USA > Massachusetts > Middlesex County > Tewksbury > Town of Tewksbury annual report 1955-1960 > Part 51
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An extensive reorganization of our Audio-visual facilities has been achieved through the efforts of Mr. Kenneth Young. This has done much to aid and supplement our instructional program. In-service train- ing in the use of this equipment has been provided for both teachers and a limited number of students.
Organization
A second area of progress centers around our school organization. Students have been arranged in homerooms in such a way that they are now more school-conscious. A new and simpler Permanent Record system has been devised and adopted so that the maintenance and recording of mark records would be more efficient. In conjunction with this system, a new simplified Report Card has been introduced, after considerable study. It is felt that this card more clearly and concisely reports the children's progress. New methods of control of school text- books and school property have been devised. Written and oral standards for work in all classes have been firmly established in an effort to maintain our standards as high as possible. Our library has grown and is now adequately organized as the results of the efforts of two teachers.
Our method of grouping has remained unchanged as we feel that our young people are provided the best possible educational oppor- tunities by grouping them with people of somewhat similar level of ability. We accomplish this grouping by testing, by past scholastic achievement and by teacher and guidance evaluation. We realize that
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no one can be infallible in making such decisions, so provisions have been made to more easily move a pupil from one group to another should a valid need be apparent. Such a method of grouping tends to help all pupils move along at their level of ability and tends to reduce frustration for those who can learn but cannot absorb as quickly as some others. This year much time, care and effort were devoted to this area with outstandingly gratifying results at the time of this writing.
Activities
A third area of progress has been in the extra-curricular field. Extra-curricular activities are necessary since every school must have cohesive influence other than the continuous routine of classes. Lack of a Gymnasium or Auditorium inhibits such a program considerably. Despite this handicap, eighty or more boys participated in Junior High football with continued unbounded enthusiasm. Seven games were played with other schools resulting in three wins, two ties and two losses. Twelve cheerleaders, who provided their own uniforms, cheered them on with similar boundless enthusiasm. About fifteen girls are participating in Baton Twirling. This year, too, a Junior High Drill Team and Color Guard have been organized through the efforts of Mr. Thomas McGuire and Mr. Theodore Michell, respectively.
Almost one hundred boys and girls continue to participate in choral work with excellent results. Band continues to grow and be an important extra-curricular feature for a number of students. Since the initiation of our Banking Program one year ago, our students have saved approximately $6000. Quite an achievement! Limited as this extra-curricular program is, it does at least provide some opportunity for interests other than classroom work.
Housing
Looking ahead, we see a continuing growth in enrollment. Next year, there will be approximately 640 students in grades 7 and 8. Our facilities are becoming increasingly inadequate to provide the rounded program we look forward to. The opening of the new High School will eliminate double sessions but will not eliminate continued crowded inadequate facilities. With each passing year, this problem becomes more acute, so it is keenly urged that some relief be provided the Junior High School as soon as possible so that the very best of opportunities may be offered to your children.
Conclusion
I must say once again with the utmost sincerity that no job can be well done without cooperative teamwork. I am grateful for a faculty who have worked as a team to get the job done the best way possible without complaining of handicaps. Without good teachers, devoted to help young people grow mentally, physically and socially, no school can very well succeed. It is our constant hope that we may continue to progress toward providing the best possible educational opportunities for the youth of Tewksbury.
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SHAWSHEEN SCHOOL (Harold Hershfield)
A review of the twelve months since my last report was submitted reveals that satisfactory progress has been made in many areas of the curriculum and in related activities.
The summer academic program, which was initiated during the summer of 1957 with one instructor teaching arithmetic and reading on alternate days for six weeks, was continued during the summer of 1958. Three teachers and the principal were involved, with arithmetic and reading being taught in three-week blocks, making it possible for parents to select either or both periods for their children.
The extra-curricular sports program, begun last year, was ex- panded this year to include football and volleyball for boys and girls in grades five and six, with Miss Krysiak, Mr. Horowitz and the principal directing the athletic activities. Basketball, baseball, and softball will be continued during the winter and spring months, as in past years.
4-H woodworking, cooking and sewing activities for sixth grade children are also being continued this year with Mr. Southmayd, Mrs. Russell, Mrs. Wheatley, Mrs. Proverb, Mrs. Hamlyn and Mrs. Nugent, parents of school children, and Mrs. Mary Jane MacDonald, sixth grade teacher, in charge.
New activities at the Shawsheen School this year are the club activities for sixth graders. Every other week groups of children meet in one of the following clubs: choral, school newspaper, science or arts and crafts. These clubs are directed and taught by the music teacher and the three sixth grade teachers.
Evidence of interest on the part of parents has been demonstrated by the group of twenty women volunteers, who have been supervising children during lunch periods in the school cafeteria.
The teachers and principal, in lieu of attending the Teachers' Convention in Boston, visited the Edith Baker School in Brookline to observe classroom techniques and inspect textbooks and materials used in that school. Mrs. Johnson, teacher of the ungraded class at the Shaw- sheen School, visited the Walter E. Fernald School in Waverly, Mass.
In the months to follow, new lighting fixtures and painting of some of the classrooms of the old Shawsheen building will brighten the appearance of the interior of the building.
Before the end of the school year, playground equipment, furnished by the Shawsheen School P.T.O., will be installed.
Additional plans include laying out a baseball diamond and installation of football goalposts by school personnel. It is hoped that the coming year will see further gains made in providing for the needs of all children as well as improving teaching techniques through in- service training.
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NORTH STREET SCHOOL (Francis G. Ciarfella)
As a result of the increased numbers of children entering school for the first time, it was necessary to increase the number of first grade classrooms from three for the school year beginning September 1957 to five first grade classes for the school year beginning September 1958. An increase in class size for other grades was the inevitable result.
It has been a pleasure to schedule and in a small way assist the teachers and pupils with the presentation of the assemblies and pro- grams which have been introduced as part of the curriculum this year. The pupils of each classroom take part in at least one assembly or major program during the school year. Teachers plan the programs so that they may be integrated as closely as practical with the subject matter of the curriculum or the development of the desired skills. The attendance of parents has been gratifying and encouraging to the pupils taking part. The programs included a successful Spring Musical, in which pupils of all grades participated for the pleasure of one of the largest audiences to gather at the school auditorium, and an appropriate Christmas Program which was presented at a meeting of the Parent Teacher Association this year.
The regular scheduling of educational films has been continued as part of the audio-visual instruction. Other visual aids have been added to available materials. The most outstanding additions include a science kit, flannel boards, aquariums, and three dimensional wall maps.
A school newspaper was introduced this year. It is expected to be issued with each report card. Pupils of grades 4-5-6 are responsible for its publication. It has already served as a medium by means of which the gifted child may express himself and as an inspiration to all pupils to write for a purpose, putting to practical use the language skills they are learning in the classroom.
The Policy Manual recently introduced through the efforts of the Superintendent of Schools and the School Committee has already proved to be a valuable reference. The Handbook for Teachers was revised and brought up to date for the opening of this school year. It is hoped that the pamphlet for parents of school children may be revised and ready on registration day for distribution to parents of those children who will enter school for the first time next September.
The physical education program was strengthened earlier this year by the inclusion of additional physical education classes. These addi- tional classes are directed by the regular classroom teacher who normally assists during the classes scheduled with the physical education director.
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The addition of these classes results in a program with twice as many class hours of formal physical education.
The behavior of pupils while riding buses has appeared to be improving each year. This may be attributed to increased driver ex- perience, careful planning of routes and bus loads, age range of pupils on each route, and attention to safe bus conduct by teachers, parents, and pupils.
The development of a good school library requires the expenditure of considerable funds and effort over a prolonged period of time. The maintenance of a good school library requires library personnel and continued development. An opportunity to provide improved school library facilities within a short period of time and no direct expenditure became apparent when the Regional Bookmobile was placed in service in January of 1958. A request was made to the State for the services of this Bookmobile. This request was granted with the approval of the Library Trustees of Tewksbury. As a result, the bookmobile has been servicing this school every three weeks since March. A corner library is set in each classroom. The books are available for use during the school day and are loaned to pupils overnight. This service is helping to encourage in each pupil a library habit and an interest in reading for pleasure. Although it may not be possible to develop in every pupil a real interest in reading, it is obvious that making many acceptable and interesting books readily available to pupils is a prime factor in developing interest in reading.
Never before in this country's history has so much attention been directed toward the matter of education. People from all walks of life are criticizing and complimenting schools and educators. Parents of school children are concerned, and in this school the teachers are also concerned. They know best the problems encountered in teaching children. However, they also know the methods and the means necessary to each. The majority of the teachers of this school are experienced professional people who share this experience with the newer members of the profession. They have shown a constant interest in their pupils and the ability to seek out each child's weaknesses and strong points. They have the patience to teach and re-teach as necessary. The children of the community are in good hands.
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HEATH BROOK SCHOOL (Daniel G. O'Connor)
The school ended its first year of operation with a feeling of unity within the school and that a good start had been made. There are many things that have yet to be done that will tend to improve our educational endeavors.
Parent Teacher Association
The newly formed P.T.A. provided two very useful educational aids to the school. One of these was a 9' x 12' projection screen which is located on the auditorium stage. The other was a 21" Television by which the children can view the Educational TV programs on Chan- nel 2. This set is used Monday through Thursday for this purpose. This Television is the first in the Tewksbury Schools. The School Committee had the television aerial and leads installed. The use of this aid to education came about as a part of a study made by Mr. Young of the Junior High School, Mrs. Duffy of the Foster School and Mr. O'Connor.
The P.T.A. established two scholarships for the graduates of the High School.
Summer Academic and Playground Program
The Summer Academic and Playground Programs were well attended by the children of the area on a voluntary basis. The Aca- demic Program provided instruction in Arithmetic and Reading. Ninety-six pupils were in the Arithmetic Program and ninety-four pupils were enrolled in the Reading Program.
The pupils in the Academic classes were able to be in small class groups of 10 to 15 pupils. This enabled each child to receive individual help.
The program was a help to most of the children in their school work. The Playground Program was well attended and proved to be successful.
September, 1958
Three sections of sixth grade pupils had been promoted to the Junior High School and five sections of first graders came in. The additional enrollment made it necessary to compact the four third grade and four fourth grade sections to three sections each. This enabled us to provide the two rooms needed for the new first graders. The October 1st enrollment was 707 pupils.
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Use of School Facilities
The building itself continues to be heavily used by school and community groups. The school use of the building with the Heath Brook School After School Activity Program and the Junior High School Program keep the building scheduled until 6:00 P.M. on weekdays. Tuesdays, Wednesdays, Friday nights, Saturday mornings and afternoons are heavily scheduled with community users.
Recommendations
1. That the first grades number 25 pupils per room only. I am aware of the pressing school housing shortage in Tewksbury and also of the cost, not only in dollars, but in time that is not available for individual instruction to these children we are charged with. At present, the first grade numbers 38 pupils per room. It is my pro- fessional opinion that the teacher cannot do the job for each of these 38 children that she could do if her class numbered 25 pupils.
2. The possibility of shortening the school day for first graders should be studied.
3. Additional staff is required to strengthen the school program:
a. An additional elementary physical education teacher is needed.
b. A Guidance Counselor is needed to serve the elementary schools on a full-time basis.
4. The teachers should have time to eat their lunch without supervision duties.
5. Sidewalks are needed in an area where a large number of children are walking to and from school. The most immediate need for sidewalks is on Patten and Foster Roads. Work should proceed as fast as possible on these two roads.
A special word of appreciation is due to the people who were responsible for the building of this school. The members of the 1954 Building Committee are presently engaged in the many final details that are involved when a school of this size is built. I wish to thank them on behalf of the pupils and staff for their efforts to provide this educational facility and also for the manner in which they have re- acted to the requests for specific items presented to them.
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FOSTER SCHOOL (Edward F. Pelletier)
The total enrollment of these two schools for the year 1958 was 333. To give equal space for all of the educational endeavors that have taken place this year at the Foster and Ella Flemings Schools would certainly make this report too long and undoubtedly overburden the Town Report. Therefore, attention will be directed to a few areas of pertinent interest at this time.
Events and programs accomplished during the year are as follows:
1. Safety Patrol
2. Junior Fire Marshal Program
3. Bicycle Rodeo
4. Safety Poster Contest (1st prize)
5. Radio Script "Washington's Birthday"
6. Indoor and Outdoor Activities: Football, baseball, badminton, volley-ball, kickball, softball and basketball
There were other programs that took place throughout the year but for the sake of brevity they will not be mentioned at this time.
The most important aspect of this year's program was the ac- ceptance of a year and a half research on ability grouping. It began in 1957 when Dr. Thistle, Superintendent of Schools, appointed me chair- man to form an Ability Grouping Committee. This committee was to investigate and explore all of the possibilities of such a program, its successes and failures, and report to him our findings and recommenda- tions. In March of 1958 our report was submitted and accepted. Plans were formulated to try the recommendations on an experimental basis.
We proceeded with the utmost caution. The basis of grouping the children depended on the year's work accomplished in their given grades and upon the Science Research Associates Achievement tests that are given in April of each year. Teacher recommendations were also used so that the children would have every possible chance to succeed under this new program. We felt that to group the children in every subject at the beginning was not the best procedure to follow because our investigation showed that some of the school systems throughout the country that tried ability grouping failed because of the lack of special materials, which are of course necessary if this type of program is to be a success.
Ability Grouping basically involves the separating of the children of a particular grade into two or more groups, the members in each
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group being more alike in some particular ability than the entire group together. Regardless of what approach is used, the real job lies within each class room where variability will be still high and where a great service can be rendered children by perfecting ways of providing for individual differences. To be effective these groups must be flexible and composed of different children at different times for different pur- poses.
There is no one perfect method of teaching in the elementary schools today. The best method, no doubt, includes a number of good methods, each applied where it seems to function best for a particular child and for particular groups of children. Likewise, there is no one best method of organizing for instruction. Sometimes whole class instruction should be used. Sometimes small group instruction functions best. Schools with successful programs such as those in Tewksbury make use of all three of these organizing devices.
In these days of attacks upon education, let us not turn backward. Whatever we may do in Tewksbury the years immediately ahead are most important to serve better the gifted child, the average child and the slow learner. Let us see to it that the people understand that we need more enriched programs for all our children.
In closing, I would like to thank the teachers, the backbone of our teaching profession, for their wonderful cooperation in making our school year a most successful one.
GUIDANCE (Joseph Bastable)
The Guidance Services of the Tewksbury Public Schools are charged with the responsibility of providing educational, vocational, and personal-social guidance for all students - intensively for grades seven through twelve and on a referral basis for the elementary grades. At present there are two full time guidance workers and two teachers who supplement the guidance services by teaching one or more group guidance classes a day in the junior high school. High school group guidance classes are planned for next year.
In discharging the responsibilities of the Guidance Service, the following activities, tools, or agencies are utilized :
1. Plan, supervise, and interpret the standardized achievement, intelligence, and aptitude tests for grades seven through twelve.
2. Counsel personally all the eighth grade students in the selection of high school subjects.
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3. Maintain a current file of college catalogues and technical institutions, as well as vocational reference material and scholarship aid information.
4. Plan numerous Career Conferences during the year to help stu- dents learn about vocational opportunities.
5. Arrange opportunities for boys and girls to decide on their careers by working as teachers' aides, laboratory technicians' aides, and nurses' aides.
6. Enlighten and interest students in taking competitive scholarship examinations, service academy tests, and state and federal civil service examinations.
7. Assist students in applying to colleges, including preparation for college boards, transcripts, and recommendations.
8. Encourage students to visit colleges through "College Days" and through scheduled appointments made by the guidance office.
9. Help students to find jobs both part and full time by contacting local and out of town employers for undergraduates and graduates.
10. Carry on intensive counseling of individual pupils referred by teacher, principal, or superintendent.
11. Administer individual tests such as Binet and the Wechsler- Bellevue when deemed advisable.
12. Arrange for the dissemination of adequate vocational informa- tion through displays on bulletin boards, outside speakers, tape record- ings of current vocational opportunities (offered free by Northeastern University), and films.
13. Present service information to senior boys and girls through the efforts of the local recruiting office. In this program, each service is represented and has an alloted time to present the opportunities in his branch of the service.
14. Help guide each senior boy or girl to the best possible post high school placement.
15. Cooperate actively with various social welfare agencies so that they might better assist our young people.
In these and other ways too detailed to enumerate, the guidance services help our young people to achieve success in school and after graduation. With increased demands on our limited staff, due to
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swollen enrollments, it is obvious that increased personnel must be pro- vided to insure each student receiving adequate guidance services.
The accomplishments of our 1958 graduating class are deserving of recognition here. 47.3 per cent are furthering their education beyond high school. Twelve of these students won scholarships totaling $7300. Many of these will be extended upon satisfactory scholastic perform- ance. The 1958 graduates are attending schools in Maine, Massachu- setts, and Michigan. Bowdoin, Colby, Boston University, University of Michigan, Lowell State Teachers, Merrimack, and Northeastern are among those colleges and universities attended by the 1958 graduates of Tewksbury High School.
43.7 per cent of our graduates went directly into employment, helped by the guidance placement service. Western Electric, Raytheon, Lincoln Laboratories, and Hanscom Air Base are representative of the employers of the 1958 graduates. 9 per cent went directly into the armed services, and some of these are furthering their education in service schools.
The implications of increased college enrollments, up 45 per cent over six years ago, and the more rigorous entrance requirements of practically all colleges combine to make us less than complacent about the performance of our 1958 graduates. While we are proud of their achievements, we know that we must provide increased educational opportunities for the succeeding graduating classes in order that they might have the same opportunities for furthering their education as did the 1958 class.
We must be guided in providing these increased educational op- portunities by examining the emphasis placed on certain subject areas by college admission officers. These areas at the present time are in vocabulary, reading, mathematics, foreign languages, and science. Presently, there is a group of seniors taking an advanced chemistry course in organic chemistry. This usually is taught in freshman year in college. Thus we have made a start in one subject area to build a pro- gram that will enable college-bound students to compete successfully for college admissions.
We hope to eliminate the necessity of large English classes, allow- ing more time for writing and wide-range critical reading of literature. In our new high school, we hope to have a library that will fit the needs of an expanded language arts program. We plan to establish a more complete vocational arts program and to evaluate our foreign language curriculum and mathematics curriculum in the light of thesc increased demands by colleges and technical institutions. It is our hope that through these and similar efforts we can continue to offer our students the educational opportunities that they need to succeed in this increas- ingly complex technological age in which we live.
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