USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1959 > Part 10
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A new departure this year has been the organization of three special Remedial Reading Classes which meet twice a week, taught by Mrs. Jeanette Bell. After extensive testing by the Guidance De- partment thirty-two 10th and 11th grade pupils, with at least average learning ability but with below-average reading ability, were selected and organized into three groups for this special instruction which these pupils take in addition to their regular English.
Mrs. Bell has devoted considerable time to analyzing the reading disabilities of these pupils who were reading on levels ranging from the 3rd to the 7th grade. She has tried to develop their reading power and speed, and, in addition, to establish the listening skills so neces- sary for good study techniques. To a large degree this instruction is individual with an emphasis on phonics, syllabication, development of visual memory, vocabulary and speed drill.
This year the Staff has held regular monthly meetings in prepara- tion for the Evaluation of the school by the New England Association of Colleges and Secondary Schools. As a result of these meetings all teachers have received a better understanding of the total operation of the school, in addition to examining with a critical but conservative eye their own particular subject area. The several Faculty Committees responsible for the different aspects of this Evaluation have now prac. tically completed their work, well ahead of schedule. Final arrange- ments are now being made to receive a Visiting Committee of about fifteen experts on April 5, 6, and 7 of 1960.
We are continuing again this year the experiment of offering accelerated and enriched courses for able 9th grade pupils in Algebra and Latin. We are fortunate to be able to work in close cooperation with the teachers of the Junior High School who are giving these pupils an enriched program in the 8th grade. The Heads of Depart- ment of both secondary schools have already had a most profitable joint meeting this year at which time problems of mutual concern were discussed. The Advanced Placement Program in United States History, inaugurated last year, is being continued and has won the en. thusiastic approval of the students enrolled.
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In the last two years our English Department has revised the course requirements in reading and composition so that students would be given a stronger foundation when they go on to schools of higher education. An optional summer reading program has been instituted to supplement the requirement of monthly book reviews of outside reading. Each English teacher assigns bi-weekly themes, with alter- nate days reserved for revision of themes and individual conferences with the teacher. An invaluable aid to the English Department, as well as to the entire school, is our outstanding school library which now totals 3529 volumes.
This year our school has received substantial financial aid (matched with local funds) for Guidance, Foreign Language, Mathe- matics and Science from the National Defense Act of 1958. The larger portion of this new money has been used for additional instructional aids and new teaching equipment in the area of Science.
At our Annual Awards Assembly on June 1, 1959, thirty-three senior boys and girls who had achieved a high scholastic average for four years were honored by a newly-created Scholarship Award. They were given an engraved scholarship citation encased in a beautiful leather folder. In addition, the highest ranking ten students of the Senior Class were given blazers or engraved plaques donated by the Reading Teachers Club. The remaining twenty-three seniors were given a valuable reference book, appropriately inscribed, which was donated by a group of men always ready to support our total school program most generously, the Reading Boosters Club.
IV. Conclusion
This year marks the end of an exciting decade and the beginning of a new one which will bring even greater challenges and responsi- bilities to our public system of secondary education. It is my firm conviction that Reading High School will be ready to meet any de- mands which the next decade will bring. One of the most satisfying rewards of being Principal of this school is to witness the pride of craftsmanship and professional spirit of our teachers, office staff and custodians as they work to improve the excellence of our school.
That their efforts are not unappreciated was pleasantly brought home to us recently in a letter which the school received from a former student, now stationed at an Air Force base in Germany. This thought- ful graduate, now a jet pilot, wrote in part: "Ever since I left high school, I have been able to compare my education with that of people of the four corners of the United States. I had heard of the differences in education standards, but I never expected the differences to be so great. The education offered at Reading High far exceeds that of most schools, but, of course, there are a few which barely match it. I would like to thank the teachers of Reading High who offered me such a sound basis for my education."
Respectfully submitted,
WILLIAM W. RODGERS, Principal
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WALTER S. PARKER JUNIOR HIGH SCHOOL
Annual Report - December 1959
On the first day of school this fall our enrollment was 685. Since then it has increased to the present figure of 700 despite the fact that 10 pupils have moved out of town and, therefore, have left this school. It is expected that there will be an increase of about 30 pupils in September 1960.
To accommodate this number of pupils in a building with a rated capacity of 600 some modification in our scheduling was an obvious necessity. It finally was decided to operate on an overlapping session for Grade 7 rather than a double session. By this method all pupils are in school during the middle of the day, approximately one-third of them eating lunch while the others are in class. This has meant that Grade 7 pupils have one more class period each day than would have been possible otherwise. In this way their program of studies is almost identical with that of other years although the class periods are necessarily a few minutes shorter. Home room periods, assemblies, activities, and extra curricular program are scheduled for both morn- ing and afternoon pupils. It is not anticipated that this year's Grade 7 pupils will show any loss in subject mastery or achievement at the end of the school year. On the basis of first quarter marks it is inter- esting to note that, as studies in other similarly affected communities have indicated, the afternoon pupils are doing slightly better than the morning pupils on the basis of their marks. The program of studies for pupils in Grade 8 is the same as it has been in the past.
Once again we had an extremely small number of teachers who resigned in June. One teacher left to be married and another accepted a position in another community. The increased enrollment made it necessary to secure the services of four additional teachers. After interviewing more than forty applicants we were able to secure those who were first choice in each of the various subject fields for which we needed teachers.
The summer school for Senior-Junior High School pupils showed an increase both in the number of courses and of students enrolled. This year our pupils were able to select Remedial Reading as well as Grammar and Arithmetic and seven of our students were accommo- dated in the Personal Typing Classes of the Senior High. This school had a total of 41 enrollments compared to 27 last year. It is hoped that interest will continue to increase so that more remedial and enrichment courses can be offered in future years.
We are continuing the practice of holding teachers' meetings by departments and with grade chairmen. These meetings not only afford another opportunity for working with new teachers but also serve as an occasion for reviewing new materials, checking pupil progress to date, and the never-ending search for ways in which instruction may be improved.
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Approximately 60% of Grade 8 pupils elected a foreign language this year, either Latin or French. This is an increase of 10% over last year. Some schools now are offering these subjects in Grade 7, espec- ially French. As classroom television of Conversational French moves up a grade each year and next year will include Grade 5, the prac- ticability of teaching French in Grade 7 in Junior High School must soon be examined.
This fall the National Youth Fitness Project was introduced in all local schools. We hope to arouse a greater interest in maintaining high standards of physical fitness by means of this program. The scores on the initial tests indicate that the boys and girls of this school are comfortably above the established norms. It is expected that when these items are scored again in May a substantial increase will be noted.
The system under which we started operating this fall has been a challenge to pupils and teachers. Involving, as it has, a new time schedule strange to both, it required a few weeks for all concerned to adapt to it. In some cases it has meant a teacher working in more than one classroom for best possible utilization of space. Under the circumstances both pupils and teachers are to be commended for quick- ly adjusting to and making the best of a difficult situation. Many parents have been subjected to inconvenience because of the new hours and their understanding and cooperation have been appreciated.
Respectfully submitted,
ALBERT H. WOODWARD, Principal
READING ELEMENTARY SCHOOLS ANNUAL REPORT - 1959
The elementary schools of Reading opened on September 9, 1959, following a two-day pre-school workshop for the entire staff. As in previous years, the focus of the workshop was the improvement of instruction and the coordination of the educational program through- out the town. It is felt that the in-service workshop has proven to be of real value to all members of the teaching force and particularly to the new and less experienced members who join the staff each year.
The Reading elementary schools experienced some turnover in their staff again this year. The problem of turnover in its staff is one that concerns every community in the country at the present time. Reading is fortunate to have kept this turnover at a minimum in its elementary schools. Nine new teachers were hired to replace those staff members who resigned for various reasons. In a desire to provide the best possible teachers for the Reading schools, candidates were carefully screened and wherever possible experienced teachers were added to the staff. We feel that we have been most fortunate in ob- taining fine replacements for those teachers who have left our system.
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The resignation of Mrs. Patricia Lyster as Elementary Art Super- visor was accepted with regret in June. Mrs. Roberta Thresher, who had served most successfully as Elementary Art Supervisor in the public schools of Tewksbury, Mass., for nine years was appointed to that position.
The resignation of Mr. William S. Sim, Supervising Principal of the Pearl Street School, was also accepted with regret at the close of school in June. Mr. Sim left Reading to accept a principalship at the Adams School in Lexington, Mass. Mr. John F. Morabito, a former teacher at the Joshua Eaton School and Principal of the Summer School for the past two years, was appointed to fill that position.
The opening of school saw all of the elementary schools in Reading in excellent physical condition for the coming year. Final landscaping and planting were completed at the Birch Meadow School. A new blacktopped playground area, exterior and interior painting, together with the installation of new cork bulletin boards and formica counters have placed the Prospect School plant in the finest condition in recent years.
Our elementary school population continues on the increase. De- spite a small preliminary registration of first grade pupils in April of 1959, September found the schools with unusually large first grades throughout the town. During September the schools also felt the im- pact of a great number of new families that had moved into Reading during the summer months. Thus, our elementary classrooms are averaging thirty or more pupils per room. We find ourselves with but one empty classroom in the entire town this year and an estimate of next year's school population indicates that all available classroom space will be in use. With the continuing growth of our elementary school population some redistricting on a limited basis becomes nec- essary each year.
The following figures show the distribution of the elementary school pupils for the years 1958-1959:
1958
1959
Grade I
337
373
Grade II
361
342
Grade III
322
372
Grade IV
319
324
Grade V
346
355
Grade VI
358
355
Special Class
10
11
2053
2132 - October 1, 1959
Total Increase - 79 pupils
Instructional Program
For the second consecutive year the Reading Elementary Schools participated in the "21-inch Classroom", televised over WGBH-TV Channel 2 in Boston.
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These programs proved, on the whole, a most valuable addition to our elementary school curriculum. They were used both as a direct part of the curriculum and as supplementary experiences. Continuing from last year the following programs were televised regularly:
Grade II Music - Folk Songs and Instruments.
Grade III
Literature - Book Talk and Story Telling.
Grade VI
Physical Science - Demonstrations and Experiments.
All Grades
Art - A presentation of the use of various art materials.
This program was not viewed regularly by any particular grade.
In addition to the above programs two new series were started in September of 1959.
Grade V
Exploring Nature - A series designed to arouse interest in the broad field of science; particularly, but not ex- clusively, in biological science.
This program has proved to be an excellent addition to our science curriculum and pupils have shown an enthusiastic response to the series. One classroom in Reading has been participating in a research project under the direction of Dr. Garry of Boston University. Pupils in this room, along with pupils in thirty other cities and towns, have been given a comprehensive series of tests and will continue to be tested in 1960, to study the effects of teacher training, method of pre- sentation of the TV program, and pupil activity upon the interests, attitude and educational achievement of fifth grade pupils. This class- room will help to determine the overall effectiveness of Science teach- ing by TV.
Grade IV "Parlons Francais" - A thre-year program of French.
This exciting new aspect of our curriculum of introducing a foreign language into the program of the elementary grades is a result of a new awareness that the first step in effective learning of another lan- guage must be based on the skills of listening and speaking. Pupils never see the written words nor do they study any form of grammar. The emphasis is entirely on hearing and speaking. This program, pre- sented twice a week, will continue for three years so that present fourth graders will continue to study French in grades five and six.
The educational television programs in the classrooms are of great- er value with follow-up and enrichment. We are always looking for meaningful and practical ways of accomplishing this. It was with these thoughts in mind that D.C. Heath Publishing Company was in- vited to sponsor a workshop in school science for all the Reading elementary teachers.
On October 7, 1959, this in-service program was held at the Pearl Street School. An introductory talk by Miss Whalen, Science Consultant, was accompanied by a forty-five minute kinescope which illustrated experimental procedure in the classroom. This was followed by the workshop session in which small groups of teachers working together performed the many experiments which had been set up. The program concluded with an evaluation by the participating teachers. Future workshops in the areas of the curriculum would prove of value to the school system.
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Improving service to children is always uppermost in the minds of the elementary school staff. Our concern is better service to children through improving the quality of education at our level. The ele- mentary school staff is studying and actively participating in the studies, research and experimentation that is being carried on in this area today. As a result of this awareness of change as it relates to the improvement of the instruction actually going on in classrooms, we have been able to effect and encourage professional growth among Reading staff members.
During the past year a committee of teachers representing each grade level spent considerable time reviewing the existing arithmetic program. The leading texts on the market were evaluated, represen- tatives from the leading companies sent us their consultants for guid- ance and study, and a critical analysis was made by committee mem- bers. With the efficiency and improvement of our own arithmetic program uppermost, decisions were made to step up our program through some readjustment in the grade level placement of skills in accordance with the new thinking in the arithmetic field today. New texts and arithmetic teaching devices are also to be supplied at certain grade levels to carry out the findings of the committee.
A number of Reading staff members are studying and participating in the team-learning approach to classroom education. Some studied last spring under Dr. Donald W. Durrell and his research staff currently at work in Dedham, Massachusetts. Others are continuing this fall in a north shore community. Team-learning works well as a supple- ment to homogeneous grouping, to "three-level classrooms," or to group- ing by achievement levels, the most widely used plans of schools or classroom organization. The team-learning program provides active learning for pupils at all times and stimulates much individual study.
In the area of physical education the Reading elementary schools have inaugurated a physical fitness testing program as set up by the American Association for Health, Physical Education and Recreation. This Youth Fitness Test for boys and girls in Grades 5 to 12 is the first test battery ever developed for national use, on norms established after nationwide testing and research. The test items include the elementary physical activities of running, jumping, throwing and lifting.
Individuals with 50th percentile scores and better will have greater physical and mental endurance and precision of movement than those with lower scores. That is, they will be able to keep going longer, more efficiently and at greater speed, and recuperate faster from fatigue or illness. Low scores may be the results of physical defects, improper food or eating habits, improper exercise, emotional disturbances, or other physical or mental strains, drains of injuries.
Fitness tests will be conducted twice a year, in September and May. By a comparison of scores it can be determined whether one is gaining or losing in physical fitness. It is easily possible for boys and girls to raise their percentile ratings to 50 and higher with a proportionate in- crease in physical fitness, power for service and personal happiness.
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Summer School
The 1959 Summer School sponsored by the P.T.A. Council and operating on a $30 tuition basis, completed its second successful year. One hundred elementary school pupils enrolled for classes which were held each morning at the Highland School from June 29 to August 7, 1959. As predicted in last year's Town Report, there was a definite attempt to expand the 1959 program. Not only were the remedial courses in reading, language and arithmetic continued for children whose work was below grade level, but additional enrichment courses in science and music were included for other children interested in these fields. Progress reports were sent home to parents at the end of the six-week period and also the respective school of each child, where a follow-up would take place. On the basis of this and last year's report, there is reason to believe that the Summer School has become an integral part of our town's educational system.
Respectfully submitted,
R. HILDA GAFFNEY JOHN F. MORABITO ELEANOR M. SKAHILL ERNEST G. SPENCE
Supervising Principals
ANNUAL REPORT OF THE GUIDANCE DEPARTMENT FOR 1959
Submitted by
Ara A. Karakashian
Several new projects were begun and some significant progress was made by the Guidance Department during 1959. Expansion of the testing program, actual and projected, was made possible because of funds available under the National Defense Act of 1958. Other changes or improved practices were direct outgrowths of earlier planning.
A long step in the right direction was taken when a member of the administrative clerical staff was assigned half-time to the Guidance Department. This move has helped free counselors from considerable clerical work and has partly filled the known need in this direction. Members of the newly-formed Student Guidance Committee have also provided invaluable help. Nevertheless, the backlog of work that still remains undone, together with the increasing volume of new work, point out the continuing need for a full-time clerk.
The revision of the permanent record card was completed before the close of school in June and a good photocopying machine was ac- quired in September. This has enabled us to make direct photocopies of the permanent record for transcript purposes. Eventually, these changes will reduce the time and effort involved in the transmission of pupil records to college admission officers, prospective employers, etc. At the moment, however, the transcribing of old records to new cards is an exacting and time-consuming affair that is unavoidable.
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Direct photocopying of permanent records has also necessitated a change in the manner in which grades are to be entered on the new cards. In the interest of accuracy and neatness all entries are now made by the clerk assigned to the guidance office.
A new form, designed to provide a fairer and more uniform method of making personality rating of pupils, was developed and put in use during 1959. Every teacher now rates each of his pupils independently each year for eight important traits or characteristics on a three-point scale. A median rating of all teacher ratings for each trait or char- acteristic is computed and entered on the permanent record card at the end of grade 11 and again during the first semester of grade 12. Coaches and sponsors of other extra-curricular activities are also asked to rate pupils who deserve special mention one way or another. For the sake of greater objectivity, certain extreme ratings require clari. fication and amplification by teachers who make them. This data is used in recommending pupils or alumni to other schools or places of employment.
A student Guidance Committee was formed in early October on an experimental basis. The committee consists of one representative from each senior and junior homeroom. These eighteen girls and boys meet as a group once a week with members of the Guidance Department to formulate plans and projects. The main intended func- tion of Student Guidance Committee is to serve as an advisory board- appraising the Guidance Department of ways in which the group guidance program might be improved from the pupils' points of view. Other important functions of the Student Guidance Committee include the making of follow-up studies, publicizing up-coming guidance meet- ings, keeping the guidance bulletin board up to date, planning and man- aging the borrowing of materials in the guidance library, and providing a multitude of other services to the Guidance Department. A rather comprehensive follow-up study of last year's graduating class is well under way and before the end of the school year a study of the Class of 1955 will have been made. The work of the Student Guidance Com- mittee has been invaluable and is deeply appreciated.
As a direct result of the National Defense Act we were able to buy and use some of the Sequential Tests of Educational Development at the high school. All pupils in grade 10 were tested with the S T E P Writing, Mathematics and Science Tests. Pupils in the other three grades at the high school also took the Writing Test.
In a separate project selected seventh grade pupils were given two achievement test batteries to help determine which might prove a better instrument for our purposes. Although the results of this study are not entirely conclusive, they have provided us with sufficient information to further re-evaluate and perhaps revise our testing pro- gram in the elementary grades as well as at the junior high school. To this end the supervising principals of the elementary schools have met with me. A central question has been the desirability of having teachers make greater use of tests as instructional aids, as well as using test scores for grouping of pupils at the next higher level.
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