USA > Massachusetts > Middlesex County > Reading > Town of Reading Massachusetts annual report 1963 > Part 10
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6. Pearl
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7. Barrows
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It is estimated that there will be two classrooms which will not be used during the school year 1964-65.
Miscellaneous
In the various reports of the Principals, Directors and the School Committee, reference is made to the following significant items relat- ing to the organization and operation of the instructional program of the schools:
1. Continuation and expansion of the workshops during the sum- mer of 1963 involving thirty-four elementary and secondary school teachers in connection with curriculum revisions in the subject areas of Social Studies, Mathematics, English and Science.
2. Expansion of the developmental and remedial program in reading at all grade levels.
3. Organization of a Speech Clinic (pilot program) at the Parker Junior High School under the direction of Mrs. Dorothy Payzant and sponsored by the Reading Lions Club.
4. An evaluation and modification of the school-wide testing program for purposes of guidance, counseling, placement and indi- vidualizing instruction.
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5. A Follow-up Study of the graduating class of 1963 of the Reading Memorial High School.
6. Preliminary studies were made by the administrative staff re- lating to future use of electronic data processing equipment to improve our methods of scheduling, programming, pupil accounting, record keeping and reporting. Computers and data processing equipment are already in use in several towns and cities in this area. The State Department of Education has under study a complete revision of the accounting and budget control systems to be used by all cities and towns in the Commonwealth in making their annual reports to the State Department of Education.
7. Expansion of the books, reference materials and services to pupils in the libraries of the secondary schools.
8. During the year all items approved in the General Maintenance Budget were completed as well as the continuation of a program of general preventive maintenance. Items of major importance are as follows:
1. Bituminous concrete surfacing of play area at Pearl Street School.
2. Installation of 18 projected windows at Coolidge.
3. New floors, painting, cabinets, lighting improvements at Pearl.
4. Installation of flagpole on football field.
5. Exterior painting of Highland and Birch Meadow and most of Coolidge Schools.
At Parker School we had two contracts-one for pointing and waterproofing certain areas, and the other for alterations to the toilets and girls' shower area. In addition, the third floor classroom floors were sanded and refinished, and the gym floor was sanded, refinished and re-lined.
Reading Memorial High School
Installed chalktrays in Rooms 1-2-3-4-5-6 and 104
Replaced 306 traps
Repaired chain fence at upper parking lot
Fastened flashing around gymnasium roof
Built up flashing on each end of shop building
Repaired roof over science area
New partitition in Visual Aids Room for Language Laboratory Two presses wired in Print Shop
New chalkboard and bulletin boards in Room 116
Welded fence gate at main entrance to field Aluminum counterbalanced flagpole on football field Painted exterior doors in shop area
Installed steam kettle in cafeteria kitchen
New transformers installed and base and grilles made
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New drain installed from pan to areaway Cement curb built in transformer room Bleacher parts on visitors' side-galvanized
Arthur W. Coolidge Junior High School
Made bulletin board for girls' locker room
Installed charging panel and wet batteries on fire alarm system
Refinished table for Health Room Installed 18 metal sash in classrooms
Kickplates on gymnasium storage doors
Installed exhaust fan in windows in metal shop Installed locks on lavatories
Installed gasoline storage can outside building
Repaired ends of bleachers in gymnasium
Extra blackboards in Rooms 12-4
Aluminum chalktrays on boards in Rooms 12-4
Walter S. Parker Junior High School
New gymnasium dividing curtain
Fitted back and side auditorium doors and installed door stops
Installed new fin-type radiation in Room 308
New locks installed throughout building
New wires pulled for clock circuit to boiler room and auditorium
Replaced duplex with U-undergrounded receptacles in corridors and stairwells
Installed floodlights in gymnasium
Installed towel rack in boys' shower area
Removed old shower dressing stalls in girls' area
New stainless steel elevator door shelves-basement, 1st and 2nd floors
Installed new doors, main entrance, Temple St., side auditorium
Replaced 30 new seat and floor boards in bleachers
Sanded and refinished 38 Art Room desks
Sanded floors in Rooms 303-304-305-306-307-308, bookroom and gymnasium
Painted new lines and refinished gymnasium floor Installed gasoline storage can outside building
Rubber base installed in Rooms 304-305-306-308 and bookroom Moved gymnasium bleachers from Eaton to Parker New roofs on cafeteria and toilet exhausts on roof Completely replaced toilets on all three floors under contract New girls' shower room under contract
Repointed gymnasium walls and chimney areas under contract Removed gates to field and installed chain
Made pass through to field at each end of building Cleaned all lockers and painted floor in girls' locker room New exterior bells on each end of building
Installed unit heaters at each end of gymnasium
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Birch Meadow School
Replaced formica on countertop in Room 6
Installed remote charging panel and wet batteries in boiler room for fire alarm system
Installed metal sash in one window of boiler room
Installed gasoline storage can outside building
Installed chambers for water treatment of boilers
Joshua Eaton School
Added extra shelves in cafeteria storeroom and painted walls to floor
Replaced roof flood lights and added lights to back of building
Patched holes in parking lot
New chalkboard and cork bulletin boards in cafeteria classroom Repaired hottop near back retaining wall
Installed gasoline storage can outside building
Refinished 32 Universals, 40 box desks and two classroom tables Replaced broken glass blocks in Room 10 (2); Room 9 (1); Room 13 (1)
Installed exhaust duct and door grilles in pantry
New exhaust duct over steam table in kitchen
Installed cork on ramp to lower wing
Highland School
Locks on windows on Rooms 1-2-6-7
Changed hood vent over range in kitchen
Relocated booster heater vent in kitchen
Painted wall over hood-painted pipes aluminum Replaced 16' of water line to boys' lavatory area
Reset granite blocks-Deering Street entrance steps Cut down flagpole
Installed new movie screen at rear of stage (PTA)
Repointed joints over rear tower doors
Pearl Street School
Installed new fluorescent lights in first floor corridor New vinyl asbestos floors in Health, Remedial Principal's Office. Room 106
New counter and shelves in Remedial Room
New recessed door mats at north and south stairwells
Variacs installed by PTA
New amplified cabinet at back of stage
New serving counter in cafeteria kitchen
New top on island counter in kitchen
Rubber base in offices, Remedial Office, Health Room
Refinished 17 desks in Room 207 and 32 desks in Room 106-others, totaling 54
Installed sump pump in boiler room
Cement work repointed around building
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Prospect Street School
Adjusted sockets and loose connections in all light fixtures Patched leaking masonry walls in basement near rear door New fire alarm batteries New pull on fire doors to stairwell
New concrete steps at front entrance
Built up hottop at back of building
Replaced thermostat, control panel and pump on oil burner
Lowell Street School
Painted blackboard in 4th Grade
New fire alarm batteries
Installed gasoline storage can outside building
Repaired shingles on back of building
Replaced roof drain brackets
Rubber base in girls' lavatory
Again, as I said last year, the majority of our custodians are doing a very good job and do look after the Town's interest. They deserve much of the credit for the fine condition of our schools.
No school system can operate successfully without the loyalty and cooperation of a great many people. To the members of our adminis- trative staff, teachers, members of the School Committee, and all other people whose work keeps the school system functioning efficiently, I extend my sincere thanks and appreciation. Their dedicated and de- voted service is worthy of the highest praise and commendation.
Respectfully submitted,
Robert F. Perry Superintendent of Schools
READING MEMORIAL HIGH SCHOOL ANNUAL REPORT FOR 1963
The instructional program at the Reading Memorial High School was improved during 1963 by the use of curricular materials prepared during the summer workshops of 1962 and 1963. Much of what was accomplished during the summer of 1963 was a continuation of the work begun in 1962. A total of nineteen teachers directed their attention and energies to the continuing major task of updating and upgrading the curriculums in English, Social Studies, Mathematics, Sciences, Foreign languages, Physical Education, and Art. The Workshop was centered in the school library and Mrs. Ernestine Macdonald, our peer- less librarian, provided invaluable assistance to the staff by serving as a resource person and helping teachers relate all the materials of the library directly to the new units and courses of study they were preparing. This process also pointed out specific needs in the way of new books and other reference materials in the library.
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Additional detailed units for honors and regular sections of 10th, 11th, and 12th grade English were prepared, and wherever possible coordination with the Social Studies Department and other departments was effected. Vocabulary lists prepared by other departments were accepted and incorporated into the regular vocabulary lists for each grade. Large group lectures in English were reviewed and further re- finements in content, scheduling and integration into the regular in- structional program were planned. Exploratory discussions were held concerning the possibilities of English teachers serving as communi- cations consultants in the future.
A long-range overhaul of the entire three-year sequence in the social studies was begun and considerable time was devoted to defining the aims and objectives of the social studies program. Thought was given to the possibilities of developing and incorporating lectures in basic psychology, sociology, anthropology, economics, and political science into the history courses that now comprise our curriculum in the social studies. A course outline for Modern European History was prepared. A series of lectures on "The Puritan Mind" was prepared cooperatively by members of the English and Social Studies Depart- ments. A major body of work for the Advanced Placement course in U.S. History was also prepared.
Members of the Mathematics Department prepared a course of study in general mathematics for tenth grade pupils not pursuing a college preparatory program. The course of study in geometry was revised to include topics on space and coordinate geometry, and sample geometry laboratory and experiment sheets were prepared for students encountering difficulty in the subject. Additional courses of study for the theory of sets and intermediate mathematics were also prepared as well as instructional materials in elementary logic for advanced math pupils.
Members of the Science Department further revised the courses of study in physics, chemistry, and biology with special attention given to the correlation between the laboratory work of higher ability groups and the demonstrations performed for the lower ability groups. Provi- sions for some direct laboratory experience whenever possible for all science students were discussed and made. The relationship of the prospective (1964) health course to our present biology course was studied and the possibility of synchronizing units in the areas of human anatomy, physiology, and nutrition were considered.
Much of the work of the members of the Foreign Language De- partment who took part in the workshop centered around the proper use of our fine 30-station language laboratory which was installed in April. A set of rules regulating the use of the laboratory was devised and a schedule for optimum use of the laboratory was prepared. This schedule provides two 20-minute periods per week for all French and Spanish I and II classes, and one, in some cases two, 20-minute periods per week for all French III and IV and Spanish III classes. Three full periods a weeks are available for Latin classes, and three full periods
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a week are available for library use when any student from any language class may use the laboratory for extra practice. In addition, the language laboratory is open each afternoon from 2:30 to 3:30 to all language students under the direction of a teacher. All of the tapes now used in conjunction with text books were made by teachers during the summer workshop or since the beginning of school. All members of the Language Department have become thoroughly familiar with the function and operation of the language laboratory. Our students have easily accustomed themselves to the use of the laboratory and find it a valuable part of their language instruction. Teachers agree that the oral competency among all students has increased to a remarkable degree since the installation of the laboratory. To date, the laboratory has required only a few minor repairs and these have been completed very promptly by the installer.
The courses of study in Art were revised and refined in terms of both aims and content and the inclusion of much illustrative material.
A new course of study in health education for 10th graders to be taught by the Physical Education Department beginning in September 1964 was prepared.
In addition to the work performed individually or in small groups, all the teachers who took part in the summer workshop met as a body with the administration for many hours on several occasions to examine existing educational philosophies, policies, and practices, and to dis- cuss how these should be modified to meet the challenges posed by the accelerating rates of growth in both knowledge and population. At- temps were made to specify as precisely as possible the learning ob- jectives in each subject matter field and agreement was reached re- garding policies and practices to be followed in relation to homework, grading, and the transmission of important enduring cultural values.
Improvement of the salary schedule played a large role in our ability to attract a group of very fine new teachers to the Reading Memorial High School in 1963. Without exception, additions and re- placements to the staff appear to be people who are eminently well qualified to teach in terms of their professional training, personal traits, and enthusiasm for the task of guiding the learning activities of young men and women.
In looking ahead to the future, two needs stand out that are in addition to the ever-present need of providing adequate numbers of competent teachers. The first of these needs concerns the physical plant. In 1964 we shall be hard-pressed for space in the locker rooms and in the shop-art area of the building. As the school population continues to rise from year to year we shall be hard pressed for ade- quate space in several other parts of the building. We will "get by" for a short time by crowding and curtailing some desirable portions of our total program. Within the relatively near future, however, it will be necessary to seek solutions for our space problems.
The second need is related to the improvement of our methods of scheduling, programming, pupil accounting, record-keeping, and report-
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ing which function well but which consume a great deal of the time of the administrative staff that might be better devoted to more vital administrative functions. From the preliminary studies that we have made, it appears as if we should adopt electronic data processing methods as soon as possible. One question to be settled first, however, is whether we should rent data processing equipment and use it not only administratively but as instructional apparatus in relation to our business education program or whether we should contract with some data processing firm to do the work for us. In either case it would be more profitable to apply electronic data processing methods to the school system as a whole than to the high school alone.
Respectfully submitted,
Ara A. Karakashian, Principal
JUNIOR HIGH SCHOOL REPORT - 1963
Although Coolidge and Parker are at opposite ends of Town and are rivals in sports, academically they are closely related. This was the way it was planned and this is the way it works. The two schools use the same basic courses of study, the same text books and meet often by departments to turn out an equal product for the high school. One receives a great deal of pleasure when a group of students or a student in one's school reflects some of its teachings. Each year the State conducts a "Count Down" in Science and four students are selected from each County. Each of the Junior Highs had a winner; Stevan Nagel from Parker and Stephen Dembski from Coolidge were two of the four representatives from Middlesex County. A sign of equal stu- dents and equal preparations.
New approaches to education are in every type of literature today; some good, some bad. We have found some to be the answer to a long search, while others were modified or dropped. Among the new ap- proaches in use are the Audio Lingual Method in French for the seventh and eighth grades, large group lectures in ninth grade English, parallel grouping in English for the seventh and ninth grades for reading and a modified modern Math program.
During the past summer twelve teachers, six from each school, met in a workshop program. This primarily was concerned with establish- ment of a new course of study in English, Mathematics, Science, and Social Studies for pupils of below average ability. It also involved formulation of long range plans in some fields, and revision of curricu- lum already in use. It resulted in much new material which was put into use in both schools this fall. Although the projects initiated were not entirely completed, a great deal was accomplished, and the con- tinuation of this program in the coming summer will lead to more meaningful programs in the various fields.
This year, for the first time, many pupils electing French in Grade 8 began the subject in Grade 4 with two periods a week of French through television. While it still is too early to assess the total gain to
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pupils under this program compared to those starting French in Grade 8, it is obvious that four years of speaking the language on a limited basis makes a considerable difference. These pupils are accustomed to hear, speak, and understand French, although on a limited basis. As a rule their pronunciation is good.
Under the direction of full time librarians the school libraries are becoming more and more effective. Classes go to the library for in- struction in its proper and efficient use. More material, reference and otherwise, is being added so that pupils may use the library more effectively during the school day. Shelves of reserved material are available for pupil reference work in various subject fields. The li- braries are being used by increasing numbers of students.
This year one group of Grade 8 pupils in each school is taking a full year of Algebra on an experimental basis. Eventually this will be possible for these pupils to have a year of mathematics in Senior High of a more advanced type than otherwise would have been possible. Final determination of the additional course they will be able to elect will be made in due time by the Senior High. In the future it is possible that more than one Grade 8 group will be able to have Algebra at this level. Algebra still will be offered in Grades 9 and 10.
Renovation projects continue at Parker. During the past year the following were some of the things done: three sets of outside doors installed; gym floor and all classrooms on third floor were sanded and refinished; all lavatories completely done over; new girls' shower room; waterproofing work on outside of gym and auditorium.
JOHN R. COPITHORNE, Prin., Coolidge Junior High School ALBERT H. WOODWARD, Prin., Parker Junior High School
ELEMENTARY SCHOOLS ANNUAL REPORT FOR 1963
Teachers in the elementary schools today find themselves in the midst of a general educational revolution with many changes being made to improve education generally. As part of these changes ele- mentary school mathematics is currently receiving considerable em- phasis.
The recent rapid advancement of knowledge in mathematics is making increasingly greater demands upon the schools. There is need for a better understanding of the structure of mathematics which will result in a more permanent grasp of subject matter. It is also essential to develop attitudes which will enable children to learn any additional mathematics they may need in the future in a rapidly changing society.
Experimental groups have tried to identify the unifying ideas that pervade all mathematics and to determine ways to introduce these ideas at the elementary school level. There is research to show that the mathematics program from Grades One through Six can be greatly enriched and expanded by developing an understanding of the basic structure of number of which a knowledge of beginning geometry and
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the more simple algebraic ideas are an integral part. The new approach to mathematics shifts the emphasis from teaching mathematics as a way of doing to teaching mathematics as a way of thinking.
To this end the elementary schools in Reading have been planning and working. This year a program in modern mathematics is being carried on in several schools at the primary grade level on an experi- mental basis. This spring an in-service training program for members of the staff is being planned. A study will be made of the new trends and new programs and from this should come suggestions as to ways in which our own program may be improved.
While the modern mathematics programs give new dimensions to the learnings of elementary school mathematics, it is not intended that they completely replace the present program. Most of these new pro- grams can be carried on within the frame-work of the existing curricu- lum. These new ideas can supplement and implement the present developmental program which presents a solid and substantial base upon which to build.
The work which was begun on the new multi-text Social Studies program during the summer of 1962 was continued through the school year and a second summer workshop in 1963. Believing that the success of this type of program depends upon the total involvement of the teachers who will be working directly with it, bi-monthly grade-level meetings for all elementary teachers were held during the school year of 1962-63. These meetings were held in order to familiarize the teach- ers with the plans for the revised program and to establish together a definite, workable format for each grade. The workshop committee used these formats which varied according to the expressed needs of each grade level, as guides in its work this summer.
During the workshop period all units were completed at each grade level. Special emphasis was given to a gradual broadening of under- standings from grade one through grade six; attention being given not only to subject matter but also to work habits and study skills.
One of the strengths of this program depends on the availability of supplementary materials. New texts and materials must be con- stantly reviewed and purchased in order to keep the program up to date. Many hundreds of film strips were reviewed during the summer and some of the better ones will be added to our audio-visual supplies in the Fall. A need for more adequate materials to teach map and globe skills effectively has been felt and will be further investigated.
The new program was put into operation in all schools, grades 1-6, in September. It will be used for the full school year and the faculties will work together on an evaluation of the multi-text method, give constructive criticism to any short comings, suggest revisions, and, in general strengthen it where necessary for the following school year.
Another phase of work covered during the summer workshop pro- gram was in the field of art. The Art Supervisor planned and prepared
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a series of colored slides which were shown to the elementary teachers early in the school year.
The immediate aim of this project was to define for the teachers acceptable standards of child art as stated by contemporary art educa- tion. The long-range goal was to encourage and develop the habit of creative thinking by classroom teachers.
There were three types of slides. Cartoons were used as introduc- tion, and to illustrate the problems of the classroom teacher as seen by the art supervisor. Secondly, examples of child art were shown and the values of their subjective expression explained and the various media and methods described. It was pointed out repeatedly by the art super- visor that adult standards, often poor in themselves, should not be imposed on children. The process of creative thinking was illustrated in the third section. Careful consideration of all the potentialities of any given topic is the foundation for creative thought.
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