USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1934 > Part 14
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7. Director judges results of combined measurements objectively ;
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Suggests promotion tentatively.
8. Director, Principal, and Teacher confer on the promotion of tach pupil and decide what the Final Promotion shall be.
9 The mark which goes on the Fromotion Card must be the same as that marked Final in the office promotion book.
10. No changes in promotion shall be made by the Principal or teacher after this conference unless the Director is notified ane! agrees.
11. No change in promotion shall be made by the Director unless the Teacher or Principal is consulted.
12. No change of pupil adjustment from grade to grade or to an- other school shall be made by the Principal without first consultin." the Director in charge of Promotions and Placement at any time dur- ing the school year.
13. All Accelerations or Demotions are done by the Director of Research, acting on suggestion of teacher's report of daily work, or test results.
14. Ability grouping in all grades is done by Director in consulta- tion with Principals.
15. Explanation regarding promotions to Parents may be made by Principal or referred to Director of Promotions and Placement.
In September we had two crowded Opportunity rooms with 20 pupils in each section. In another year we shall have at least 10 more three-year retarded pupils to add to this number in addition to a few who are much in need of the type of instruction which goes on in these rooms and of the close supervision of all their activities which is a part of Opportunity school work. It is hoped that the Intermediate School Group may again be separated from the Primary group as it was before the retrenchment program closed it.
One of the great benefits of having an Intermediate group will be to remove all pupils from the classes in which they are misfits and give them the attention which they deserve. It is especially needed for our typical children as well as for all those who need more indivi- dual instruction than it is possible to give them in the Remedial rooms.
In June, 1934, the statistics of Promotion were as follows :
Grade
Total in
Number
Number
Number
Grade
Promoted
Oppor.
Repeat.
Fer Cent Retard
VI
201
187
5
9
4.4%
V
200
197
(1OR)3
10
5%
IV
204
205
(1OR)4
5
21/2%
III
214
205
4
5
2%
153
142
1
10
61/2%
E
203
186
0
17
8%
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New pupils entering Grade I Sept. 1934: 180. Totals 1175
17 56 4.8%
The number of repeaters were 10 less this year than last. This lessening of retardation was due to the intensive Remedial Instruc- tion that went on in Grades III and IV. We anticipate a still smaller retardation in 1935 especially in Grades V and VI where there are four Remedial rooms. Our experience over the last five years has shown us that as provision for Remedial instruction is provided the amount of retardation decreases.
The ten children recommended to repeat in Grade VI were given the privilege of a pre-test for Grade VII in September, 1934. This was not done to establish a precedent. In fact the results show that such a test is a waste of time for both the pupil and teachers. It often raises false hopes and proves that unless the summer of tutoring has been very intensive and planned by the school department that a child stands little more chance of making a grade in the fall than he did at promotion time. Only one pupil out of the 20 who were recom- mended to repeat Grades 5 and 6 passed the tests.
We have reduced our repeaters to a minimum and no child is made to repeat in the same classroom situation if possible to avoid it. We make concessions of trial promotions in a few instances, but it rarely proves satisfactory to the child to send him on unprepared for advanced work. Such gaps in his foundation in the mechanics of instruction will handicap him through all his future life.
In the Primary grades where the tools of reading and arithmetic are taught for mastery we have to be very careful that no child slips by without adequate information. For that reason standard tests have to be given as well as, the course-of-study tests for mastery. Daily work still counts as the most important factor in his promotion, how- ever.
Child Accounting
The alteration to provide additional rooms at the Highland School necessitated a change in our Grouping for Grades Five and Six. As only four rooms in either Grade were left large enough to accommo- date pupils doing Departmental work we had to make four stationary groups. We chose those pupils who were young and in need of en- richment and remedial measures for one group in each grade, and the over-age children needing special help in one or more subjects for the other stationary group in each grade. Two new teachers were hired to take care of the additional rooms.
The opening of the Third and Fourth Grade room in the Highland District made it necessary for us to redistrict pupils attending the Lowell Street School thus taking the pupil load off that building and making a more satisfactory arrangement all around.
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The pupil placement per grade and room in December, 1934 was as follows :
Highland School
Grade VI : Miss Quillen, 34; Miss Scullane, 36; Miss Fogg, 34; Miss Grace, 35; Remedial A Miss Walsh, 30; Remedial B Miss Thackleberry, 30.
Grade V : Miss Gamble, 37; Miss Allard, 39; Mrs. Wilcox, 38; Mrs. Potter, 35; Remedial A Miss Larkin, 29; Remedial B Miss Brann, 33.
Grade IV: Miss Markham, 18.
Grade III: Miss Markham, 12.
Center School
Grade IV: Mrs. Breeze, 38; Miss Perkins, 37; Remedial IV Miss Donnelly, 15.
Grade III: Mrs. Lounsbury, 39; Remedial III Miss Donnelly, 18.
Grade II : Miss Cronin, 36.
Grade I: Mrs. Copeland, 31.
Union Street School
Grade II: Miss G. Dow, 30; Mrs. Mathieson, 31.
Grade I: Miss Cochrane, 39; Miss Berry, 37.
Prospect Street School
Grade IV : Mrs .Perry, 38; Grade III: Miss A. Dow, 30; Grade II: Mrs. Goddard, 41; Grade I: Miss Herrick, 40.
Lowell Street School
Grade IV : Mrs. Beaton, 32; Grade III : Miss Winchester, 24; Grade II: Miss. Winchester, 10; Grade II: Miss Cleary, 35; Grade I: Miss Burgess, 37.
Opportunity School
Opportunity Room: Mrs. Stockwell, 20.
Chestnut Hill School
Mrs. Royea, Grade I, 12; Grade II, 21; Mrs. Carleton, Grade IV, 12; Grade III, 13.
Total 1212 pupils.
Curriculum Research
In my report of 1933 I described in some detail the reading clinic held in Reading July 11, 1933, for the diagnosis of special disabilities in reading and spelling. By June 1934 several tests had been adminis- tered to measure the gains made by each of the 48 pupils who attended the clinic as well as of all children in the remedial classes. The 48 children who attended the clinic had been taught from a special out- line compiled by Dr. Durrell's workers. They gained from 1 to 29 months and no pupil made any losses. The average gain of the group was 11 months reading grade which is high. The same group of chil- dren had a median grade in 1933 of only 3 months and ten of them made no gain at all in that year.
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These results were unusually good and were gained through the use of special remedial measures by the teachers of Remedial classes : Miss Donnelly of Center Remedial, Miss Brann of Grade V Remedial and Miss Winchester who had 15 of these pupils in her Third Grade at Lowell Street School.
So successful have these teachers been with the special remedial techniques and methods taught and supervised by Dr. Donald Durrell of Boston University that a great many other teachers have adopted the procedures in their classrooms. The outstanding techniques employed are small group work with pupil leaders and much emphasis on word analysis. Miss Walsh of Grade VI, Miss Brann of Grade V and Miss Donnelly of Remedial Grades III and IV at Center School are using the small group method with much success.
At the beginning of the school year we dropped the Courtis-Smith Picture Story Reading method from three of our First Grade rooms hoping that the activities based on our Social Studies program for Grade I would provide sufficient experiencing for the Reading Readi- ness period. In these three rooms we began Bolenius teaching from the beginning. The demonstrator of the method spent two days with us supervising our plans and equipment. In the rooms following the Bolenius course, the Tom and Betty Primer is begun in November. In the three rooms where Courtis-Smith is used this Primer is start- ed in February after an extra three months of vocabulary building and supplemental reading and activities.
We hope that in the Bolenius rooms the First Reader will be cov- cred and faster advancement made than ever before. Now that Read- ing children are slightly older this should be possible. The achieve- ment of the groups doing the two levels of work will be carefully checked and the values of the two methods of procedure fairly weigh- ed. These are preliminary steps in research on the evaluation of vari- ous basal reading systems for future consideration.
Social Studies
In January 1934 the members of the Twelve-Year Program com- mittee in Social Science were requested by Dr. Howard E. Wilson of Harvard University to submit a summary of our course of study in Geography and History for publication in the Second Yearbook for the National Council of Social Studies. We appreciated the honor of having a place in such a publication and have since received much favorable publicity that it has given us the impetus to hurry our work to a stage of completion in order that we may comply with the re- quests for copies of our course of study for Grades I to XII.
The course, in the Yearbook, though not in its final form, received very favorable comment both at the National Convention in Cleveland, Ohio and in the Social Studies magazine for November 1934 by Dr.
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Edwin Reeder of the University of Vermont. Dr. Reeder praises our course because of its statement of separate aims for Geography and History.
In June 1934 we brought our course of study in Grades I to III to a definite outline of subject matter with a full statement of objec- tives and Units of Work to teach. These were placed in the hands of the teachers of those grades in September and are being success- fully used.
In Grade IV we still use Dr. Howard Wilson's Social Science read- ers in History "Where Our Ways of Living Come From." This is our third year of having the privilege of Dr. Wilson's work in our schools and it has been a liberal education for all of us to be in touch with the most progressive and scientific research in Social Studies. The Wilson subject matter for Grade IV, an Overview of World His- tory or our debt to the past we intend to include as a part of our per- manent twelve-year program.
The history teachers of Grades V and VI and the Social Science committee are still studying the needs of these grades. They hope to reach some conclusion about the type of History which should be taught in Grades V and VI and to select textbooks on the basis of these findings before the end of the school year.
The teachers of Geography in Grades V and VI will soon com- plete their revision of Units in this subject to fit the new Winston geographies adopted in 1933. This work of revision takes a long time and must be tried out successfully in the classrooms before we accept it as a part of our final course of study.
The teachers are continually submitting Units of Work for the Primary grades and Activity Analysis summaries for all activities which are not required on the Social Science program. Several teach- ers have taken courses in Activity work and Social Studies this year. This fall Mrs. Royea and Miss Markham have attended Miss Wesley's course at Harvard and Mrs. Beaton has taken Professor Chase's course in the teaching of History at Boston University.
The Central Committee on the Social Studies consisting of Mr. Pierce, chairman, Mr. Dixon, Mr. Woodbridge and Miss Wadleigh, is continuing its study. The aim of this committee is to do more than to define grade placement of subject matter and organize objectives. They propose to include a study of general social needs and a con- sideration of character training and citizenship building for the children in our schools, and plan a program with these aims in view.
Arithmetic
It has long been our custom to administer pre-tests in Arithmetic at the very beginning of the year to find out what the pupils need to be taught and what the points of emphasis must be in Grades IV, V and
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VI. The pre-tests in September 1934 showed up some very definite weaknesses in the field of arithmetic which would seem to indicate that a very careful investigation of our methods and procedures in that subject should be made.
Consequently Mr. Pierce immediately appointed a General Mathe- matics committee to carry on this investigation and examine our course of study, methods, textbooks, and results, in the light of the findings of scientific research. The committee was to be definitely a fact-find- ing rather than a supervisory body. Mr. Anderson of the Junior High School was appointed chairman, with Mr. Halpin of the Senior High School, Miss Scullane of Grade VI, Miss Gutman of Grade V and Mrs. Perry, Grade IV; Miss Winchester, Grade III; Mrs. Mathieson of Grade II, and Mrs. Copeland of Grade I as chairmen of their respective grades. Miss Wadleigh was appointed co-ordinator and director of the research.
The committee has already accomplished the necessary research on the methods of teaching substraction preliminary to a decision made by the Superintendent in December. A carefully compiled bibliog- raphy of professional reading has been provided with the books placed in the Teachers' Library. An acquaintance with the work of the pri- mary grade levels has been started, the last report being that of Mrs. Mathieson on what is taught in Grade II. It is the idea of the com- mittee to learn the mathematics situation from the bottom up, studying one grade level at a time to discover its problems, strengths, weak- nesses, and necessary changes.
In the supervisory field much has been done in Elementary Grade arithmetic since September. Since 1930 our arithmetic has followed a course of study built around the basal textbook. We have studied this present course and textbook one grade at a time in teachers' con- ferences and set up definite goals and subject matter objectives for each grade level. All the teachers are studying and comparing ideas about what the best methods of teaching the fundamentals of arithme- tic are and how to avoid further weaknesses due to faulty techniques of instruction. They are doing intensive drilling with every child who needs it and are acquainting themselves with the outstanding sources of information about arithmetic by studying Wilson, Morton, Brueck- ner and other specialists in the arithmetic field.
By December 31, a tentative course of study had been set up by the teachers in each group of Grade II, Grade III and Grade IV. These courses were accompanied by suggestion, problems for future inves- tigations and a definite procedure as to the time to begin a new pro- cess, method of presenting that new process as well as the exact amount of content which should be acquired. These courses were approved by the Superintendent and placed in the hands of each teacher. They will be tested by Mid-Year and end-of-year tests made in the office and
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such changes shall be made on them as the teachers and the General Mathematics committee consider advisable.
A second battery of diagnostic tests in fundamentals was adminis- tered in November on the basis of which our entire Remedial program in arithmetic was formed. These tests showed us averaging 93% in Grades IV, V, and VI in Addition and 90% in Subtraction. Our Multi- plication Division results showed an improvement over two months remedial teaching, but that we were still in need of much drill for accuracy in those processes.
There has never been any keener interest shown in a curriculum making project than there has been in our work on the arithmetic course. The teachers have been willing to give two or more afternoons J. week working on committee investigations and summarizing their findings besides the daily attention they give to the subject in their classes. There cannot help but be a decided improvement in a subject which involves the interests and efforts of so many people including the children themselves.
To avoid a too lengthy report I will leave out test findings for 1934. The testing program has not changed in any detail. It still assists us to. discover our strengths and weaknesses. It offers a measuring stick for determining how much school progress is made each year by in- dividuals and a grade. It provides us with an objective basis for pro- motion and placement of pupils. Without the use of tests as tools none of the research described above could be carried on scientifically, hor could the needs of our children or results of our procedures be determined.
. : In summarizing the work for the year I am impressed with the steady growth made by the teachers and the pupils with whom I have had the privilege to work and I think that I am justified in saying that we have enjoyed a most successful year.
Respectfully submitted, VERNA L. WADLEIGH
Director of Research and General Supervisor.
REPORT OF THE SUPERVISOR OF MUSIC IN THE ELEMENTARY GRADES, 1934
Mr. Arthur E. Pierce,
Superintendent of Schools,
Reading, Mass.
Dear Sir :
I now submit, for your consideration and approval a brief report of the work accomplished in music in the first six grades during the year 1934.
Dr. James L. Mursell, in his book, "The Psychology of School
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Music Teaching", says : "To teach America the achievement of loving music wisely is the ultimate aim of school music."
Education today, not only provides training in vocational sub- jects, but also develops the cultural values, so that boys and girls may be fitted for wholesome, well-balanced living, and may be better able to make finer life adjustments. Music affords this opportunity.
With this in mind, we have endeavored during the past year to make the music lesson an experience in which all children can par- ticipate, either vocally, of by listening, or by responding to the music by some rhythmical expression.
The first case of Vidtrola records, "Music Appreciation for Every Child" by Glenn, Lowry, which was purchased a year ago, has proved of great value in accomplishing this aim in Grades 1, 2 and 3. Unquestionably this work has made music mean much to the children, and their delight in it is indeed gratifying. I should like to urge the advisability of purchasing the second case of records as soon as it is financially possible, so that this work may be continued in Grades 4, 5, and 6. One vision of every music supervisor is a victrola in every classroom, with plenty of records, that could be used daily for brief moments of relaxation, of becoming familiar with good music, of having a personal emotional response to it. Therefore, we welcome at any time, the gift of a good victrola by interested parents.
Not every child can learn to sing, but at least ninety-five per cent of them can. We, therefore, are trying to teach them the joy that comes from singing together, and from singing alone. So, from the first grade through each of the following grades the children are being trained to like and recognize a sweet singing voice, and are taught simply how to achieve this. No child is told not to sing; there are some groups who are asked to listen longer than the others, but this is for their own benefit, as singing is fifty per cent hearing correctly.
In the fifth and sixth grades, the joy of singing together is em- phasized by a chorus period for each grade once a week.
The broadcasts by Dr. Walter Damrosch are attended by four of the sixth grade groups, and the pupils have, this past season, responded in a pleasing manner to the test of thoughtful listening, and dis- crimination.
. Just as a child may have a much wider, richer experience when he has learned to read by himself, even so may music mean more to him, when he has mastered the tools with which he learns to read music. This process of reading music is a slow one, because it must not be given overemphasis least the joy of singing be marred. A repertoire of rote songs is built up throughout the grades, songs that may be sung again and again for their beauty.
Beginning with the fourth grade, children are given an opportuni-
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ty to take instrumental lessons at small cost. Beginning in October, many have been enrolled in the piano classes. Several are studying other instruments, but there should be many more who avail them- selves of this training, both as a means of expression, and as a use of leisure time.
In the fifth and sixth grades at the Highland School last year there was an orchestra of fifteen members, which rehearsed weekly. The members were mostly beginners, but developed into a creditable orchestra. They furnished music for every Parent-Teachers' Associ- ation meeting during the year, and thus demonstrated their progress. This year we have an orchestra of twelve members, which is grad- ually taking shape.
In order that the children might see that their singing could give joy to others a's weil as themselves, several simple operettas based upon the song material learned during the year were presented last May and June, with the parents as guests. In Grade II, at the Union St. School, "Mother Nature's Helpers" was given, correlating music with nature study. In grade 3 at the Lowell Street School, "Soldiers True" was given, correlating music with patriotism. In grades 3 and 4 at the Junior High School, "Travelers See Strange Things", correlating music with social studies, was presented.
Let me say here that an effort has been made to correlate music with other subjects, such as health, safety, social studies, nature and holidays. In every way possible we are trying to make music a part of everyday life for them.
At the assembly periods at the Highland School, five operettas were given by various groups during the year. This was done during the music and reading periods, and afforded many the opportunity for taking part vocally and dramatically.
The annual music contest, among the fifth grade groups in two- part singing, and among the sixth grade groups in three-part singing, was carefully prepared, but had to be cancelled, because of the poor attendance during the scarlet fever alarm. The pupils, had, however, learned the value of watching the director, of clear enunciation, of song interpretation, and of balanced part-singing.
A few sets of new books during the year have been of great benefit adding a wealth of song material.
There are many other things that could be mentioned in this report, but these are the outstanding things of the year.
If the children love to sing, and to listen to good music, if they are acquiring knowledge that will bring them joy throughout their lives, then we are on the road of the mission of all education, "which is to raise the level of human quality."
In closing, I wish to express my appreciation of the teachers who
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have so enthusiastically assisted and co-operated in the work; and of Miss Wakefield for her interest and many accommodations.
At any time, Mr. Pierce, the music department will welcome sug- gestions and advice from you, and we bespeak your interest and sup- port.
Respectfully submitted, Margaret E. Whittier, Supervisor of Music, Grades 1-6
REPORT OF THE SUPERVISOR OF DRAWING, 1934
Mr. Arthur E. Pierce, Superintendent of Schools, Reading, Mass.
Dear Sir :
I herewith submit for your approval my report of the work as Supervisor and Teacher of free-hand and mechanical drawing in the Reading Schools for the year ending December, 1934.
My schedule allows me to teach and supervise all grades in all Elementary schools, as well as in the Highland Intermediate School once every third week, to observe the work being accomplished in the Junior High School at frequent periods and to teach three periods each day at the Senior High School.
Elementary and Intermediate Grades :
Beginning in January and continuing through February the general outline given to these grades centers around the principles of Design and its application, varying the lessons to fit the needs of each class. In the previous years, we had stressed this part of the art course of study particularly. The improved results of this year showed evidence of this, and were pleasing both to the teachers and me. Following this, during the latter part of March and April, the child- ren were given ample opportunity to apply these laws of order by poster competition. The first and second grades made simple post- ers of interest to them correlating with their regular school activities, while the third through the sixth grades entered the poster contest held annually by the M. S. P. C. A. Before sending the posters to Boston, we had our own local contest. The work was judged by neigh- boring art teachers, followed by a display of all posters worthy of being sent to the final contest in the Reading Public Library. The pupils were very enthusiastic over this project and by inquiry I found that the exhibition was unusually well attended by their parents and friends. The final results were more than satisfactory to all, as several children received prize medals and commendations. The last part of the year
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