DOCUMENT RESUME - ERIC · Barbara Kaufman. Beverly Lydiard. ComrnonwasIth of Massachusetts. Department of Education Division of Curriculum and Instruction. PUBLICATION (FIMS DOCAMENT

ED OSS 327

AUTHORTITLE

INSTITUTION!;PONS AGENCYPUB DATENOTEAVAILABLE room

DOCUMENT RESUME

8 8 EA 003 667

Kaufman, Barbara, Ed.; Lydiard, Beverly, Ed.Kaleidoscope 4: A Descriptive Collection of PromisingEducational Practices.Massachusetts State Dept. of Education, Boston.Office of Education (DHEW), Washington, D.C.71112p.Bureau of Curriculum Innovation, 182 Tremont Street,Boston, Massachusetts 02111

EDRS PRICE MF-S0.65 HC-S6.58DESCRIPTORS Curriculum Development; *Educational Innovation;

Educational Practice; Ethnic Studies; ExperimentalPrograms; Guidance Services; Health Education;Humanities; *Instructional Innovation; LanguageSkills; Open Plan Schools; Program Descriptions;School Administration; Science Education; SocialStudies; Special Education; Student Participation;Vocational Education

IDENTIFIERS Elementary Secondary Education Act Title II/; ESEATitle III; *Massachusetts

ABSTRACTThis issue of Kaleidoscope, which focuses on projects

involving innovative educational changes, describes 102 programs inelementary and secondary schools in Massachusetts. The projects covera wide range of educational interests, including schooladministration and environment, guidance and special needs programs,curriculum areas, total program experimentation, and schoolmanagement. Each project description includes a statement ofobjectives and content, evaluative comments, professional personnelbreakdown, costs, and information contacts. (RA)

KALEIDOSCOPEMassachusetts Departuiew, of Educatoon WInt.,tr 1971

4

U S DEPARTMENT OF NEALTNEovirTIO.4 WELFAREOFFICE OF IOUCATION

T.S OOCUMINS. "AS liti%Out., laC'.r AS Rf It 0 ROM

f150% OR OR(,Ahl:AT.O% 0140 ,'MATAit, 0 POYTS Of If V, OR ON%.ONS STAt 0 DO NOT %ICE 5.5 AR,fRI PRESENT Of trtAf 014,01 Of f Du

fw. CA OS POSITION OR POLar.

01,

INCLUDING A SPECIAL SECTION ON SCHOOL MANAGEMENT

Board of Education

Allan R. Finlay, C 'halm:an

Mrs. Rae Cecilia Kipp, Vu c-thatrman

Richard L. Banks Mrs. Dorothy Robinson

Walter N. Borg Joseph Salerno

William P. Densmore John S. Sullivan

J. Richard Early Joseph G. Weisberg

William H. Gassett

Members Ex Offici is:

Edward C. Moore, Chancellor of the Board of Higher Education

William C. Gaige, Director of Research. Advisory Council on Education

C'ommissioner of EducationNeil V. Sullivan

Deputy Commissioner of EducationThomas J. Curtin

Associate Commissioner of Education

Max Bogart

Director, Bureau of Curriculum InnovationRobert A. Watson

Donald Torres, ESEA Title III CoordipatorRosalind Frankenstein, Senior Supervisor of EducationElisabeth Fuller, Supervisor of EducationDavid Jackman, Senior Supervisor of EducationBarbara Kaufman, Supervisor of EducationPhyllis MacAdam, Senior Supervisor of EducationPaul A. Ross, Supervisor of Education

KALEIDOSCOPE 4A Descriptive Collection of Promising Educational Practices

Winter 1971

Edited by

Barbara Kaufman Beverly Lydiard

ComrnonwasIth of MassachusettsDepartment of Education

Division of Curriculum and Instruction

PUBLICATION (FIMS DOCAMENT AilltoV Et) BY AIMED C. 1101.1. AND Si.krF h.KCHASING AGENT

I OM-3-71 .04879Estimated Cua Per Coq S .29

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ntroduction

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isefInes entyly !ea_ier!:.

tA.Li.::)?!. can le a val..lable tOol'0 1:L;;q-. W;:o 7-> alrea.t

t:.e ways in .iit:erent sc:loctl

ter:s are instituting net,: 1.71,ograr..1

in uVt_'.1'

a; :4,ecial

e_ivation nave gen-erate,1 a new section on sc:?.00l rr.anage-7.ent ihcludes an out-of-staemole! for extending the school year.

A majority of rALEIL,:;COPE 4 reportsare based on inexper.siva administra-tive and structural innovations, in-clading new ways of using studentteac:ners, para-professionals, andschool and community facilities. Thesucess of these programs and theirspinoff projects remind us that simplestructural changes are often a keyto flexibility, creativity, andindividualized instruction in theclassroom.

To those who feel their programsare as innovative or as effective asthe ones we have incuded in this'KALEIDOSCOPE, we say, "I'leas-, tell us

t-r r

: :7

yar

w!IIanci .ger edu.-.171cn. W:.en approx-

imately on _juarter of a million youngpeop:- in achusetts never finishh:gh school, alternatives to trationalH:gh schaol and college programs musttc .onsidered. e would like tc '.ear

al_cut informal and formal adult educ,-tion programs, vocational school pro-grams for adults and other groups of-

fering imaginative experiences incontinuing education. We would alsolike to hear about college, juniorcollege and university programs.

KALEIDOSCOPE will be similar toKALEIDOSCOPE 1, 3 and 4 a potpourriof educational practioes in grades K-l2.

We welcome ideas for future KALEIDO-SC3PE articics f:-Pm every,:-ne, even if

it only means a plrase, a name and

a phone number. Vhen a project is notreported in KALEIDOSCOPE, it goesinto a data bank which is often referred

to when questions come in. Even if your"...nnovation" resembles something which

has already appeared in a KALEIDOSCOPE,

we are glad to receive it; similarityof context (size of community, geo-graphical location, etc.) are oftenas important as the subject matteritself. A "Kaleidoscope Lead ReportForm" and a "Kaleidoscope Comment"form are included at the back of this

book.

Many frustrated teachers and admin-istrators would desperately like moretime, training, and materials forinnovation. Information sharing, then,is vital, for educators cannot affordunlimited trials and errors. TheBureau of Curriculum Innovation canhelp in several ways.

,

intereL, in a:1(-_-:;erle on thc

2o:-.enl:" fain in the 5a6r.

0: 1,00=..)

i:urex.; is al.;o collecting in-t-ormation in particular about openschools, minority programs, and in-

ternal as well as external schoolcommunications systems, in order t.)Provide you with comparative factsand solutions. We would appreciateany individual samples or descriptionsour readers can send us.

We would encourage school systemswho have not already done so to set upmechanisms for dealing with the public.Newsletters, program brochures, train-ing sessions, sc.iool tours, open houses,public relations personnel, slidesand films are a few of the many waysin which schools can share their pro-jects with local parents and citizens,outside administrators and teachers,state and federal departments, and the

general public. Accountability is not

just the latest term for educatorsto play with; specific mechanisms forevaluation are increasingly necessaryif schools are to secure local, state

and federal funds. Measurable resultsadd great impetus to the support and

spread of any worthy practice.

Progress cannot come without change,but change does not necessarily bringprogress. Positive change strikes at the

root cf some basic educational need; itrequires considering alternatives, and

consulting those who will have to live

with it, whether teachers, parents orstudents. To report such change is the

intent of KALEIDOSCOPE.

5

Robert A. Watson, DirectorBureau of Curriculum

Innovation

N ote

. :

_i-! )n;y.te=_;. A list ot

- con;ultantsin 1 1,- o: tnis

iree ...all on tl,em for furtheriforrtor. ,AL,3ut thL di:-,semination

i,rogra or to inquire alout ycur localiTr rerreer.tal-ive. KALEIDOSCOPE

two or three times a yearreports crom local and area UNLOCT

r.-presentatie and others accumulate.

How to Use KaleidoscopeWe want to call the reader's atten-

tion to the Index by Grade Level andIndex by City, Town, and Region at theback of the book.

Abbreviations include: UNLOCK, amember of the UNLOCK network (see above);Dept. of Ed., a member of the StateDepartment of EdIcation; ESEA, Elem-entary and Secondary Education Act;

EA, 1.ational Defense and Education Act.

Schonl systems represented inKALEIDOSCOPE should feel free toreproduce any report for wider dis-tribution. Simply credit this publi-cation.

Most importantly, get in touch witha report's Information Contact if youthink the program has some merit foryour own situation. These people arehappy to share their experiences.

Acknowledgements

Book design, graphics, and layout:Harry L. Johnson II

Photographs and illustrations (.dhereknown): 5, F. Maioli; 17, BeaconPublications; 37, Frank Truehart;57, Worcester Telegram; 63, Robertand Paul Chalue; 65, J. Mitchell;69, Steve Van Meter.

6 iv

TuThman aLd Barb :atifman

t.;:anks o the locarepr,,sentatives and to Department ofEthicatin staff P-7embers L'ho contributed2reatlj to this -!0--ztir,' enterprise.

Distribution

KALEIDOSCnPE 4 has been distributedto superintendents and principalsof public, vocatiopal, and parochialschools; representatives in 40 col-leges and universities in the Common-wealth; presidents of the MassachusettsTeachers Association and the AmericanFederation of Teachers; those privateschools in the state belonging to theISAM and NEACSS; school committeechairmen; education directors ofcommunity action programs; representa-tives of the news media; interestedparents and teachers; and many others,including those mentioned in this issue.

You may add your name to our mailinglist for KALEIDOSCOPE. Write theBureau of Curriculum InnovaLion.

Additional copies may be obtained fromthe Bureau of Curriculum Innovation,182 Tremont Street, Boston 02111,

617-7'27-5790

CoverStudents and a staff mem-ber put together a turkeyskeleton--one of the manyprojects at Needham's Sci-ence Center, described inthis issue. (Photo by Chalue)

Table of Contents

IntroductionoteTable of Contents

I. CHANGES IN THE SCHOOL ENVIRONMENT

A. Administrative and St/uctural Variations

1. Education Without Walls, Lexington 1

2. Team Teaching in an Old Building, Cambridge 2

3. Middle School Offers New Learning Opportunities,

Ashland 3

4. Senior Year Studies, Weston 3

5. FOCUS, Stoughton 4

6. Learning Team Concept, Plasconomet Regional JHS 5

7. Computerized Modular Scheduling, Cohasset 6

8. Convertible Learning Centers, Quincy 6

See alao: 14, 16, 19, 25, 33, 38, 40, 48, 53,59, 60, 81, 85, 92, 95, 96, 97, 102

Supporting Innovation/Professional Developmc:nt

9. Curriculum Councils, Winchester 7

10. Creative Language Arts, Agawam8

11. Do-It-Yourself Advisory, Cambridge 9

12. Community School Planning, Chicopee 9

13. Title I In-Service Training, Brockton 10

14. Differentiated Staffing, Amherst 11

15. Share-In Day, North Andover 11

16. Peacu Corps-Teacher Corps, Worcester12

17. Project Repaid, Westwood13

18. In-Service for Administrators, Bos,:on 13

19. Student Team Teachers, Brookline 14

See also: 6, 44, 52, 95, 97

C. Parents/Communication

20. Student-Parent Exchanc, Hamilton-Wenham Regional HS 15

21. Parent Volunteer Group, Sudbury16

22. Parent Workshops in Speech Therapy, Acton 17

23. School Advisory Council, Roxbury18

24. 700 Volunteers, Worcester18

25. Volunteers Establish New Libraries, Boston 20

26. Volunteer Teacher Aides, RowZey21

See also: 12, 27, 35, 37, 44, 49, 50, 51, 83,

87, 88, 95, 97, 102

7 v

D. Student Involvement

22

2327.28.

Project PRIDE, NewburyportStudent Tutors for Math, Needham

29. Student-Sponsored Legislation, Hyde Park 23

30. F.T.A. Volunteers, Swansea31. Youth Tutoring Youth, Roxbury 25

32. TeenAgers Serving Kids, Brookline 26

33. Seminar Day, Framingham 27

34. Video Motivation, Cambridge 28

35. Demonstration Against Drug Abuse, Norwood 28

36. Learning by Teaching, BrookZine 29

37. Mini Peace Corps, Jamaica Inain 30

See also: 1, 4, 5, 20, 24, 44, 46, 50, 51, 52, 55,59, 60, 67, 77, 79, 87, 92, 95, 97

II. GUIDANCE AND SPECIAL NEEDS PROGRAMS

E.

F.

Special Education

313232

38. Regionalized Special Education, Ashland, Holliston,Millis

39. Vocational Training for Edacable Students, Framingaam40. Integrated Special Educat;on, Fitchburg

See also: 17, 72. 75

Otht.r Children with Special Needs

41. ESL Program, Lawrence 33

42. Bilingual Education, Framingham 34

43. Program for Perceptually Handicapped, Marblehead 35

44. Mini-Gym Motor Development, Acton 36

45. S.E.E.K., Easthampton 37

46. Elementary Pupils Help Pre-Schoolers, LynnfieZd 38

47. Project Mainspring, Waltham 39

48. A Second Chance, Gloucester49. Project Realization, Needham 40

See also: 3, 13, 22, 63, 69, 72, 81

G. Guidance

50. Junior High Handbook, Pantasaua RegionaZ HS 41

51. Computer Assisted College Selection, Newton 41

See also: 3, 5, 33, 48, 49, 63, 65, 66, 69,72, 75

III. CURRICULUM AREAS

H. Humanities/Art/English/Media/Music

43444545

52.

53.54.

55.

Concord Consortium, ConcordEnrichment Program, ConwayArt in Interdisciplinary Learning, AttZeboroArt Spills Over into the Classrooms, Lincoln

56. Murals by Students, Cambridge46

57. After-School Art Program, Boston 46

58. Bible as Background for Literature, Newton 47

59. DECK Plan, Marblehead48

60. Media Study Broadens Curriculum, Concord 49

61. Music Week, Holliston50

62. Operatic Happening, Newton50

See also: 1, 4, 5. 9, 11, 27, 33, 34, 37,

45, 88, 89, 92, 94, 95, 96, 97

I. Health/Physical Education

63.

64.65.66.67.

Comprehensive Drug Education, RocklandBirth of a Drug Program, Amherst-Pelham Regional HS

K-12 Health Education, WorcesterSocio-Biology, BraintreeLifetime Sports, Ware

See ac 17, 35, 44, 47, 49

5152535456

J. Vocational Educ -Lon

68. Foods Service Training Program. Needham 57

69. Work-Study Program, Fitchburg 58

70. School Typewriters Used at Home, Southwick 58

71. An Historical Restoration, Nashoba Valley Technical HS 59

72. Diversified Occupations, Charles H. McCann Vocational-

TechnicaZ HS 60

73. Computerized Investing, Acton-Boxborough RegionaZ HS 60

74. Graphic Communications, Hingham 61

75. Exploratory Vocational Training, BZue Hills Vocational-

Technical HS62

See also: 1, 3, 39, 48, 97

K. Science/Environment/Math

76. SLience Center for Suburban and City Children,

Needham 63

77. Bird and Nature Museum, AthoZ 65

78. Marine Science: A Pilot Program, Revece 66

79. Conservation Corps, Barre 67

80. An Outdoor Classroom in Hartsuff Park, Rockland 67

81. Children Exchange Environments, Springfield 68

82. Arithmetic Games, Otis70

See also: 8, 28, 34, 73, 95, 96, 97

. Social tudien

..xplore Community Economics, Winchendon 70

. Wltotz 71

":: '_...;r:;es in social Studies, Cohasset 72

,1!;..al. Indian Culture, Otis 72

'Sraders Examine Local Government, Springfield 73

Xl'H-Xedia Approach to Cultural Studies, Chelmsfbrd 74

A Ccurse of Study, Mt. Everett Regional HS 75

:.42e also: 1, 4, 5, 8, 29, 33, 34, 37, 45, 52,81, 95, 96, 97

:1=mading/Elementary Language Arts

) comprehensive Reading Program, EVerett1:. Typing for Elementary Children, New Bedfbrd-4.1% Friday rilms, Spencer-13. Elementary Creative Dramatics, WaZthami. ?aperback Productions, New Bedfbrd

See also: 5, 8, 10, 15, 17, 25, 26, 36, 41, 42,46, 47, 95

IV. EXPERIMENTING WITH THE TOTAL PROGRAM

95. Budget Cutback Spawns Innovative Program, Littletonq6. More Options for Students, Obrthfield97. Education School and Community Work Together, Cambridge

V. SCHOOL MANAGEMENT

93. PPBS, Brookline99. Computerized Bus ScheauLing, Acton100. Centrally Prepared School Lunches, Concord101. Cooperative Data Sharing, 23 towns102. Extending the School Year, Lockport, Illinois

Li_ of Area Unlock ConsultantsTO Multiply an Innovation

tzleidoscope Lead Report;rade Level Index2ity, Town and Region Indextaleidoscope Comment

10

7676777878

798284

8788909192

95969799

100101

"In this worldthe great thing

iS not so much where we stand,a$ in. which direction

we are moving."- Loiti 'Byron

1. Changes in theSchool Environment

A. Administrative and Structural Variations

1. Education WithoutWalls

LEXINGTON SENIOR HIGH SCHOOL, 251Waltham St., LexingtonSuperintendent: Ralph J. FobertReported by: Carol Kellogg, Department

of EducationInformation contact: Dixie Noftsker

and Fred Boyle, 617-862-7500 x325Administrative contact: Laurie L.

Harris, Assistant Principal, 617-862-7500 x225

Dissatisfaction with regular courseofferings has given rise to an innova-tive curriculum and outside-the-school-wall activities for 160 juniors andseniors in Lexington's Education With-out Walls Program.

Summer workshops in 1968 and 1969were devoted to setting up.administra-

121

tive procedures and curriculum. Basedon the assumption that rarely can stu-en.:s' needs be met within the physicaland psychological qpnfines of theschool classroom, the program profess-es flexibility and individuality asits dual objectives. Each student de-signs his own program to meet his needs.If the personnel and facilities of theschool don't satisfy his needs, EWOWhelps find alternatives.

Aside from hours in English and U.S.History required by the state, theEWOW curriculum is comprised of anumlie l-. of half-semester electives.Some periodic activities are requiredof-all EWOW students such as discus-sion groaps, film viewings and fieldtrips. Examples of courses are: FilmMaxing; The Psychology of Violence;Prisons, Jails, and Reformatories; TheBlack Man Revolts; Oceanography; Re-tail Merchandising; American Music

Seminar; Caste and Class in America.Many students supplement their EWOWcourses with more traditional coursesin such fields as science, mathematicsand foreign languages, as well as withindependent study programs.

To complete his schedule, each stu-dent selects an afternoon activitythat is of interest and value to him.Many students have paying jobs at var-ious business establishments in thearea. Two girls raised enough capitalto rent a store,acquire stock, and ad-vertise their own boutique which hasbeen operating since the fall of 1969.Others have made a feature-length film,studied computers, managed a gas sta-tion,and worked with the Theatre Work-shop Company. Some use the afternoonto take courses from the regular schoolcurriculum.

Response to the program has thus farbeen encouraging. Students have parti-cipated actively in its development.Many new students have joined the pro-gram since it began, while only asmall.number have found it unsuitableto their needs.

Date project operational: 1969No. of students involved: 160Approximate yearly cost: None extra

(Staff: 4 full time, 15 part time)Source of funds: School budget

2. Team Teaching in anOld Building

RUSSELL SCHOOL, 115 Larch Rd., Cambridge02138Superintendent: Francis FrisoliReported by: Henry J. Morris, UNLOCK;

Bert Giroux, Public RelationsInformation and administrative contact:

Ed Murphy, Principal, 617-876-4500x286

The Russell Elementary School Build-ing may be archaic, but its educationaloutlook is quite modern. Third gradeclasses have piloted a team teachingprogram that will be continued and ex-

13 2

panded when the new John M. TobinSchool is completed in 1971.

Teachers Marilyn Gay and Pamela Stoutapproached their principal in the springof 1969, and asked if they covld planfor team teaching in the fall This re-quired some space hunting, in an oldschool where third grade teachers werelocated at different ends of the hall.To support the teachers' efforts, how-ever, Principal Ed Murphy movr_d thetwo third grade classes to rooms at thesame end of one hall, facing each other.A dead-end corridor space between themwas immediately decorated, and nowserves as an area for small group learn-ing, practicing plays, and art activ-ities. Mr. Murphy was also able tocoordinate released time for the twoteachers, so that they could plan to-gether.

Other compensations for the building's1897 design include a constantly chang-ing pattern of desks, which the studentsoften move for various activities, and"interest centers". Tables and shelvesplaced around the room hold materialsdesigned to motivate and stimulate achild, such as fossils and manipulativemath games. Student teachers and parentvolunteer aides, by reducing the pupil-teacher ratio,also increase flexibilityand individualize learning.

For the first four weeks, the two

third grades only met together forlarge group activities. While everyonebecame accustomed to moving back andforth, students were tested for read-ing and math ability groups. After in-tensive evaluation they began to travelindependently from area to area duringthese periods.

By the end of the first trial year,team teaching techniques and methodswere in full operation, and were favor-ed by principal, teachers, parents andstudents. They were picked up easilythe next year by a new third gradeteacher, and by the fourth grades. Thefifth grades plan to continue this pat-tern next fall.

Date project operational: Fall 1969No. of personnel involved: 40Approximately yearly cost: None extra

3. Middle SchoolOffers New LearningOpportunities

ASHLAND MIDDLE SCHOOL, 90 Concord St.,Ashland 01721Superintendent: David MindessReported by: Barry Ruthfield, PrincipalInformation contact: Ernest Zaik, Curri-

culum,Coordinator, 617-881-2131Administrative contact: Barry Ruthfield,

617-881-2126

In 1966 the Ashland Public Schoolsestablished a Middle school to providemore individualized instruction and tomake better use of existing buildings.

The many architectural and financialadvantages of putting all fifth througheighth graders under one roof allow fullprograms in guidance, laboratory science,remedial and developmental reading,speech therapy, language labs and a hostof other areas. A pooling of stafftalent provides teacher specialization,core programs, multi-grading, largegroup instruction, more attention toindividual differences and greaterdepth in course content.

14

One popular result of this reorgani-zation is the instructural materialscenter, combining library and audio-visual resources. With a school po, 1-lation of 862 students, the libraTienreports that 2000 books circulate Jlonth-ly.

Recently a pilot program opened newavenues for understanding the community;on an average of once a week , boys

who are disinterested in formal schoollearning go out to investigate careerpossibilities in local Industry withthe industrial arts teacher.

Date project operational: 1966No. of students involved: 862Approximate yearly cost: None extraDissemination materials available:

Filmstrip of instructional mate-rials center.

4. Senior Year Studies

WESTON HIGH SCHOOL, WestonSuperintendent: Philip A. WoodReported by: Joe Emerson, Faculty Co-

ChairmanInformation and administrative contact:

Joe Emerson, 617-899-0620

When students asked for a SeniorYear Studies Program, the administra-tion and r.'aculty at Weston High helpedthem set It up as an experiment. Design-ed to encourage individual creativity,the program serves as a transition;seniors long familiar with structuredhigh school courses can try the moreindependent types of work expected bycolleges.

For the second semester or fourthquarter of the academic year, seniorsmay replace one or two fuli-creditcourses by submitting contracts to areviewing committee. These performancecontracts must be studied and reasonableproposals, for they must convince thecommittee and teachers whose coursesare being dropped, that independentstudy will provide worthwhile learning.experiences. Planning, then, is an im-

3

portant part of each project's educa-tional value.

The committee includes faculty, stu-dents and the principal. Together theyhelp draft proposals in contract form,as well as approve, record, evaluate,and award credit for projects. Meetingregularly with one member of the com-mittee, and with an adult advisor as-sociated with the project, a studentmay use a seminar form, some relevantwork experience, formal study at anearby institution, or an independentresearch approach.

Evaluation is another key element ofthe programs. Students present a briefwritten report and some "final product"(in the form of a recital, a paper, abiography, etc.) to the entire committee.The committee asks for feedback fromstudents on its own operations, too,so that it may improve its service thefollowing year.

Projects varied widely. Many studentstaught classes or worked at hospitalsand institutions. One boy prepared forcollege auditions on the double bass,and another studied music compositionat Brandeis University. Trainees wereaccepted at a local photography shop,the local paper, and a rat experimen-tal lab at Massachusetts General Hos-pital. Films, a play and a literarymagazine were also produced.

Date project operationaZ: Fall 1969No. of students involved: 33(1styear)

Approximate yearly cost: None extraDisseminaticn materials available:

8-page guideline for students

5. FOCUS

CHEMUNG HILL SCHOOL, 1800 Central St.,Stoughton 02072Superintendent: Joseph H. GibbonsReported by: Carol Kellogg, Department

of EducationInformation and administrative contact:

Mrs. Helen Hansen, Principal, 617-344-4000 x58 15

rur the na,:i 'even chemung

Hill >cnoo3 ha .;et a.;ide ,;everal

in I.Le siring for the whol. f;chocl

(Rrades K-G) to work together on ininterdisriplinarv project dealing witha central theme. "Map Readitv", "TheOcean", "Flight", and "Conse-vation"have all been themes in the past.

Last May the students selfcted andfocused on the theme "Occup3tions".For three weeks a greatly varied pro-gram presented speakers, includingmany parents, who came to talk abouttheir own occupations. Children exploredtheir community's court nouse, townhail, library, police and fire stations,vocational school, and their Career-mobile. All children viewed a film,"Careers in Health." In addition tothe large group field trips, smallergroups of 5-10 children visited pro-fessional people in small local busi-nesses and observed them involved indaily tasks. Excursions were supervis-ed by parents and took place during theschool day.

Particularly noteworthy during theOccupations program were the relatedcultural activities. Ciildren read orlistened to Walt Whitman's poem, "IHear America Singing," listened to themusic from Dukas' "Sorcerer's Appren-tice," sang occupational folk songsand did a good deal of creative writ-ing. One of the students' favoriteactivities was having a different classdress a life-sized dummy in a differ-ent uniform each day, and wheel itaround from room to room for othersto guess the occupation represented.

The three weeks culminated in anOccupational Fair. In preparing forthe Fair each class was paired withanother: grades 1 and 4, grades 2 and5, grades 3 and 6 and the kindergar-tne and grade 6 came together approxi-mately one-half hour each day to workon their projects.

Children showed their parents avariety of art and creative writingpro]ects. A large mobile, puppets,dramas, a mural and other originalcreations set the scene as childrenplayed occupational roles in demonstra-tion booths.

giallik.W:=177

Alt

Mel Mr IMINE am.On the final day over 600 vounv.ters

enjoyed a picnic with their parent--Everyone wore handmade hats depictingan occupation of the past, present, orfuture.

Date project operational: 1963No. of students involved: 600Approximate yearly cost: $25 (ma.-:er-

ials)Source of funds: School budget

6. Learning TeamConcept

MASCONOMET JUNIOR HIGH SCHOOL,01921Superintendent: Men FayReported by: David A. Jackman,ment of Education

Information contact: Jim Dodge617-887-2328

AdMinistrative contact: Bruce617-887-2328

Boxford,

Depart-

, teacher,

Bears,

When the doors opened this Septemberat Masconomet Junicr High, very littleremained the same from the previousyear. Traditional block scheduling wasscrapped, bells were silenced, studyhalls eliminated, and all were repla-ced by school-within-a-school teamlearning. Within one month anotherchange was evident; morale among teach-ers and students was at an all timehigh, according to Jim Dodge, teacherand leader of the original "curriculumCommittee".

18

"...,Cnr" ',tr.' teacher':,

lv or. :)or.nnnel,

ro-pon%ilo !Dr oac-. he'-erorennn' Fa-h *ear !clo-

it. own rrripink-,, !Ia4: nwnrr?s :-- own !i-,cipl:n-arv 71ro-e!ure-, and olect-; it- own teamleader. To maintain a morr equil rela-tionnhip with their team, these leader':unanimounly ele.:ted to refur.e a -;alarvdifferential. Each team also has itsown block of classrooms.

Mr. Dodge reported that not only is

interaction among teachers high, butthe discussion is focused on thestudents rather than subject matter.From time to time the whole team meetstogether to allow teachers and studentsto voice r:oblems and let off steam.The only constraint on scheduling is

that one hour is set aside everyday for school-wide electives, such asband, clubs, etc.

The team learning was instituted atno-cost to the school through grassroots involvement. For fifteen months

an all-teacher "curriculum team" gavetime freely to work out plans; fre-quently as many as half of the 50-manstaff attended these after-school meet-ings, which were free of any control onthe part of the principal or superin-

tendent.

Another prime factor that determinedthe course and success of the planningwas the need to conserve time and touse it more effectively in more con-centrated blocks. This orientationhelped pull the staff together andeventually led to a truly flexibleschedule.

Where does the committee go next? Mr.Dodge explained that teachers now wantto improve the curriculum, with thehelp of the students. The new staffingpattern and open atmosphere which thegroup has worked out will greatly fa-cilitate changes in course content.

Date project operational: September1970

No. of students involved: 720Approximate yearly cost: None extra

7. Modular Scheduling 8. Convertible LearningCentersCOHASSET HIGH SCHOOL,

: :/.ei7nd

. 7urriculum

WIlliam !-!cr.allum:.irec:tor of 7Tecia1 fl,ervicer., E,17-323-3,7:23

cortaclt: John !.!. Shaw

Scheduling flexibility is achievedat Cohasset High ,,chool (grades 7-12)

dIviding each school day into 18modules of 22 minutes each, includingan activity period at noon. At the be-ginning of the school year, teachersdesignate the number of mods they wantfor their classes each day, and a com-puter sorts and assigns the teachersand students into time slots.

!!ajor subject areas meet for at leastten mods per week, but these can bearranged any way the teacher wished.The rationale is that some topics lendthemselve to longer or shorter mods.For example, science personnel preferthree consecutive mods per day, three(lays a week, -.for labs and one mod forreview; senior English and social stu-dies meet for a different number ofmods every day; art and industrial artsprefer three mods at a time; calculuslikes four; and the language lab, one.The schedule rotates each day so thatthe same consecutive modules never meetat the same time' on two consecutivedays.

Since the program began in 1968, re-ception by the teachers has been mixed.More teachers are taking advantage ofthe opportunities for flexibility everyyear, but half of the teachers stillprefer a traditional two mods per day,five days per week. Those operating theprogeam feel it would be difficult--ifnot impossible--to run without computerassistance.

Date pv-oject (erational: 1968No. of students invoZved: 800Anproximate yearZy cost: Included in

$2,300 budget for computerizedscheduling

Source of funds: School budget

17 6

GRIDLEY BRYANT SCHOOL, 111 Willard St.,'.uincy 02169.'uperintendent: Lawrence P. CreedonReported by: Patricia Drew, Teacher,

Reading Center CoordinatorInformation contact: Patricia Drew,

617-773-5890Administrative contact: Charles

Bernazzani, Principal, 617-773-5980

Despite an antiquated building(builtin 1895) and crowded conditions, theC;ridley Bryant School has succeeded insetting up three learning centers whichoffer students in grades 2-6 a kalei-doscope of learning activities in theareas of mat'l-science, language-soctalstudies and reading. Utilizing a smallbudget for renovations, the school cre-ated a readirg center which doubles asthe school 1:..brary. This center is loc-ated in the former school auditorium,enlarged by breaking down the wall ofan adjoining classroom. Desks were re-rlaced with tables and chairs. The math-science and 3-mguage-social studiescenters were made in a similar manner,by breaking down portions of walls sep-arating two large classrooms.

In groups of about 100, all studentsare scheduled into each of the threelearning centers for an hour everymornim7. Three teachers, assisted byone para-professional aide and studentteachers from nearby cooperating col-leges, staff each center. Programs inreading, math and language are skill-based. Students have been diagnostical-ly tested, and each student is shown avariety of materials he can work withto strengthen his areas of weakness.The science and social studies programsutilize the inquiry approach--withplants and animals--and also delve intotopics such as law and social responsi-bility, economics and black studies.The programs in all three centers focuson meeting tha needs of individual stu-dents rather than grade level require-ments.

During the afternoon, Cinderella's

coach becomes a pumpkin again as thelearning centers revert to self-con-tained classrooms--two in t'le math-science center, two in the socialstudies-language center. The readingcenter continues to function as a placewhere students needing extra help canreceive it.

Staff members visualize use of thelearning centerE as a method of gradu-ally changing a traditionally-organizedschool into an ungraded, "free flow"school with more and more emphasis onindividualized programs. This entailsgiving each child more and more respon-sibility for his own learning and forevaluating his own work.

Date project operational.: September1970

No. students invoZved: 200Approximate yearZy cost: $2,000 (plus

$4,000 one-time expense for build-ing renovations)

Source of funds: ESEA Title III andExperimental Textbook & LearningMaterials Bud,-t for City ofQuincy

Dissemination materials availab?.e:Brochures available to LearningCenters visitors--open to visitorsa.m. only

B. Supporting Innovation/Professional Development

9. Curriculum Councils

UIMCHESTER PUBLIC SCHOOLS, 15 High St.,

Winchester 01890Superintendent: Donald A. KlemerReported by: Walter P. GleasonInformation and administrative contact:

Walter P. Gleason, Assistant Superin-tendent for Curriculum, 617-729-8103

The perennial problem of curriculumdevelopment and coordination is beinghandled for grades K-12 in the Winches-ter Public Schools by permanent Curri-culum Councils in each subject area.Two teachers representing the elemen-

tary schools (primary and intermediate),

one from the junior high and one fromthe high school serve on councils forLanguage Arts, Mathematics, Sclence,

and Social Studies. The Foreign Langu-

ages Curriculum Council includes repre-sentatives from only the junior and

187

senior high schools. Department Headsare chairmen of the councils.

Chosen by a committee of principalswho review the qualifications of teacherapplicants, the Councils are expectedto monitor the results of curriculum,to be aware of curriculum changesthroughout the country, to constructand recommend curriculum as a resultof assessed need and available materi-als, and to train teachers in using the

curriculum.

In each elementary school and in thejunior high, one curriculum specialistin each subject area is appointed bythe principal to act as a curriculumadvisor in residence to the teachersand principal of hiEl school, and toserve as a liaison between the schooland the Curriculum Council. These lia-

ison people disseminate information,answer questions about the programs andfind out and inform the Councils ofdifficulties teachers may be havingwith the program; other duties includeidentifying instructional concerns forCouncil discussion, collecting datafrom curriculum tests, and obtainingteacher reactions to new texts and mat-erials offered for inspection by thecouncils.

The Curriculum Councils meet two daysa month for the entire day while sub-stitutes take the classes of memberteachers. Each Council also works fourweeks during the summer. The 19 Councilmembers each receive a stipend for ex-tra responsibility (3% of the master'sdegree maximum) plus additional workingpay for a 43-week year. The liaisonpeople receive a stipend of $200 each.One full-time clerk serves the fivecouncils.

During their first year of operation,Councils examined and evaluated exist-ing curriculum. They are currentlyworking out goals for each subjectarea indicating the expected behaviorat each grade level. The next step willbe to establish performance criteriain the form of standard tests andstandard oLservations.

The Councils have now produced a num-ber of multi-activity kits (mostly forgrades 1K-6) to go with the curriculumin science, social studies, math andEnglish. The kits include instructionalmaterials, tapes, films, film strips,etc. and they are scheduled out to theteachers.

Winchester's Division of Instructionis hoping to develop ways in whichthese kits, as well as the curriculum-making potential of the program can beshared with other towns.

Date project operational: 1965No. of students involved: 5000Approximate yearZy cost: $65,000

($40,000 personnel, $25,000 mat-erials)

Source of funds: Sc'-,00l budgetDissemination materials available:

Detailed description sheet.8

10. Creative LanguageArts

AGAWAM PUBLIC SCHOOLS, AgaWam 01001Superintendent: James ClarkReported by: Joseph F. Comerford, Co-

Directorl 413,568,3311Information and aeministrative contacts:

Joseph Comerford, Donald Landry. Co-Directors, Westfield State College,Westfield 01085

About 30 Elementary teachers and prin-cipals of the Agawam Public Schoolsparticipated in an in-service languagearts course conducted by Drs. JosephComerford and Donald L. Landry of West-field State College.

The course was expressly designedfor the Agawam school system, and teach-ers were asked to suggest specific areaswhich they would like to explore duringtheir fifteen weeks of study. These in-cluded creative writing and poetry,linguistics and grammar, spelling andvocabulary development, listening tech-niques, oral language and literature,and media study. Drs. Comerford andLandry covered these topics in groupdiscussion meetings; between sessions,teachers from various schools met insmall groups to report and display howthey had applied their new knowledgein the classroom.

A language arts fair served as theculminating activity for the course.Parents, students, and fellow teacherswere invited.

All those who took the course complet-ed a follow-up evaluation questionnaire.Teachers indicated the course had stim-ulated excitement and new ways of think-ing about language arts. They feltinformation had been shared among allschools and diciplines(one of the pro-gram's main objectives). Several facultymembers mentioned they planned to con-tinue the fair annually in their ownindividual schools. One teacher report-ed, "This is the way an in-serviceworkshop should be given in an areawhere teachers want help, and in theschool plant itself."

Date project operational: February1970

No. of personnel involved: 35 teachersApproximate yearly cost: $1,000

(school supplies)Source of funds: School budget

11. Do-lt-Yourself Advisory

CAMBRIDGE FRIENDS SCHOOL,Cambridge02138 (Independent)Reported by: Carol Kellogg, Department

of EducationInformation contacts: Bisse Bowman,

Cambridge Friends School, 617-354-3880(home: 617-876-8381); AdelaideSproul, Shady Hill School, 617-868-1260(home:617-354-7369); Chris Ste-venson, Fayerweather St. School, 617-876-4746

A group of teachers from independentschools interested in making theirclassrooms more "child-centered" gather-ed last May to see how they could callupon one another as resources. Thus was

born tne Do-It-Yourself Advisory. Thisself-help program is opm to all whofeel they can gain from and/or contri-bute to the needs of others in similarsituations.

A program of workshops and seminarswas set up for the fall, including anevening series dealing with parents'anxieties, a seminar on schools with-out walls, four sessions devoted tomanipulative math materials, an infor-mal chat and a look at an on-going openclassroom, and weekly self-help work-shop emphasizing relevant literature.Another workshop will run Februarythrough April on Tuesdays matn, dance,science, arts, crafts, etc.

These meetings are planned and con-ducted mainly by teachers on a volun-teer basis. While meetings are usuallyheld at Shady Hill School, FayerweatherStreet School and Cambridge FriendsSchool, some carpentry sessions areheld in a headmaster's basement. Publicschool teachers have now joined thegroup and plans are in progress to usepublic school space as well.

20

In addition to sponsoring eveningworkshops, the group includes teachersin the areas of art, music and openstructure classrooms who have madethemselves available as general consul-tants easily reached by phone.

"Open structure education is definedin no specific way as far as we areconcerned. It may relate to Leicester-shire, integrated day, humanistic ed-ucation and other phenomena which areat present 'unlabeled'. WE are impressedwith the need and importance of thegrowth of each of us and you, so Do-It-Yourself Advisory exists to serve thatfunction," writes the three originatorsof the program.


No. of personnel involved: 150 teachersApproximate yearly cost: $300

(materials)Source of funds: Dues/donationsDissemination materials available:

Project outlines and descriptions(ditto)

12. Community SchoolPlanning

CHICOPEE PUBLIC SCHOOLS, 141 Grape St.,Chicopee 01013Superintendent: George E. MembrinoReported by: William E. Mielke, Direc-

torInformation and administrative contact:

William E. Mielke, Coordinator ofSecondary Education, 413-594-9211

As one of ten public school depart-ments in the nation to receive an Ed-ucational facilities Charrette grantfrom the Office of Construction Ser-vices, Department of Health, Educa-tion and Welfare, the Chicopee publicschools organized a week-long confer-ence of educators, architects, cityplanners, economists, local publicofficials, citizens, teachers andcollege and high school students tospend a week together studying the prob-lem of overcrowded secondary schools

and seeking a workable solution. Pre-vious to the Charrette grant, all newschool facilities would be plannedentirely by city and school administra-tors. The new process involved thecommunity in decision-making.

Prior to the conference, participantshad read materials reflecting new ideasfor curriculum, occupational educationand facilities. Some issues discussedat the conference were: traditionalvs. comprehensive education with morerelevant 'trade courses, flexiblescheduling, optional study halls, se-mester courses, a campus complex ofbuildings, renovations, athletic fields,additional classrooms, consequences ofa third high school and many otherlocal issues.

While the conference generated agreat deal of understanding and respectfor different points of view, it didnot produce the expected concensus ofopinion on how to solve the problemsof crowded schools. Several plans weresubmitted, however, and the SteeringCommittee chose the least expensiveone suited to modern curriculum.

Particularly noteworthy was the act-ive participation of those whose educa-tion was under discussion--the students.Many more than the officially invitedstudents came and took part in someheated discussions such as "the goodold days vs. the relevency of today."

Although all solutions sought werenot found, the Charrette process ofpublic involvement and participation

21 "

provided impetus for new programs anda new awareness of secondary schoolproblems; some of the educators whowere the most traditional are nowchampions of the new approaches.


Approximate cost: $10,000Source of fUnds: HEW, Office of

Construction

13. Title I In- ServiceTraining

SPRAGUE SCHOOL, Brockton 02402Superintendent: Anthony D'AntuonoReported by: Richard Buckley, Coordin-

atorInformation contact: Richard Buckley,

617-588-0351Administrative contact: Daniel Kulick,

617-588-0351

In-service training for Brockton'sTitle I program staff has focused onspecific local needs. The teachers andaides working for three years on Titleprojects have been directly involved

with the so-called "disadvantaged"child, an yet their experience andbackground have given them no specialtraining in that area. An in-serviceprogram was set up in 1969 to beginsuch trainirg. Its main goal has beento "develop and deepen the partici-pants' knowledge and understanding ofthe 'disadvantaged' child"

Coordinator Richard Buckley usedTitle I training funds to set up aseries of 20 sessions for Title Istaff. These sessions included smallgroup discussions led by school guid-ance personnel, involving teachers,aides, and parents from the"disadvan-taged areas". Audio-visual media andreading methods and materials werealso covered.

Reactions o these sessions are beingevaluated by an outside consultant,for continuous program improvement.In the past year, the program has cen-

of children in

rational: 1959f fnvolved: 47

:warly cost: S1,000(partT 1!:nds)

ESEA Title I. .

14. Differentiated Staffing

AMHERST PUBLIC SCHOOLS, Town Hall,r.)1002

-'14'erFn!"en2,-,nt: Ronald Fitzgerald7:crcrtoi by: Donald Frizzle, Assistant

'uperintendent:rnat.l.cn and administrative contact::ona12 Frizzle, 413-549-3690

7he Amherst experiments with differ-entiated staffing are now in theirecond year. All five of the first year

voluntary differentiated staff "teams"

are continuing, and five new ones have

t.een started at the new Wildwood Elem-entary School. In all, some 2000 stu-dents are now affected in one or moresubjects.

instruvtion, of course,is a major goal, and one means of aachieving this is to organize staffingin such a way as to reduce the pupil-staff ratio. A firm rule in Amherst,I.n..-ever, is that cost shall be no morethan traditional staffing. The opportun-

ity to change staffing patterns arises

when new staff positions are authorized,

or when a teacher nasigns; the otherteachers at that level or within thatlepartment are given the option either

of having another teacher hired or ofspending the salary for teacher aides

or clerical aides, full-time or part-

tiMe.

As teachers assume more responsibi-lity, they may also propose a salarydifferential for themselves providedthey remain 1.ithin the budget and canjustify it with the school board. One

team has negotiated a $1,000 incrementfor each of its fullv professional

teachers.

22

The staff has experimented with var-ious ratios and combinations of teachersand aides. One secondary aepartment in-

cludes four teachers and nine studentaides. The team began using two or three

aides r,-1- teacher immediately, and their

exper eLce has shown that a gradual

increas in aides is needed to giveteachers time to plan teamwork, and towork out some specialized roles.

Date project operational: September

. 1969No. of students involved: 2000Approximate yearZy cost: None extra

15. Share-In Day

ST. MICHAEL'S SCHOOL, 30 Merrimack St.,North Andover 01845 (Independent)Reported by: Sister Mary Agnes & Sister

Mary Chisholm, ConsultantsInformation contact: Sister Mary ratri-

cia, Supervisor, 617-288-0530Admintistrative contact: Sister Maria

Wittenborn, Prinicpal, 617-688-0263

Cognizant of the many unique talentsof her teachers, supervisor Sister M.Patricia asked, "Why not share?" Teach-ers responded enthusiastically, andShare-In Day was planned for April 4th.

Fifth, sixth seventh and eighth gradeparochial school teachers of Bostoncombined their efforts to display cre-ative projects in the language arts.Creative writing displays, all beauti-fully correlated with art works, includ-ed free verse and haiku, prayers fromthe Ark, mod fables and chart talks.Illustrated literary notebooks contain-ed less formal presentations of favor-ite passages, plot summaries, figuresof speech, character sketches and reac-tions to assigned literature. Panoramasand bulletin board displays were alsoused and teachers presented variousteaching techniques for oral talks,poetry, daily quizzes and grammar.

About 100 teachers participated inthe project. The staffs were very happywith Share-In Day, and eager to trymore creative writing in the classroom.

11

Date project operational: April 1970

NO. of personnel involved: 100Approximate yearly cost: None extra

16. Teacher Corps

WORCESTER PUBLIC SCHOOLS, 20 Irving St.,Worcester 01609Superintendent: John ConnorReported by: Dorothy Mt Davis, Coor-

dinatorInformation contact: Cynthia Shepherd,

Center for International Education

University of Massachusetts, Amherst01002 413-545-1562

Administrative contact: Dorothy M.Davis, 617-798-2521 x33

In the summer of 1969 Senator Ed-ward Brooke announced the award of agrant from the Teacher Corps to thecity of Worcester and the Universityof Massachusetts to develop an African

and Non-Western Studies Curriculum toserve as a model for public schoolsacross the country. Twenty-five for-

mer Peace Corps volunteers with teach-ing experience in Africa or other non-Western continents were selected toserve as interns, while five others,holding master's degrees already, areteam leaders for the joint program.

The Teacher Corps interns receivedpre-service training at the Universityand then served a one-year internshipin an inner-city school in Worcester.During the period of the program theCorps members were responSible for de-veloping and presenting a meaningfulAfrican Studies curriculum for system-wide use. After the internship they wereawarded a master's degree in educationand received teacher certification.

The rationale tor recruiting indi-viduals who had lived and worked innon-western countries was that suchexperience is invaluable to teacher-training today, especially for thoseteaching cross-cultural subjuets. Itwas also felt that the Teacher Corpsapproach, which requires its membersto live and work in the inner-citycommunities they serve, might be a

2312

more effective way to bring change tothe schools

Much of the pre-service work was gearedtoward sensivity training and micro-teaching experiences. The Corps membersalso did research on new approachesto curriculum development and began towork on ideas for a curriculum based ontheir personal experiences while in thePeace Corps.

In January 1970, the interns movedinto Worcester and began to work intheir chosen inner-city schools. Theytaught one experimental class a day with

a cooperating teacher to introduce thecurriculum and work on its development.They also lived in the school communityand worked on local projects with theparents and students they taught.

In working out the new curriculumTeacher Corps members chose not tocreate an elective course in AfricanStudies as other systems had done butto integrate the curriculum into exist-ing Humanities and Social Studies Pro-grams on a K-12 basis. In educationalterms, the interns have created an"affective" curriculum dealing with ob-jectives that emphasize feelings, emo-tions and attitudes. Such techniques astie-dying, role-playing, Yelling folk-tales, dancing, and singing are used asvehicles for appreciating African Cul-ture.

The Teacher Corps program ended asof January 31, 1971 and now operatesas an "extern" program with the Corpsmembers working within the school system.In this situation one group will remainin Worcester teaching and working withteachers, community and parents to inte-

grate the African Studies program intothe existing curriculum. Another groupwill move to Miami, Florida to beginto introduce the new program there.

Date project operational: 1969-70

No. of students involved: 1000Approximate yearly cost: $98,064 (per-

sonnel $79,063, materials 619,001)

Source of funds: Teacher CorpsDissemination materials available:

African Studies affective curriculum

V. Project RepaidIESTWOOD PUBLIC SCHOOLS, 660 High St.,lestwood 020907uperintendent: John F. Tobin?eported by: Mrs. Shirley Walczack,Director

rnformation contact: Mrs. Shirley Wal-czack, 617-326-7500 x33

Idministrative contact: C. Lewis Cedrone,Assistant Superintendent, 617-326-7500

Project Repaid used video-tape in a;ear-round program designed for slowlearners and handicapped children. Its

summer effort boosted the preparation of39 students entering first grade,andthe school year program provided tutorsfor 40 students from ages 6 to 15, andthe in-service training for teachers.Video-tapes of classes and sessionswere played back to students as well asteachers and other interested staff,such as apprentice and student teachers

and the school psychiatrist. After thenovelty of seeing themselves on tele-vision wore off, children formed astronger sense of their individuality,while the teacher could better appraiseher work and the children's response to

it. These tapes also provided informa-tion and models for teachers, parents,aides and student teachers within theschool system and from other communities.

During the summer, children going into

first grade whose development in kinder-garten seemed slow worked for six weeks

on visual motor perception, communica-tion and problem solving skills.Acti-vities included skipping, jumping,throwing balls, dancing, rhythmic move-ment, obstacle courses, locating partsof one's body and exercises for homo-laterality (to make a student, for in-stance, right-handed, right-eyed andright-footed). The staff also collecteddiagnostic data for each child, bring-ing together material for in-servicedemonstrations, child and teacher eval-uations and teaching techniques. ProjectRepaid also offered parents the chanceto participate in education as volun-teer aides in class.

24 13

After summer students had grown ac-customed to the cl,tss and the use ofvideo-tape, fourteen sessions and onctest were recotded and kept for refer-

ence and demonstration. Tapes displayedstudent behavior and teaching techniques.One recorded a specialist's master class.

(A print-out booklet accompanies thisvideo-tape.) Tapes were also used todiscover and study behavior character-istics of children with specific handi-

caps.

The staff recommended students for

the fall tutoring schedule. As in thesummer program, objectives were to

diagnose each student's primary handicap

to describe an individual program for

him and to evaluate various teachingmethods for demonstration and distri-bution in the school.Reading, charades,spelling games, typing and auditorytraining were some of the means usedto engage the learning interest of the

students.

The results of the project weremanifold: for each student an individualfolder of diagnostic and remedial datawas compiled; students in need ofspecial services were identified; and

plans for in-service presentations tobenefit teachers and interested staff

were carried forward. The video-tapesproved invaluable as attractive and use-ful tools for student, teacher and plan-

ner.

9

Date project operational: Summer 1969

No. of students involved: 40Approximate yearly cost: $13,435 (pri-marily personnel)

Source of funds: ESEA Title VIDissemination materials available:

Video tapes and print out

18. In-Service forAdministrators

EDUCATIONAL PLANNING CENTER, 2893 Wash-ington St., Roxbury 02109Superintendent: William H. OhrenbergerReported by: Martin H. Hunt, Resource

person

Informa;ion contacts: Martin H. Hunt &John Halloran, 413-445-4242

Administrative contact: John R. Coakley

Funded by the State Education Profess-ions Development Act, Subpart B-2, theBoston Public Schools have initiated abi-weekly series of one and one-halfhour seminars for a number of middleschool., junior high and senior highschool principals and headmasters. Theprimary purpose of the seminars is toprovide the participants with an oppor-tunity, cn a regularly scheduled basis,to exchange ideas and experiences withone another and with other knowledge-able professionals.

Priority areas of concern includesuch topics as staff development, im-provement of the instructional program,student relations and community rela-tions. The EPC staff feels that admin-istrators should participate in thissort of exchange as well as teachers.

The uniqueness of this program isthat the principals and the headmastersthemsclves have been given the respon-sibility for its direction. The program'sstructure, content and resources arebeing determined by the participants.The Educational Planning Center of theBoston Public Schools developed theproposal for this program and providestwo of its staff members as resourcepersons for the project.

Date project opel'ational: September1970

No. of personneZ invoZved: 13Approximate yearly cost: 81,750

(Personnel)Source of funds: P.L. 89-10-V-503

19. Student Team Teachers

RUNKLE ELEMENTARY SCHOOL, 50 Druce St.,Brookline 02167Superinendent: Robert I. SperberReported by: Mrs. Babette Raphael,Principal; Mr3. Sally Beckerman,Coordinator

omi440Y

Information contact: Mrs. Sally Becker-man, 617-734-1111 x382

Administrative contact: Anne MacDonald,Assistant Superintendent, BrooklinePublic Schools, 333 Washington St.,Brookline 617-734-1111

A happy combination of philosophy,structure, and personnel produced aunique system for placing studentteachers at Runkle School. In an effortto support and promote team teachingmethods, the school's principal beganto place several student teachers ata time with one classroom teacher.Coordinating teams of teachers and stu-dent teachers was a time-consumingtask, however, and when a teacher of-fered her services, the principalgladly turned the job over to her.For several years now, fourth gradeteacher Sally Beckerman has handled allstudent teacher placements.

tag-A 7,441,

After determining the numbers andtypes of student teachers needed eachsemester, Mrs. Beckerman sends her re-quests to education schools through thedistrict personnel officer. She inter-views all candidates sent to RunkleSchool, and places one, two, or threestudents with each teacher, accordingto student and faculty requests. (Multi-placement is encouraged but never forcedon the staff.

Differing university calenders requirea staggered schedule, which Mrs. Beck-erman has actually found preferable.One student helps the next; they get

to know each other, and their coop-?ration saves the teacher some "break-ing in" time.

The placement coordinator acts as aliason between all parties and as aninformal, on-the-job methods resourceperson for students. Problems areironed out as they arise. One student,for example, reported very negativefeelings to her supervisor after herfirst few teaching days. The supervisorhad dealt with Mrs. Beckerman before andcalled her immediately. Much to every-one's satisfaction the student wasplaced with another teacher rightaway.

A key factor in placement coordinationis Mrs. Beckerman's role as a teacher.Student teachers can talk freely withsomeone in a non-evaluating position;fellow teachers feel that their coor-dinator is easily accessible, and willprovide constant feedback; and educationschool supervisors, personnel staff,and the principal are happy to dealjust with one"specialist" for studentplacement.

A flexible and open school atmosphereis also necessary, for this allows thecoordinator some released time as wellas the ability to walk into any class-room any time to observe.Striving for even more careful selec-

tion and placement, Mrs. Beckermanencourages education schools to send

over junior year observers. Observationshelp students decide if they really wantto teach, what grades and subjects theyprefer, and finally if they would like

to student teach at Runkle. To helpwith these decisions,observers mayparticipate in classroom activities.

This practice results in a group of

mutually selected student teachers;student teachers understand school pol-icies and know some of the facultybefore they ever begin teaching, whilefaculty members receive the kind ofhelp most suitable for them. Observationdays have paid off in other ways. Stu-

dents from a math education class become

so excited about math materials beingused at Runkle, that approximately30 volunteers now help each semesterwith individualized math instruction.

A careful placement system increasesthe probability of a profitable exper-ience for the teacher and studentteacher. In fact, several former studentteachers at Runkle now enjoy full timepositions there. In addition to thisobvious advantage, team-teaching stu-dents are better prepared for a careerin education; student teachers fromdifferent colleges are placed togetherand so may benefit from sharing college

as well as classroom experiences; andchildren enjoy a greatly reduced pupil-teacher ratio.

After a trial period, new studentsand teachers enjoy working as teams.Heaviest opposition has come from ed-ucation school supervisors whose evalua-tion techniques have had to adjust tonew teaching techniques.

Date project operational: Fall 1969No. of students involved: 482Approximate yearly cost: None extra

C. Parents/Communication

20. Student-Parent Exchange

HAMILTON-WENHAM REGIONAL HIGH SCHOOL,775 Bay Road, Hamilton 01936Superintendent: Hammond YoungReported by: Carol Kellogg, Department

of Education

26 15!

Infbrmation and administrative contact:Jerome A. Pieh, Principal, 617-468-4491

A first-hand experience in high schooleducation is now available to parentsof Hamilton-Wenham Regional High School.In an attempt to erase the generation

gap and to respond to community needs,a program to bring parents and otheradults into the school began this fall.

If a student can find an adult, pre-ferable a parent, to take his placeat school for a full day twice a year,the student can receive two excusedabsences. No special events are plannedfor these visitors and no special pri-vileges are afforded,them except thatthey may ont out of physical educationif they wish. Each visitor is provideda schedule to help in finding his wayaround the school. At the end of theday visitors fill out questionnaireswith such questions as "what stands outabout your day?" and "What changes wouldyou recommend?" Principal Jerome Piehreports that some adults have made goodsuggestions.

Although the program is fairly new,Mr. Pieh feels that the objectivesof increased parent-student discussionand greater parent involvement arebeing realized, and says that it is avery easy program to implement.

Date project operational: October1970

No. of students involved: 825(poten-tial)

Approximate yearly cost: None extraDissemination materials available:

Project proposal(ditto)

21. Parent Volunteer Group

THE FAIRBANK SCHOOL, Sudbury 01776Superintendent: John O'NeillReported by: Dana Kaufman, TeacherInformation and administrative contact:

John Vinagro, Principal, 617-443-9171

Concerned about class size, and whatthey could do to help reduce teachingloads, Fairbank School parents offeredtheir services to the principal. To-gether they organized a Parent Volun-teer Group which has pleasantly surpris-ed everyone.Because the school is fairly small

(housing approximately 400 pupils fromgrades 1-5), administration can be

27 16

handled on a person-to-person basis,and it requires no expensive trainingor supervisory staff. Five grade-levelcoordinators, themse]ves volunteers,work closely with classroom teachers.After determining what kinds of helpteachers need, they delegate telephon-ing of parents, arranging trips, andclassroom aide work. Aides are in-dividually instructed by classroomteachers. Monthly meetings bring theP.V.G. together with the principalfor long-range planning.

At the beginning of each year, a listof 80 parent volunteers is drawn up.The list indicated when a parent isavailable, and what particular talents,interests and experiences he or shemay have. With a cross-file teacherscan tell at a glance who is a formerteacher, who might set ap a scienceexperiment or who is talented in thearts and crafts. Volunteers in turn canrefer to a suggestion list for activi-ties that would suit them.

Interested fathers have listed theiroccupations and schedules, and havealso participated in the classroom. De-lighted students listened to a fathertell them all about computers, andseveral dadE, contributed ideas andexpertise fcr the spring Science Exhi-bition.

Parent volunteers began by helpingprimarily with work outside the class-room, such as typing assignments;but as good relations were established,teachers, parents and principal movedtoward more active classroom partici-pation.

Reading classes used volunteers tosimply pass out papers and suppliesat first. Next, parents listened topupils read, and this led to someindividual tutoring. Now aides maytake over a class while the teacherleads another group in special activi-ties, and parents supervise pupilsusing a tape recorder and head setfor oral reading practive.

Last year parents initiated a pilotprogram to organize and supervise fieldtrips entirely themselves. With the

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23. School Advisory Council

HOWE-BAKER ADVISORY COUNCIL, c/o Rox-bury Multi-Service Center, 317 BlueHill Ave., Roxbury 02121(;uperintendent: William OhrenbergerReported by: Mrs. Josephine Brown,Council President,617 -445-5324; Mrs.Nancy Robinson, Agency Representative,617-445-7092

Information contact: Mrs. J.Brown, Mrs.Nancy Robinson

Adirinistrative contact: James Keane,Principal, Julia W. Howe School &Sara J. Baker School, Roxbury 02121617-445-6821

The Hewe-Baker Advisory ''.ouncil isthe result of an interesting and fruit-ful combination of community and schoolgroups. Members of the Sav-More Associ-

ation and the Roxbury Multi-ServiceCenter, two community service organi-zations operating in the Boston ModelCities area, met with the principal ofthe Howe and Baker schools in the fallof 1968. Together they decided toform a parent advisory council.

The Council is designed to identifyneeds and gaps in school services, in-volve more parents in school procedures,and thus to improve school-communityrelations.

Since a long established and formallystructured Parent Teacher Organizationalready existed, parents and teachersset up a new group where informalityand flexibility were key elements. Thecouncil has no constitution or by-lawsand functions with an 18-man core ofteachers, an administrator, and a rep-resentative from the Multi-ServiceCenter, all holding two-year terms. Asprojects develop, others are encouragedto participate.

The Multi-Service Center providesorganizational and professional help;meeting rooms, as well as mailing,xeroxing, and other office serviceshelp keep the network together. Parent-al concern has now brought a socialworker paid by the Center to theschools to assist in securing mental

2 9 18

health oervice for the students and tosupplement the area's school adjustmentcounselor who is shared by 2,000 child-ren. The center and the Council haveworked together to hold workshops forparents and teac'lers on subjects suchas curriculum and drugs and their jointefforts resulted in several Councilmembers appearing on WGBH's SAY BROTHERprogram.

Parents and teachers are able to real-ly talk, plan, and share informationin such a small group, and the schoolsprofit from this in many small ways.Council members are the most activeparticipants on their Title I Enrich-ment Council, and have occasionallydemanded meeting with administratorson certain school problems. Parents andteachers keep the Multi-service Centerand the Sav-More Association inform-ed on school issues. According tocouncil members, schools are noticeablymore open to visitors than they werebefore the Coucil was formed. Parentsand teachers have worked together onsummer workshops, a school library,Thanksgiving food baskets, and otherprojects.

The achievements of this informalgroup demonstrate that sometimescombined resources and manpower cando what neither teachers, parents,nor community organizations can do

alone.

Date project operational: March 1969

No. of members involved: approx. 20

Approximate yearly cost: incidental(occasional mailings)

Source of'funds: Multi-Service Center

24. 700 Volunteers

WORCESTER PUBLIC SCHOOLS, 20 Irving St.,Worcester 01609Superintendent: John J. ConnorReported by: Mrs. Robin F. Spaulding,

CoordinatorInformation and administrative contact:Mrs. Robin Spaulding, 617-798-2521

Beenning with a handful of volun-

teers serving three targ,et schools in

the fall of 1966, School Volunteers for

Worcester now involves more than 70Cvolunteers (ranging in age from 13 75)

who gave 100,000 hours of service in 66

public schools (K-12) during 1970.

From the beginning, the progran wasorganized and administered cooperative-ly by school personnel and interestedpeople from th community with the un-derstanding that, if successful, itwould eventually become part of theWorcester Public Schools. During theprogram's first three years, the JuniorLeague of Worcester provided $11,000 to

pay for office supplies, rent, tele-phone and secretarial service. In Jan-

uary, 1970 the operating expenses andsalary for a full-time coordinator andsecretary were included in the school

budget.

Essentially SVW began as an attemptto coordinate the efforts of severalschool principals who were bringing :1-1

students from nearby colleges, as well

as interested friends and neighbors inan effort to give more individual at-

1L,14.

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"21

tention to the disadvartaged children

in their schools. It has now become acommunity-wide p-rogram whfch recruits,

trains and places volunteers in theWorcester Public Schools at the request

of the schools and school personnel.SVW serves as the central coordinating

agency for all individual volunteersand groups in the Worcester Public

Schools.A unique aspect of SVW is its train-

ing program for all Worcester Teachers

and administrators in the creative and19

30

effective us .. of volunteers in the

classroom. Also, the program is evalu-ated each year by every participatingprincipal, teacher and volunteer, andthese evaluations serve as the basis

for changes.A handbook defining the purpose, pol-

icies, procedures and programs was de-

veloped by principals, teachers andvolunteers to explain the teamwork ap-proach of SVW. Training programs forvolunteers and personal visits by SVWstaff are designed to help teachers andvolunteers work together and to help

volunteers serve as effectively as pos-sible. Recruitment is done through news-papers, radio, TV, posters, brochures,a speakers bureau and _me-to-one con-

tact.

A majority of the volunteers serve a;

teacher aides. , child study aides, en-richment and library aides. They tutor

in the -lassroom,work with retarded orphysically "handicapped children, and

with potential dropouts. Volunteerswith a i_-liigual background are ingreat demand to help children from homes

"-

4

where English is not spoken. Volunteersalso drive for field trips and operateaudio-visual equipment, read and discussclassics with small groups of children.

During the summer, the program util-izes teacher aides, recreational aides,enrichment aides and library aides. Forthe 1970 summer program, 50 student vol-unteers gave 4500 hours of their time.A newspaper published by SVW includesarticles written by the volunteers abouttheir experiences, as well as commentsby students who have been on the receiv-

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The Library Program staff now includeseight full-time professional librarians,15 aides and approximately 450 volun-teers, who come from every Boston com-munity and 14 suburbs. The volunteersare organized into committees, andchairmen from each library meet regular-ly to share ideas and discuss problems.

Community participation is one of theimportant aims of the Library Program.Each paid aide comes from his school'scommunity. Parent volunteels constitutethe complete staff in over 30 of thelibraries and work with suburban SchoolVolunteer members to run more than 20others. Two federal proposals (EPDA)involving library aides and communityvolunteers have been funded for thisacademic year. One provides in-servicetraining and college credit courses in

library science for 24 volunteers fromEast Boston; the other provides the samefor ten paid library aides from theModel Cities area. Funding for the lat-ter comes from the Career OpportunitiesProgram through Model Cities.

Date project operational: fall 1966No. of students involved: 30,000Approximate yearly cost: 6170,000

(personnel, 680,000;books, 690,000)Source of filnds: ESEA Titles I, II,

III and school budgetsDissemination materials available:

Newsletter

26. Volunteer Teacher Aides

PINE GROVE SCHOOL, Rowley 01969Superintendent: Harold HershfieldReported by: Leo P. Bisaillon, UNLOCK

Information and administrative contact:Allen Brown, Principal, 617-948-2520

At the Pine Grove School fifteenmothers serve as teacher aides on aregular basis doing clerical work, super-vising the lunch room, assisting in the

classroom and making tape recordings of

books. The program is coordinated bythe principal, who recruits the aidesthrough notices sent home with the chil-

dren, newspaper articles and by word of

32 21

mouth. Each aide works an average of

three hours per week, and the totaltime worked by the aides each week aver-ages a little over 32 hours. Teachersare free to use the aides as they wish,within broad limits. The principalfeels the aides are a tremendous help tohis staff.

A unique aspect of the program involvestwo of the aides who work at home makingtape recordings of textbooks (particu-

larly in social studies) for students in

the upper grades (the school housesgrades 1-8) who are having problems in

reading. These students put on earphonesand listen to the tape recordings whilereading the textbooks. According toPrincipal Brown, this helps the studentscoordinate sight and hearing. They gain

a more positive attitude, rather thanfalling farther and farther behind be-

cause of difficulty in reading the text-

book material. Tapes are also used bythe learning disabilities teacher, andcassette units are available for studentsto take home or use during their freeperiods at school. The school libraryalso gets a different set of talkingbooks each week on loan from the PerkinsSchool for the Blind in Boston. In asimilar manner they help students with

reading difficuluties.

Date project operational: April 1967No. of volunteers involved: 15Approximate yearly cost: none extra

D. Student I nvolvement

27. Project PRIDE

NEWBURYPORT PUBLIC SCHOOLS, 333 High St.,Newburyport 01950Superintendent: Francis T. BresnahanReported by: Francis T. BresnahanInformation and administrative contact:

Richard E. Doyle, Director, 617-462-2533

The development of guidelines for re-sponsible student involvement in theeducational program is the purpose ofNewburyport's Project PRIDE (Program forResponsible Involvement in Decisionsabout Education). It came into beingthe summer of 1970, following a yearwhen student unrest and a breakdown instudent-faculty communications were man-ifested in several incidents, includinga student strike.

Four faculty members (selected bythe Superintendent from those interestedin the project) and ten students (se-lected by the four teachers) met togetherfive hours a day, five days a week forsix weeks to work out proposals far:effective student government; responsi-ble involvement in decIsions; bettercommunications in the school; relevantschool assemblies and other means forlearning about controversial nationalissues; student rights and responsibi-lities.

Based on guidelines drawn up by theSuperintendent, teachers were asked torecommend candidates and students wereinvited to apply. Each of the candidateswas given a lengthy interview by thefour-member faculty screening team. Agreat deal of effort was devoted toenlisting students who represented a truecross section of the student bodyactivists, and not "yes-men". Thosechosen ranged all the way from the left-ist-leaning student who had led thestudent strike to a student who was dub-bed, "straight 'rah rah' buts wantschange."

22

With funds from the State Departmentof Education's Project APACE (Citizen-ship-in-Action Program) teachers wereeach paid $150 per week and everystudent received $60 per week. Duringthe summer meetings, students, andteachers drew up (1) a group of veryspecific recommendations for making thestudent government more relevant tothe needs of the students; (2) a state-ment of student rights and responsibi-lities and (3) a list of recommendationsfor student involvement (including suchareas as curriculum, service groups,tutoring programs, health educationorientation, and solutions to overcrowd-ing in the school).

In September , 1970 the Project PRIDEstaff received school committee approvalfor ten recommendations. These includeda change in the hours of the school day,an "open study" program for seniors, a.schedule of assemblies, mini-courses,a teacher-student effectiveness studyand a student-faculty forum. As ProjectPRIDE continues with the aid of a smallbudget, student interest and invulv-ment are increasing and more recommend-ations will be forthcoming.

As Superintendent Francis T. Bresna-han sees it,"The originators of ProjectPRIDE have no illusions about instantsuccess. There are teachers who areskeptical about the value of studentinvolvement in the decision-making pro-cess. There are students who see theproject as just another extracurricularactivity. The process of establishingcommunications that are founded onmutual respect and understanding for thedifferent roles of student, teacherand administrator is bound to be adifficult one...Students have a naturalidealism, a natural enthusiasm, and anatural pride in their school. If theschool does not foster these things,idealism turns to cynicism, enthusiasmbecomes apathy, and pride degeneratesinto disaffection."

33

r -Ncrzt 1q70. f :nvolved:- .ct 1 ;tulen-:1

;r st: '; ,720 (porsonnel-aTorial:

r>f funds: APACF (Department of'11on) and .:chool budget

:oop::nafl.otl materials avai7able:F.rochure

28. Student Tutors for Math

POLLARD JUNIOR HIGH SCHOOL, 200 HarrisAve., Needham 0219254pem:etendent: William M. Powersveportei Paul F. Butler, Depart-ren ,1.airman

Informatior and administrative contact:Paul F. Butler, 617-444-4100

Several years ago the Mathematics and'tfidance departments at Pollard Jr.High worked together to set up a studenttutoring service for mathematics. Stu-dents from high level classes volunteeredto teach, while those in lower levelclasses were encouraged to sign up forhelp. The Guidance Department coordina-ted the program.

Tutors indicated the areas in whichthey felt competent to help pther stu-dnnts, and recorded their availabletimel; for tutoring. Guidance staff ar-ranged all appointments. Students tu-tored in the library, guidance offices,and any spr'e room. Although moststudents operated in pairs, occasionalgroups of three and four worked together.The staff founl that a study peri-,d fol-lowing lunch every day was the mostpopular time for tutoring.

In all, thirty students, primarilyfrom tne eighth and ninth grades, vol-lunteered to be tutors, and ove," sixty

-itudenrs received help. Many teachersfsoti:ed considerable improvement in

ent achievc.ment and attitude towardsthematics, aad the program has contin-

ued to function.

:ate pro..4e.,t operational: January

34 23

No. of students involved: 90 (firstve.ar)

Approximate yearly cost: None extra

29. Student-SponsoredLegislation

HYDE PARK HIGH SCHOOL, Metropolitan Ave.,Hyde ParkSuperintendent: William H. OhrenbergerReported by: Marie A'Hearn, DirectorInformation contact: Marie A'Hearn, 617-

361-1706Administrative contact: John Best, Head-

master, 617-361-1706

In 1961 Hyde Park High School set upone elective "Principles of Democracy"cl_iss for interested seniors; tenyears later, in 1971, six "PD" classesare participating in state and locallegislative proceedings. The courseis designed to familiarize eachstudent with political vocabulary andorganization, and its success dependson a class structure allowing flexi-bility and field exDerience.

Every year "PD" classes work to pushthrough an original piece of state leg-islation. Each class picks two studentsas representatives for a LegislativeCommittee. After all classes havehelped to decide upon an issue, this12-man team contacts local Representa-tives and Senators for aid in drawing upthe bill, and for support in introducingit on the floor. The committee followsthe bill's progress through the legis-lature, occasionally speaking for the

bill, collecting information, and re-porting back to classmates.

In the spring of 1970, Hyde Park stu-dents strove to raise the age limit ofMetropolitan District Authority beachguards from 16 to 18 years. With localcongressional support, they were able topush it through the state legislature,and Glovernor Francis Sargent acceptedtheir invitation to sign the bill intolaw at a high school assembly.

Several years ago students determinedto improve the condition of a localskating rink, and followed their legis-lative requests from state to localauthorities, where they were ultimatelysuccessful.

Daily activities may vary widely. Dur-ing one section's class, three livelydiscussions developed. Some studentshad recently refused to salute theflag at a school assembly, and thegroup explored reasons for their actionsand definitions of patriotism. One girlreported on her visit to a City Council'sgeneral session. She watcned one legis-lator making a speech to a small andinattentive audience. Students concludedafter comparing experiences that muchimportant decision-making goes on out-side the general sessions. National andstate voting age limits were also de-bated.

Date project operationaZ: Fall 1961No. of students involved: 185Approximate yearty. cost: None extra

30. F.T.A. Volunteers

ELIZABETH S. BROWN ELEMENTARY SCHOOL,Gardner Neck Rd., Swansea 02777Superintendent: Donald McCaffreyReported by: Elgin T. Boyce., Jr.,

Principal, Program supervisorInformation and administrative contact:

Elgin T. Boyce, Jr., 617-673-4271

A casual cafeteria conversation even-ttally led to an effective Future Teach-ers of America volunteer program atBrown Elementary School. In January,

24

35

1970, eleven staff members from grades2-6 at Brown School volunteered to workwith 16 senior members of the F.T.A.organization at Joseph Case High School.

Implementing the program was relative-ly easy for several reasons: High SchoolPrincipal Miss Reagan, F.T.A. AdvisorMrs. Pelletier and the Superintendentand School Committee all encouraged andcooperated with Principal Elgin Boyceand his staff at Brown; all staff membersinvolved recognized the previously lim-ited opportunities for F.T.A. membersto gain classroom experience; the doublesession schedule at the high schooland the proximity of the two buildingsinvolved simplified the mechanics ofthe program; and finally, the relativelyyoung and flexible faculty at BrownSchool were willing to try out the pro-gram.

General goals of the volunteer program,developed by teachers and students,aimed at allowing seniors to work foran extended period of time with oneteacher, and at developing a strongeridentification with the teaching pro-cess than was previously possible witha two-day exposure program. Althoughvolunteers and teachers were free todevelop F.T.A. participation in almostany way they chose, two learning situ-ations were considered especially im-portant. Through lowered student-teacherratios, more remedial and individualizedhelp would be possible; secondly, F.T.A.members could use their special skillsand interests to enrich class activities.

Orientation included a meeting withMr. Boyce and individual student-teacherdiscussions on goals, values of goodand bad experiences, the need for dis-cretion and professional standards, etc.All students and faculty who wished toparticipate were included in the program.Typically, an F.T.A. volunteer taughtone and a half hours once a week fromJanuary through April. Some studentsvisited more than one grade and workedtwice a week, or lengthened their sched-uled working hours and days. By specialarrangement, stldents who wished to comedirectly over to the elementary schoolcould eat lunch in the school cafeteria.

For informal evaluation, Mr. Boyce

frequently visited classrooms, and en-

couraged volunteers to drop by the of-

fice and talk over experiences. Late

in May, he sent out an open questionnaire

to all those involved. Faculty reactions

showed that F.T.A. volunteers had ac-

tually planned lessons and conductedspecial projects, as well as remedialexercises, testing, etc. Most staffmembers noticed improved student poiseand confidence over the months. Of

course a few students never quite "came

out of their shells", and the facultyrecommended more orientation time for

future students.

Students enjoyed getting to know spe-cific pupils and teachers and seeing the

results of their teaching efforts. Onestudent summed up the feeling of mostparticipants: " As for the teachers, I

have nothing but praise. They were braveenough to subject their class to aninexperienced teacher and patient enough

to sit back and watch the results. Theygave us insight into their professionand helped us learn by trial and error.

We learn by our mistakes, and I know Imade many. But I feel as though my out-

look on teaching as my profession hasbeen enriched and I have gained assur-

ance that I am going in the right dir-

ection."

Date project operational: January 1970

No. of students involved: 16 F.T.A.

members, 11 elementary classesApproximate yearly cost: None extra

31. Youth Tutoring Youth

MODEL CITIES ADMINISTRATION, 2414 Wash-

ington St., Roxbury 02121Reported by: Marilyn A. Carrington, Coor-

dinator, 617-442-8624Administrative contact: Barbara Jack-son, Administrative Assistant, 617-442-

8624

Model Cities is a federally fundedprogram designed to make a concentratedimpact on urban social problems. Fundsand resources are given to target neigh-

25

borhoods in many of the nation's urbancenters and are administered locally byModel Cities Agencies to bring together

in a comprehensive manner the physicalrehabilitation (housing, business, pub-lic facilities) and the social rehabil-itation (job training, health, education,income maintenance, mental health, com-munity development) of those neighbor-

hoods.

One federally funded program which has

been successfully implemented is the

Youth Tutoring Youth Project which wasintroduced into the Boston Model Cities

neighborhood last summer. Originallyfunded by the Manpower Administration ofthe U.S. Department of Labor, the pro-

gram was created to employ underachievingteenagers as tutors for elementary school

children. Similar programs have beenconducted in New York City, Newark,Philadelphia, Washington, D.C., andDetroit through the Neighborhood Youth

Corps.

The goals of the program are to pro-vide better language skills for tutorand tutee, to create a more positive

self-image and to deter potential drop-

outs by fostering awareness of the im-portance of education. The program alsoemphasizes responsibility by having the

teen-aged tutors plan, organize and

evaluate their own program.

The Boston Youth Tutoring Youth pro-gram encouraged interaction and cooper-ation among black, Puerto Ricans andwhites. A Summer Title I English as aSecond Language project lent four teach-ers for tutor supervisors, and many ofthe Spanish speaking Title I partici-pants were recruited as youth tutors.Tutors were also recruited from jobapplication lists at ABCD(Action forBoston Community Development) and theModel Cities Administration. Of the 95teen-aged tutors selected, 62 wereblack and 33 were Spanish speaking.

Tutors attended a one-week orientationwhich included field trips to localresources such as libraries, communityagencies, and public services. There werealso workshops in creative writing,math and vocabulary games, films, and

role playing sessions designed tobreak the ice and provide experience inhandling attitudinal problems. Theteenagers were expected to write regularreports on their tutees and make final-week evaluations. For their services theyreceived $35 per week.

Tutors were free to select their owntutees. In many instances they selectedyoungsters from their own neighborhoods.Tutoring was generally handled on a one-to-one basis although in some cases therewere two tutors tutors for one tutee.Under the tutors, who were more likebig sisters and brother than authorityfigures, the younger children made greatstrides in expressing their ideas andfeelings freely.

Sixteen adult supervisors were alsoinvolved in the summer program. Theyorganized guidelines, operated the ori-entation week, and provided resourceassistance to the tucors. Supervisorswere cautioned not to dictate, but onlyto assist. Both Boston Public Schooland Title 1 teachers and teacher aidesserved as supervisors. The two groupscomplemented each other, since the teach-ers could provide the professional ex-pertise while the aides had the contactand close ties with the community.

One especially rewarding outcome ofthe program was the cooperation andwarmth that came after a rocky begin-ning where the black and Puerto Ricangroups merged. Youth Tutoring Youth wasthe only program of its kind designedto provide this kind of interactionand is an unusual example of coordi-nation among federally funded programs.Because of its success, the programwill function again next summer, andis continuing on a limited basis duringthe school year.

Date project operational: July 1970No. of students involved: 190Approximate yearly cost: $24,200(per-

sonnel $14,200, materials $10,000)Source of funds: Model cities, ESEA

Title I (for some in-service train-ing,)Economic Opportunity funds(through ABCD)

26

32. Teen Agers Serving Kids

BROOKLINE HIGH SCHOOL, 115 GreenoughSt., Brookline 02146Superintendent: Robert SperberReported by: Joel Gopen, CoordinatorInformation contact: Joel Gopen, 617-

734-1111Administrative contact: Carmen Rinaldi,

Principal, 617-734-1111

One example of the increasing numberof programs moving outside school wallstoward broader learning situationsis TASK(Teen Agers Serving Kids) atBrookline High School. The program wasset up and is operated by students.

Patterned after Headstart, TASK op-erates after school in two moderatelylow income housing developments inBrookline, and involves volunteer highschool students and about 60 smallchildren.

The program began last year whenthree sophomores requested a place tooffer after-school help to yoLng com-munity children. Their idea was tostaff the program entirely with highschool students and run it themselves.They approached school social workerJoel Gopen to help them make initialcommunity contacts. After meetings withmany town agencies, school personnel,and community people, the program wasstarted last January at the EgmontStreet Housing Project.

Now in its second year, TASK hasgrown considerably and meets twiceweekly after school for an hour and ahalf. About 60 student leaders andtheir young charges are split intogroups (pre-school, nursery and kinder-garten, kindergarten and first grade).One volunteer professional serves ascoordinator and trainer for each group.

A variety of imaginative games, crafts,and projects planned by student leadersfill the afternoon. Activities last foran hour, and then the children go homeand students meet for a half-hour "rap"session. Helpful ideas are exchanged

37

mtaamaill

and group support is provided. Thestudents have complete automony duringthese sessions.

This year students set up a big-sis-ter, big-brother type program forchildren in the groups who are experi-encing special behavioral problems.Eight high school students work indivi-dually with eight of these childrenunder the supervision of a communitysocial worker.

Twenty TASK volunteers also serve ata new day care center in Brookline andarrangements are being worked out for

a group of football players to work witha group of fourth and fifth grade boysfrom one of the housing projects. Agroup of majorettes is also hoping to

work with a fourth grade girls' group in

Boston.

Although the program is controlledand directed by high school students,adults are involved in significant wayswhich are both non-threatening and help-ful. Two trained social workers helpcoordinate TASK, emphasizing groupwork and serving as liaison to thehousing project staff and parents. Sev-eral interested high school teachers arealso helping out on a volunteer basis.

Date project operationaZ: January1970


27

33. Seminar Day

FRAMINGHAM NORTH HIGH SCHOOL, Framingham01701Superintendent: Albert BensonReported by: Henry Fortier, Co-directorInformation contact: Henry Fortier and

Frank James, Co-directors, 617-875-

4774AdMinistrative contact: John Hart, Vice

Principal, 617-872-5101

Seminar Day was a project initiated by

the Student-Faculty Forum of Framingham

North High Schocl. The day was designedprimarily by students, and the facultyassisted when asked for help. Joint com-mittees contacted members of the commun-ity, staff, and student body in order torun a program which would clearly re-flect the broad range of the "knowledge

explosion". Speakers volunteered to givea seminar in one of four time blockswhich were divided into 60-minute units.

More than 20 options were offered tostudents during each block, appealingto varying interests.

The cafeteria was used for an all-dayrock concert which continued during the

lunch period. Seminar Day has also in-cluded a continuous snack bar. Manystudents found this to be a good placeto go if no seminar appealed to them

during a particular time block.

Students were free to attend any sem-

inar they wished. Though no attendance14.-1s required, absenteeism was minimal.Diring the June, 1970 Seminar Day:

The Superintendent of Schools helda question and answer period as did theSchool Committee.

A former inmate gave several seminarson life in prison and difficulties en-countered after release.-Members of S.D.S., the Socialist

Party and Women's Liberation each gaveseminars.

- An advertising executive showed howa television commercial was made.

A teacher gave a talk on Freud.An MIT professor spoke on campus re-

bellions.A demonstration of jiu-jitsu was given.

Field trips (students previously hadto sign up for these) to various placessuch as Benson's Wild Animal Farm, theScience Museum, Carling's Brewery wereincluded. There were also a number ofall-day events ranging from horsebackriding to Yoga demonstrations. Themost common reaction of students was,"Let's have one week of S'eminar Days!"

Date project operationaZ: June 1970No. of students involved: 1600Approximate yearly cost: none extra

34. Video Motivation

CAMBRIDGE PUBLIC SCHOOLS, 1700 Cam-bridge St., Cambridge 02138Superintendent: Francis FrisoliReported by: Henry J. Morris, UNLOCK;

Bert Giroux, Public RelationsInformation and administrative contact:Mrs. Elizabeth Boyce, 617-876-4500

Cambridge high school and elementarystudents helped develop a National Ed-ucation Television curriculum that wasput together by WGBE-TV. Channel 2staff got assistanoa from students atth,3 Harrington, Russell, and Agassizschools in their production of a filmseries aimed at making students morea*are of their surroundings, both nat-ural and man-made.

A sevies of six thirty-minute movie-1was shown to elementary Social Studiesstudents for their reactions. The firstfilm, "On winthrop Street", shows whorefour Brooklyn boys go when they can dowhat they want. After the movie stu-dents compared the boys' experience withtheir own. They were asked to thinkabout where they live - what was thereand what wasn't.

After showing the six films to classesin Cambridge and three other cities,and hearing the reactions and criticismsof children, the producers of theseries discarded one of the films andfive were slated for commercial tele-vision. They were broadcast on WGBH-TVin the fall of 1970 and again in Jan-uary, 1971

Date project operational: March 1970No. of students involved: 150Approximate yearly cost: None extra

35. DemonstrationAgainst Drug Abuse

NORWOOD JUNIOR HIGH SCHOOL, WashingtonSt., Norwood 02062Superintendent: Phillip 0. CoakleyReported by: John Twombly, Vice-PrincipalInformation contact: Louis Jennings,

617-762-1170Administrative contact: John Corcoran,

617-762-1170

28

Norwood Junior High's drug programproduced an interesting side p:ojectlast year; approximately 150 seventh,eighth and ninth graders marched againstdrug abuse, while fellow studentspulled window shades to show support.Students carried home-made signs infront of the school building. Examplesinclude:

LET'S NNTURNLSTOP IS T1-1

DRUGS 13-EsT HIGI4

One girl on a horse carried a postcrreading "Kick the Horse out of Norwood".Posters were kept and displayed in thebuilding. Radio, T.V. and news reporters

39

turne,i out for fh,- hoon--fe ef.--nf, in!

sturient put theIr own nirrat,-! :!17

together aftri,rwar. 1;,c11

police :howecl their -upport hy

Students cdrilf, to Mr. _Tenninp;';, former

science teacher and now health instruct-

or, with the oripinal idea for thedemonstraton. Student support hasnever been lacking. This is ale to sev-

eral factc_.s. Norwood's health program,functionin' since 1967, is well-ert:ench-

ed in the 'urriculum. As a part-timf

coach, Mr. Jennings can establish in-

formal relationships with the boys,

and he encourages female teachers torefer any girls to him who want to

talk out problems.

Perhaps the administration's non-incriminating attitude is mcst import-

ant: "Drugs are symptomatic of some-thing deeper. A young person who puts his

life on the line by knowingly getting

a

&

9

himself involved with drugs has got tohave some reason other than mere curi-

osity."

Mr. Jennings is preparing a specialbooklet for his program, and plans tosend junior high students to elementaryschools to speak about drugs.

Date project operational: April 1970


40 29

36. Learning By Teaching

LINCOLN SCHOOL, 19 44 i.ovl!--,ton

Brookline 02146Superintendent: Pobert SperherReported by: Mrs. flharlotte Laven, Lir-

ectorInformation contact: Mrs. Charlotte La-

ven, 617-734-1111 x478Administrative contact: Ann MacDonald,

Town Hall, :s33 Wat.hington St., Brook-

line 617-734-1111 x317

For the past several years an after-school tutoring project at the Lincoln

School has been operating under the

direction and supervision of Mrs. Char-

lotte Laven, reading specialist. About

45 sixth, seventh and eighth grade stu-dents tutor second and third grade pupils

once a week on a one-to-one basis. To

test the effectiveness of the program apilot study was designed and conductedfrom February 1 to May 1, 1970. The

obj!ective was to de...ermine if tutoring

wouid result in improved reading achieve-

ment c5n the part of both tutor and tutee.

Control and experimental groups, om-

posed of ten each, were established forboth seventh and third grades. The seven-

th graders were selected from volunteers,

many of whom had had previous remedialhelp. Every third gradc hild in the

program was diagnosed and evaluated bythe reading specialist and a specific

program of instruction was outlined.Before tutoring began there were several"in-service" sessions devoted to remedi-

ation techniques, motivation and review

of phonics.

The tutors met twice a week with theirtutees. They kept a journal of each

session and had individual conferences

with the reading specialist once each

week. Two field trips promoted good rap-port between tutors and tutees. Thetutors, tutees and control groups weretested before and after the program. As

part of a cooperative effort in Brookline,results were analyzed at Boston College

Computer Center. On standardized tests

administered at the end of the program,the tutors showed a range in scores

from no change to a gain of four years,two months. The average gain was one

year and four -:onths as compared to anexpected gain of seven months. Dueto their small size, it was not possibleto establish a significant differencehetween the gains of the experimentaland control goups. However, in the ex-perimental group, those with the lower

T.Q.'s made the g-_3test gains, while inthe cuntrol group rhe reverse was thecase. Therefore, it was concludd that if1.0. was not a factor in the reEdingachievement gain of the experimentalgroup, another variable must be presentto account for change. The other variablein this case is the program.

The tutees gained an average of overfive months compared to a normal ex-pected gain of three months. The resultsfor this group were less conclusive,but they did show that increased recog-nition of word opposites contributed mostto the gain score. Both tutors and tuteeswere enthusiastic ard when asked ininformal interviews about the program,they seemed eager to continue and expandthe program next year.

This study, backed with concreteevaluation data, demonstrated that tu-toring is an effective means of helpingtutor and tutee. Mrs. Laven feels thatguidelines, organizat.,.on and supervisioncontribute to its success.

Date project operational: February1970

No. of students involved: 40Approximate yearly cost: None extraDisseminat-f,ln materials available:

Limited copies of Project report,including evaluation data

37. Mini Peace CorpsMARY CURLEY JUNIOR HIGH SCHOOL, 493Center St., Jamaica Plain 02130Superintendent: William OhrenbergerReported by: Peter Ingeneri, PrincipalInformation and administrative contact:

Peter Ingeneri, 617-524-3323

Principal Peter Ingeneri believesthat kids are never happier than whenthey're doing something for otherpeople, and the Mini Peace Corps atCurley Junior High School thrives on

30

this philosophy. The Corps officiallyincludes all Curley students and teach-ers who complete volunteer projectsfor the school, community or country.By identifying each project with aschool-wide organization, the MiniPeace Corps helps develop an awarenessof the role each student may play inthe school and community. Mr. Ingeneriawards a Mini Peace Corps membershipcertificate to all participants.

Individual projects are sponsoredby classroom teachers and have in-cluded a wide variety of activities.Most students and teachers at theschool have relatives or friends in-Nolved with the Vietnam war. Thesepersonal interests have led to Jendingbooks and home-made birthday and season-al cards to a local veteran's hospital,collecting money for GI Gift Pacs,and helping the Junior Red Cross collectChristmas toys for youngsters in Viet-nam. A ninth grade class is writingletters to GI's in Southeast Asia.

Other projects include making bookbags for needy children and refur-bishing a homeroom classroom. The schoolis particularly proud of a cooperativeeffort with Boy Scouts and other com-munity organizations to clean up theJamaica Pond. In April, 1970, the MiniPeace Corps provided lunchroom facili-ties for 700 people, and about 150students for a Saturday clearmp. Theentire group cleaned out truckloads ofgarbage and assorted rubbish.

Mr. Ingeneri also sees the Peace Corpsas a way to acquaint students with thenews media. Students are personnallyinterested in reading news articlesdescribing their projects, or watchingfellow students on WBZ-TV's New EnglandToday Show. Students look for articlesabout similar volunteer projects, sothey may offer honorary certificates tooutsiders.

Date project operational: Fall 1969No. of students involved: over 100Approximate yearly cost: None extraDissemination materials available:

Copies of news articles, Mini Corpscertificates

41

II. Guidance andSpecial Needs Programs

E. Special Education

38. Regionalized SpecialEducation

FLAGG SCHOOL, Linden St., Holliston 01746Reported by: Joseph Hannigan, UNLOCKInformation and administrative contact:

Elmer R. Haskell, Director, 617-429-

5450

One of the many projects to regional-ize special education was effected bythe cooperation of the Ashland, Hollis-

ton, Millis and Medway schools. By

pooling their resources these schoolshave greatly amplified the facilitiesavailable to their special students, and

at less cost than before.

Primary, elementary, intermediate,junior high, and high school are the

divisions of the program, and each town

hosts at least one division. Studentsgoing to another town are bussed to

42 31

school. There are teaching and trainingprograms for the mentally retarded andemotionally disturbed; the high a:hooloffers occupational training.

The staff consists of a full-timedirector, who is administrator andcoordinator, seven specialized teachers,a speech therapist, and a psychologist.One of the administrative problems has

been the requirement for local funding.All records must be kept in quadrupli-,-ate, and a staff member may be workingin one town and receiveing ci check fromanother. Hopefully new legislation willallow regional funding. Plans to expandnext year include adding a primary classfor emotionally disturbed children inSeptember 1971. The town of Hopkintonjoined the regional project January 1,1971, and a sixth town may possibly join

in September, 1971.

Date project operational: Summer 1970No. of students involved: 98SOurce of funds: Local funding only

39. Vocational Training forEducable Students

LAWRENCE SCHOOL CENTER, 15 Lawrence St.,Framingham 01701Superintendent: Daniel J. Donoghue,

Superintendent-DirectorReported by: Roger Brown, CoordinatorInformation and administrative contact:

Roger W. Brown, 617-872-2013

This program, designed for the moder-ately retarded, age 16 and over, con-sists of four specific job trainingunits. It offers realistic work exper-iences in the motel-hotel, nursing home,food service, building maintenance andgroundskeeping work areas. Guidanceservices, functional academics and per-sonal social adjustment training areintegrated into the program. Emphasisis placed on actual vocational instruc-tion within units established for eachjob training area.

The students receive an orientationto the actual working environment throughuse of community based industries. Com-munity placement is the goal for allstudents accepted into the programafter an initial evaluation period offrom 8 to 24 weeks, and a maximum train-ing period of 18 additional months. Theprogram has been developed to supple-ment the special education programs andtraining facilities currently beingused within the greater Framingham re-gion. The majority of referrals come fromcooperating school programs with train-able and low educable students who couldmore appropriately benefit from a vo-cational training program.

The first thirty students were adnittedon November 30, 1970. The overall ca-pacity of fiftv is expected to be reach-ed in the spring of 1971.

Date project operational: November30, 1970

NO. of students involved: 30Approximate yearly cost: 6153,633(including $7,000 for remodeling)

Source of Ands: ESES Title III

32

40. Integrated SpecialEducation

MEMORIAL JUNIOR HIGH SCHCOL, 615 Rollstone St. Fitchburg 01420Superintendent: James FinchReported by: Donald J. Tangney, Direct-

or of Special EducationInfbrmation contact: Robert Foley,

Teacher, 617-342-8962Administrative contact: Donald J. Tang-

ney, West Fitchburg Elementary School,Fitchburg 01420 617-342-9547

What Degan as a pilot experimentalprogram to improve the Special Educa-tion Program in Fitchburg has now re-sulted in the full implementation ofa program at the elementary and juniorhigh level.. The experiment took onlyone year and negligible cost to thetown to prove that Special Educationclasses can be successfully integratedinto the regular school program withbenefit to both groups of students.

Prior to the instigation of thepilot program, Fitchburg's SpecialClasses were conducted in an isolated"Special School." Then, in Septemberof 1969, teacher Donald Tangney andseventeen of his junior-high-school-agespecial class students transferred tothe Memorial Junior High School. Therea program was set up to provide maxi-mum small group and individual learningin basic subjects, and maximum inte-gration of the students into such areasas industrial arts, home economics,physical education and music.

The objective of the pilot programwas to demonstrate that special classstudents have much to gain through as-sociation with their peers and willbenefit from the broader range ofcurriculum experiences available tothem at the Junior High School. It wasalso expected that the integration wouldhelp curb truancy and the tendency todrop out at 16 by providing work skillsand job training.

The success of the first year's pro-

1:3

gram resulted 'la its change in statusfrom an experiment to a permanent partof the junior high curriculum. Studentprograms have been more individualizedso that some may now enroll in socialstudies, art and typing classes wherethey are able. In addition, some reg-ular school students with academic prob-lems can receive tutoring from trainedspecial class teachers.

Two phases of pre-occupational train-ing have been introduced: in-plant, non-paid training and an on-the job paidprogram. The in-plant training is

currently available in various phasesof cafeteria work and assistance to th(-receptionist. The paid training is o a

work-study nature with the student,attending several daily classes and thenreporting to a part-time job in thecommunSty.

The program has been a success in

terms of achieving its original objec-tives. There has been a locared drop-out

rate among those students who reachedsixteen. Students have actively partici-

pated in the intra-mural sports programat Memorial and in various extra-curri-cular activities. Several students wonawards during Ecology Week.

In response to the experimental pro-gram, various interested and supportivestaff members in the Fitchburg Schoolshave proceded to integrate their ele-mentary classes in the same manner withexcellent results to date, Mr. Tangneyreports. Plans are now being made to

expand the program to the senior high

school in September 1971.

Date project operational: October 1,

1969No. of students involved: 20Approximate yearly cost: None extra

F. Other Children with Special Needs

41. ESL Program

LAWRENCE PUBLIC SCHOOLS, 183 Haverhill,Lawrence 01841Superintendent: Fritz LindquistReported by: Wendy Wilkens, DeparL-

ment of EducationInformation and administrative contacts:

Mrs. Suzanne Georges, Title I Dir-ector; Claire Kennedy, AssistantDirector, 617-686-7701

When Lawrence opened its schools in

the fall of 1969, approximately 500students enrolled in ESL classrooms; bythe time school closed, 786 studentsneeded such attention, and by the nextfall 1100 students had rsgisteredto learn English as a Second Language.This fast influx of Lebanese, Italian,French, Portugese, and primarilySpanish-speaking children, half of themunder ten years of age, created a com-plex situation which required varying

and flexible solutions.33

44

Using Title I and local funds, ESLclassrooms were established in 10target schools. Some were self-contained,and one group is housed on the topfloor of a school building; others arepull-out programs, grouping ESL students

together only part of the day. Thestaff uses various curricula including"Distar", "Bankstreet", "Let's LearnEnglish", and H-200 materials. Title.]:Director Susanne Georges also initiateda bilingual program for the fall of 1970,but found that community parents pre-ferred the ESL orientation towards as-similiating their children into "regular"English-speaking classrooms.

Lawrence's ESL staff includes 21professionals, two of whom had had pre-vious experience with ESL classrooms,21 aides speaking four foreign languages,and approximately 70 volunteers. As acondition of employment the Title I

office provides in-service training forall staff members who are not familiarwith an ESL classroom situation. Theaides were all trained in a 5-weeksummer program sponsored by the StateDepartment of Education; volunteersmet with Mrs. Georges from 2:30 4:00once a week fop five or six weeks to re-ceive some audio-lingual and phonicstraining, and for cultural "sensitizing"and philosophic background.

Mrs. Georges feels that volunteersare vital to the program's success, forthey increase individualized learning,encourage community participation andprovide specialized expertise. Volunteerswere enlisted both by the Title I officeand by local organizations. Most arehigh school and college students from10 local schools, including two privateacademies and a Catholic high school,as well as schools in nearby Danvers,N.Reading and Salem, New Hampshire.Title I's office in New Bedford alsohelped set up Lawrence's program. Vol-unteers help students on a one-to-onebasis at home as well as at school.

In addition to these students andfive or six adult volunteers, the Great-er Lawrence Department of Mental Healthprovides a specialist for diagnosingproblems two hours a week for one tar-get school. Similarly, A Boston Univer-sity Master's student In GuidanceCounseling offers his services one day aweek. Other services have included afree lunch program during the summersessions, which nas been continued inthree schools for the fal- and winterprogram.

Combining the effor-:s and resourcesof federal Title I funds, 1,-)ca1 monies

34

and staff and community volunteer aidof all sorts, Lawrence has been ahleto initiate a fairly successful andrealistic educational program for itsminority student group.

Date project operational: Fall 1969No. of students involved: 1100Approximate yearly cost: $336,000

(city budget: Assistant Director,8 teachers substitutes; federal:1 Director, 21 aides, 13 Teachers,most materials)

Source of funds: ESEA Title I, localfunds

42. Bilingual Classrooms

LINCOLN ELEMENTARY SCHOOL, Framingham01701Superintendent: Albert BensonReported by: Wendy Wilkens, Depart-

ment of EducationInformation contact: Mrs. Ignacia

Mallon, Coordinator for non-Englishspeaking program, 617-872-7892

Administrative contact: George P. King,Associate Superintendent, 49 LexingtonSt., Framingham 01701, 617-872-3248

Framingham became concerned about itsnon-English speaking population's edu-cational predicament some five yearsago. The number of Puerto Rican studentsin the schools was increasing rapidly;how well were these students learningEnglish and integrating into the main-stream of their elementary schools? Atthat time the first bilingual tutorswere hired and students were taken outof regular classrooms for 30 60 min-utes per day for individual attentionand language training.

This tutoring method did not seem tostimulate educational or cultural inter-est, and with the increase of graderetention, truancy and school dropouts,Framingham's administration looked fora different solution. In the summer of1969 a coordinator for the non-Englishspeaking program was hired.

The bilingual coordinator was giventime and encouragement to investigate

45

7on:nue their training inhut, assuming that reinforce-

ment of the mother tongue will expand-ne learning capacity of the f,,tudent,

-:af-f provides 7panish audio-oral

C !, - .; im:truction about community living and

Alementary science.

;.: :y a team77ed-ing

...r..:. were in

ian! .ia: .: were

. 7!:e

.' ler -e!?Y! f the'r time. For

n clf: art

7'.'.'!!7'23: -h:l!ret. 'Pine!

!!! '':t! 4!!.'!" .A

7, ec*.t!.

:

; 4!

an.!

a7!e2 4 ..................

'

:1!!; fcr

!ea.

77.

,

:nr!.

35

Rilingual education has spread to thenior and senior high school levels.

1-ramingham offers a general culturec-,Ur-,e, taught in Spanish, covering con-,rt-1 in the history and literature ofthe 'panish-speaking world, as well as:omc- information about U.S. history and

government. A general math course istaug'ht. in Spanish, and ESL classes areoffersed at all grade levels. Finally,

a bilingual school adjustment counselorworl, to improve individual school and

community relationships.

With the support of the School Com-mittee, Framingham's bilingual programwill continue to expand its efforts forequal educational opportunity.

e project operational: fall 1969

,f st.4dento involved: 115-130Ap.t,.ml.rmate ycariy cost: S80,000

(6 teachers for ESL, 4 bilingualassi!itants, 4 for Spanish subjects,2 and I bilingual aide)

.1-041.,Ye of funds: school budget

43. Program for PerceptuallyHandicapped

MARBLFHEAD PUBLIC SCHOOLS, Pleasant St.,!.t_arble%ead C194c_;

Aura W. Coleran.7ar.et :eller, teacher

Fre,-1 C.

:nterrle4iate Cr.Dci, t:17-631-15l?, .7arlton Chamber-

la:n, uperintendemt, 617-t

.ter programs n.'w oper-

ating :n ett73 school ,.vf;tems,approac

1-.1::,rAting learning,ioreening,

4n: . The

Development Team includes a readingspecialist, an occupational therapist,a language specialist, and a kinesio-logist.

All kindergarten children are screenedduring the fall completing standardizedtests to detect possible perceptualhandicaps. Students are selected forin-depth diagnosis by team members,caseloads are established, and indi-vidual or small group instruction begins.

Children remain in their regularclasses, and are taken out by team mem-bers from one to four times each week.Instruction can terminate at any time,at the discretion of the team membersand their supervisor. Parents meetfrequently with the Perceptual Devel-opment Team, and are often encouraged tohave their children diagnosed andevaluated by outside agencies. Theseagencies in turn make recommendationsto the team.

Student progress is contin-12_,v eval-uated and statistics are reLnred. 7o1-low-up studies will contin - t. c gioutthe child's elementary educz-_ci,.

At the present time, this program isoperating in all seven of Marblehead'selementary schools. Deal!ng with learn-ing disabilities at an e,riv age willhopefully eliminate the ,Lings offrustration that result u.iri a childmeets with constant failure because ofperceptual handicaps; special instruct-ion may enhance a child's self-image,and this in one of Marblehead's mainobjectives.

Date projec4- operational: September1968

do. Jf students involved: 70Approximate yearly cost: $37,000 (per-

5;onne1,S32,000; materials, $5,000)Source of funds: 50% school buiget,

50% state aid

44. Mini-Gym MotorDevelopment

J.L. McCARTHY and M.L. TOWNE SCHOOLS,Acting Superintendent: Alan WhiteReported by: Beverly Lydiard, UNLOCKInformation contact: Mrs. Doli Mason,Teacher, 617-263-2042

Administrative contact: PrincipalsMrs. Alice Hayes, 617-263-4982,and James Palavras, 617-263-2042

A physical education teacher at oneof Acton's primary schools noticed thatmany of the students having difficultieswith basic motor skills in her gymclasses were also having trouble learn-ing to read and write. She wonderedwhether motor training might help thesestudents, not only in physical education,but in their academic work.

47 36

Through a series of unusual circum-stances Mrs. Doli M, n was given anopportunity to trv soi.e of her ideas,working OE a one-to one basis and insmall gro,Ips with these children, manyof whom had been diagnosed as childrenwith learning disabilities.

Other than her salary, there was nobudget for the program and no place forher to work, since the school was alreadycrowded. However, with the help of theschool janiror some boxes were movedaround and what had been a storeroom be-came her "mini-gym". A spare blackboardwas found and mounted on the wa±1 to beut;ed by the children for exercises ingross motor skill development. An unusedrubber footbath was filled with sand andbecame a useful tool in encouraging thechildren to practice forming letters.

With Lhe help of the mini-gym, theimprovised equipment and the students,

s. eYA-lon began developing mo or train-Ing seql'ences which were given to allprimary -aachers in the form of demon-stration lessons and mimeographed meter-121. with he request that 10-15 minutes

-ieted to this each day.

Suveral months later all primary class-room and physical education teachers were

asked to identify children with motordifficulties based on class observation.A total cf 197 children were identifiedwithin a wide range of disability, and

classroom sequences were contined with

the hope that material would be used

more specifically for individual remed-

iation.

The individualized program in the mini-

gym continued. Parents of all childrenwere invitec to come to school, observeclasses and discuss the program. Mater-ial was given to them for home follow-

up.

After the piogram had been underwaysix months, a meeting to discuss theprogram and solicit suggestinns was held

at each school with the principal, class-

room teachers (grades 1-3) and the phys-

ical education specialist. All of themhad been asked to submit a written eval-

uation. These were generally quitefavorable.

A number of teachers and guidancecounselors felt the program was definite-ly helping -The children and everyonewanted to see it continue. The schoolcommittee had also been kept up-to-dateon the program and approved a recommen-dation that it become a regular part ofthe curriculum at each of the elementaryschools.

in its second year last fall, the

program incorporated changes resultingfrom suggestions by those involved. Mrs.

Mason provided the teachers with newmate-ial every three weeks for theirclassroom motor training sequences.

Nine boys and girls from the highschool began working with some of thechildren three times a week, mostly on acne-to-one basis for periocs of 20-25

minutes. So as not tn dis-turb theclasses, they work in the co-ridors.Each aide receives a folder in which theweekly program is set up. The aideshave become so enthusiastic about the

program that now they are coming up withtheir own ideas for exercises and impro-

vised equipment.

The mini-gym is still being used as a

18 37

laboratory to develop materials for theclassroom, as Mrs. Mason works there on

an individual basis with nine children.Mrs. Mason's dedication to the program

also includes a desire to put herself

out of business--by helping the teachersincorporate motor training so completelyinto the classroom and physical educa-tion programs that her help will no

longer be needed.

Date project operational: October

1969No. of students involved: 1200Approximate yearly cost: salary for

1 teacherSource of funds: school budgetDissemination materials available:

Classroom activity outlines

45. S.E.E.K.

ETala

WILLISTON ACADEMY, Easthampton 01027(Independent)Reported by: Roger A. Barnett, Director,

S.E.E.K.Information contact: Mrs. Rebecca Sey-

bolt, 413-527-2761AdMinistrative contact: Phillip Stevens,

Headmaster, 413-527-1520

For two years Williston Academy hasrun a "Summer Experiment in Equalitythrough Knowledg-" (S.E.E.K,) in aneffort to help lessen racial tensionsexisting in America today.

The independent school hunted up var-ious local funds to run the program,

staffed by full-time and part-time vol-unteers, and teachers from WillistonAcademy, Spring ield and the BostonPublic Schools.

For six weeks each summer 30 blackstudents (chosen by Northern EducationalService, an all bled-- local agency), arebussed from Springfield, and 30 whitechildren come individually from the townof Easthampton. (There are no blacksliving in Easthampton.) Eng171sh, math,black history, art, reading, and musiccourses are offered to children enteringseventh grade in the fall. The childrenenjoy athletics daily and take occasion-al cultural and educational trips intothe community. The school day runs from9:00 to 3:00.

While course content is important, at-titudes and informal learning are centralto S.E.E.K.. The staff has tried togive personal attention to each child, aswell as personal evaluations of the pro-gram. Reports on each child, written byteachers and the director, go to thehome schools at the end of the summer;and at the end of the following academicyear the director interviews the chil-dren and their current teachers abouthow the summer experience has affectedtheir behavior and attitudes.

The needs of the S.E.E.K. childrencreated a tutorial program which runsduring Williston's school year and isstaffed by some of its juniors andseniors. The tutorial program isgeared to Easthampton students, grades4-8, with preference given to childrenwho participated in the S.E.E.K. pro-gram. It was found impractical to tryto bus students down to Springfield totutor. Plans are now under way to in-corporate the tutoring program into anurban sociology seminar that would takeplace in the city.

Date project operationaZ: summer 1969No. of students involved: 60Approximate yet.rly cost: $12,000 (4

staff salaries)Source of ficnds: small foundationsDissemination materials available .

case history ("Willistonian", June4, 1970)

119 38

46. Elementary StudentsHelp Pre-Schoolers

SOUTH SCHOOL, Lynnfield 01940Superintendent: Bernard A. HuntleyReported by: Richard W. Cogan, DirectorInformation contact: Richard W. Cogan,

617-592-2957Administrative contc3t: Gilbert Bulley,

Lynnfield Public Schools, Main St.,Lynnfield 0140, 617-344-4305

Lynnfield's Title I summer program metthe needs of- two groups of children.The first group included all pre-school-ers who were "educationally deprived"(ds shown by standardized tests), andadditional youngsters whose parents felttheir children could benefit from a kin-dergarten experience. The second groupconsisted of primary-age students whohad learning disahilities, as determinedby principals and guidance staff. Byworking together, both groups benefitted.

The pre-school program was basicallyan enriched kindergarten program with alow pupil-teacher ratio for its 30 chil-dren. Low ratios and individivalzedlearning also characterized the primary-age class. These 40 youngsters weregrouped with two teachers, while theschool guidance counselor, art teachers,and project director worked with individ-uals and small groups during the week.Students were allowed to structure partof their time themselves, and were freeto help each other and the pre-schoolerswith their work. No aides were neededfor either group, with all the help fromstaff and the young "tutors".

The older children put together easels,a sand box and other materials for the

younger ones. They also helped with thechildren's "summer books", in which eachstudent recorded the day's events inpictures and words. Pre-school and pri-mary children were free to play witheach other, and they took eight fieldtrips together. According to Title Istaff, this organizational structurehelped achieve one of the program'smajor objectives: to enhance the self-image of children who see themselvesas inadequate learners.

At the end of the program, the stafffound pre-school children had improvedin the basic readiness skills, and manytraditional "behavior problems: disap-peared when children were allowed tostructure the-Tr own time undr staffguidance. Pi_.gram director Richard Co-gan reports, "Perhaps the program provedthat we get out of children what we ex-pect of them."

Date project operational: summer 1970No. of students invoZved: 70Approximate yearly cost: $12,000(per-

sonnel, $10,000; materials, $2,000)

Source of funds: ESEA Title IDissemination materials available:

Title I brochure

47. Project Mainspring

WARRENDALE SCHOOL, Waltham 02154Superintendent: James FitzgeraldReported by: Joseph Hannigan, UNLOCKInformation and adMinistrative contact:

Leo Hill, Principal, 617-893-8050

For the past five years Waltham hasconducted a summer program for 240 cul-turally and economically deprived young-sters in grades 2-6. Each summer abasic theme is stressed, and all activi-ties revolve around that theme. Onesummer motif was "Man's Pasic Needs--Food Shelter and Clothing". Anotherfocused on minority groups.

The students have some academic worksuch as reading, but the greater partof the program is more intormal, usingarts and crafts, music and physical ed-ucation, with specialists provided ineach area. Discussion periods are de-signed to help students understand andappreciate how their lives relate to theproject's basic theme.

During the "Minority Groups" program,students read about various minoritygroups, saw related paintings, listened

to their music and learned their dances.For "Man's Basic Needs", studentslearned to weave cloth, prepare food andbui1,4 variots shelters.

Recently the project has been expandedto include a preparatory kindergartenfor non-English speaking four and five-

year-olds, an occupational workshop forfifth and sixth grade boys, and a sec-tion in which English is taught as asecond language.

Date project cperational: summer 1965No. of students involved: 350Approximate yearly cost: $83,000(per-

sonnel $80,i00;materials $3,000)Source of funds: ESEA Title

48. A Second Chance

GLOUCESTER PUBLIC SCHOOLS, BlackburnCircle, Gloucester 01930Superintendent: Calvin E. EellsReported by: John T. Robarts, DirectorInformation and administrative contact:

John T. Robarts, 617-283-0294

Project Second Chance was developed tomeet the educational ,trid emotional needsof a select groups of seventh graderswho would be ninth or tenth graders ifthey had not been reta:ned in the elem-entary grades. These are students withaverage intellectual ability who wereunmotivated and falling further behindacademically, as measured by standardachievement tests. Out of 65 enteringseventh graders referrec by their elem-entary principals, 15 boys were selectedto participate in the prcject; another15 boys were chosen as a control group.All of the 15 experimental students andtheir parents eagerly agreed -co partici-pate in the project.

Basically Project Second Chance movedthese 15 students directly to the ninthgrade, where the belonged in age. TheProject students take World Geography,Science, Mechanical Drawing or Art, Phy-sical Education and 7ndustrial Arts withthe other freshmen. They have 12 per-iods a week with their core teacher JohnHalmen for reading, math, lkAnguage arts,and extra help. This instruction is insmall groups of two to eight students,with an average of four. Students arealso paid for five hours of occupationalexperience weekly through the Neighbor-

hood Youth Corps, and are encouraged toparticipate in all freshman extra-curri-cular activities. Regular courselingservices are availab1e, plus scheduledgroup counseling from one of tle fresh-man counselors and the Director of PupilPersonnel Services. Monthly group meet-ings with parents are also scheduled.

Both the experimental and the controlgroup were given the following testsbefore the program began: Stanford A-chievemeat tests, Otis-Lennon I.Q., andthe Minnesota Counseling Inventcry.Both groups will be tested again at theconclusion of the program for evaluationpurposes.

In addition, both groups and theirparents will be asked to fill out alocally developed questionnaire on theiryear's educational experience in June.Attendance f'zures will also be compared.Finally, ior3.-range scholastic and vo-cational cohiparisons will be made.

Early indications show that the exper-imental group has greater motivationthis year than in any previous academicyear. Almost all of the students nowindicate they plan to graduate from highschool, a goal that nreviousl seemedunattainablt.

Director John Robarts writes, "If ourexperimental group should do appreciablybetter, 'Second Chance' will stand as apowerful argument for the proponents ofcontinuous progress. The early successof the program has already spurred thedevelopment of a pre-vocational trackat the junior high school. The projectis obviously not a complete answer be-cause it waits until failure is imminentand then makes drastic change. However,it may point out dramatically the needfor continuous progress and flexible in-struction at all levels."

Date proje,-.t operational: September1970

No. of students invoZved: 15Arproximate jearly cost: $10,000(per-

sonnel S8,000;materials $2,000)Source of funds: school budget

49. Project Reaiization

NEWMAN JUNIOR HIGH SCHOOL, 1155 CentralAve., Needham 02192Superintendent: William M. Powers

Reported by: Cal'ol Kellogg, Departmentof Education

Information contact: Wendell S. Moore,Director, 617-444-4100

Administrative conrac;: Calvin Cleve-land, Assistant Superintendent, need-ham Public Schools, 1330 Highland Ave.,Needham 02192

For the past five years, ProjectRealization has been attempting tostrengthen the self-image of ninth,tenth, and eleventh grade underachievers.With six teachers, a guidance counselor,a part-time psychologist, a part-timecoordi- tnr, 42 students last summerwork 0,-. to develop healthier attitudesal)nut Lremselves which in turn were ex-pectea to bring higher academic achieve-ment.

Teachers and students participated inath1etics--11.3rseback riding, rock climb-ing, bicycle trips, etc.--which weredesigned to build positive relationshipsamong students and with odults. Smallgroups discussed human relations prob-lems on a regular basis.

Parents viere also involved and studentswere encouraged to work on relationshipsin the home as well as in school. Psy-chological and psychiatric consultantsadvised teachers on the dynamics of smallgroups.

An evaluation by an outside group is

now being completed. Tentative resultsindicate that the objectives of the pro-gram are being realized.

Date project operational: 1965NO. of students invoived: 42Approximate yearly cos:: $14,900(per-

sonnel $11,000;naterioll $39000)Source of funds: ESEA T1*.le I

G. Guidance

50. Jr. High Handbook

TANTASOUA REGIONAL HIGH SCHOOL:.rDnf:el_ 1, olLtnl,

Wales), :1Y-;1

i-):7` : -1

Pepor7-0.1 t: ,

J. : Fran', -,171:;f4. ,1;u-7-lance, 411-m7-13'31

Thrf:eld 7:orton,

All of the students w'..o star attend-ing the 1,-pupi1 Tantasqua PegionalHigh School in seventh c-7rade come fromsmall elementary schools in small towns.To help make this transition to such alarge school less of a shock, the schooladministration, guidance department,teachers and students have loined forcesto produce a handbook which tells enter-ing students alout every aspect Df theschool program, from cour:7e offeringsand extra currioillar activities to themarking system and the health program.

The handboo'n include a c._)lot,ful cover

designed by students, and pictures takenby students on almost every page, as well

stsr

,..-

-44INlr-I---.41..N . ' ,1Pme. Ill '(

(r711.

. --- t7_ .- 44r 1L/ 4 ' -41h:` '1%477' Y 4 x

---....., , 1 .,

.....,.... ., ,,..

,e)_ Il,".... ..... 0,07..,,,... "44 , ..1aib,- .410.1k L ilr .1,..-;.- ,,. --I v r's 7. _- oi r,----;.------,,,..,

..:- .4 , 1 iA.... - -- -""""Ir . 111111PP-4.ftw- .......4.

4.1

mAny of- let

W:.er Tintasqua'n guidance coun-:elor!vN;it the sTxth 7r,a.'.0 of each of thefive elementary school:1 tiat Feed intoTantasqua, they distribute th handbook

and une it *(-_, take students on 3n imag-inary trip through a t\Tical day at theschool. On a day in June after the sen-iors have left the school, prospectiveseventh graders go to the school and runthrough a mock schedule. The "old" sev-enth and eigth graders are assigned tonew students as guides, and answer ques-tions for them.

The handbook is also distributed toparents when they visit Tantasqua.


ofstudens involvec7: 230Appromate yearly cost: S175 (for

printing costs)Source of funds: school budgetDissemination -,Laterials aoai7able:

Copies of handbook

51. Computer AssistedCollege Selection

NEWTON SOUTH HIGH SCHOOL, Brandeis Rd.,Newton Centre 62159Superintendent: Aaron FinkReported by: Margart Addis, Guidance

CounselorIrfbrmation contact: Margaret Addis,

617-969-0810 x332Administrative contact: John Culli-

nane, Director of Pupil PersonnelServices and Special Education, 88Chestnut St., W. Newton 617-969-9810 x354

Students at Newton South High Schoolfacir: decisions about college can turnto a computer for help. This is howit works: First the student indicateshis preferences concerning such thingsas degree major, college size and loca-tion, costs, financial aid, student

activities and campus life on a collegedata checklict supplied by InteractiveLearning Systems, Inc. (the organiza-tion which provides the college selec-tion service).

Students are encouraged to take thischeck list home and go over it withtheir parents. The next step is forthe student to list these preferenceson a worksheet in order of their im-protance to him.

The student then talks with an aide(a work-study student spec3ally trainedfor the program). The check list andworksheet are carefully gone over, quest-ions are answered, and the student isshown how to operate the keyboard ofa computer terminal. Finally, the stu-dent sits down at the keyboard, typingletters and numbers into the machine torelay his preferences via a telephone lineto an ILS computer.

As he types, replies come from thecomputer in printed form indicating thenumber of colleges which meet the speci-

fications he is setting up. As thespecifications become more detailed,the number of colleges shrinks. Onceit gets down to 25, the student isadvised to ask for a print-out of thenames and addresses of these insti-tutions. Then the student keeps ongoing usually until the choice narrowsdown to just a few colleges.(and names ofthese are printed out for him.) Averagetime at the computer is 20 minutes. Somestudents use it as many as five timesduring their junior and senior years.

53 42

The ILS computer has four datafiles--one containing information about2400 colleges and universities, onecontaining vocational information, onewith scholarship information, and onewith information on vocational andtrade schools. Some students consultall four data files.

Guidance Counselor Margaret Addisis quick to point out that the computeris not a predictor of admissions eventhough students' college board scoresare used as one of the inputs. Accord-ing to Miss Addis, the counselors likethe system because it require- thatthe student really think about what theimportant elements in college are for him,and this makes his conversations w;_th thecounselor more meaningful. She feels itkeeps the counselors from being "inac-curate computers" trying to recall namesof colleges for students, and helps makecollege decisions more realistic forsome students, along with encouragingthose who should be encouraged--theaverage students or those with limitedfunds.

A typical response from a student is:"It gave me names of colleges I neverheard of before." Probably the program'sgreatest drawback is its cost to theschool, which averages about $4 perstudent.

Date project ope ional: Fall 1969No. of students involved: 500Approximate yearly cost: $4 per

studentSource of funde: School budget

Ili. Curriculum Areas

H. Humanities/Art/English/Media/ Music

52. Concord Consortium

CONCORD-CARLISLE REGIONAL HIGH SCHOOL,Concord 01742Superintendent: Ralph SloanReported by: George I.McCune, CoordinatorInformation contact: George I. McCune,

617-369-9500Administrative contact: Arleigh Rich-

ardson III, National Humanities Facu2-ty, Colonnade Building 617-369-7800

"What Makes Man Decent?" was the top-ic which brought together three teachersand one student from each of five schoolsin Concord for periodic meetings duringthe 1969-1970 school -ear. The grouprepresented a public high school, twoRoman Catholic schools and two in-dependent schools. The discussionsinvolved the role of humanities inthe secondary school curriculum andmarked the first time faculty membersfrom the five schools had ever come

$4 43

together to discuss their academicprograms.

With funds provided by the NationalHumanities Faculty, the Concord Con-sortium (as the group called itself)invited five prominent educators inthe fields of philosophy, anthropology,religion, sociology and physics tovisit the participating schools,talk with students and faculty membersand meet with the Consortium. Eachschool hosted one guest and set upthe schedule for his three-day visit.

Following these visits, the Con-sortium members met to discuss what hadgone on, and at the end of the yearthe group met once more to talk aboutand digest the events of the pre-ceding months. The headmasters of allthe schools cooperated fully by grantingfaculty and students the necessaryleave time.

ln the words of Coordinator George I.McCune, "We wanted to establis:1 directlines of communication between theschools. We wanted to sort out commonproblems and talk about what we feltshould happen to young peopla in edu-cation to make them more humane. Wherewere we going in humanities in ourschools? How could we share some ofthe things we were doing? We were nottrying to save the world in one year,but we hoped some of the ideas whichevolved would be shared with the staffand students of the various schoolsand that an ongoing dialogue betweenthe schools would b, established."

Despite the fact that the two paro-chial schonls are going to close, theConsortium concept is continuing andspreading to several other communitieswhere Consortium members have now takennew teaching positions. The groupelected to keep in touch with oneanother, and two of the schools havehosted strainers during the currentschool year.


No. of members involved: 15 teachers,5 students

Approximate yearly cost: $1,000 (ex-clusive of consulting fees)

Source of funds: 5 school budgets(con-sulting fees paid by National Human-ities Faculty grant)

Dissemination materials available:24-minute film "Images of Man"made by students available from:Film/TV, Concord Academy, Concord01742

53. Enrichment Program

CONWAY GRAMMAR SCHOOL, Conway 01341Superintendent: Warren BennettReported by: Mrs. Nancy Winter, ChairmanInformation contact: Mrs. Nancy Winter,

617-369-4445Administrative contact: Richard Dacey,

Principal, 617-369-4610

Every fourth week the ConwayGrammar School sets aside the last

hour of each day for an enrichmentprogram. Students select from a list oftopics they devise each month, includingspecial subjects such as pottery, leath-er-crafts, audio-visual experiencesgymnastics, skating, and skills games.A topic for the week is selected byeach student, and as a result, classesand grades are intermixed.

The objective of the program is toexpand the present curriculum to in-clude areas of student interest and makebetter use of resource people in thecommunity. By involving parents and othertownspeople, the program can be operatedat a minimal cost. It is also felt thatthe program will help students learn tomake their own decisions and followthrough on them; choices will allowstudents to develop individual interests,and the mixing of age groups will en-courage a new kind of cooperation. Com-munity people involved in the enrichmentprogram have a chance to contributetoward the children's education in ameaningful way, and interact with teach-ers.

The program is just beginning end ifit continues to receive support fromstudents, teachers, and parents, it willbe expanded. Areas being considered asadditional topics include photograp:iy,radio, dramatics, woodworking, dance,oceanography, fly-tying, etc. The listcoul be infinite depending on the in-terests of the students and the resourcesof the town.

Date project operationaZ: 1970No. of students invoZved: 130Approximate yearly cost: $50 (mater-

ials for first year)Source of funds: P.T.A.

54. Art in InterdisciplinaryLearning

BRENNAN MInDLE 'SCHOOL, County St.,Attleboro 02703Supemntendent: Robert J. CoelhoReported by: Edward J. McCarthy, PrincipalInformation contact: Mrs. Alix Morin,

Art Teacher4dministrative contact: Edward J. Mc-

Carthy, 617-222-7750

The problem of relating the visual artsto an interdisciplinary team teachingsituation in the Brennan Middle Schoolwas always one of finding enough "re-leased" time blocks so the art teachercould plan activities in common withmathematics, science, social studiesand language arts Ftaff. In planningfor the 1970-71 school year extra effortwas made to make the art teacher a fullteam memoer, and to have her plan everyday with other members of the team.

The relationsiip of the visual artsto other disciplines can be seen in oneteam's fall learning unit. Stressing the:7dea of organization, the language artsteacher worked with the students onorganizing time and studied Robert'sRules of Order. The social studies teach-er built upon this by exploring theorganization of governlent and the ap-plication of Robert's Rules to a townmeeting. Students in science were work-ing with the scientific method and withproblem-solving techniques while themathematics classes were studying settheory and the organization of a text-book. Meanwhile, in art classes the stu-ents were studying organizatio,- +.hroughthe medium of color and the grouping ofcolor patterns.

The staff feels the visual arts offermany relationships to the traditional"major subject" areas, and Brennan

45

Middle School's attempts to rel.atethese two have been gratifying.

Date project operat.tonaZ: September1970

No. of students involved: 80Approximate yearZy cost: None extraDissemination material3 available:

"Scope and Sequence for SensoryArts In Learning"

55. Art Spills OverInto the Classrooms

HARTWELL SCHOOL, Ballfield Rd., Lin-coln 01773Superintendent: Randolph BrownReported by: Carol Kellog, Departmentof Education

Information contact: Diane Koules, ArtTeacher, 617-259-940u

Administrative contact: William Warren,Principal, 617-259-9404

Hartwell School has loosened thestructure of its art program withoutdiscarding a schedule altogether. Regu-lar classes are held every other week,and in alternate weeks the art areasare open for children and adults touse as they wish, when they wish. ArtTeacher Diane Koules finds that workdone in art classes spills over intothe classroom, and classroom projectsextend into the resource center artareas.

Much cross-over has occured naturallyin science, art and math, since t'especialists and materials :CrIr th.->sesubjects have been placed ii. close prox-imity to one another in one of Hart-well_ School's building units. Thiswork shop-resource center b.ci.s largequantities of materials 1,7* are or-ganized into work areas .uch as a claycorner, a carpentry corner, a sewingccrner, a painting corner and a tri-wall area. One room holds mostly mathmaterials, and math specialist Eliza-beth Bjork holds small group mathclasses there. The music area underMaureen Kenney and Maxine Yarborough,contains Carl Orff instruments with

which informal improvization occursfrequently, and houses regularly sched-uled music and dance class?s.

A need for mol-e meaningful parent in-volvement gave rise to a training ses-sion for parents helping in classrooms.It was run by science specialist BruceWhitmore. Teachers are also encouragedto use the workshop for their own artwork or for informal after-school pro-jects.

Principal Bill Warren reports that themost important effect has been to giveunmotivated children a place to goto do work of their own choosing.

Date project operational: 1970No. of students involved: approx. 400Approximate yearly cost: None extra

56. Murals Icr: Students

CAMBRIDGE HIGH AND LATIN SCHOOL, Broad-way & Trowbridge Sts., Cambridge 02138Acting Superintendent: Francis FrisoliReported by: Joseph Santoro, Art Dir-

ectorInformation contact: Mrs. Rita Ritter-

bush, teacher, 617-876-4500 x225Administrative contact: Raymond Darcy,

Principal, 617-876-4500

Large scale, colorful murals on thewalls of the foyer and faculty cafeteriaof Cambridge High and Latin Schoolmay serve as a model for meetingproblems of vandalism.

Under the direction of Mrs. Rita

46

Ritterbush, students selected themesto express messages they wished toconvey. Subjects range from mythologyto Black Power and the American Indians.The students purchased paint and workedafter school to cover drab walls withoriginal and colorful arL work.

Not one act of vandalism has beencommitted where murals cover the walls.Mrs. Ritterbush feels this is becausethe other students watched the muralsbeing painted and thus gained respectand enthusiasm for the finished pro-ducts.

Mrs. Ritterbush looks forward toexpanding this mode of art work, usingwalls of new buildings as well as thosealready built.

Date project operational: October 1970No . of students involved: 25Approximately yearly cost: None extraSource of funds: School budgetDissemination materials available:

"Carrel", December issue

57. After-School Art

JOHN WINTHROP SCHOOL and BENEDICTFENWICK SCHOOL, Dorchester 02125Superintendent: William H. OhrenbergerReported by: Carol Kellogg, Department

of EducationInformation contact: Nancy Cushwa, In-

novator & Teacher, 1.0 Gardner Terr.,Allston, 617-782-4714

Administrative contact: Louise McCoy,John Winthrop School, 35 BrookfordSt., Dorchester 2125 617-445-8660

When only certain children were allow-ed to take part in Title I science,music and art programs, Art TeacherNancy Cushwa decided to provide enrich-ment for the remaining children. Shespends one hour after school four dayseach week--two days at Fenwick Schooland two days at Winthrop School--providing drama, reading, art experiencesand whatever other programs and activitiesemerge naturally from the children'sinterests.

57

-:

58. Bible Backgroundfor Literature

NrelinN ult-,H SCHOOL

. _

ir-

47

59. DECK Plan

MARBLEHEAD PUBLIC SCHOOLS J(3,

;:urd. W. Tclemanfj: Phyllis :Tmith,

Corothy A._ept. ilead,,-.17-E31.-8(?20

Aura . Cole-man,

-The of everal new Fnglish curricula!:_israchusetts which allow students

'2 follo an individualized program has:een desiimed and implemented by the

.dlehea -enior high :Echool Fnglishlef,artmeht. cotIrtzer were c'feredto :=enicrs the fall of 1')71", and thepr.:,gram will include All high schoolstuient.7 in _Tet---temlet'

on the results of i cross coun-try survey of ungradel secondary scboolr

Xro. F.nglish

:epartmnt head, the new,:urr!.:ulnm allows a larK, .!egree of

aro: s.,1;-2irection eashthis goal, the pro-

;lat.

1. Tc. permit every student to at

his own learning rate.. lo allow a student 7,"

lest serve h!!vi.:uAl needs or :nterest::-..

more /-esponsilility onthe student in ,:hoz.,sing lir-

eluziticn will

;:lae more rsponsi:ility onto student !e

hr wil:ing or alle7.)

. sh:ft the em:ba.::% 'rem mar.*c ;rat!!:cation c4 the intllect,

'1,-.1er ..."ardleheal ::A% a.li:ter-

ent ! t

!:. t h:gh . hool5,signed .c

*. ent::- /'/.

basic skills have been restructuredand new ones added in an effort tom=e rcalisticallv meet the interests,

and needs of today's students.

The ne,,71y structured material : is

been doced iccording to difficultyof sl\ills an raJerials. Courses areprovided to correct deficiencies In

wrY:ing and yolcal)ularvbuilding, and arietv of high levelcourses is alsc offered. The decksare designed in the following manner.

-,tudent w' sdssrenjthening in any pa. .1ararea such as vocabul-lry bdilding,reading co-Prehension, o- writtenssmposition. s:o 7-7'eck coarsen arebeing otfere: :uring lr:7'_71, asthe t,rogram is 1-eing offere2 toseniors only. The program will in-cltr-!e sophomores and 4uniors nextyear.

--For the student WLD has notachieved either academic or ner-sonal satisfaction in traonalourse sfferings. F.--1'eo'- coursesAre designed to mle progrernpossitle an c've the ;tudenthigher !egree of satisfaztion. Fx-amples: !an in Con:lict in American

an! :.iterattzro which cominesreisresentat!ve novels and essaysalong with ;:eld -rips to the m.useumof Fihe Arts, :.exington and floncor!,historic "tr!lehea.1., -ilem and1-oston; And survey of Xass

--For the student who han shounino seroutr; deficiencies in anvs'.:ecial area and whose naTura.:

!tps :ndicate that he will bestaoh:eve lv leing rormitted to wor',37. an average :-ollege T.reparatorYleyel. Fxample: sontem;,orarv ?ri-t ish :In,1 American 1'rama includingsuch 347! 3: vnge, 'owdrd.

Anerson,'11-=at:, and ".:11-r; and a ne-semester cc)ure :n Atr--Amerioan

n

*- ;rag:--: at anA A

of interest in the subject. Examples:Makespearean Drama; World Literature,including masterpie(ps of Dostoyev-sky, Koestler, Camus and Joyce; thePiLle as Literature; Studies inModern American and Britisil Poetry.

s-Deck--For the student who is bothwilling and able to work at agrca-,17 acceleratd rate at the high-

est level o expected achievement.Course choices include: ModernPritish !:ovels, an intensive studyr>f t!-)ree major authors, and the1:Istory af iTnglinh Literature. Inthe second semester both coursesrequire a research paper ond provideexperience in creative and ,xposi-toly writing.

'ate projet operational: September

No. of students currentlz, invoZved:

3C.,(seniors)Approlte yearly cost: $10,000

for materials(f f-,y?: School budaet

ma..:erials available:

bro'_hare

60. Media StudyBroadens Curriculum

CONCORD ACADEMY, 2oncord 01742 (Inde-pendent)ifeportei i2.ussell Mead, Dean of Cur-

ricalumInformart-on L.!otttact: Bobbi Osler, Media

:)irector, 617-3C()-60PCcu/ttact: i'.ussell Mead,

Concord Academy recently restruc-tured its whole curriculum to includenon-graded and pass/fail options, ac-creditation of all its art courses,in,lependent prolects on and off the..ampus, and divisional rather thansi,ecifi course requirements for grad-uation. The school's pnilosophv andstructure encourages interd1::ciplin-V-; iea:.ning, and its media :Junes

a good example at how the-.ethvorie!. and regulations nave actually..:or-,ed in the clasroom.

49

Within a two-year period, 15 coursesare offered to Academy students. Someare open to other private and publicschdol pupils, teachers, and communitypeople as well. Courses are not center-ed on media alone, for the staff feelsthat this approach is too narrow. MediaDirector Bobbi Osler explains, "Great-est stress is tirst on feeling a senseof accomplishment, second on new con-cepts or attitudes, then on producingwork of professional quality."

Course offerings reflect the approach,for in addition to covering standardmedia such as -,2notography, newspaper-Iournalis::., film, and television,students can LILsc look at song lyrics,technical and interpretive drama, back-ground music, [cbating, and all possi-ble combinatIol -, as ways of communi-cating wii c is. Some courses meetonce a we--. ft three hours, some re-gularly three -:mes a week, some as tu-torials. Al are centered in a work-shop equipped for making and editini;films an audio or video tapes, with aschc.A sdhedule that allows 1-or largeblocks of free time. The school housesboarding students, o the workshopis open some evenings and on weekends.

Since the program stresses a senseof accomplishment and new concepts,there is little pressure on studentsuntil they begin to ger delusionsof professionalism, at which point theyare encouraged to opt for projectswhich require public showing and crit-icism. As an exaitple, the Films avail-able for rent were selectec out of

hours of films and videotapes;they are not simply a collectionever.:,:hing that got finished.

f'oncorl Acade-v students oftenteach varioul aprroaches to the vi I2

media to students al Efferent glra.lelevels in local pubi is and rrivate-chool-, from elementary to adulteducation. This w)r- earns full a. 1!-1-re Et in the :ivision ot

!:taff meml-ern also produce videodocumentaries of town event an,! to .

grams which are shown with a portaLleprolector :n the lobby ot the tcwh

. f Cf 1,7

T,ocal film-makers and graduate stu-dents have Riven much time to AcademyproRrams, and the school reciprocateswith ,-;nen screenings, teacher-trainingsessions, and use of school facilitiesfor the New England Screen EducationAssociation screenings and workshops.The school has been a curriculum dev-elopment site for the American FilmInstitc',:e, and students are at presentworking with the "21-Inch Classroom"series. In the 1969-70 school yearstudents produced a film for the Con-cord !1inuzeman Association and werecommissioned to do a 24-minute docu-mentary for the National HumanitiesFaculty.

Bobbi Osler reports, "One of theresults of the introduction of variousmedia studies into the regular academiccurriculum was not that we per-;uadedteachers in regular departments to usefilms and videota,Des, but that thedifferences in the relationshi?n inmedia courses between student an:i

anl otulentenccuraed others to develo.i ex-ter.,i their own liberalini u coursestructures; 51D that it is mE-thod-

wh:ch 11AS influencemajic (.3:es or 'relevant' criularv "

.";.a :

se-zi2e?lt-s (whole!;chool)

year.7y .1:)07: !:c-sne extra

:,.,criptior. of

61. Music WeekMILLER ELEMENTARY SCHOOL, :iollif-Iton

PLI.:entinon t! e h I ler Librarian

::.&....iotrat'::Ye contact:

IHIet libraryto some

nv,,lv,!:.ent learningthe .Vrection of !-!rs.

.!ol librarian.tL, ative projects

6150

Music Week was a pilot program de-signed to use the Library's totalresources to enhance a particular areain the curriculum. Mrs. Miller and herco-workers produced a week-long ex-hibit to excite and interest the dif-ferent musical tastes and talents ofthe children, rhey looked, touched,lis-tened, played and sang and even putcn band hats and uniforms. Theyexnerimented with rhythm instruments,17,and instruments, tone bottles, tonebells and an autoharp. Tapes and records(from Bach to Peter, Paul and Mary)provided both a rudimentary learninglab and a continuing general backgroundfor the musical goings-on.

The Library also organized a "ScienceWeek" to interest the students inweights and measures, and to illustrateand study last year's solar eclipse.A "Cookie Day" allowed children toplay with letter and number-shapedcookies, encouraging their recognitionand facility with the symbols. One im-aginative highlight of the plan was"Cookie Bingo".

To sharpen the children's awarenessof their surroundings, Mrs. Millerarranged a "Jet-port Week", when theyfocused their attention on what Hol-liston would he like as a jet-port:how the geography and architecturewould be different, and what noisepollution would be like. Mrs. Milleralso plans to stage a "Colonial Week"in the spring, when students will studythe colonial history of their area.Date project operational: Apri! 1970No. of students involved: 4C0(atpresent)

Approximate yearly Jost: None extra

62. Operatic HappeningWEEKS JUNIOR HIGH SCHOOL, 7 HerewardRd., Newton Centre 02158perintendent: Aaron rink

Reported by: C,rol Kellogg, Pepartmentof Education

contact: Raymond :;mith,td7-q69-9810 x3L03

Aa..77:nstrat.ioe conact: ,W1n Harper,:'irector of 7asio, 88 'he-!nut

L-,4110

It is not uncommon for a nin+-h graderat Weeks Junior High School to know theleading .oarts fron three maj,or operas.In the annual production of a standardopera, professionals sing all the mainparts except one, the one being reserv-ed for the 700 voices of the gradesseven through nine students takingpart.

This program began about twelve yearsago as a result of an association withBoris Goldovsky. Since then operas suchas Aida, Faust, Il Trovatore, La Tra-viata, Don Giovanni, Amahl and the NightVisitors, and Marriage of Figaro havebeen produced after approximately twomonths cf intensive work in the musicclasses.

The project usually extends into otherareas. The year Aida was performed, forinstance, the social studies depart-ment focused its work on Egypt. For someproductions scenery has been painted;for others, large scale projections of

smaller picturs have been focused ona backdrop.

By projecting -; e actual musicalscore onto a screen, music teachers canhelp large groups of students studyhighly sophisticated mus:cal notation.The opera project also gives juniorhigh students an opportunity o work witholder students when the senior highorchestra joins the best of the juniorhigh orchestra to accompany vocal parts.

The final production is given in a1400-seat auditorium with the 700 seatsnearest the stage being reserved forthe student singers, and the rest forthe audience. Originator of the project,Raymond Smith, feels the audience isinciden-:al to the whole production be-caus?_ the experience for the studentsis such a rich one.

Dare project operational: 1958No. of students invoZved: 700Approximate yearly cost: $500 (per-

sonnel $100, materials $400)Source of funds: School budget

I. Health/Physical Education

63. ComprehensiveDrug Education

ROCKLAND PUBLIC SCHOOLS, 34 GoddardAve., Rockland 02370Superintendent: John W. RogersReported by: John W. RogersInfovirnaticin contacts: Mrs. Geraldine

Brickley, Memorial Park School, 617-878-1367; Lawrence Frazier, JuniorHigh School, E17-878-4341; JohnBurgess, Senior High School, 617-878-1541

Administrative contacts: John W. Rogers,Louis B. Dovner, 617-878-15W.:

The Rockland Public School offers atotal health program including drugeducation for grades K-12. Due to theextreme social problems relative to

62 51

drug abuse, special emphasis has beenplaced on this area.

At the elementary level a full-timeteacher conducts health education classesonce a week, September through Jan-uary, for the intermediate grades, andonce a week, February through June,for the primary grades. Ail classeshave shown a great deal of interestin this program and their response hasbeen tremendous.

Three films from the Rockland HealthCouncil Library were shown: "NarcoticsBackground Information", "Narcoticsand Health", and "The Control of Nar-cotics". All classes viewed a drug I.D.kit from the same library and heardan explanation or it', contents. Sev-eral newspaper an-.1 magazine articleswritten by drug -J;ers advising othern

not to experiment with drug:s. Were readas part of this unit, and many pupilsbrouEht in pamphlets, booklets andcjippings pertaining to drugs. Atpresent the art teacher is cooperatingwith all !-,.:th graders to make postersfor school bulletin boards, the fourthand fifth grades are making them forclassrooms.

At the junior high level a full-timeteacher offers health education tothe severth grade twice a week forthe entire school year. Next year, thestaff plens to work with grade sevenfrom September to January, and gradeeight from February to June.

At the senior high level, healtheducation has been incorporated intothe physi:!al eduoation curriculum andtwo inter-1s have been employed to.:ork in the physical education depart-ment. Again, special emphasis isplaced on drug eduoation. Superinten-dent John Rogers :eports that this kindof collaboration has not worked as wellas the staff hoped, and as of Septem-ber 1972 a full-time health instruct-or will take over the program.

The units on drug education at thejunior and senior high levels are sim-ilar in nature. A pre-test on drugsis administered to all classes in-volved, with a follow-up of drugfact sheets and sound filmstrips. Theentire student body views the filmentitled "Prugs and the Nervous System",and two drug addicts undergoing rehab-ilitation at Marathon House conductdiscussions with students in each class.They are available for further dis-cussion after :chool. The program

52

culminates with the following activi-ties: post-test and evaluative cuestion-naires, bulletin board displays andprofessional displays.

An important aspect of the Rocklanddrug education program which the admin.-istration feels is extremely valuableis the rsycholos,ical counseling servireprovided to known or suspected drugabusers in accordance v*t.h the system'spublished policy fo7, drug abuse. Twicea month a psychologist from the JudgeStc e Clinic meets with staff membersconcerning particular case histories.

In addition, a drug course is givenever! Tuesday e'rening, 7:30-9:30, atRockland High School for the adults inthe community. This class is also opento junior and senior high school students.


No. cf students involved: 4,074Approximate yearly cos. $25,200(per-

sonnel $24,000, materials $1200)Source of funds: LocalDissemination materials available:

Brochure

64. Birth of a Drug Program

AMHERST-PELHAM REGIONAL HIGH SCHOOL,Amherst 01002Supepintendent: Ron FitzgeraldRepc:-ted by: Paul Andrews, Department

o: EducationInformation contacts: Leo Vigneault,

Guidance Counselor, 413-549-371C;Paul Lengieza, Drug Committee Chair-man, 413-549-3710

AdMinistrative contact: Paul Lengieza

In 1969 Amherst Regional Highbegan a development program for a system-wide drug education curriculum. Highschool staff members have volunteeredtheir time to work with elementary andjunior high guidance personnel, stu-dents, parents, and other teache,-L fromboth local and neighboring districts.

Guidance counselor Leo Vigneaulthosted a country-wide workshop for

83

approximately 100 students and 80teachers. In six sessions held duringthe three-day confe/ence, children andadults split into small groups to hammerout present failings and possible fu-ture program objectives concerningsix different aspects of drug abuseas outlined by the state, includingeducation, rehabilitation, the law, etc.With left-over funds, administratorsparticipated in a similar workshop. In ad-dition, about 70 students offered toattend a faculty clrriculum day toview drug films with staff members;this turned out to be . valuable lessonfor the faculty, accoz.ding to Mr.Vigneault, because they were able tohear student reactions to films, andfound out that their own opinions ofeffectiveness were often very differ-ent from studenu viewpoints. Parentswere also asked to view films, whichincluded the Department of Education's"21 Inch Classroom" materials.

Using part of the school budget's1% discretionary funds, Drug CommitteeChairman Paul Lengieza and his staffare planning curriculum segments forsocial studies, biology, human relationsand home economics. An elective mini-course on drugs is in the works, asis a resource center for drug infor-mation, to be housed in the GuidanceOffice. The committee is researchingadult education programs as well, and

plans to visit other ongoing programsfor ideas. Of particular interest isthe nationally known project in Stan-ford, Connecticut.

In the fall of 1970 a four-week uniton Drug Awareness was introduced intothe Junior High School Biologicaland Physical Sciences Curriculum. This

was a new elective unit offered to twoclasses only (70 students) for thepurpose of involving students in thedeN,elopment of the unit. The unit willhopefully become a regular part of thecurriculum for .11 seventh and eighthgraders.

Date project operational: Fall 1969

No. of students involved: 800 highschool, 950 junior high school

Approximate yearZy cost: under $2000

64 53

(seminar fees, curriculum samples,films)

Source of funds: School budget

65. K-12 Health Education

WORCESTER PUBLIC SCHOOLS, 21 Irving St.,Worcester 01609Superintendent: John ronnorReported by: John O'Neill, DirectorInformation and administrative contact:

John O'Neill, 617-798-2521 x76,79

The Worcester Public Scools Drug andHealth Education program has gone throughseveral distinct stages.

Phase I - 1967-68: The Department ofHealth, Physical Education and Safetyinaugurated a five-day drug educationprogram for secondary school studentshoused in four senior high schools. Vol-unteer teachers were given a one-dayworkshop, taught by drug experts in theWorcester area, such as Dr. Aaron Feld-stein at the Worcester Foundation forExperimental Biology and Dr. John Scottof the Worcester Youth Guidance Center.

The teachers, volunteers from all dis-

ciplines, went back to their respectiveschools and taught five periods of drugeducation for five consecutive days,teaching all students. The programcentered around discussion, films andguest speakers from the Worcests.,r Med-

ical Society. However, student and teach-er evaluation indicated that thisapproach was not very successful.

In 1967 the department published agrade 7-12 Drug Curriculum Guide and waschosen as one of 19 communities through-out the country to participate in theNational Institute of Mental Healthdrug workshop in San Francisco.

Phase II - 1968-69: In the summer of1968, Worcester developed a K-3 :iealthEducation Guide for its 53 elementaryschools. The staff believes that drugeducation must be treated in a totalhealth education approach; the kinder-garten students should start by consider-

ing the dangers cf the medicine cabinet.Classroom teachers are carrying on thisprogram. t-

In 1968, Harrington Way Junior HighSchool opened 5n Worcester, and a healthed'ication program was taught by twocertified educators. Since 1968 allof Worcester's senior high schools havehad a required health education programfor all students. This is also taughtby certified health educators.

Phase III 1969-70: During 1969-1970, teachers and administrators wrotea curriculum guide for grades 4-6. Atone high school, students organized aYouth Action Against Drug Abuse Clubwhich has spread to other secondaryschools and is now part of the totalprogram.

Worcester's ultimate aim is to havea K-6 health education program in allelementary schools taught by the class-room teacher(this program is now ineffect in grades K-3); a requiredhealth education program in all juniorhigh schools (to date, this programis in one junior high school); and, arequired health education program inthe senior high schools (this goal hasbeen accomplished).

From February of 1970 through Mayof 1970, Worcester's department ofHealth, Physical Education and Safetyconducted a three-credit in-servicedrug education program for 65 secondaryschool teachers. Starting in February1971, a similar 15-week course isoffered to elementary teachers forthree creditcl.

Since 1969, the department has alsosponsored Adult Drug Education programsevery semester under the Departmentof Adult Education.

For the last three years Worcester'sprogram has been part of a total com-minity project, under the leadership ofCommunity Services of Greater Worcester.


No. of students involved: 30,000

54

Approximate taty $110,000(ner-sonnel S100,000, materials S10,0G9)

Source of funds: School budgetDissemination materials available:

Brochure

66. Socio-Biology

BRAINTREE PUBLIC SCHOOLS, BraintreeSuperintendent: William F. YoungReported by: Paul Andrews, Department

of EducationInformation and administrative contact:

Henry Lague, Director, 'BraintreeHigh School, 617-843-3530

The Braintree public school systemhas developed a K-12 Socio-Biolcgyprogram built upon personal motivationand prevention, rather than on fear.Integrating many areas ranging fromdrugs, alcohol and sex to obesityand nutritional habits, the programhas won national and regional Nation-al Education Association awards,and has served as a model for programsin other Massachusetts communities andhundreds of school systems across thenation.

Director Henry Lague began developingBraintree's program in 1965. Unlikmany crash programs, this one wasdeveloped after three years' research.Mr. Lague consulted local educational,civic and religious leaders as well asmany students to identify local prob-lems and to devel_op courses that wouldspeak realistically to particular agegroups, serve local needs and promoteunderstanding between children, parentsand the community.

Each grade level curriculum differsin subject and approach, but severalgeneral principles apply to all ages:Students of both sexes are usuallygrouped together in order to fosterbetter understanding of each other;small group discussions are used topromote peer-group learning and rein-forcement; guidance, hea.Lth and physicaleducation staff work with Mr. Lagueand his assistant Joseph Grant to coordi-

65

nate Socio-Biology with oter programsvd curricula already in existence;finally, teachers are gradually incor-

porated into the department on a full-

time basis, and are chosen "for their

student support, knowledge and under-

standing of the problems, and ability

to communicate without bias the moredelicate areas of this study."

Approximately 250 teachers, nurses,guidance personnel and administratorsha-e taken Mr. Lague's course on sex

and drug education sponsored by the

Norfol;:: County Teachers Association,

to become more familiar with Braintree's

program, and to set up similar programs

in their own schools.

For grades K-6, Socio-Biology is in-

tegrated into the daily program, and

its impact depends heavily on the class-

room teacher. Working closely withguidance personnel and Mr. Lague's

staff to organize and develop curriculum,

the elementary teachers talk about sex

in simple forms, beginning with flowers

and working up to mammals;they also

discuss digestion and nutrition to

encourage students to develop properattitudes towards food and health.

The high school "Mod Squad" students

explore group dynamics with Mr. Lague

in a "psychology" class. Using five

one-hour sessions to get acquainted

with small groups of fifth and sixth

graders, these high school students

encourage "rap sessions"about smoking.

By talking with fellow classmates the

elementary students hopefully will be

motivated to stay away from tobacco

when they move up to junior high.

The seventh grade girls talk with

school nurse about menstruation whileMr. Lague talks to a few boys at atime about such pre-adolescent worries

as hernias, gang showers, etc. He often

takes the boys right to the juniorhigh locker room, and introduces them

to a few sympatheric junior high teach-

ers to ease tension.

the

Information on drug abuse, alcoholand sex education is given primarilyto junior high students. Seventh graders

66 55

usual_ly study sex and adolescence withfour special lectures and follow--discussons in a two-week period.

group consists of approximately e

._ac

students, and is led by the Socio-Bio-

logy staff. Using a sirrilar schedule,

two specialists and the Director talkabout alcohol, drugs and "going steady"

with eighth graders. Role playing andtaped interviews of drug users, who

are still in school and are easy toidentify with, enhance the drug dis-

cussSon.

By the time students reach high

school, they should be fairly well

versed in all health subjects. Venereal

disease is specifically covered in

several sessions with freshman classes.Juniors attend a psychology class run by

Mr. Lague and a specialist for twoperiods a week in one term. In grouptalks, students use a more sophisti-

cated psychological approach in dealing

with human sexual relationships and

family living problems. (Does femininity

mean being "flighty, dumb and over-emotional" as often pictured on com-mercial TV?)

When high school students are using

drugs and feel they can talk about

they are encou/aged to join a small 7ap

session and compare feelings with f_lur

or five othe.,r drug users over as

long a period as they wish. The staff

also refers students to special agen-

cies if they express such a desire.

Stressing individual responArbilityin health and sex habits and ethics,

Mr. Lague feels that Socio-Biology will

prepare students "for a world they will

enter, rather that one we would like

them to enter."

Date project operational: Spring 1968

No of students involved: 2500 (25

on Mod Squad)Approximate yearly cost: Salaries of

2 instructors; materials under $200

Source of ftinds: School budgetDisseminatior materials available:

Descriptive brochure

67. Lifetime Sports

WARE HIGH SCHOOL, Ware 01082Superintendent: Neal F. ToddReportad by: Mrs. Isabel K. Bradley,

Physical Education InstructorInfbrmation contact: Mrs. Isabel K.Bradley, 413-967-6234

Administrative contact: Stanley A. Sydla,Principal, 413-967-6234

A firm conviction that lifetime sportsare of prime value, and an awarenessthat not enough was being done in physi-cal education classes led to the estab-lishment of the Girls Athletic Associa-tion at Ware High School. Since mostlifetime sports are co-educational, theprogram involves boys as well asgirls. It is not geared to the superiorathlete interested in varsity competi-tion, but rather to every girl and boy.

During the past three years the GAAhas tried to find a sport to interestevery girl, and to get every girl intoa sport. These efforts have been 95

percent successful.

When the program started the FAA hadno equipment except tennis rackets andno facilities except an indoor gym andplenty of undeveloped outdoor playingfields. However, the following lifetimesports are now offered to Ware students:skiing, archery, badminton, bowling,table tennis, horseback riding, judo,tennis and camping. The success of theprogam has come through the use ofcommunity facilities, without any ex-pense to the taxpayer.

Ware, a small industrial town of7,000 located in the western part ofMassachusetts, proved to be rich inopportunities. Owners of commercialsport:: facilities were eager to work withthe school dnd usually offered reducedrates to school groups. Among the publicand private facilities being used areski areas, a golf course, riding stable,campground, tennis courts, howling lanesand a school of judo. Higb school fa-cilities are used for archery, badminton,table tennis, golf skills and tennisskills. Students also participate in

56

these lifetime sports during physicaleducation classes and in the intramuralpr :gram.

In addition to making use of otherrecreational areas, three factorshave been essential to the success ofthe program: student teachers fromSpringfield College who have contri-buted the necessary man-power, leader-ship and supervision; ready cash from theGAA treasury (81000 obtained through anannual candy sale); and the completesupport and approval of the shcoolcommittee and school administration.

The GAA funds ere used primarily toreduce student fees, provide transpor-tation and purchase awards such as theGAA pins, letters, Senior Girl award,bowling trophies, badges for the JudoClub, Ski Club etc. Previously, onlythe girls on the varsity basketball teamcould win a "W" now, a girl canwin a GAA "W" based on participationin sports, leadership, service andphysical fitness. School insurancecovers all faculty-supervised sports,such as ski lessons, camping weekend,etc.

Each year as students have becomemore familiar with lifetime sports, theprogram has grown, and students haveshown improved leadership and more ad-vanced skills. Some sports have grownfrom a small, experimental group to afull-scale operation. For example,skiing began in January, 1968 with 23girls taking five weekly lessons at anearby ski area. Some provided theirown ski equipment, others rented it.Transportation was provided by the GAA.The following year participationincreased to 45 students and theschool provided the bus.

In January, 1970, 65 students tookski lessons and two busses were needed.A winter vacation trip to a ski resortis financed by proceeds of a ski festi-val which is open to the public (styleshow, display booths by ski shops and

areas, winter sports equipment exchange,etc). Week Id ski trips are beingadded to the program this winter.

APT*

4,

;441

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:1111111111111111111tet*

*

I. Vocational Education

(bt I ouch '.service1 raining Program

7- r ! ; .* !

'AA -

i-re;ara7:_i=

11/41!: k Cik"azluaints students

!,1 C *AI ?rOgrlir.e,;!.:Echt, and care and

rf . ,Torage ot tcd. :n additicn to perfor-gc,od appearance and attitude

. te. Arr. ....tress,: tc, grcups of two or

, k_ !%ree girls who wor'-, tc,gether.

": .

2-a: arrange-

r A7i

,:.;:pur.tunitie:: tor

Fc>od flervice

wfth foodh

68 57

-c.urse meets two .,!ou!,le periodsand an extra double period or

an eLtire day in the cafeterla can bearranged on a volunteer basis for girls

who are interested in this aspect of

food service. The program has been oper-ating successfully for three years.

Dare project operational: 1968No. of studenta involved: 10Approximate yearly cost: None extra

69. kl1/4 ork-tuth Prgrarn

e ', ;-

I em -n 1.

!,

-7ent ,r',

e.n!

did"ext 'c s.f

m,cetivation cer All

students in rrc7rAn are at least

.,:ears old.

tne -orning students aresce!..11e1 into four academic classes.MeV alsc receive regular counselingfrom the program director on an indivi-

dual Las's. The remainder of the day

the students wcr'e at z;obs they haveobtained themselves. 5'oe effort ismade bv the schcol to solicit cooperationfrom local emplovPrs, and if a studentis laid off, the t/acher-coordinatoroften he'p- annther ioh.

The coordinator visits employersperiodically to observe s%udents on the

fob and to confer with employors aboutstudents' progress. Each student mustkeep regular hours agreed on in advance

with the employer.


1969No. of students involved: 23Approximate yearly cost: $10,000

(personnel)Source of funds: School budgetDissemination materials available:

Some material on philosophy and

policies

58

70. School Ipewriter,,t wd at I iortu-

TiTW!

1-

: .-e

t

;,roi....:0,m!: for

1-: ell... a "Ilue-colla--town an_t ire unanle to

1 1"

. '-; et-

school often -;'-2.e busses

tran.-.Tort 12: cf -he _t_e'f-r.- an?

'a not 7.-1_,v:le late -'1..=!ules. Thp

t.ipewriting room is used every peiod inthe day. :iomewor*- w_-:ign-nents can hedifficult, especially far .,oreone whohas been absent fpr more than a few

days.

Student sign the portable type'writersout just 3=,. if they were library Looks.The staff has found that s/-udents canbe trusted with 2xpens!ve equipment. Thetypewriters are taken home almost everyday. :n fact, th chool p,lans to ..:he

local funds to purchase several morefor 1971.

Each typewriter costs approximately$80, and the educational value receivedfar exceeds this figure. Several girlswho left school a few weeks beforesummer closing were able to completebusiness courses with the help of thetypewriters. Hopefully th'_s will leadto some gainful employment.

Date project oporational: 1969No. of students involved: 200Approximate cost: $260 (for 3 port-

able tyl.pwriters)Source of funds: Voc. Ed. Law 58-210

and local funds, 1971

C9

An I listom al Restoration

vr"

NASHORA VALLry TECHNICAL HIc.H SCHOOL.

,

t7-:171:-11

lanttticn in Jene 1-7^, as;eml-l:ng the

i.c rucure t 1-th centrY hcusech s-utent- -td:e,i and

lu'lt ling t- or4-Ina] plans. TI-'snistorIcal reetorarion priiect, a cooi.-eritive venture of tee Tlimoth Plantation(a re.=tored colonial village near Plymouth

Pock), state ard fecleral educationaltgencies am! ':ashole Valley Tech, intro-

duces students to colonial constructionand the use oc antique tools. !:opefully

tl,ese studews will increase the smallnumber of 1-adly-needed restoration crafts-

men.

Bernholdt Nystrom, AdministrativeCoordinator at l'ashoba Valley Tech, first

conceived the idea for the project in

casual conversations with Washingtonofficials about the lack of restorationexpertise, and the possibility of a pi-

lot project in this area. When Mr. Nys-

trom came to Nashoba Valley Tech in 1967,Superintendent -Director Thomas Lafiona-tis was excited by the idea, and serious

planning began, Wa.lhingtor committeeswere supportive, for this was to be thefirst Historical Restoration Programassociated with vocational training.

In 1968 Plimoth Plantation administra-tors spent many planning hours with Nash-

oba Valley Tech staff members- Plimoth

59

70

; I

Aw

:n7:11T

!hothe tut.ure

t:Ite of the Py spr:ng, F:aton'shouse founiations were erected onschool ground, and in ::une atude%ts

reassemlled the fsundationri on the per-

manent site. O'ther groups of stuentstravel to Plimoth Plantation occa.:.:ion-

ally to continue erect-Ing .7he building

and to install hardware, forgework andfurniture, all made at NashobaTech.

Staff members intend to preserve the

project's history very carefully, sothat other groups may initiate similarprograms in the future. Students and the

two instructors wori:ing direc:tly with

the project keep a journal cf activities,

and are producing films and slides of

various stages of development. Profes-sioi-al broadcasting organizations,including NBC and a West German station

have also recorded the story. Students

are proud of their praticipation. Oneboy boasted, "Won't it be great when

one day after I'm married I come byand point out te my children that I

build this historic building...man,this is one historic marker I won't pass

by!"


No. of students involved: approxi-mately 20

Source of funds: School budget (for

salaries of 2 instructors);PlimothPlantation (for building materials)

72. DiversifiedOccupations Program

CHARLFS H. Ycu.NN vncAT1nNAL TECHNICAL'UGH scHonL,

- r7: t'-; ;

1-w 14-trn.4r , 100r.,

1.,.;:on 11 '.-hocI

n-w 'a-0 inwor.- Int

-;ills in a liver :if:e! occurationspr-igram It "harles "o"lnnTechnical High Szhocl. All studentsenrolled in the progam -urt be at lea,:t14 years old an2 a!-1e to .t-enefit fr=the instruction offered. They enter theprogram at their own request, with th-

consen:. of their parents.

The program has several unique features.It begins at 12:3', each day when studentsgo to the cafeteria for a hot lt;nch. At

L:00 students begin attending three '40-minute classes in Erglish, arithmetic andreading. At 3 p.m. after the regular day-students have gone home, studmts in thisprogram go into the shops, where the boys

learn auto mechanics, metal fabricationand plant maintenance, and the girlsstudy typing, husiness machine operation,key punch and personal grooming. Atp.m. :tudents are dismissed for the day.

A special academic curriculum centersaround the developmental reading labor-atory and the new li'lrary. Students usea wide range of programmed material,supplemented by teacher-made tapel andexercises. This allows each student tobegin at his own level and progress athis own rate on the basis of his interestsand potential. Team teaching allows the

instructors to plan jointly with the stu-dents and conduct small group tuto.-ialsessions.

..'

: 1:;'.i ' 44n.:. .

: . : : t! 1.0:1- t ,'. : -- ' :;

i L .. -;:-. '; r- ! .1 ' t-

;%.C.4:7-..,;:'

t1:1

L5r:

73. Computerized Investing

ACTON-BOXBOROUGH REGIONAL HIGH SCHOOL,Acton 01720Acting Superfntendent: Alan White:ieported ";erald Duggan v-17-263-7733Informatt:on contact: eralci !Alggan,

teacherAaYainitrative contact: Riymond T. 1;rev,

Principal, 617-263-7738

For thi.1 two-month project, AccountingII students are divided into groups, andeach is :_;iven a hypothetical S10,000 toinvest in stocks lis I ty the New York,American or Over-the-C unter Exchanges.W:th the aid of a Jmall computer (whichwas (:onated to th, school) students findthe number of shares, :0St per share,value of shares, total investment, totalworth, money gain or loss, percent ofgain or loss.

Each group chooses a name from one ofthe mutual funds and selects a leaderwho is responsible for the group'sinvestment. Selection of stock is done

with the help of teacher advisors,through research or sometimes just on"h.triches". Three times a week the stu-

Each group of students is evaluated denzs use the f:omputer to make buying

71

: !" . .. :-. r :" ".

., . v: .2 :":"- .:i : : ::' :. i

74. GraphicCommunications

1:71P

Ilpi

HINGHAM HIGH SCHOOL, tel Plasant St.,Hingham 02043Superintendent: William MahoneyReported b: Daniel J.Roherts, CoordinatorInforriation and administratioe contact:

Curt i4ovaen, 617-749-210

In annwer to cc,tmun'ty demands and

student interest in more vocationally-oriented courses, Hingham High School

has :ntroduced the graphics arts intoits curricu'un, offering two specificcourses as well as related segments in

English, husiness, Art, and Industrial

Arts .

72 al

:.. 7

!.- I : .

.:!"-ru--,h re-

h

Prowiliftsit

:n add!tion, some aspects of the programreach an esti-tred 400 students annuallythrough regular Art, iiusiness, rnglish

and Industrial Arts classes. Thus, Coor-

dcrator flmel Poberts reports, studentsare acquainted with an increasinglyimportant areasof modern industry.

L-ate prect operati.onsZ: September

:):" -in:)olved: 42'3

Approx!.mar.,? .ji:'ari? cost: S2H,8n (per-sonnel 17-23,C, !:.areri:11s S5,80CN

SourJe of Voc. Pd. Act 88-210,!:DFA Title III

ExploratoryVocational Training

BUT HILLS RErdnNAL VOCATInNA! TFCHNICALSCHOnL,

7 :. :.%

.

7r-tEn:-47

fro7.

nr(717.-1 ofr..;7;cn. The 7,ur7.one pf the

P.rogra-. tc allow ea2h :tu:Ien to

ac.=:ieve F;ome vocationalin he demonstrates ability,

thelel-Y roacenin horil:ons for futurecccupatIo;lal success. 1-!.-:)th t'ae Blue

ilis PeCcnal Vocational TechnicalSchool in ''arton, and the Henry O.Peabody Schocl in Norwood provide thestaff and fac:ilities For this explor-atory progra-n.

The program was not established as asubstitute for the ongoing spccialeducation prog-7ams in the public schoolsystems; rather, it Is meant be avaluable sunolement to their o-.7'ograms.Students continue to attend their re-gular junior and senior high schoolsfor academic instruction, ana at theend of each academic day, they aretransported to Blue Hills and Peabodyschools for vocatir,ndl instructicn.The trai:lin courses run for two hours,from 3:00 to 5:00 p.m.

The Blue Hills Regional Vocational

:17 r.,7 ir .

and tw--) 1-ovs pro-

7ently a.rer. I h. -'.r.a.t-,7,!v program.

.tudents is trained inmanv asnect-: foo,l preparation, whiie

;-,rou;, prerares to wprk arai:Icf; or !:oli related jobs.

Farticipating students dre selectedfrom secondary special educationclasses in the Blue Hills regionarvd otter criteria for selection includevocational aptitide, performance on avocational readiness test, socialmaturity, academic achievement, andteacher recominendations. After con-sidering this information, the staffinterviews each student and his par-ents before making final decisionr foradmission.

The students seem to be highly moti-vated and very interested in the pro-gram. Staff members are pleased withthe students' performance and progress,and are optimistic ahout their vo-cational competence and future oc-cupational success.

Date project operationaZ: October5, 1870

NO. of students involved: 30

Approximate yearly cost: $22,900(Curriculum Development and Work-shops $2,500, transportation $10,800)

Source of funds: P.L. 90-576

K. Science/Environment/Math

76. Science Center forSuburban and CityChildren

i." 1 ,

_

thl-,,e -foot

NEEDHAM PUBLIC SCHOOLS, 7 in an:7.-11,- are u.Ted

;,: :7-,7iven

..th!!:

:._1:1,1re of2-r 1.duh as 2:trec-

tor 7:cr7.an iiarris inhales helium and then::. a i, :;quea'!---,iniz voice. They

learn tc 7;et 7-maes an-i watch 110 volts

:2::Hn-e, of electricity turn up aluminum foil.

r17-4141.:_4170 x250 These demonntrations typify the Center'sanprcac!1 to teaching science.

fivr_,-year hif7tory, eedham'q:ciyne 'enter has wor'Ked toards sev-,-1-1 coals, ,zerved various student Donu-Tation, and has operated with severalc_sur:_-e-; of funds, hut it has always ex-

cted children, parents, and c-ven teach-

its 1'170-71 cooperative nrogramthe ?ini7. School in Poston is no

exc,,ption.

The Science Center, housed in one of

41P

q11

1

74 63

The Center Staff includes two assis-tants to the Director, a Northeasternco-op student and a part-time secretary.A Title III project for three years,its popularity spurred the Needham SchoolCommittee to provide local funds for the

program to continue. Besides caring forall their charges and equipment at the

Center and preparing and conductinFldrge-scale demonstrations, the staff

"kik

Atrt

,i10 17 ) ,lon:; wi th

oa':I;or't f'or 7rot r i on nd fol 1 ow -

throa;,'_ froi-r , f-,) .1,7. of

Perhaps Thf' mo; excitinc. anpectsof the 'cience ['enter prorram are the

sma17, infer-11 an] unstructui.ed pro-jects that take place; and Needham'scooperation with the primarily blackKing School in Poston has made theseproiects even more meaningful to cityand -suburban children alike.

Using Title III funds, the King-Timilty Council now pays for one assis-tant's salary and some materials so thatthe King School may benefit from ScienceCenter facilities and activities alongwith the Needham Schools; in turn, Need-ham Public Schools set up opportunil-iesfor King Students to join Needhamchildren on such projects as early morn-ing bird outings and spider hunts.

As the staff visits individualclasses which have volunteered to carefor an animal, they encourage some par-ticularly motivated students to workwith them at the Center for a few after-noons to become "specialists". This Fall,bantam hens supplied by an interestedhigh school student sat on fertile eggsin classes at the King School. Someeighth graders became engrossed with thehens and will now visit Needham class-

rooms as hen specialists to describeand answer questions about the bircs.

Other teaching interns have helpedwith large and small demonstrations.Excitement is obviously gehrated. Oneboy went home and built his own incu-bator for egg hatching, and a girlinformed Mr. Harris that a frog shehad caught on a field trip in 1969 lived

almost a full year. Since a hen hasbeen sitting in the King School library,

it has become quite a center for bird

study.

Real friendships developed betweenBoston and Needham sixth-graders as they

spent four days at Camp Merrowvista inOssipee, N.H. exploring the countryside.For this trip in early June 1970, teach-

ers chose 18 students from each community

64

for their particular interest in ncience.While the camp director gererou'Jvoffered facilitien free to thoschools, !Ieedhan picl-:ed up the tab for

businc; and food.

In four very busy and exciting days,children collected all kinds of samples,climbed a mountain, built terrariums,played baseball, sang and acted outskits just for fun.

This year's sixth graders are all anx-ious to go, according to one assistant,after seeing slides of last year'strip. The camp director, who also be-came very excited abou.: the project,plans to hold a three-day training ses-sion for college students before theyoungsters arrive this year, so thatcollege trainees will be able to ob-serve and participate with regular staffmembers and the children.

Mr. Harris, former educational direc-tor of Boston's Museum of Science, firstenvisioned the Science Center in talkswith Superintendent William M. Powers.His whole operation rests upon the be-lief that motivation is the key to learn-ing, and that if the program staff couldexcite teachers and students in largedemonstrations which no single schoolcould afford to prepare, and reinforcethis excitement with all kinds of smallprojects on an informal basis, everything from scientific knowledge to read-ing and writing ability could be mo-tivated and children from several racialand cultural backgounds could learntogether without even noting their dif-

ferences.

To present such a free-wheeling pro-gram, collaboration has been welcomedand necessary: parents and administra-tors from Needham and from the KingSchool spent long hours planning to-gether, and high school students havegiven time and materials to the Center;

two METCO students went along on the

1070 camping trip, while Boston Techstudents built a model for a sciencedemonstration; a local farm providedturkeys for students to cook and thenreconstruct skeletons. Possibilitiesare endless and administrators would

75

lie to --!xoand a i v t e etweenee'lham and Iring School children.

While Title III fund,- run out for,he program in 1071-72, 'Ir. Harrishopes that tt,e joint prci7ram cancontinue somehow. The faculty andcommunity certainly support the efforts

of the Science Center as measured by

a questionnaire. One parent's reaction,typical of many, read: "We are thrilled

cver the program...Our child rarely tells

of school activities but the scienceprogram has been described to the most

minute detail. Please continue it!"


No. of students/personnel involved:5,000 students, 4 personnel

Approximate yearly cost for Needham-King program: $7,800 (for personnel),

$2,000 (for materials), $250 (for

travel)Source of funds: King-Timilty Advi-

sory Council (ESEA Title III)Dissemination materials available:

Magazine reprint, "Advance"; re-port "Science for Self-Motivation";Science Center tours available forgroups of 17 or more

77. Bird and NatureMuseum

ATHOL JUNIOR HIGH SCHOOL, Athol 01331Superintendent: James P. Kel:eyReported by: Harold Desmond, UNLOCKInformation contact: Robert Coyle, 617-

249-5083AdMinistrative contact: James P. Kelley,

Athol Public Schools, 584 Main St.,

Athol 617-249-9522

The Athol Bird and Nature Club wasborn on a geology field trip. JuniorHigh Science Teacher, Robert Coyle andsix of his former students formed theclub which now hes 100 members. Most arestudents, but the club welcomes allinterested adults in the community, andmembership age ranges from 12-80!

The club began work on The museum a

7665

few years ag. Originally, collectionsand displEays were hou,:ed in the JuniorHigh r,cien:e room, hut they soon out-

grew the r;puce provided, and the museumhas exnanded into an adlacent empty

room. The collections Include approx-imately 200 mounted birds and manmals,

display cases containing fossils, rocks,minerals, marble artwork and many stu-dent models of parts of the human body,the process of mitosis, rivers, bird

silhouetts, etc. Statues, figurines,plaques and plant life samples completethe collections. Student volunteers staff

the museum.

Display cases were made from old chinacabinets and old counter type displaycases. Students volunteered to refinishold cases and cabinets needing repair.

.1

Club members pay a $2 annual fee andraise other funds through cake sales,dances, and the sale of jewelry made

from minerals collected on trips rici

polished by The club's stone-polishingmachine. Funds pay for a yearly schedule

of fleid trips to "collecting areas" as

well as monthly guest speakers for the

school and a newsletter. The publicationincludes sightings of various birds and

provides members with a guide tolocxiting specific kinds of bird life.

The club has also made arrangementswith the town of Athol to develop abird and nature sanctuary.

As a natural outgrowth of the club'sactivities and its desire to preserveand display local birds, animals, plants,and minerals, the museum is a source of

pride for the school and communityalike.

Date project operational: 1966No. of members involved: 100Approximate yearly cost: $200Source of funds: Dues, club projectsDissemination materials available:

Newsletter

78. Marine Science: APilot Program

REVERE HIGH SCHOOL, 153 Beach St.,Revere 02151Superintendent: C. Frederick KelleyReported by: Richard G. Luongo, Headof Science Department

Information contacts: Co-DirectorsRichard G. Luongo, 617-289-2620;Joseph LaValle, 617-284-0180

AdMinistrative contact: C. FrederickKelley, 617-284-0480

Revere's pilot program was conductedduring an eight-week summer schoolsession for high school students, andworked toward three immediate goals:collecting, preserving and class-ifying all organisms indigenous toRevere Beach and surrounding areas;constructing detailed topographicalmaps of six varied sites in Revere,including beach zones and salt watermarshes; and accumulating scientificdata about the salinity of the waterand the size of sand particles ateach of the six sites.

Fourteen students were instructedin the proper use of snorkels, facemasks and fins. They were free touse them at any time to observe theorganisms in their natural environmentand to collect new or different speci-mens not found in the tidal zone.

In good weather classes were usuallyheld on the beach. One day a week wasspent in a science laboratory toclassify organisms, draw maps and or-

ganize the data recorded at the sites.Mondays were reserved for trips todistant ocean locations such as CapeCod, Gloucester and Ipswich. In poorweather students were taken to placeslike the New England Aquarium andWoods Hole Oceanographic Institute.

The students, most of them life-long residents of Revere, discoveredmany interesting facts and questionsabout the ocean and its contents. Theyfound answers to some questions; othersare still scientific mysteries.

At present the program exists as aclub activity; it will become a full-fledged part of the science curriculumin September 1971, and eventually maydevelop into a separate Marine ScienceProgram.

Date project operational: June 1970No. of students involved: 14 (more

anticipated in Fall 1971)Approximate yearly cost: $2,180 (per-

sonnel $1,680, materials $500)Source of funds: School budget

-

79. Conservation Corps

QUABBIN REGIONAL HIGH SCHOOL (Barre,Hardwick, Hubbardston, Oakham), South

St., Barre 01005

Superintendent: Corridor TraskReported by: Joseph P. Freitus, former

DirectorInformation contact: Richard Nyman,

617-355-4651Administrative contact: Kent Bailey,

Principal, 617-355-4651

During any school day, as many as 300

high school students might be attending

class at one of Quabbin Regional High's

eleven outdoor classrooms. The Conser-vation Corps, made up of about 15 sen-

iors interested in the out-of-doors,

has created learning areas just a short

walk from the school bui'ding. Each"classroom" includes plank benches seat-

ing 30 people and a slate blackboardhanging from wooden supports. A specialoutdoor bell system gives a 10-minute

warning of the approaching period end.

Director Joe Frietus encourages all

staff to use the outdoor classrooms for

learning through direct experience.Math students, for example, may tie

clotheslines between trees to visualize

different angles.

The Corps members use their conserva-tion class time and free periods (two

to three hours a day) to plan, scroungefor materials, dig and build. Outdoorclassrooms, howeve,-, are only one of

many Corps projects. While developing

a nature trail beyond the classroom areastudents dug holes for signposts, builtbridges, cleared swamps and trails, and

put in ponds and animal shelters.

A "blind line" made of a plastic

coated steel wire stretched between up-

right posts, guides blind students along

the Corp's nature trail. Turning port-

able tape recorders to the numbers in-

dicated in Braille along the way, stu-

dents listen to information concerning

a particular spot. The Corps has also

put up a weather station of two stagingplatforms which they found at the local

dump.

7867

Other projects include raising $1,000(in one year) by collecting fI -e tonsof aluminum tonic and beer cans, help-

ing elementary pupils build outdoorclassrooms at nearby schools, and re-opening an Indian mountain trail.

Conservation Corps projects have in-

creased student motivation and created

an environmental awareness affecting

all school situations. For example,seniors are free to use one outdoorarea during their free periods, and,though unsupervised, they do not dis-

turb others or pollute the area in any

way. A few Conservation Corps students,

once labeled as potential drop-outs,now want to continue studies in environ-

mental sciences. Concrete examples ofincreased learning, motivation, andrespect for conservation, together with

low maintenance costs, have generated agreat deal of community good will.

Date project operational: 1967

No. of students involved: 65 Corps

members, 1,000 studentsApproximate yearly cost: $10,000 (for

1 salary)Source of funds: School budgetDissemination miterials available:

Slides

80. An Outdoor Classroomin Hartsuff Park

ROCKLAND PUBLIC SCHOOLS, Rockland 02370Superintendent: John W. RogersReported by: Thomas J. MacDonald,

Project DirectorInformation contact: Thomas J. Mac-

Donald, 617-878-8336Administrative contact: John W. Rogers,

34 Goddard Ave., Rockland 02370,617-878-1540

In 1966 a Natural Science Committeeformed in Re-ckland to convert a 15-acre

piece of scl, ol property into an out-door classroom. The site was calledHartsuff Park and had been used for

many years as a picnic and recreation

area. The School Department had pur-chased it as a possible school location,

e

Ir"(

-

t

I

;;If4V

;

but the center of population shiftedthe priority to other areas of town.

The Natural Science Committee includedteachers and members of civic groups whosaw the value of constructing an out-door laboratory in which children couldlearn by doing. When this Committeelooked over the site, it contained manydiscarded automobiles and hundreds ofcans, papers and bottles; an abandonedGirl Scout building remained a shell ofits former self.

After many hours of volunteer work anddonations, the follrwing has been cre-ated: 1.)Natural S.5ence Museum and Zoo2.)Amphitheater A a 3.)Wi1dflower Area4.)Moss and Fern Area 5.)Herb Area 6.)Tree Farm 7.)Fox Run and WildernessTrails 8.)Swim Area 9.)ConservationBuilding 10.)Natural Science Programs.The school children did most of thework themselves.

After school each day during pleasantweather children from one cf the fiveelementary schools in town and pupllsfrom the Jr. High work at the nark ciecological problems. In the wintermonths classes are held indoors at theJr. High. Three teachers from bothacademic levels supervise these studentsand accompany them on Saturday fieldtrips each month. As a reward for theirendeavors, annual Easter egg hunts,trout derbies, kite flying contests andstar parties are held for the students.

A monthly bulletin called "Timber" isdistributed to teachers and other inter-ested persons to keep them informedabout the progress and activities at the

68

.ersr

.14

a

, Mi...

park as well as important conservationitems of interest.

ESEA Title I funded a ProjectSENSE (Student Exposure to Natural Sci-ence Environments) during the 1969-70school year. This program allowed 30educationally disadvantaged childrenfrom grades 7 and 8 to examine the nat-ural envirionment. Hartsuff Park againprovided an area for this study.

During this past summer students ingrades K-6 used the outdoor classroomfor an enrichment program in NaturalScience. The children studied animals,rocks, weather, stars, oceans, plantsand current conservation programs.

Date project operational: 1967No. of students involved: 4,000Approximate yearly cost: $500 (for

materials)Source of funds: School budget and

ESEA Title IDissemination materials available:

Slides and movies on loan

81. Children ExchangeEnvironments

LINCOLN SCHOOL and DeBERRY SCHOOL,Springfield 01103; GRi jILLE ELEMENTARYSCHOOL, Granvillc 01034Superintendent: (Springfield) John

DeadyReported by: Mrs. Lorraine Ide, Elem-

entary Science SupervisorInformation contact: Mrs. Lorraine Ide,

413-733-2132

79

MOS.

11xlealke

A!-Yiniatratie .lontar.t: James Buckley,A-si -in- 'uperintendent, Springfield

-chool7, 195 State St., Spring-413-733-2132

*civ 7 children from Springfieldi%ner-cl_: schools spent a full dayw:h ch1dre. from a village school in

'ranville, a rural community 30 miles

away. Three weeks _ater, Granville stu-lents were invited by Springfield for

I day's visit to the city. "The p.rpose

Dt te exchange was to sensitize ou .

vc.:th to their surroundings by teaching

.,thers. explained Granville Principal

1.:erett Fockwell.

Preparation for the visit includedan ex,hdnge of letters, pictures andIcrapts made by the children. Stu-

dents c,trefully planned what part oftheir c.nvironment they wanted to share

with guests. Thank you letters followed

ip tl.e visits.

The Granville third graders began their

dav by taking visitors to an abandoned

aump tnat contained unusual rusty farmequipment used at the turn of the cen-

tury. After investigating hardwood and

softwood trees in a nearby forest,!-tudents compared its natural setting

to a tree nursery, artificially planted

by human 1--,ings. Man's effect on thelandscape was observed at a gas and

power line intersection. The children

visited a growing peat bog and then

,;ed collected materials while en-

80 69

A.

joying a picnic lunch.

Afternoon sites included an asparagusand strawberry patch, a brook and a

meadow where children could run and roll

in the grass. At a dairy farm they pettedcows and calves, and watched a demon-stration of pruning and spraying intha apple orchards. Some older child-

ren hiked to the "ledges" for an aerialview of the village and made mapsfrom their observations.

When Granville children returnedthe visit, a walk through the cityincluded the new postal center, a hos-pital and an urban renewal area wherehuge road-building equipment was oper-ating, a guided toar of the city library,

a fire station and a college camplu-,. The

group ended up at the Holiday Inn'srevolving restaurant on the top level,

where the management treated the boysand girls to ice cream and cookies. Aconcert followed a festive lunch in a

city school.

The children evaluated the experienceby answering such questions as "What

was the highlight of the day to you?","How would you improve the visit?" and

"Why do you think the visit took placeAnother exchange is being planned for

this year.

Date project operational: 1970No. of students involved: 126Approximate yearly cost: None extra

82. Arithmetic Games

OTIS MEMORIAL SCHOOL, Otis Air ForceBase, Otis 02542Superintendent: Clayton CampbellReported by: William Sullivan, UNLOCKInformation contact: Mrs. Eloise Fraher,

Teacher, 617-563-2206AdMinistrative contact: Donald Loner-

gan, Principal, 617-563-2206

A 14-page booklet of arithmetic gamesfor students in grades 1-3 resultedwhen the teache^s in the Otis MemorialSchool got together and pooled theirideas. Copies 61 the booklet were thengiven to all teak_hers in the school.

Most of the games require no props, and

L. Soda! Studies

83. Students ExploreCommunity Economics

MURDOCK JUNIOR-SENIOR HIGH SCHOOL,Winchendon 01475Superintendent: Richard PorterReported by: Harold Desmond, UNLOCKInformation and administrative contact:

Richard Smith, Chairman, SocialStudies Department, 617-297-1256

Murdock High seniors enrolled in aRelevant Studies class decided to findout just what made their town "tick".Their curiosity was channeled into Pro-ject "W". a student-planned and student-directed study of Winchendon economics.Primary concerns of the study included(1) how local businesses and industriesmet individual economic requirements ofWinchendon citizens, and (2) how localcommerce relates to state, federal andinternational economies.

Murdock students developed standard-ized questionnaires for interviews withlocal shops, businnesses, banks, factor-

70

the booklet groups them in categoriesaccording to skil]s (practice in enumer-ation, rote counting, use of ordinals,reading the numerals, practice in useof combinations). "Basketball", "Hidethe Pencil", "Find the Chair", "ClapIn", and "Streetcar" are the names ofsome games.

The booklet also includes a short listof books which give arithmetic activi-ties for elementary school children andsample stencils of arithmetic puznles.Copies may be obtained by writing Mrs.Frahnr.

Date project operationat: 1970No. of students invoZved: Entire schoolApproximatel yearZy cost: None extraDissemination materials available:

Booklet available on request

ies and the town clerk. Committees thencontacted nine representative businessesand set up field trips for the entireclass, making sure that key personnelwould be on hand to answer preparedquestions, and that the class would beable to observe and question employees.Students evaluated and compiled reportsin class on the following day.

In addition to economics, studentscompiled a history of Winchendon, madea statistical population study, and re-ported local occupational levels, theeconomic base of the community, and a-vailable transportation services andhighways in the area. A brief study oflocal religious practices sparked stu-dent interest and was later expandedinto a detailed report. Several localnewspaper articles were prepared tosummarize student findings, as well asa final class report.

According to the students' own summaryof Project "W", they now have a betterunderstanding of their community and howit developed. "Most of us, before takingthese tours of our community, were real-

81

ly pressed with the thought of, What'sso great about Winchendon? ...After ask-iag the opinions of other students inthe class, the best conclusion to stateis: 'Our little town is really some-thing.'"

Date project operational: fall 1968No. of students involved: 30Approx-.:mate yearZy cost: none extra

84. World Tours

MILTON ACADEMY LOWER SCHOOL, Milton02186 (Independent)Reported by: Dorothy Daddona, TeacherInformation and administrative contact:

Mrs. Elizabeth Buck, Principal,617-698-7800

General Knowledge, a Li-weekly coursefor fourth and fifth graders, offersspecial subjects and techniques thatmay be left out of ever-changing cur-riculum. Varying with the needs of indi-vidual classes, "G.K." has included pro-jects about astronomy, anthropology,art, history and library skills.

One of the program's successful pro-jects has been the World Tours. Classesare divided into "ships" of three orfour people who"crew" throughout theproject. (A tour lasts 8-20 weeks,depending on the group's interests.)Ships have names, flags and officerassignments, and each one follows anitinerary of about eight stops. Theseare chosen by the teacher, to includefavorite places named by each crew aswell as contrasting climates, cultures,and places of special interest.

Each student keeps a log of informa-tion about the places he visits, andsends picture postcards (made from 4x6index cards) to "G.K." Four types oflogs require differing bits of infor-mation.Captains, for example, find outabout forms of government and theirleaders; Navigators choose routes andmeans of transportation, compute dis-tances and travel time and chart it allon a map; First Mates and Lieutenants

8271

explore cultures. Post cards describethe stops in a more personal and imagin-ative way. One First Mate's card foundin the class mailbox began, "Dear O.K.,I am in Thailand and I just bought somefruit. They are simese and Chinese andhave the bigest and fanyest houses Iever saw " (Sic).

TuA; t.val.Itrail 1 10 , is so

.744.40, ta* To" .e,Ilhaib,11.41 ....1 x

sev.vc_,,...3- Two y ......k. 1..... Yrs...101. 16,0,J

AM uak, T. L1,3 ....T .1/4,....1ACa-Lby a ..r 1,.....2:4-a.- 7 -g.4 ..1,

Sa41j I 1,, 0 1.0".,.001.9 ON 454 i, C.11..riftt:t 0.114..T. omascle.

f ow

. Z._ AU* S. a. ar .. TV r aSo.ack Tab.ra..4 To 7L.v.. riot- r

-eta Tituv...t ..3.1 caw...* La...v.,11...1% ...1- .t. rot_

to"...,\ - 1 1.4.", t 1- 56 '0.4 X La.& lla. -100.1 _

Itgua..06.1a0"-Y-Ft151 MAT*.

On a wall map, ribbons and tlags chartall routes. A ship is considered "in

port" when all crew members have sentin cards from that place. Informationfor the logs and post cards come fromtravel books, encyclopedias, almanacs,atlases and magazines. The NationalGeographic School Bulletin is particu-larly useful, and Miss Daddona has madea file catalogue of its articles.Children are encouraged to learn asmuch as possible from pictures and tobring in souvenirs from home.

World Tours stresses teamwork; crewmembers help each other all along the

way, and even do some "S.O.S." workfor one another.

Date project operational: Fall 1967-Spring 1969

No. of students involved: 50Approximate yearZy cost: $5-$10 (ma-

terials)Source of funds: School budget

85. Mini-Coursesin Social Studies

COHASSET HIGH SCHOOL, Cohasset 02025Superintendent: Nelson MegnaReported by: John M. Shaw, Curriculum

CoordinatorInformation contact: John M. Shaw,

617-383-0023AdMinistrative contact: Richard Streeter,

Principal, 617-383-0290

To help each ,tudent decide for him-

self whether e would like to pursuesome area of social studies in collegeor in a career,and to provide varietyfor teachers and students, CohassetHigh School offers mini-courses insocial studies to all seniors. Eachstudent has a choice of four ten-weekcourses which are designed TO exposehim to as many of the social studiesdisciplines as possible.

Sample course offerings include:current issues in America,(drugs, crime,

poverty), psychology of adolescence,international relations, religions ofAsia, history of Russia, anthropology,sociology, political science. A finalexamination given at the end of theyear consists of four general essayquestions relating to man and hissociety.

Recently the program has been ex-panded to coordinate with half-yearEnglish courses in dramatics, theme-writing, etc. This is aimed toward thedevelopment of a humanities courseapproach utilizing mini-courses in Eng-lish, social studies, art and music. In-dependent study has also become a partof the program with one ten-week markingperiod given over to almost completeindependent study by seniors takingsocial studies.

Many variations in these course offer-

ings can be worked out depending on thecapabilities of the teachers. Currently,most of the course selection and teacherassignments are being handled manually.Use of a computer would simplify the

process.

72

.7C). 1:r

Approx.:7issemfp:a

Coun;e Lle,;criptionn =i1-1,!

86. Coastal Indian Culture

LYLE JUNIOR HIGH SCHOOL, Otis Air ForceBase, Otis 02542Superintendent: Clayton CampbellReported by: William Sullivan, UNLOCKInformation contacts: Ron Haley and

Andrea Pederson, TeachersAdministrative contact: Frederick

Comings, Principal, 617-563-5635

The town of Bourne recently installeda pilot seventh grade course encompassinggeography and ancient history, which in-

cludes a unit dealing with the coastalIndian culture of Southerstern Massachu-setts. Several students at Lyle JuniorHigh School are descendents of the Wam-panoag Indian tribe of Cape Cod, andthese students helped set up the basic

unit.

Reference material was furnished by Dr.

James Deetz and Cathy Gates of PlimothPlantation (located not far away). Mrs.Amilia Bingham, a local resident who is

an authority on Wampanoag culture, cameto the school as a guest speaker andclarified many of the points whichstudents brought up.

Of)

rr "e !.-..,tIonmen,- of

col-. 11 'r Lan'. f:o-

T'aleo ,-ult'Ire to irriv II cf

wh:te man. Pro;ecsminiature homen, canoe.;, weapon:, coo:ing food Ind mlling clotheL; from avail-

aLl, local materials. nla'1--; timf-

given to students to collect material:and work on their projets.

The unit was well received bystudents, and the teachers felt that

studying a culture close to them would

help students relate what they learned

to other cultures throughout the world.

Date project operationaZ: September

1970No of students involved: 150Approximate yearly cost: None extraDissemination materials available:

Course outline

87. Sixth Grades ExamineLocal Government

SPRINGFIELD PUBLIC SCHOOLS, 195 StateSt., Springfield 01104Superintendent: John DeadyReported by: Michael C. Fioretti and

John A. Murphy, PrincipalsInformation contact: Michael C. Fio-

retti, Liberty Elementary School,962 Carew St., Springfield 413-733-2123

Administrative contact: John Deady,413-733-2123

At a School Committee meeting, astudent shouts, "Point of Order!"; an-

other student questions the mayor, "Will

there be heavy traffic in the area of

this proposed new school?" An estimate

for funds to finance a new sports sta-

dium is given. A sixth grade councillor

asks the city auditor, "How will we

get the money?" "By floating a bond,"replies the auditor who then exolains

the terminology. This all took place

at Springfield's Mock School Committeemeeting last spring, as part of a"Sixth Grade Assembly" program.

73

84

Two eIemen-arv nr:7.c:nawit a .:*.lent

organi:.ed 7ufl

a T,lan in !"or

-:x!.h grade ::.pr:nrfield

hat level' curriculum alrealy :n-Iudedt;le study of local, state and niYotlalgovernments. r:,tudent:7, and teac!le:.r; were

ased to give suggestion: for exploringlocal government and educal-:on, and :In

assembly program was then planned for

the next fall.

Students tour every area of the city

(malls, urban renewal sections, homes

for the elderly, roadways, conservationareas, the downtown district, etc.).They study parliamentary procedure,elect representatives to mock sessions,

and write up problems for formal pre-sentations. City officials and members

of the Chamber of Commerce visit class-

rooms for lectures and discussions.

In 1969 the program's broad range ofactivities centered on the future ofSpringfield and culminated in a mockmeeting of the City Council and the

School Committee.(These include the

city's top elected officers.) Repre-sentatives of the sixth grade classeswere seated with council members at City

Hall and assumed their roles, using the

adults only for resource information.The council President chaired the dis-

cussion of student proposals for asports stadium and for two local heli-oports. In a similar fashion studentsassumed school committee member roles to

to discuss their own proposals. As hedoes for all meetings of the SpringfieldSchool Committee, the Mayor served as

chairman.

Through the Sixth Grade Assembly pro-gram, students begin to know their city

and their government - its organization,its problems, and its future. After

viewing one mock session, a parentexclaimed, "This is dynamic education

in action!"

Date project operational: 1963

No. of students involved: 2500

Approximate yearly cost: $200 (for

buses)Source offunds: City budget

88. Multi-Media Approachto Cultural Studies

CHELMSFORD PUBLIC SCHOOLS, 31 Prince-ton 't., C.:elmsford 01863Superintondent-: Thomas L. RivardReporteci Marles L. Mitsakos, Soc-

ial Studies c'oordinatorinfvrmat-Zon and administrative contact:Charles L. Mitsakos, 617-251-4961

How should social studies be taughtin the Chelmsford Schools? After grap-pling 1,ith this question and developingtheir own rationale, a group of Chelms-ford teachers began looking for what wasavailable which correlated closely withtheir ideas. This search led them tothe University of Minnesota's ProjectSocial studies and resulted in a cur-riculum which is now involving the wholecommunity.

A grant from the Chelmsford SchoolCommittee enabled a team of teachers topilot the Project Social Studies Unitsin grades 1-3 during the 1967-68 schoolyea-. and make revisions in the unitsthe following summer, adapting them tolocal needs.

In fall the program was used in allprimary grades and during the next twoyears it was tested and implemented ina similar manner through the middleschool level.

Chelmsford Social Studies CoordinatorCharles Mitsakos, feels that success inso:7.ial studies should not be basedsoley upon a student's ability toread, and that many social studiesobjectives can be achieved more effec-tively through the use of audio andvisual media. This is why the prcgramencourages teachers to use a varietyof resources and materials.

Resource units for teachers containsuggested materials and backgroundreading for the teacher and describecourse objectives and teaching stra-tegies. Multi-media kits, shared by smallgroups of teachers, contain books,transparencies, filmstrips, film loops,

74

rocor!ing':, au.liotdpm -;tudv print';am! irt.f::ts. 7Pacher,. havvto the .;cLool. .;7;-.ter'l film lilrarv amdto a ,:eries of video.,aped lessonsdeveloped for the program through Chel--ford's instructional television system.

Flexibility in classroom organizationand style of teaching is en,ouraged.Each student i'Des not have his own book,since many different books are used.Study prints and taped materials areavailable for students who have readingdifficulties.

Much of the subject matter deals withthe ways families are organized indifferent cultures compared with thestudents'own way of life.

One of the main purposes of the pro-gram is to help children understandwhy people of va,..ious cultures actdifferently, why they believe and valuedifferent things and why their behaviorseems natural and right to them. Anothergoal is to help students develop in-quiry skills--gathering and analyzing datadata. An interdisciplinary approach isused which relates sociology, anthro-pology and economics.

Parent involvement plays an importantpart in the program. Newspaper write-ups,demonstration lessons at PTA meetings,and the dinner table conversations ofenthusiastic students have helped gen-erate a good deal of community interest.Teachers send home notes concerning thevarious units and parents often provideartifacts for use in the classroom andserve as resource people.

When second graders were studyinglie in colonial days, each class hadan opportunity to "live" for one dayas their forebearers had in an authenticcolonial house restored by a localhistorical association. Volunteer moth-ers in colonial dress supervised asthe children dipped candles, churnedbutter and carried on other home acti-vities.

Mr. Mitsakos attributes the successof this social studies program to a"dynamic, imaginative staff and com-munity commitment and support".

85

'0't C!

'

!.o. I TitleII:

7at;er-fals 62)(1:1,7H.e:

wr!rtn report and ';ple unit

89. Man: A Course of Study

MT. EVERETT REGIONAL HIGH SCHOOL, (Al-

ford, Egrmont, Monterey ew marllor-ough,Sheffield) Sheffield 01257Superintendent: Paul J. McDonaldReported by: Bernard J. Frye, Works"lop

leaderInformation contact: Bernard J. Frye,

413-229-8734Administrative contact: Raymond Chamber-

land, Vice Principal, 413-229-8734

Developed by the Education DevelopmentCenter, Inc., MACOS was adopted by Mt.

Everett's fifth g.,ades in 1969. As abasic anthropology course stressing as-

pects of psychology, sociology and bio-

logy, MACOS focuses on Man--on his nat-

ure as a species and on the forces thatshape that human nature.The curriculum

asks three basic questions: What ishuman about human beings? How did they

get that way? How can they be made more

so?

Using a group of four team teachers,each with specialized talents, classes

8675

explore the origins of man's behavior

by comparing selected animal groups

such as salmon, herring gulls and ba-

boons. For example, a unit describingthe life cycle of the salmon, where

parental protection of offspring is

absent, results in questions about the

need for parental protection in human

beings. One student asked, "If a salmon

can live without parents, why are human

beings born so helpless?"

The MACOS curriculum is oriented to-

ward film; in addition to presentingfacts dramatically, most MACOS films

help to develop observation skills in

students by excluding narration.

Ths study of the Netsilik Eskimos,

which is the concluding unit, investi-

gates culture concepts. Simulation games

such as caribou hunting with bow and

arrow and the seal hunt are an integralpart of this unit. The children follow

an Eskimo family in their struggle for

survival. By examining similaritiesbetween themselves and a group which at

first seems so different, students

begin to discover just what is human

about human beings.

As professional support for this

program, E.D.C. sponsors multi-mediaworkshops for teachers.


1969No. of students involved: 130Approximate yearly cost: Salary for

one teacher, $200 for materials

Source of'f'unds: School budgetDissemination materials available:

Brochures

M. Reading/Elementary Language Arts

90. A ComprehensiveReading Room

EVERETT PUBLIC SCHOOLS, 548 Broadway,Everett 02149Superintendent: Arigo LaTanziReported by: Joseph Hannigan, UNLOCKInformation and adMinistrative contact:

Agnes Nunes, Director of ReadingServices, 617-389-7950

Two years before reading becamea top educational priority in the U.S.,it was considered number one by thepast three years they have developeda comprehensive reading program forall public schools as wellas forthree parochial instituionA.

The staff includes a full-time direc-tor who co-ordinates reading servicesand 17 reading specialists (one foreach building up to the ninth grade);Classes are usually kept on a 1:6student-teacher ratio, or less. Ad-justment and guidance counselorswork closely with the staff, and eachbuilding now has a central libraryrun by teacher aides and parent andcommunity volunteers.

To deal with special problems, thereading department set up classes forperceptually handicapped children,and a reading clinic housed in oneschool handles serious reading prob-lems. The clinic contains a varietyof audio-visual equipment and in-dividualized learning materials, andis open during the summer in additionto its normal schedule. Last summeralmost 300 children from grades 1-3attended 6-week sessions. Specialistswork with students on a one-to-onebasis until their difficulities arecorrected.

An indepehdent evaluation teaminterviewed parents, classrom teach-ers and administrators, and visited

76

reading "classes." Their report basedon the 1969-70 school year,indicatedthat aside from some specific andfairly minor recommendations for betterfacilities at some locations, and forimproved communication between parents,reading personnel, and other teachers,the Everett program is successfullyimproving reading interest and achieve-ment among pupils.

Date project operational: 1967No. of students involved: 818Approximate yea.Tly cost: $226,100

(personnel $219,700, materials$6,500)

Source of funds: 40% ESEA Title I60% local funding

91. Typing forElementary Children

JOHN A. PARKER SCHOOL, 705 County St.,New Bedford 02740Superintendent: James R. HaydenReported by: Mary A. Kenneally, former

Assistant SuperintendentInfbrmation contact: Edwa-Pd F. Correia,

Teacher, 617-977-4511 x51Administrative contact: Florence L.

Mahon, 166 William St., New Bedford02740 617-4511 x46

By the time Pa,-.ker Elementary studentshave finished the sixth grade, they havepracticed typing for three years. Allfourth, fifth and sixth graders takepart in weekly 45-minute typing classesrun by two parent volunteers. The classescover basic business and correspondanceforms as well as typing techniques, sothat students soon begin to type reports,research ma-.:erial and other kinds ofhomework in addition to their typingassignments. Twenty typewriters weredonated by the high scLool, and studentsare free to use them for their ownwork before and after school and duringsome free periods.

ripecial cThsscs ore held each day forgiftod children. Teac_liers and the prin-

ripal decide every spring which stu-dents can afford to miss a period in

the day for extra typing practice. Anequal number of boys and girls fromvarious classes are chosen, and theprogram has become one of the highlightsof the day according to PrincipalEdward Correia. Everyone is careful toremain in good standing and attendanceis consistently high.

a iti 'eeeas,

Mr, Correia reports that some families

have even bought typewriters becauseof their children's interest.

Date project operational: March 1968No. of students involved: 140Approximate yearly cost: None extra

92. Friday Films

LAKE STREET SCHOOL, Spencer 01562Superintendent: Edward R. McDonoughReported by: Roger Charette, UNLOCK;Mary E. Madden, Principal

Information and administrative contacts:Mary E. Madden, 617-385-2824

Have you ever stopped to think how it

feels to be a kindergartener or firstgrader in a big, new school? To helpthese little people overcome some of

their fears and become better acquaint-

ed with the other children and teachersthe Lake Street School holds a weeklyfilmstrip program in the multi-purposeroom.

77

Each class takes a turn selecting the

two filmstrips and conducting the pro-

gram. During the filmstrip showings, thechildren discuss what they see and learnto listen observe and applaud. Laterthey draw illustrations of what they en-

joyed the most, and the children in theroom responsible for the program choosethe picture they feel is best. This

pictue is "hung" in the main corridor in

a lighted frame (made by the custodian)for everyone to enjoy and appreciate.

MEW

By mid-year some of the first-graderscan read the film.captions. They aregiven an opportunity to stand on thestage and read them to the audience.This encourages others to work towardthe same achievement.



93. Elementary Creative 94. Paperback ProductionsDramatics

WALTHAM ELEMENTARY SCHOOLS, 205 BeaconSt., Waltham 02154Superintendent: James Fit2,geraldReported by: Robert J. Eagle, Director,

Drama DepartmentInformation and administrative contacts:Robert J. Eagle, Mrs. Mavis Serries,Drama Teacher, 617-873-8050 x356

As part of a K-12 drama program initi-ated in Waltham, a full-time specialistbegan a creative dramatics course forsecond graders last fall.

For one semester dramatics teacherMrs. Mavis Serries visited each seccndgrade section weekly for a 45-m:muteperiod, and worked informally w-thstudents. A typical lesson early in thesemester involved telling a story,which was frequently related to othercurriculum studies, and having thechildren recreate dramatically whatthey had heard. Later on sessions be-came more creative, with most of theideas and suggestions coming from thechildren themselves.

In an evaluative seesion, second gradeteachers unanimously endorsed the pro-gram, and cited numerous examples ofshy youngsters "coming out of theirshells". Although some sections includeover 25 children, and seem too bigto encourage much creativity or dis-courage self-consciousness, teachersand students are enthusiastic aboutthe program, and it has expanded. Thedramatics teacher has followed thestudents to grade three, and is conduct-ing an after-school workshop for secondgrade teachers in the hope that theywill be able to incorporate her work.Drama Department Director Robert J.Eagle hopes the program will be ex-panded even further.

Date project operationaZ: September1969

No. of students involved: 700Approximate yearly cost: Salary for

one teacherSource offunds: School budget

78

ASHLEY SCHOOL, 122 Rochambeau St.,New Bedford 02745Superintendent: James R. HaydenReportLi by: Teresa M. Gaffney, Teacher;

Stacia Gorczyca, PrincipalInformation contact: Mario Jardin,Teacher

Administrative contact: Mary A. Keneally,166 William St., New Bedford

Paperback books are an integral part ofthe fourth grade classroom library atAshley School. But students don't justread someone else's books; they maketheir own!

Taking a book they enjoy reading, eachchild makes a "filmstrip" out of it. Thereading levels of these paperbooks rangesfrom second grade to sixth grade, re-flecting the individualized readingrates found in class. A ten-foot sectionof ordinary white shelf paper, whichcould be divided into as many as 10 oras few as 5 sections, makes up a film-strip. Title pages and pictiroe sum-maries are included.

A creative parent donated a woodenfilmstrip projector, aLd the film-strips were shown to the rest of theclass as well as other grades throughthe building; students gave oral pre-sentations, and "toured" to exhibittheir final products.

The program has been so successfulthat it has expanded to the fifth andsixth grades. Principal Stacia Gorczycareports that the paperback books dogo home, and in some cases parents readthem as well as the children.

Date project operational: January 1970No. of students involved: 27Approximatelyearly cost: $20 (for

materials)Source of funds: School budget

IV. Experimenting withthe Total Program

95. Shattuck Street Ele-mentary School: BudgetCut-Back SpawnsInnovative Program

SHATTUCK STREET SCHOOL, Littleton 01460Superintendent: Richard E. DejarlaisReported by: Arthur Covell, PrincipalInformation and administrative convact:

Arthur Covell, 617-486-3866

Can a small town school faced witha reduced budget and a conservativecommunity foster enthusiasm and supportfor educational innoVation? The ad-ministration, teachers, parents andstudents of the Shattuck StreetSchool in Littleton are proving theycan through a plan ,;alled the Beta-Gamma Program, in which about one-half of the student body is involvedin a multi-graded, differentiallystaffed learning situation.

The staff is concentrating on

79

providing a more humanistic and in-dividualized approach to educationby using paraprofessionals, techno-logical equipment and continuouslearning centers to maximize oppor-tunities for pupil success and in-volvement. The program stressesgreater freedom and responsibilityfor students and a more profesbionalrole for teachers. Most important tothe taxpayers of Littleton, the Beta-Gamma Program is saving money andspace in the school.

The Shattuck Street School is oneof two elementary schools in the townof Littletown. The elementary pop-ulation has been divided betweentwo schools so that the primary-agechildren attend the Shaker LaneSchool while about 400 third, fourthand fifth grade children go to theShattuck Street School. This schoolalso houses the office of the Super-intendent.

The situation that allowed imple-mentation of the new program is im-portant to understand. For several

years Shattuck Street Principal ArthurCovell and his staff have been workingto develop an individualized readingprogram to free teachers so theycould provide more attention totheir students and allow each to workat his own pace. Cassette tapes, ear-phones and other technological aidswere purchased.

The program was working well, and newteachers were being added when localcircumstances imposed strict budgetrestrictions on Shattuck Street. Withseveral teachers leaving, new teachersto be hired, and a budget cut-back, theschool was in a difficult position.Then Principal Covell presented theLittleton School Committee with aneducational program they could notafford to ignore. The new program pro-poted improved services and qualityeducation for students while savingabout 25% of the salary costs ofrunning the school.

The idea was to set up two largelearning centers, each capable ofserving many more children thansingle classrooms, but staffed by onlyone professional. A favorable student/teacher ratio would be maintained inthe learning centers by hiring para-professionals trained to handle manyof the daily responsibilities of class-room teachers at a great saving tothe budget. The teachers would then befree to assume more professional roles.

By handling from 35 to 50 or morechildren at any one time, the learningcenter organization would free oneextra classroom which could be usedfor individual and small group projectsor tutoring for children with learningproblems.

It was further suggested that theprogram be multi-graded to allow forindividual student progress whilebreaking down the arbitrary gradelabeling. It would be differentialystaffed to provide for the developmentof professional expertise. Such anorganization would provide a logicalcontinuation of the primary programat the Shaker Lane School where a non-

80

graded philosophy is favored. Childrenwould have greater freedom of movement,more choices in their learning acti-vities and some unscheduled time duringthe day to pursue their own interests.Also basic to the program was thebelief that the students should havea greater voice in their own govern-ment.

The reorganization plan for theShattuck Street School included awritten statement of purpose: "Thedevelopment of duality human relation-ships is a primary concern of alleducation, and all children have a basicright to be treated with dignity,warmth, and compassion." The schoolcommittee approved the program.

Five teachers from the third, fourthand fifth grades volunteered to takepart, and three paraprofessionals werehired. To prepare for their new roles,the five teachers, the principal and theparaprofessionals attended a three-week summer workshop that providedboth practical work in the use ofeducational technology, and seminarson learning psychology and the growthand development of the elementary-agechild. The workshop ended with a con-tinuous three-day human relations ses-sion.

Parents and students were offereda choice. Students could take partin the Beta-Gamma Program or theycould choose the regular graded classeswhere students would still benefitfrom the same individualized programand new curriculum materials but re-ceive greater supervision in a moretraditional classroom organization.From the volunteers, 35 third gradersand 160 fourth and fifth graders werefinally selected to take part in theBeta-Gamma Program which began inc'eptembe-, 1970.

As the school is currently organized,the Beta Program refers to one learningcenter serving children from the "thirdgrade" age brac -t. The center is self-contained, stafied by a professionaland one aide, and has no abilitygroupings, The Gamma Program

91

tk(106tont

c) Mir L,

refers to students in a fourth-fifthmix. A double classroom serves asthe Gamma Learning Center, and it is

staffed by a Language Arts professionaland two aides.

The rest of the student body remainsin grades 3,4,and 5 but benefits frommodified team teaching within eachgrade. New curriculum programs arean important part of the "graded"Shattuck program

Mr. Covell feels change should nothappen too fast and that the communitymust know about and be involved inchanges in the schools. Takinr, seriously

the principal's statement thFit theschool belongs to the parents and the

students, 26 parents have volunteered

to provide assistance in office work,art, math, etc., whenever their help

is requested.

A committee of seven parents called

PASS, Parent Assistants at Shattuck

81

92

Street, meets with the principal ona regular basis to discuss the operationof the school and the school's programs.They visit classrooms and other areasof the school in order to understandthe programs being offered. Theirfunction is to work with the staff in

developing programs to explain whatis happening in the school.

They also review, discuss and helprestate existing policies and pro-cedures. They act to channel grievances

and complaints from the community tothe proper agent in the school and to

dispel misconceptions parents mighthave about the programs. They also have

run a Book Fair, written a newspaperarticle about school activities andassisted teachers in giving seasonalprograms.

Such contact with the public is im-

portant since various problems havearisen as a result of the new programs.Currently, there is local disagreement

concerning how much freedom the Beta-Gamma students should have. Sincethese students have a major role intheir own discipline and government,there has been concern over theirgum chewing, free access to the libraryand passage through the halls duringclass time. Most rules concerningthese issues have been strict schoolpolicy in the past and rejection ofthem has posed an in-school threat.

One issue that has involved thecommunity and even the LittletonTeachers Association concerns apolicy of allowing teachers to beaddressed on a first name basis. Allteachers were given the option ofbeing called by their first names.The majority of Beta-Gamma teachersfelt this would provide a warmatmosphere in which students couldlook upc,n teachers as their friends.Other professionals, concerned withthe lack of respect, brought theissue to the school committee.

It is still far too early to mea-sure the success the Beta-Gammaprogram has had in reaching its statedgoals, but it is generally agreed thatmost students have adjusted well tothe less-structured program, and havethrived under increased responsibility.Laurie Crane, Gamma Language ArtsLeacher, says the children have ad-justed very well to new groupings.She does not even know for surewhich children used to be fourth orfifth graders and she never thinksof them in those terms. She feels thenew program has released more creativ-ity_in the students. There are prob-,lems, but she is committed to the newapproach and proud to be a part of it.

Right now, continuation of the pro-gram depends on the community. Mr.Covell is convinced the Littletoncommunity can indeed foster educationalinnovation without increasing theschool budget, provided the schoolshave the support and trust necessaryto succeed. The program has had problemsand of course there are still manyneeds such as carpeting, more audio-visual aids and curriculum materials,

82

but in the long run the success ofthe program will be measured by itsproduct the students, and theirprogress after several years spent ina school that stresses specialists,humanism, warmth and success ratherthan competition or dependence onconsultants and'Taddish'hew approachesto curriculum.


No. of students involved: 160Approximate yearly cost: $27,500 (per-

sonnel $5,940, materials $21, 560)Source of funds: School budget

96. Northfield and Mt.Hermon Schools: MoreOptions for Students

NORTHFIELD AND MOUNT HERMON SCHOOLS,Northfield,01360Reported by: John M. Ravage, Director

of Public InformationInformation and administrative contact:William Compton, Director, 413-498-5311

Independent college preparatory schools,Northfield (for girls) and Mount Hermon(for boys), are conducting a joint cur-riculum based on the assumption thatstudents should have a chance to deve-lop their diverse abilities and inter-ests, and should be introduced to keideas of human experience which exceedthe basic requirements for collegeentrance. Although the major goal ofthe preparatory schools is to meetgeneral college requirements, North-field and Mount Hermn have devisedan educational program in a trimesterformat based on electives and inter-disciplinary studies to provide qualitycollege preparatory education witha number of options.

Before dealing with the electives orenrolling in an interdisciplinaryprogram, students must satisfy basicrequirements such as a term of AmericanHistory and English requirements in-

93

cluding elements of language, reading,oral English, composition, and anintroduction to poetry and fiction.Also included at this level is a coursein Religious Studies dealing with anintroduction to religious themes and the

Old and New Testaments.

The required curriculum in math andmodern languages is based on achievement

and courses are generally designed asstepping stones. Students may skip aterm by demonstrating proficiency, orrepeat a course until proficiency isacquired. The trimester plan has beenadopted in a large part because it notonly enables students to repeat promptlywhen necessary and still stay withintheir class, but it also makes possibleindividual success within a large num-ber of electives.

After successful completion of therequired courses in History, Englishand Religion, students may selectfrom a wide variety of specializedelectives. Electives in the socialsciences include Utopianism, Minorities,Afro-American History, Civil Liberties,Constitutional History, and Americans

in Asia. English electives are: Voices

of Black America, The American Dream,

Non-Western Literature, Modern Theatre,Shakespearean Drama, ContemporaryPoetry, and Russian Literature and

Thought. Religious Studies electivesoffer Psychology of the ChristianFaith, Rediscovery of Ethics, Religionand the Arts, Literature and ChristianFaith, Philosophy of Religion, Contem-

porary Religious Thinkers and a course

entitled "Being Human".

Having completed several electives,upper-classmen may then select frominterdisciplinary programs. As theseprograms represent the coming togetherof thoughts and skills from numerousdisciplines, the Northfield and MountHermon feeling is that the requirementsand electives serve as a pre-requisitefor dealing with them.

One interdisciplinary program, Manand Mass Society, strives to bring thetools of literatue, the social sciencesand religion to bear on contemporary

9 4 83

problems. Since the students will in-

evitably bring different backgrounds and

course exposures with them, the resultis that this program is more thana combination of disciplines. It pro-vides the students with an opportunityto explo7,e topics of common and vital

concern.

Another interdisciplinary program,Environmental Pollution, is an idealvehicle for demonstrating and usingthe tools of social and natural sciencesin attacking a critical contemporaryproblem. This spring a program entitled

Women in Contemporary Society is beingoffered at Northfield. It will treathistorical aspects in ancient Greekliterature and civilization, and moveon to contemporary reflections of women'ssocial role as portrayed in such films

as "Rachel, Rachel".

Now under consideration for next yearis a full term devoted to "The Mountain".This would include exposure to litera-

ture, the arts, geology, ecology and the

actual physical skills necessary to

explore mountains and live and work to-gether out-of-doors in a close-knit team

of students and adults. Such a programwould further emphasize the unity andinterdependence of human experience.

Because the trimester plan allows for

an increased number of electives, newareas of study have been opened such asanthropology, sociology and psychology.Mathematics students may go on throughanalytic geometry to courses in prob-

ability, abstract algebra and calculus.

The trimester system has also facili-tated term-long projects and other off-

campus activities. Off-campus projectshave included a study of tribal originsin Arizona in cooperation'with theBureau of Indian Affairs and a study ofre-training methods for children withlearning disabilities at Eagle HillSchool in Hardwick, Massachusetts,

In the fall of 1970 tha two schoolsinstituted a term abroad for qualifiedjuniors and seniors so,that studentsmight do intensive work in languagesand area studies while living with a

family in France, Germany or Spain.

In the fall of 1971 Northfield andMount Herman will become one co-educa-tional school, combining the two camp-uses. Because of the joint curriculumand the co-educational electives alreadyoffered, the merger under a singleboard of directors will provide a con-solidation of the existing program des-cribed above, currently offered at bothschools.



97. Cambridge Pilot School:Education School andCommunity WorkTogether

RINGE TECHNICAL HIGH SCHOOL, Broadway atIrving St., Cambridge 02138Superintendent: Frank FrisoliReported by: Joel Sirkin, CoordinatorInformation and administrative contacts:

Joel Sirkin and Steve Goldberg, 617-491-4434, 491-0070

On the fourth floor of Ringe TechnicalHigh School the walls have been paintedbright colors--purple, orange and green.Irregular spaces have been created by theuse of decorated dividers, making class-rooms a maze of small seminar and studyspaces. Staff and students can be seen re-laxing togeLher with a game of ping-pongin the office. Armed with 8mm. moviecameras, some students go off to HarvardSquare on a film project while othersgo to paying jobs in the area or sit downwith members of the staff to discuss apoint of school policy.

This is the Cambridge Pilot School, anexperimental sub-school included withinthe regular Cambridge High School build-ings, but addressed to its own uniquegoals. Established in cooperation with

84

the Harvard Graduate School of Education,the Pilot School is exploring whathappens when students participate inschool decision-making and enjoy great-er autonomy and responsibility in theireducational choices.

In its second year of operation, theSchool has a student body of 120 60tenth graders who are in their secondyear with the School and 60 ninth grad-ers who began this fall. Students areselected from a list of volunteers.Care is taken to select a representa-tive cross section of the cityls ninthgraders with an age, sex, race and I.Q.range comparable to the general ninthgrade population. Officially, studentsremain enrolled in either Ringe Techor Cambridge High and Latin. Staffincludes teachers from the two highschools who have elected to teach in aninnovative environment, as well asparents, community volunteers and teach-ers working on advanced degrees atHarvard Graduate School of Education andprofessors from the University.

A major goal of the school is toexplore the possibility of involvingstudents in every aspect of schoolgovernance and planning. Before theschool opened in 1969, all students andstaff joined in a summer worhshop whichplanned the physical layout of theschool, experimented with alternativemethods of learning, and plannedvarious parts of the curriculum. Thatsession used a Town Meeting form ofgovernment, the first of a long seriesof experiments in decision-making.

Student-faculty councils, open staffmeetings, judicial committees, studentcourts, written constitutions, demeritsystems, all have been tried in thesearch for humane, non-coercive socialrelations and effective decision-making.The school began without a specificdiscipline policy, and has been buildingup a "common law" of precedents fromspecific events and solutions. Inthis second year, there is a governingCouncil, made up of student, staff, andparent representatives. Students wereinvolved in the hiring decisions for thesecond year, by interviewing candidates

,

and making recommendations to a staff

hiring committee.

Some of the acute pressure for agovernment system has been removed byeffective personal relationships be-tween individual staff and students

within which problems can be workedout. Each staff member advises fivestudents; there is no separate guidancestaff. There a...7e no study halls, sostudents and teachers share a commonlounge. The "personal" quality of the

school was mentioned most often by staff,students, and parents in their evalua-tion at the end of the first year.

Another major goal of the school isto utilize learning environments out-side the school building, and materialsand individuals not commonly found inschools. Film and videotape areconstantly used throughout the pro-gram to document activities, spurstudent creativity, and generally tomake accessible the two major media of

the decade.

Students leave the building oftenfor interviews(including Cambridge MayorAlfred Velluci and Josiah Spaulding'scampaign staff),-And to observe history-in-the-making (as a group did at theeviction of North Harvard Street tenantsafter their ten-year war with the Boston

Redevelopment Authority last year); stu-dents also use other cultural resourcesin the area (museums, libraries, etc.).

An Urban Studies group has spent twomonths studying the impact of MASSPORTplans in that area. The students havebeen in churches, neighborhood centers,government offices, and private homesin their search for the facts. In anelective course entitled "Field Ex-perience" students can receive creditfor exploring specific work settingsoutside the school for a quarter term.Sites have included a movie theater,elementary schools, a newspaper, ahicycle shop, and a radio station.

Two students interviewed admissionsofficers of area colleges to check onthe acceptability of students from

96 85

innovative secondary programs. Lastyear staff and students traveled to

a conference in Toronto on "Alterna-tive Schools, " and groups have address-ed gatherings of teachers at variousinstitutions across the country.

On the other hand, community people,artists, political figures, and parentsare encouraged to come into theschool to teach and help in other ways.

Two parents serve on the schoolCouncil, and parents interviewed oneanother in connection with theevaluation of the Pilot School's firstyear. Parents have also helped the schoolby accompanying field trips and hostingclasses in their homes.

Periodic mailings about school activ-ities are sent to parents and theyare encouraged to visit the schoolor call at any time. Teachers and ad-visors keep in close touch with parentsabout student progress, and writtencomments are sent with every report.

The school operates on the premisethat, if a student is allowed to se-lect his own courses, he will havea greater commitment to atterd andperform successfully. Students arefree to elect courses at the PilotSchool or classes at Ringe Tech andCambridge High and Latin.Within thePilot School there is no abilitygrouping or tracking, and the onlyrequirements are English and a periodcalled Home Group. State law alsodictates that students must have a min-imum number of hours in physical ed-ucation.

The English courses, created bythe staff and students, offer broadchoices and make use of various media.Students had a choice of seven topicsthis fall: Time Capsule, Myths, Sports,Multi-Media, Afro-America, Experiementsin Experience, and a course calledMonsters, Ghosts and other Imaginary

Beings in Literature. Grammaticalstructure is discussed as neededindividually, not by drill.

Home Group, the other required course,

provides a time in which students canwork on group-initiated planning. Ap-proximately 10-12 randomly chosenstudents and two teachers make up aHome Group. Teachers refrain frominitiating any action and all projects,planning and budgeting must come fromthe students. This situation createdsome problems until students wereready to accept the responsibility ofworking together without waiting for-ceacher guidance.

Other available courses includesuch regulars as algebra, geometry,foreign languages, general science,and physics along with more inno-vative electives such as law andstudent righcs, photography, urbanstudies, card playing, and anthro-pology. Many students ended up with abalanced program of English, HomeGroup, a language, a science, and amath course; others made full use ofthe school's options and are takingtwo English courses or several maths atonce.

86

Tne School i committed. to studyingit-, own oper_ition:1; three people arecurrently working on various researchprojects. A major report on the firstyear gave some encouraging data:attendance at the Pilot School wasexcellent, averaging 94% for tneyear, as compared with 70-80% for thecity's other ninth grades. Achieve-ment tests showed students a yearadvnced in math, and almost exactlyon grade level in reading.

Student involvement in many phasesof school life was very high, withstudents even volunteering to returnto their home elementary schools torecruit for the school's second year.During the first year, only one stu-dent of the sixty enrolled chose toreturn to the regular system. Parentsreported great satisfaction with thenew school's effect on their yuung-sters both academically and in terty-.:of increased maturity.

With so many innovative aspects--curriculum structure, government, par-ent involvement, use of outside en-vironments, university input into theschool system, etc.--it is not sur-prising that there are many loose endsstill to be worked on. A major effortduring this second year will be increas-ed communication wit., the Cambridgeschool system and elsewhere to identifyPilot Schcol practice:: which can betransferred to other schools or bemade part of other, more traditionalprograms.

Date project operational: June 1969No. of students involved: 120Source of funds: U.S. Office of

EducationDissemination materials available:

First year report, Research Dept.Studies of the Cambridge PilotSchool

V. School Management

98. PPBS

BROOKLINE PUBLIC SCHOOLS, Town Hall,Brookline 02167Superintendent: Robert SperberReported by: Ferdy J. Tagle, Jr., Assist-

ant Superintendent for Funds and Facia,-

ities.Information and administrative contact:

Ferdy Tagle, Jr. 617-734-1111

PPBS stands for Planning ProgrammingBudgeting System, a systems approachto planning, forecasting and evaluatingexpenditures by program which has beenused by the Department of Defense fora number of years. As the budget pinchgrows tighter, a number of school systemsare finding PPBS can be a valuable toolfor reassessing budget priorities, re-allocating resources, forecasting thelong-term cost of new programs andfinding out the actual cost of existingprograms.

During the spring of 1968 the Brook-line School Committee accepted a pro-posal by Assistant Superintendent for

9887

Funds and Facilities Ferdy J. Tagle,

Jr. that the school budget be rearrangedinto a program format which would groupexpenses by each curriculum and supportarea rather than by the traditionalline items which lump all textbooks andteachers together under the category of

Instruction. This was done in the 1969budget for the program areas of science,

mathematics and art.

The school committee also set up atask force of administrators, teachers,finance committee and school committeemembers to study the preparation andpresentation of budgets. In June, 1970the Task Force recommended that the schoolcommittee endorse the PPBS concept andproceed with its implementation. This isnow being done in three stages, andDr. Tagle expects the process will take

five years to complete.

Stage I involves determining the pro-gram structure. Brookline divided itsbudget into 35 program areas, groupedunder two major categories: instructionalservices (including all curriculumareas) and support services (administra-

tion, athletics, library, school lunch,school plant, transportation, andthe like). Data processing equipment hasmade the job easier for Brookline, butDr. Tagle cautions other school systemsnot to get bogged down in this stage.

Stage II involves a group effortto develop goals and objectives foreach program area. This is where Brook-line is now. The staff has defined goalsas "broad statements which areless and curricular in nature", andobjectives as "statements of an ex-plicit nature, existing within aspecific frame of time and, wheneverpossible, subject to evaluation".

Since this stage is so important,Tagle advises t-lat only a few

programs should be developed at one time,followed by other programs in futureyears. A consultant is assisting theBrookline staff with this phase ofthe project.

Stage III includes program analysisand the development of alternate methodsfor reaching program goals (such asdifferent staffing patterns, curriculumchanges, and the like).

SCHEMATIC PROGRAM STRUCTURE

Level Type Description

I TotalSystem

Total Schee; System

II ProgramFamilies

Instructional Support

III Programs Set. Music Moth (similarareas)

Admin. Library Pupil _(sinsflarPer. areas)

IV Sub-Pragmms

Biology ,

OmmistryK -3

Inst.Vocal

K-34-5

Goon

I.

HealthGu Id.Attend

I

According to Dr. Tagle, PPBS willeventually involve three to fiveyear budget forecasts and will clearlyindicate the long-term savings or costsof any program changes. Although theimplementation process is a long oneand it is difficult to work out programobjectives and to figure out how tomeasure success, Dr. Tagle is enthusi-astic about PPBS.

He sees it as a definite aid to pro-gram planning and a means of getting

88

more participation by teachers in de-cision making. Also, he feels it isan effective means of making thepublic more aware of what the schoolsare trying to achieve, how they expectto get there, and how the results willbe evaluated.

"PPBS gives the school committee andthe community a better opportunityto establish their own set of prior-ities concerning programs. For in-stance, it's easy to see how much youspend for athletics as opposed to art,"Dr. Tagle explains. "We don't expectmiracles and fantastic savings intax rates, but in the long run we hopeto make our budgets better understoodand to get more support far them. Wealso bope to eliminate duplication ofeffort. Even though we haven't yetreached the analysis stage, I can al-ready see areas where we could bedoing things more efficiently."

Date project operational: 1970(Phase I)No. of students involved: 7000Approximate cost of implementationand development: $4500 ($3000 for

consultants; $1500 for workshopsand materials)

Source of funds: School budgetDissemination materials available:

Free copies of "A Strategy forImplementation of PPBS"

99. Computerized BusScheduling

ACTON PUBLIC SCHOOLS and ACTON-BOXBOROUGH REGIONAL SCHOOL DISTRICT,Charter Rd., Acton 01720Acting Superintendent: Alan WhiteReported by: Beverly Lydiard UNLOCKInformation contact: Penny Dunning,

IBM, 1730 Cambridge St., Cambridge02138 617-236-5529

Although a number of Massachusettstowns are considering the possibility,Acton is the first town in the Common-wealth to fully computerize the schedul-

ing of its school buses. One of thefastest growing towns in the state,Acton has an area of 20 square milesand a student enrollment which has beendoubling every six years since 1953.During the past five years, the townhas opened a new junior high, and twonew elementary schools, with a thirdelementary school scheduled to openthis fall. Currently 4600 students(grades 1-12) are being bused to thetown's two secondary and five elemen-tary schools with each bus makingthree runs per day.

First step in implementing Acton'sprogT,am was the preparation of detail-ed information for the computer: acomplete analysis of the town's roadsystem, including actual or potential

stops; information concerning how fast

the buses can travel on any givensection of road; the number of buses

and their capacity; the location of

bus stops; the maximum time for each

student to be on the bus; and any other

tions. The next step is to determinethe number of students who will be ateach stop for each run.

This information was compiled bythe school administration with theassistance of Miss Penny Dunningfrom IBM. Miss Dunning advised pro-jecting the data three to five yearsinto the future and including bus stops

in new subdivisions even though nohomes have yet been built there. Doingthis cuts down on the number of changes

which have to be made in the program,and the computer only considers bus

stops at which children are located.

Acton's Acting Superintendent AlanWhite emphasizes that these steps arecritical ones, since the informationonly comes out of the computer asaccurately as it is programmed in.Gathering this information can betime consuming, but if it is donethoroughly and accurately, constantsmall changes will not have to be

made in the computer program.

The final step is to feed all this

information into the computer. Then

89

10 0

the computer provides a print-outgiving all the bus routes and the

number of buses needed. The firstcomputer schedule may not be satis-

factory for one reason or another, so

one or more variables can be changed(such as the number of children perbus or the maximum length of time anystudent should be on a bus) and moreschedules can be simulated on thecomputer. Mr. White reports that it

took three or four simulations before

Acton's present schedule was arrived

at.

The whole process used about 25hours of computer time (70% of this

computer time was spenc putting in-

formation into the computer, and thiswill not have to be done again forseveral years). Working out the busschedules took up the remaining 30%

of the computer time.

Paying for computer time on an IBM360 would have been costly for Acton;

however, a local insurance companydonated the time during an "off" period

(11p .m. to 7 a.m.), and the school de-

partment only had to pay a companyemployee $10 per hour for opening the

building and supervising the use of

the computer. According to Miss. Dun-ning, it is very common for firms togive free computer time to schooldepartments for such purposes.

Comparing computerized schedulingto working out the schedules "by hand",Mr. White finds that only one-thirdto one-half as much administrative timeis needed, once the initial informationis gathered. "It doesn't save you the

problem of making minor corrections andit didn't save us any buses, but I

can see where it might be able tosave us some buses in the future," he

explains.

Mr. White says the computer comesup with routes he never would haveconceived of, and also offers muchgreater flexibility in rescheduling for

a sudden influx of students or a spe-cial program, such as early dismissalof first graders during the fIrst few

weeks of school. In addition, the com-puter helps school administrators weighcost factors against convenience fac-tors: such as the number of additionalbuses needed to eliminate standees orto cut down the maximum length of timeany student spends on the bus.

Mr. White is now making plans to uti-lize the computer in assigning eachstudent by name and year of graduationto a bus stop. This information caneasily be updated every year and print-outs can be given to school adminis-trators and teachers thus saving sec-retarial time. When the school districthas to be reorganized due to the open-ing of a new school, the new busschedules can be worked out by puttinginto the computer a list of the namesof the students who will be attendingeach school.


No. of students involved: 4600Approximate implementation cost:

$2,750*Yearly. cost thereafter: $400** Excluding costs for computer timesince this was Riven free

100. Centrally PreparedSchool Lunches

EMERSON SCHOOL, Concord 01742Superintendent: Ralph SloanReported by: Robert Thorburn, Manager of

School Lunch ProgramInformation contact: Robert Thorburn,

617-369-9500 x59Administrative contact: William Dolan,

Business Manager, Concord PublicSchools, Stow St., Concord 617-369-9500 x24

With food and labor costs going upfaster than zovernment subsidies, the hotlunch programs at many schools are in adilemma: they can raise the ire of thelocal taxpayers and finance committeesby asking the town for more money tosubsidize the program; they can raise

90

the price of the lunch-which usuallydoesn't help because it cuts down thenumber of lunches sold; or they cango out of business.

Concord is among the school systemswhich have found a fourth alternative--centrally prepared school lunches--asa means of cutt-tng down labor costs,improving lunch quality and even gain-ing more space for school purposes byconverting former kitchens into instruc-tional areas.

According to Robert Thorburn, managerof Concord's school lunch program, theaverage cafeteria worker produces 13"A" meals per hour. With the EKCO pro-gram of centrally prepared school lunch-es inaugurated last September for Con-cord's elementary schools, Mr. Thro-burn estimates one worker can produce28 "A" meals per hour.

Standing on either side of a movingassembly line, 12 cafeteria workers canpack 41 lunches per minute into the rec-tangular aluminum foil containers usedin the EKCO program. Each lunch is pack-ed in two containers one holding thefoods which will be heated and the otherthe cold foods plus a sealed packetholding a napkin, straw and disposableplastic eating utensils. The "hot"containers are sealed with aluminumfoil, the "cold" ones with clear plasticwrap and placed on wire stacking baskets.The baskets are piled onto dollieswhich are rolled into a refrigeratedtruck for delivery to the schools. Themeals are kept in a refrigerator over-night at the school.

Fifteen minutes before serving time,one cafeteria worker puts the hotfood containers in a standard convec-tion oven 240 or 480 at a time for 15minutes, allows them to cool fiveminutes and then serves them at therate of 25 per minute. A 500-pupilschool can be served by one worker (withstudent help) from a 300-400 sq. ft.kitchen area, since the only equipmentrequired is a refrigeration unit, aconvection oven and trash barrels.

When students finish eating, they

_sen:

When students finish eating, theydeposit the aluminum containers, plasticsilverware, etc. in trash barrels so

there is no need for any dishwashing.Ecologists will be interested to knowthat every 1000 meals generates 51pounds of waste. The EKCO Co. is cur-rently developing an inexpensive comp-actor to help with the handling ofthis waste.

The new lunch program is bringingchanges to the four Concord elementaryschools it serves. Teachers at oneschool decided they would like to con-vert the school cafeteria into alibrary and have the students eatlunch in their classrooms. This hascreated problems for the school's main-tenance staff, but everyone seems de-lighted with the new library.

At another school, the cafeteriais now serving as both a library andcafeteria. This is possible becausestudents can be served lunch so quick-ly under the new program that the roomis only tied up as a cafeteria foran hour per day. Ht two of the schoolsthe unused kitcher space is beingconverted to a science lab (uti-lizing the plumbing already there). Thekitchen of another school is to becomea general audio-visual room accommodating25 students. The very small kitchen areaat the fourth school is being used asa storeroom.

Mr. Thorburn has been able to use muchof the food preparation equipment fromthe four defunct kitchens in his largecentral kitchen. He has sold, or plans

91

102

to sell, the remaining three dishwashersand three steam tables.

Operating at top efficiency, the Con-cord kitchen staff is geared to produce2600 meals a day. Since this is morethan the number of lunches needed by theConcord elementary schools, Mr. Thorburnrecently began selling lunches to fiveelementary schools in the nearby town of

Maynard which previously did not havea hot lunch program. Mr. Thorburn isinvestigating the possibility of expand-ing the program further to includeother neighboring towns.

On the basis of his 30 years in therestaurant and,cafeteria business, Mr.

Thorburn feels the new program is pro-viding students with a tastier, hotter,more nutritious lunch at a substantialsaving in preparation cost.


1970No. of schools involved: 4 (elem-

entary)

101. Shared Budget Data

MABCODS, c/o Westwood Public Schools,o60 High St., Westwood 02090Reported by: Howard Taylor, Member:

Crowe, TreasurerInformation and administrative contact:

Leo Crowe, Assistant Superintendentfor Business, Westwood Public Schools,660 High St., Westwood 02090, 617-326-7500

The Massachusetts Bay CooperativeData Study (MABCODS) is an effort bythe school departments of 23 towns toshare up-to-date information: salaries,responsibilities, working hours andfringe benefits of all professional andnon-professional personnel (includingcoaches' pay and extra duty stipends);negotiations; tax information; debt re-tirement; and a cost per pupil run-downof each area of the 23 school budgets.

Early in June a questionnaire goesout asking for data on everything butthe school budget. This is compiledand published in a book which is avail-able by the end of August. The partici-pating towns may purchase three copiesfor $50. For non-participating towns, theprice is $30 per copy to help defray theexpense of compiling and printingthe data.

Late in June MABCODS school depart-ments also fill out a questionnairegiving detailed information about theirschool budgets for the school year justended. After being compiled, this infor-mation goes out as a supplementary reportin September.

MABCODS had its beginnings in 1968when a group of business managersfrom the Belmont, Brookline, ConcordLexington, Newton, Weston, Needhamand Winchester school departmentsgot together once a month for aninformal luncheon meeting to exchangeinformation. Soon the group decidedto enlarge and sent questionnairesto 23 other school departments inmetropolitan Boston asking if theywould like to provide information ona regular basis and join the group.Fifteen responded favorably and MABCODScame into being.

Westwood Schools' Assistant Super-intendent for Business, Leo Crowe,agreed to serve as Treasurer of theorganization and "sales agent" for thepublished study. According to Mr.Crowe, MABCODS is not at all interestedin expanding, since information gather-ing would be too difficult if thegroup were larger.

92

To business managers or school of-ficials elsewhere who would liketo form a similar organization, Mr.Crowe offers this advice--includecomparable schools in the same areaand keep the group small enough soinformation can be compiled and sharedin time to be of value to the members.MABCODS members and other schooldepartments which have purchased thestudy have found,it particularly help-ful in connection with negotiations.

Date project operationaZ: 1968School departments involved: 23Approximate yearly cost: $2,400Source of funds: Sale of reports

and $300 per year from each of theoriginal 8 school departments

Dissemination materials available:Reports available for $30 percopy

102. Extending the SchoolYear

EDITOR'S NOTE: In this issue we havegone beyond state borders to Zook at aschool with an extended school yearcalendar. Since Mdssachusetts educatorshave devoted great amounts of time andenergy to the topic recently, and sincewe know of no model currently operatingwithin the state, we have reported onan out-of-state project which is relevantto many situations in Massachusetts. Wedo not necessarily advocate this par-ticular program, or even the idea of anextended school year, to all schoolsystems. We simply encourage admini-strators to examine aZZ possibilitiesfor acheiving greater effectiveness andefficiency in education.

Any Mdssachusetts school system wishingmore information about the extendedschool year may contact C. Summer Allen,Department of Education, 182 Tremont St.,Boston 02115, 617-727-5759.

VALLEY V.7W PUBLIC SCHOOLS,District #96,:.oport, Illinois 60441

ennet Hermansen

r7c.: 7..tmes Gove, Assistant

;;:er:ntendentcaninistrative contact:

-,ove, 815-838- 7981

:n -eotember, l97,the voters of therrowing Valley View Elementary

-col 71strict in Lockport, Illinois

kheir 'hioago) approve] bond issues

for twc neT elementary schools andtrcught the district to its statuatorydttt limit. With the K-8 school popu-lation growing by 400-600 students peryeir, it was plain that in a few years

tne sahools would either have to go on

permanen- double sessions or Findcome other way of gaining more spacewithout building more schools.

This was when the school board and

administrators began considering thepossibility of extending the school

year. The"45-15" plao was worked out

to suit local needs. The district's7D0C: pupils (attending five elementaryscl.00ls and one junior high) would bedivided into four groups, with onlyt-ree of the groups attending school

zt :27.0

EacL group would go to school for 45

school days and then have 15 school days

of vacation. These segments of approx-imately 9 weeks and 3 weeks would con-tinue year round, except that all pupils

would t-e on va:ation for 12 days in the

summer (to allow maintenance work to

he done on schools and buses.) All

students wculd also have the traditionalschool holidays plus Christmas and'East-

er vacation off.

Valley View Assistant SuperintendentJames Gove points out that there are

many ways of scheduling an extendedschool year, and any school systemcontemplating this move should workout a Flan to suit its own needs--as

Valley did--rather than simplyadopting someone else's plan.

'_'nce the ,tlan was worked out, the dis-

semination efforts began through coffees,

93

104

newspapers, radio, Dial-into-Education(a telephone answering service), andtalks before various civic groups. This

effort ran from August, 1968 until the

extended school year plan went intooperation on June 30, 1970.

Dr. Gove praises the cooperationValley View received from the stat'sSuperintendent of Public Instruction andfrom the state legislature. Two lawshad to be passed before the plan could

go into effect: one law changing the

average daily attendance formula for

state aid to education (only 3/4 of

the Valley View pupils would be attendingschool at one time), and legislationwhich would allow the district to op-erate year round.

This June the Valley View schools will

be starting their second continuous

year of operation, and Mr. Cove reportsthat there have been no serious ob-

jections and everything is running smooth-

ly. "The viaole thing is pretty much

old hat to the community now, " he says.

An effort is made to put not only child-ren from the same family but childrenfrom the same neighborhood on vacation

at the same time.

Community patterns beyond the schoolsare changing, too. Local churches are

now offering "Vacation Bible School"all year. The recreation department is

also offering year-round programs. Par-

ents are planning more winter vacationsand private tutorial services arespringing up designed to help studentshaving academic difficulties catch upduring their three-week vacations.

Some teachers are working the same45-15 schedule as the students theyteach, taking the same vacations astheir students. Their students willhave the same teachers 'or each of

the four 45-day segments of their school

year. Other students may have as many

as three different teachers per year,and for these students a three-teacherteaming situation has been worked outso none of -he three teachers will be

a complete stranger to them.

More than 60% of Valley View's teach-

ers have chosen to work more than the180-days in the traditional school yearand earn more money. All salaries arepro-rated on a day base.

One problem facing Valley View fami-lies is that their senior high schoolstudents attend schools in another dis-trict--one which utilizes the tradi-tional school year. Due to overcrowding,the schools in this district are cur-rently on double sessions. Valley Viewparents have successfully petitioned thedistrict to allow all of their studentsto attend the same high school, and Mr.Gove feels in the near future this highschool may be allowed to drop double

94

sessions and to on the same 12-monthplan as Valley View.

According to Mr. Gove, economy isthe purpose for keeping Valley Viewschools open all year. The plan hasincreased the classroom capacity by1/3 (60 classrooms) without anyadditional capital expenditure. Allstudents receive the 180 days of school-ing required by) Illinois law, and theydo it without attending double ses-sions or overcrowded schools.

Date project operational: June 1970No. of students involved: 7000Dissemination materials available:A kit of materials

List of Area UN LOCK Consultants

Berkshire Area: Thomas White, State Department pf Education RegionalOffice, 7 North Street, Pitts7ie1d 01201

413-499-0745 ((684-0996)*

Bristol Area: E. Curtis Hall, State Department of EducationRegional Office, 3902 Cranberry Highway, East Wareham

(mail, RFD #3, Buzzards Bay 02532) 617-295-4191

(295-2959)

Cape and Islands Area: William Sullivan, Bourne Grammar School, Bourne 02532

617-759-4234 (759-5672)

Edsex Area: Leo Bisaillon. Director of Testing, Beverly Public

Schools, Beverly 01095 617-922-0316 (922-4118)

Franklin Area: Mrs. Harriette Enoch, 67 Memorial Drive, Amherst

01002 (413-253-2928)

Hampden Area: Dr. Robert Saisi, Westfield State College, Westfield

01085 413-568-3311 (203-928-3350)

Hampshire Area: Richard Krzanowski, Middle Annex, 9 Center Street,

Easthampton 01027 413-527-1510

Northern Middlesex Area: Mrs. Beverly Lydiard, 4 Fairway Road, Acton 01720

(617-263-7070)

Southern Middlesex Area: Joseph Hannigan, 70 Warren Road, Framingham 01701

(617-875-5025)

Plymouth Area: Miss Elizabeth Tormey, Bridgewater-Raynham Regional High

School, Mt. Prospect Street, Bridgewater 02324

617-697-6902 (586-4001)

Suffolk Area: Miss Barbara Kaufman, Bureau of Curriculum Innovation,

182 Tremont Street, Boston 02111 617-727-5790

Nc,2thern Worcester Area: Harold F. (Jack) Desmond, Junior High Lab School,

Fitchburg State College, Fitchburg 01420 617-343-6417

(342-5070)

Southern Worcester Area: Roger Charette, Tantasqua Regional High School, Main

Street, Sturbridge 01566 617-347-9301 (764-6917)

*home telephone numbers listed in parenthesis

108 95

How to Multiply an InnovationQ: Who may send in a promising practice?A: Anyone--parent, student, teacher, principal, superintendent, news reporter,

citizen, businessman--anyone.

Q: What kinds of projects are considered suitable for reporting?A: It may be a small classroom practice, the way the school is organized, a pilot

project worthy of further attention, homegrown or national curriculum, almostanything. Projects may be in the schools or peripheral to the schools. If thereis a question about suitability, feel free to contact the area UNLOCK consultantor the Bureau office first.

Q: What criteria are used in making decisions about which projects to include?A: Criteria include evidence of imagination, a capacity to be transferred to

another setting fairly easily, the serving of new or neglected audiences,interesting rearrangements or variations, the presence of new materials, andtimeliness.

Q: How new must the idea be?A: Usually we like a practice to have been in operation for at least six months. We

have also included programs which have been in operation more than 10 years,andothers which are no longer in operation. As long as an information contact--)erson is available and the program is effective and worth replicating, we areinterested.

Q: How much information must the reporter supply?A: It is extremely helpful to have just a descriptive name of the program, a

sentence or two about it, and the name of an information contact. This maybe transmitted by letter or by the Kaleidoscope Lead Report form in this book.We do appreciate as much data as the reporter can gather beyond the basics.

Q: What is meant by "information contact" on the form?A: This should be the person most in the middle, most knowledgeable about the idea.

It is often a program director or teacher. The information contact should beable to answer in some detail questions from inquirers.

Q: What is meant by "administrative contact" on the form?A: This should be the building administrator or the citywide staff person who

has administrative responsibility for the program and who can answer questionsfrom that perspective.

Q: Are federally-funded programs eligible?A: Yes, if they meet che above criteria. We prefer a balance between locally-

funded and federally-funded,however; and generally keep the latter to one-third or less, from a variety of acts and titles.

Q: Where shruld the information be sent?A: It can collie directly to the Bureau, to the area UNLOCK consultant, or to the

local UNLOCK representative. The advantage of sending it to one of the UNLOCKagents is that he can add additional information to it before sending it on tothe Bureau.

Q: What happens to the Lead Report once it is turned in?A: A Bureau staff member further investigates the lead, contacting the name given.

If the idea seems appropriate for Kaleidoscope, he makes sufficient inquiriesby telephone or personal visit to gather information for a write-up. Then adraft is written and checked with those whose names are in the heading.

107

Kaleidoscope Lead ReportComplete information is helpful, butdo not let lack of some data preventyou from sending in a report. Theessential things are a descriptive title,an information contact, and a coupleof sentences defining the project.

Descriptive title

Return completed form to yourarea or local UNLOCK representative,or to the Bureau of CurriculumInnovation, 182 Tremont Street,Boston 02111

Location (school/street address/town/zip)

Reported by Relation to project

Information contact(s)

Address

Administrative contact

Address

Relation to project

Phone

Title

Phone

Superintendent

Date project operational No. students involved

Approximate yearly cost, personnel materials

Cost over and above regular budget Source(s) of funds

Dissemination materials available--films, brochures, etc.

Visiting policy--if definite or unusual

DESCRIPTION A concise statement of 100-300 words is very helpful and often

sufficient fbr our purposes. If, however, you wouZd Zike to add f4rther infbrmationand attach descriptive materials, please do so. Photographs, ilZustrations, and

diagrams are also welcome. In preparing a description, include such items ashow and why the practice started; the age group and any special characteristics ofits audience; specific examples of materials used and activities undertaken; some

idea of physical arrangements and logistics; the project's strong points; theproject's weak points; any critical problems and how they were solved; 7low it

differs from previous practices; results/impact of program (anecdotes and/or

fbrmal evaulation).

(Please use other side for additional space)

108 "

Kaleidoscope Lead Report, continued

Comment by local/area UNLOCK representatives:

signed/date

98

Grade Level I ndex

Numbers refer to items, not pages

Primary-Elementary: 2, 5, 8, 10,30, 34, 36,57, 61, 76,91, 92, 93,

11, 13,42, 43,

19, 21, 23, 25, 26,

44, 46, 47, 53, 55,

80,81, 82, 84, 87, 88, 90,94, 95, 100, 102

Junior High: 3, 6, 15, 25, 26, 28, 35, 3637, 40, 45,

54, 62, 77, 80, 86, 88, 89, 90, 102

Senior High: 1, 4, 20, 29, 30, 32, 33, 34, 39, 48, 49,

51, 52, 56,73, 74, 75,

3econdary(Junior and Senior High School): 7, 12, 18,83, 85

K-12: 9, 1,, 16,

110

58, 59, 60, 68, 69, 71, 72,

78, 96, 97

27, 31, 50, 64, 67, 70, 79,

17, 22, 24, 38, 41, 63, 65,

66, 98, 99, 101

99

City, Town, and Region I ndex

Numbers refer to items, not pages.Italicized numbers refer to projects in non-pubZic schooZs.

Acton, 22, 44, 99Acton-Boxborough Regional HS, 73Agawam, 10Amherst, 14Amherst-Pelham Regional HS, 64Ashland, 3, 38Athol, 77Attleboro, 54Barre, 79Blue Hills Regional Vocational HS, 75Boston, 18, 25, 57Braintree, 66Brockton, 13Brookline, 19. 32, 36, 98Cambridge, 2, //, 34. 56, 97Chelmsford, 88Chicopee, 12Cohasset, 7, 85Concord, 52, 67,100Conway, 53Easthampton, 45Everett, 90Fitchburg, 40, 69Framingham, 33, 39, 42Gloucester, 48Hamilton-Wenham Regional HS, 20Hingham, 74Holliston, 38, 61Hyde Park, 29Jamaica Plain, 37Lawrence, 41Lexington, 1Lincoln, 55Littleton, 95Lockport, Illinois, 102

100

Lynnfield, 46Marblehead, 43, 59Masconomet Regional JHS, 6McCann Vocational-Technical HS 72Millis, 38Milton, 84Mt. Everett Regional HS, 89Nashoba Valley Technical HS, 71Needham, 28, 49, 68, 76New Bedford, 91, 94Newburyport, 27Newton, 51, 58, 62North Andover, 15Northfield, 96Norwood, 35Otis, 82, 86Quincy, 8Revere, 78Rockland, 63, 80Rowley, 26Roxbury, 23, 31Southwick, 70Spencer, 92Springfield, 81, 87Stoughton, 5Sudbury, 21Swansea, 30Tantasqua Regional HS, 50Waltham, 47, 93Ware, 67Weston,Westwood, 17Winchendon, 83Winchester, 9Worcester, 16, 24, 65,

iii

Kaleidoscope Comment1. I read with greatest interest the section(s):

a. Administrative and Structural Variationsb. Supporting Innovation/Professional Developmentc. Parents/Communicationd. Student Involvemente. Children with Special Needsf. Guidance/Human Relationsg. Humanities/Art/English/Foreign Languages/Media/Musich. Health/Physical Educationi. Vocational Educationj. Science/Environment/Mathematicsk. Social Studies1. Reading/Elementary Language Arts

Experimenting with the Total Program

2. The programs of most interest/value to me were #

3. I would like to see more information about programs dealing with:

4. This publication is (useful/not useful) to me because:

5. This publication could be improved by (specific recommendations):

6. In following up the following program(s), I found the information was(accurate/not accurate) in describing it:

7. In order to increase visiting of such programs, I would be most likely to go if:

a. There was a week set aside when all Kaleidoscope programs would be

specifically open to the public.b. The program had additional information prepared beyond the Kaleidoscope

description.c. I knew there was someone on the rogram's staff specifically designated

to assist visitors.d. The program had a regular weeMy or monthly day throughout the year

when it welcor0.3d visitors.Answer more than one of the above if appropriate.

8. About the way Kaleidoscope is written:a. Amount of information given: too little, sufficient, too much

b. Readability: too difficult, about right, too easy

c. Variety: too many different things, good balance, not enough

d. Format: prefer double column (like K3) prefer single column (K1)

9. General remarks:

name business address city position

112 101

DOCUMENT RESUME - ERIC · Barbara Kaufman. Beverly Lydiard. ComrnonwasIth of Massachusetts. Department of Education Division of Curriculum and Instruction. PUBLICATION (FIMS DOCAMENT

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