norwell School Lunch Program for the past year, I would like to bring to your attention the fact that greater recognition is being given to the school lunch program nationally. Congress has desig- nated the second week in October each year as National School Lunch Week. Although this program is an outlet for much of the nation's food surplus, the intended emphasis is on the provision of adequate nutrition for the youth of America.
This year we have received a greater quantity of protein-rich food from our Federal Government's surplus commodity program. The participation in Norwell's school lunch program has increased considerably. On the day of our Thanksgiving dinner we served 1,664 turkey dinners throughout the town.
There has been a great deal of planning on the part of many people for the remodeling of the kitchen at the Grace Farrar Cole School. It has been time well spent, however, as the layout and the new equipment seem to be quite satisfactory.
There are nineteen loyal workers in our school cafeterias, and I would like to take this opportunity to express my appreciation for the cooperation I receive from them and from all the employees of the School Department.
Respectfully submitted, HAZEL ROBBINS, Supervisor School Lunch Program
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REPORT OF THE SCHOOL PHYSICIAN
Mr. Frederick A. Small Associate Superintendent of Schools Norwell, Massachusetts
Dear Mr. Small:
Please accept my annual report for 1964, as school physician.
Routine physical examinations have been completed for all High School and Junior High School students. Almost all were qualified for full physical education and athletic activities. Grades One and Four in the Elementary schools were also examined, and histories reviewed for possible defects, and corrections were indicated on the individual health history cards. The school nurses and Physical Education Instructors collaborated. Supple- mental statistics were also recorded for growth, weight, vision, and hearing, during the school year.
The immunization clinics arranged by the Board of Health have been effective with high participation each year.
Sanitation of all buildings, kitchens, lavatories, and shower rooms is good.
still hope to see more adequate athletic fields available for our I students.
An illustrated talk, on the hazards of smoking, to the Junior High School, impressed me by the great interest shown in the question period.
Respectfully submitted, RAYMOND G. VINAL; M.D. School Physician
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REPORT OF THE SCHOOL NURSES
Mr. Frederick A. Small Associate Superintendent of Schools Norwell, Massachusetts
Dear Mr. Small:
The following is the annual report of the School Nurse.
During the school year emergencies have been met with first aid, pupils transported to their homes if necessary, as well as visits made to their homes. Routine inspection of all schools has also been made. Assistance has been given to the School Dentist and Hygienist.
This year Heaf TB Tests were given to school children in grades 1, 4, 7 and 11. Clinics for DPT Booster shots were held in all schools. All pupils were given the Massachusetts Eye Test and Audiometer Test for hearing.
Dr. Ruth Towne has been very generous in giving her time for a twenty hour first aid course for faculty members.
Assistance was also given to the School Physician in all physical ex- aminations.
Respectfully submitted,
CATHERINE A. ROE, School Nurse MILDRED V. WILCOX, School Nurse
ENROLLMENT - As of October 1, 1964
Grade
Cole School
Ella Osborn School
Junior High School Senior High School
Total
1
142
75
217
2
114
73
187
3
108
59
167
4
101
67
168
5
110
65
175
6
79
69
148
7
139
139
8
130
130
9
117
117
10
79
79
11
71
71
12
79
79
Special Class
13
13
667 408
269
346
1690
65
School & Grade or Subject
Name
NORWELL TEACHERS *Yrs. Exp. including College 1964-65
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