USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1961 > Part 10
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In theory, the large group lecture of basic information has certain distinct advantages over the traditional classroom presentation of sub- ject matter. Carefully prepared by a team of teachers responsible for the teaching of a subject, or related subjects, it insures greater uni- formity of basic instruction for all pupils pursuing the subject. It makes available to all pupils the special skills or talents of particular teach- ers and, by elimnating the need to repeat the same or similar content several times by different teachers, it maximizes the possibilities for small group and individual instruction.
The enrichment type lecture is designed primarily for selected pupils who can profit from special instruction over and above the regu- lar content of the course.
During the summer months the administration arranged a schedule of all lectures for the coming school year. Recommendations of depart- ment heads were followed in making out this schedule so that lectures would come in the proper sequence but with enough flexibility to allow for necessary changes. Large-group lectures began on September 12 and will continue through June.
To date our experiences with large-group lecturing has proved gen- erally satisfactory. Teachers who have participated in the program are to be commended for extra hours of planning and preparation they have devoted to the task. The administration has been very pleased to find so many members of the staff willing and able to lecture effectively.
Naturally, some problems have arisen that we hope to eliminate with greater experience and improved planning. There has been some
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undesirable disruption of classes, especially where pupils are taking courses out of the normal sequence. There has also been some loss in controlling the whereabouts of pupils. It is also possible that there has been increased inattention on the part of some pupils, and questions regarding who should attend what lectures have become manifest.
The team teaching concept which was organized largely on an intra-departmental level has worked well in some instances but has failed in others. Many of the lectures to date have been the fruits of individual rather than team effort. In some cases, especially in the area of enrichment lectures, there has not been adequate pupil prepara- tion and follow-up.
During the summer of 1962, a group of teachers most centrally in- volved in preparing and delivering the lectures for this year will work with the administration in evaluating the program and in planning a more effective program for the 1962-1963 year. Greater emphasis will be placed on interdepartmental coordination as well as improving and refining departmental offerings. More precise scheduling of small group discussions and independent study will also be studied.
Respectfully submitted, ARA A. KARAKASHIAN
JUNIOR HIGH SCHOOL REPORT - 1961
With the opening of the Arthur W. Coolidge Junior High School on March 10, 1961, overlapping sessions for grade 7 came to an end. This school was staffed with teachers from the Walter S. Parker Junior High School. We believe we were successful in establishing two staffs of comparable experience and ability. In September 1961 grade 9 re- turned to the Junior High School, from which it had been missing since 1954 when lack of space made it necessary for it to become a part of the Senior High School.
Four teachers resigned, of whom two entered business and one left the state. In addition, James Woolaver became the new Guidance Counselor at Coolidge. These changes in staff, the opening of the new school, and the return of grade 9 made it necessary to secure 24 teach- ers for the two schools, of these 9 were transferred from within the system, 7 having been teachers of grade 9 in the Senior High School. 15 new teachers were hired, two of whom did their practice teaching in our schools last year.
One of our major concerns, therefore, has been to integrate into our teaching staff the teachers new to our schools. The two day teach- ers' workshop period before the opening of school in September was of great value in this respect. On these two days, and each month since then, there has been a general staff meeting, department meetings, and meetings of home room teachers with grade chairmen. Every other month the teachers of both schools meet by departments to ensure good coordination in the various subject fields.
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In anticipation of the return of the 9th grade to the Junior High Schools, our teachers held many meetings last year with the corres- ponding departments of the Senior High. Outlines and courses of study were reviewed and discussed so that our teachers would be familiar with the subject matter of grade 9. Books to be used were sent to us from the Senior High during the summer. Many of the classes in grade 9 are being taught by teachers who came to us from the Senior High School. Several other classes are handled by teachers experience in instructing grade 9. Following our usual practice, the content and ma- terial in all subjects at all grade levels is reviewed in the monthly de- partment meetings in an effort to improve and bring up to date all phases of our instructional program.
During the past three years in the elementary schools French was introduced through the medium of T.V. The Junior High plans to take up where the sixth grade left off and they will begin their formal pro- gram in the 7th grade in September 1962. The present 7th grade will start their formal study as in the past, in the 8th grade. In the future, at the Junior High School level, French will be a three year subject. We still plan, for those students who are new to the school and who have not had the benefit of the elementary program, to make it possible for them to elect French in the 9th grade.
Many changes in the equipment and appearance of the Parker school are being made in the continuing program to modernize the building. Except for few minor adjustments, the Coolidge school is entirely completed and in excellent condition.
ALBERT H. WOODWARD JOHN R. COPITHORNE
ELEMENTARY SCHOOLS ANNUAL REPORT FOR 1961
A spirit of experimentation pervades the air in education today. Schools and teachers are trying out team teaching, team learning, edu- cational television, new technological aids and a number of other in- novations-including teaching machines and programed instruction- to see if new ways might not be better ways for meeting the needs of our time.
To this end we, in Reading, are looking carefully into the current programs, into questions raised by them and into the implications the programs hold for us.
One of the major studies in our system has been in the field of mathematics, and at the elementary level has led to the adoption of the Extended Program of the Winston Arithmetic Series. This adoption was completed in September of 1961. This new series represents a multi- level approach to the teaching of arithmetic and incorporates a pro- gram of work for both the slow and the more able learner.
The Winston Series features the use of manipulative devices to aid in the understanding of all new processes. This use of manipula- tive material to build concepts is built into the series from Grade One
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to Six as an integral part of classroom procedure. Children are taught to manipulate, visualize, symbolize and generalize with each new con- cept. The program offers the opportunity for much mental arithmetic, and a good distribution of drill to maintain skills.
It has a strong diagnostic testing program and provides constant opportunities for regrouping. It features a core curriculum for all chil- dren plus enrichment for those whose capacity for learning releases them from much of the drill and practice. It has keyed remedial in- struction. It offers optional methods and materials for the exceptional learners who are ready to move ahead. The entire program is based on substantial research by well known authors in the field of mathematics.
Other areas under study have been language arts and science These studies have culminated in the preparation of curriculum guides in both subjects. These outlines have been distributed and are current- ly in use in elementary classrooms.
The Modern Language Program is in its third consecutive year of operation and now involves pupils in grades four through six. The program has been conducted much the same as last year, with the children watching the television series twice a week and teacher follow-up providing the needed drill and enrichment.
The aural-oral method of teaching French is still the recommended teaching technique for all three levels. Many more explanations in English are afforded the children participating in Parlons Francais III because of the rapidity with which the new material is being in- troduced.
To try to answer the question of selectivity at the sixth grade level, the Pearl Street School has screened the boys and girls using the fol- lowing criteria:
1. All pupils who had progressed satisfactorily in French I and II were encouraged to participate in the third year program.
2. Pupils who showed potential, but, through lack of effort, did poorly in French I and II were required to continue in the third year program.
3. Pupils who had shown no aptitude in French I and II and (or) were below grade level in other areas of study were assigned a work period twice each week.
If this programming proves successful, the other elementary schools plan to introduce selectivity in the 1962-63 school year. END OF YEAR ACHIEVEMENT Tests to aid in evaluation are being prepared by the Modern Language Project and will be available in March of 1962.
Among new instructional materials being used this year are SRA Reading Laboratories. These materials prepared by Science Research Associates are developmental multilevel learning materials specially designed to enable each individual child to start where he is in reading achievement and move ahead as fast and as far as his learning rate and capacity will let him.
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These Reading Laboratories being used at the intermediate grade level supplement and add strength to the basic developmental reading program.
As we work with these new programs foremost in our minds is the conviction that the primary task of the schools is the intellectual de- velopment of students. Curriculum must maintain true balance to the end that all learners may achieve success and satisfaction according to the limits of their capacities. The freedom of every individual to develop to his optimum potential is the accepted American goal.
R. HILDA GAFFNEY DENNIS F. MURPHY JOHN F. MORABITO ELEANOR M. SKAHILL
Supervising Principals
ANNUAL REPORT OF THE GUIDANCE DEPARTMENT FOR 1961
During 1961, the Guidance Department functioned in much the same way that it has in the past but with somewhat greater effective- ness. The increase in effectiveness was in direct proportion to the in- crease in time made available for individual counseling of pupils. The department has worked in various ways to further its overall aim of improving existing facilities for focusing attention on individual pupils in our schools, so that each pupil mght be helped to grow at an opti- mum rate.
At the Elementary schools, Mr. William O'Keefe continues his work as our Youth Adjustment Counselor in further expanding coun- seling services to pupils and parents and in establishing better lines of communication between the school, the home and various commun- ity agencies.
At the Parker Junior High School, Mr. Forrest Troop completed one year of full-time guidance work. This new program has been carefully observed. It has had the full cooperation of the administration and teaching staff, and this team-work approach has helped to meet the needs of pupils at this level.
Mr. James Woolaver, who was appointed as counselor at Coolidge Junior High School, assumed his full-time responsibilities in guidance and counseling in September, 1961.
The group guidance program at both junior high schools has been expanded somewhat. Through the use of weekly work sheets based upon "Life Adjustment Series" material, the objectives of the program have been geared toward orientation in grade 7, exploration in grade 8 and leadership in grade 9. The full cooperation of the grade chairman and homeroom teachers, working closely with the guidance counselors, has helped to get this program off to a good start. This new group ac- tivity is being carefully observed. Evaluations are planned for January
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and again in June to determine if revisions of the work sheets are needed and if changes in the structure which is now in effect are deemed necessary.
At the High School the guidance services have been ably handled by Miss Hart and Mr. Pacino. For the 1961-62 year Mr. Pacino has the responsibility of the sophomore class. Miss Hart is working with the junior class, and Mr. Paskowsky is assisting the seniors toward higher education and employment goals.
In addition to the usual programs of educational and vocational counseling, the group guidance program at the high school level has been expanded somewhat more this year. The objectives of the program call for orientation and mastery of study skills in grade 10, giving to students educational and vocational information in grade 11 and carry- ing out the mechanics of the educational and vocational information to fruition in grade 12. The counselors have the responsibility to plan and to carry out the programs with the assistance of the homeroom teachers. We are most thankful for and appreciative of the assistance and cooperation of homeroom teachers in this respect. We feel, however, that group guidance is effective as a means of providing general in- formation and instruction to pupils, but can never supplant individual guidance.
To aid students in the mastery of study skills, the high school guidance staff has instituted a new group project entitled "How to Study." This group activity has been established to help our sopho- mores to develop effective work and study habits and to avail them- selves of all opportunities that the high school has to offer. The project was the outgrowth of a large group lecture presented by the English Department to all members of the sophomore class. As a result of this program the guidance department hopes our sophomores will develop a solid study habit foundation in their early years of high school which will serve as a valuable base for future educational needs.
The staff conducted three separate meetings this fall with the parents of each of the three high school classes. The purpose of the meetings was to inform the parents of the various services that are available to the pupils, parents, and community through the guidance program.
This year as in the past, a series of well organized Occupational Conferences has been arranged in cooperation with the Occupational Services Department of Northeastern University. In addition, programs on the Armed Services and other pertinent subjects have been scheduled.
In 1961 Reading Memorial High School served again as a center for the administration of the College Board Tests for January, February, March and May. In the 1961-62 year we shall serve as a center again, and for the first time will conduct tests in December as well as January, March and May.
The over-all testing program in the Reading Schools continues to be quite good and second only to a very few communities in the State. We are continually examining our present tests and reviewing new
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instruments to find those that will provide us with most meaningful measures. During 1961 no significant test changes have been made, but in 1962 it is hoped that present tests and instruments of measure will be reviewed by the supervising principals and guidance staff so that changes deemed necessary may be made.
Respectfully submitted WALTER G. PASKOWSKY Director of Guidance
ANNUAL REPORT OF THE DIRECTOR OF HEALTH
The statistical report which follows is but a small phase of the school program. The reason and content of the 203 home visits made in behalf of pupils cannot be discussed in an annual report; nor can the many trips to doctors and hospitals with pupils whose parents cannot be reached, be tabulated.
Pre-school registration was conceived as being an ideal time to meet the child and the parents. We share this experience with the Guidance Director and first grade teachers. Of the 422 children enter- ing grade one last September, the majority return the physical record card furnished them, with evidence of examination by their own doctor and dentist. This is the result of a long educational campaign.
All essential health services-testing of vision, hearing and physi- cal examinations-were completed for the school year ending in June 1961. Testing programs would be of no value if they did not result in the correction of defects found. To this end we work with the parents and doctors.
The annual report of vision and hearing as requested by the State Department of Public Health in November for the school year 1960-61 is as follows:
School Enrollment: 4013
Vision
Hearing 4013
Pupils Tested
4013
Failed Mass. Vision Test
178
Failed Audiometer Test
72
Number seen by specialist
172
67
Number accepted as correct referrals
172
67
It is our policy to report to parents all pupils who have blurring or any other difficulty in passing the vision test, and many of these go for examination and correction.
392 children were cared for at the Dental Clinic. An added appro- priation to the Board of Health allowed us to continue the valuable professional service of the Dental Hygienist and to purchase much needed equipment. There is a noticeable improvement in dental health among the school children.
The annual program of inoculation for the prevention of Diph- theria, Whooping Cough, and Tetanus was carried on in the elementary
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schools and grade 9 in the spring. Four clinics for infants and pre- school children were held in the Town Building. 849 school children and 38 babies received inoculation.
The program of Tuberculin skin testing continued in grade 1. This is in cooperation with the Board of Health, in accordance with the recommendation of the State Board of Health. A child showing a posi- tive skin reaction should be followed by an Xray and follow-up of the family to determine source of infection. The work of follow-up is car- ried by the Visiting Nurse Association for the Board of Health. 424 children received the test; 422 were negative, 2 positive.
There has been a marked increase in the number of pupils re- quiring physical examination for competitive athletics. The State law requests that a physical examination of each pupil be given at least four times during the twelve years. Increased enrollment brings the number requiring examination during this school year to approximate- ly 1104 children. In the past we have completed our quota; it is doubt- ful if we can do so this year due to lack of personnel and time.
The annual census of physically handicapped, due each November, contained the names of 76 children, 22 of these being new reports; 3 were dropped from the list as being recovered. 3 children were re- ported as legally blind. Arrangements were made for 10 children to receive home instruction in 1961; at the present writing 3 are receiving home instruction.
The State Board of Health requested a census of the complete Immunization Record of all first grade pupils, to be completed by October 31. The assembling of such data requires much time and one can only hope it serves some good purpose.
It is hoped that the staff be augmented by another nurse in the coming year, which will help us to complete the above described pro- gram, and to increase our conferences with teachers that they and the children may be better served.
Sincerely,
MARGARET B. CLEWLEY
Director of Health
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READING PUBLIC SCHOOLS AGE-GRADE TABLE - OCTOBER 2, 1961
Age
5 6
7 8
9 10
11 12
13
14
15
16
17
18+
Totals
Grade
1
92 326
9
1
428
2
52 303
19
374
3
52 295
31
1
379
4
56
275
31
1
1
364
5
8
87
250
34
379
6
55
223
41
1
320
7
83
213
53
7
1
357
8
66
225
47
2
1
341
9
5 95
248
31
4
383
10
122
201
26
2
351
11
69 174
19
6
268
12
76
139
23
238
PG
1
1
SE
2
-
2
2
5 3
2
2
18
Totals
92 378 366 379 395 339 346 329
376
426 304 281 161
29
4201
St. Agnes
28
82
107
85
85
72
55
53
32
4
603
Grand Total
120
460
473
464
480
411
401 382
408 430
304 281 161
29
4804
SCHOOL CALENDAR 1962-63
Teachers Workshop Schools open
September 4-5, 1962 September 6, 1962
No session:
Columbus Day Teachers' Convention Veterans Day Good Friday Memorial Day
October 12, 1962
October 26, 1962 November 12 1962
April 12, 1963 May 30, 1963
Thanksgiving Recess: Close noontime Reopen
November 21, 1962
November 26, 1962
Christmas Vacation: Close noontime Reopen
December 21, 1962
January 2, 1963
Winter Vacation:
Close
February 15, 1963
Reopen
February 25, 1963
Spring Vacation: Close
April 11 1963
Reopen
April 22 1963
Schools close
June 21, 1963
APPOINTMENTS
Senior High School
Bolas, Muriel
Cain, Carol
Cohen, Irwin
Dick, John A.
Swift, Marilyn
Home Economics Physical Education Chemistry & Physics French & English Mathematics
Arthur W. Coolidge Junior High School
Connolly, John P. Curtis, Ivan
Dinwoodie, Robert B., Jr.
Howell, Elizabeth
Kent, Albert W.
MacGregor, Bruce
Scott, Leonard W.
Tuxbury, Frank E., Jr.
Waldron, Thais
*Wilson, Mary
French & English Industrial Arts Industrial Arts Home Economics Mathematics Physical Education Mathematics Mathematics
English & Social Studies Physical Education
122
Walter S. Parker Junior High School
Adolph, Patricia Anderson, Raymond Lobdell. Bernice MacGregor, Wilburt B. Weygand, Diane
Home Economics Mathematics French Social Studies & Math. Social Studies
Birch Meadow School
Amberg, Cynthia Backman, Judith (February) Spieler, Helen M. Stevens, Patricia
Grade 1
Grade 1 Grade 2
Grade 5
Highland School
Mccullough, Rosalind Whitney, Susan
Joshua Eaton School
Farrington, Ellen Mary Leary, Mary Peale, Patience Rivchin, Anne
Grade 1
Grade 1
Grade 5
Grade 5
Pearl Street School
Adams, Ann L. (March) Hunnefeld, Joan Kent, Doris
Grade 1
Grade 5
Grade 1
RESIGNATIONS
Senior High School
Banister, Rolfe (March)
Mathematics
Chapman, Ardis
Donohoe, Edwina Johnston, William H.
Robinson, William E.
Chemistry and Physics English
Arthur W. Coolidge Junior High School
Messina, Wilma (December)
English and Music
Walter S. Parker Junior High School
Dunstan, Richard A. Roewer, Anne Scire, Richard Tempone, Gennaro H.
Mathematics Mathematics French and English French and English
123
Home Economics Social Studies Mathematics
White, Ruth
Grade 6
Grade 6
Birch Meadow School
Maloy, Barbara C. (February) Paulhus, Maureen Stuart, Catherine D.
Grade 1 Grade 5 Grade 4
Highland School
Wilson, Pauline
Grade 5
Joshua Eaton School
Kirmes, Carolyn J. Michelini, Kaye S. Papandreou, Elaine (December) Saben, Charles W.
Grade 1
Grade 5
Grade 3
Grade 5
Pearl Street School
Baskin, Marilyn C. (March)
Grade 1
Randlett, Jean M. Seifel, Norman R. (March)
Grade 2
Grade 6
MEMBERS OF SCHOOL ADMINISTRATION AND FACULTIES
(Date after name indicates year of appointment in Reading)
School Committee Office
Robert F. Perry, B.S. (1935) Superintendent of Schools (1955)
Roderick E. Macdonald, B.S.Ed. (1937) Assistant Superintendent
in Charge of Maintenance (1956)
Directors
Philip W. Althoff, B.P.E., M.Ed. (1927) Director of Physical Ed. Margaret B. Clewley, R.N., CPH Simmons (1939) Director of Health Aldona F.G. Bell, R.N. (1956) School Nurse assisting Dir. of Health Walter E. Hawkes, B.S., M.Ed. (1933) Director of Athletics
J. Douglas Oliver, A.B., MMEd. (1948) Director of Music
Walter G. Paskowsky, B.S., M.A. (1960)
Director of Guidance
William E. O'Keefe, B.S., M.Ed. (1954) School Adjustment Counselor (1957) assisting the Dir. of Guidance
Senior High School
Ara A. Karakashian, B.S., M.Ed. (1954) Supervising Principal (1960) Florence G. Nichols, B.S.Ed. (1929) Asst. Principal, Dean of Girls Ernest G. Spence, B.S.Ed., M.Ed. (1951) Asst. Principal (1960) John L. Adams, B.E. (1960) Industrial Arts-Metal Shop Virginia Bartlett, B.S., M.Ed. (1958) Phys. Ed.,Coach of Girls' Sports Jeannette T. Bell, B.A. (1957) English
Alexander L. Boch, A.B., M.A. (1959)
Spanish
Muriel W. Bolas, B.S., M.S. (1961) Home Economics
Harold E. Bond, B.A., M.A. (1956) English Robert Bronner, B.A., M.Ed. (1939) Driver Ed., Visual Ed., Civics Walter T. Cahill, B.S. (1960) English
124
Carol Cain, B.S. (1961)
Physical Education Peter F. Carbone, Jr., B.S.Ed., M.Ed. (1960) Business Education Irwin M. Cohen, B.S.Chem. (1961) Chemistry and Physics Jane R. Cutcliffe, B.S.Ed., M.Ed. (1952) Head of English Department John A. Dick, A.B. (1961)
French and English
Leonard F. d'Orlando, A.B., M.A. in T. (1958)
John S. Drabik, B.A., M.A. (1960)
Robert Dunbar, A.B., M.Ed. (1957)
U. S. History Mathematics
Mary H. Eaton, B.Ed. (1954)
David L. Garland, B.S., M.Ed. (1956)
Biology French
Richard W. Ham, A.B., A.M. (1958)
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