ST CHART !DS-1963-A DOCUMENT RESUME ED 060 545 EA 004 113 AUTHOR Kaufman, Barbara, Ed.; Lydiard, Beverly, Ed

ST CHART !DS-1963-A DOCUMENT RESUME ED 060 545 EA 004 113 AUTHOR Kaufman, Barbara, Ed.; Lydiard, Beverly, Ed. TITLE Kaleidoscope 5: A. Descriptive Collection of Promising Educational Practices. Special Section: Adult Education. INSTITUTION Massachusetts State Dept. of Education, Boston. SPONS AGENCY Office of Education (DHEW), Washington, D.C. PUB DATE 71 NOTE 120p. AVAILABLE FROMBureau of Curriculum Innovation, 182 Tremont Street, Boston, Massachusetts 02111 EDRS PRICE MF-$0.65 HC-$6.58 DESCRIPTORS *Adult Education Programs; *Curriculum Development; *Educational Environment, *Educational Innovation; Educational Practice; Experimental Programs; Guidance Services; Instructional Innovation; Parent School Relationship; Program Descriptions; School Administration; Special Education IDENTIFIERS Elementary Secondary Education Act Title Massachusetts ABSTRACT This issue of Kaleidoscope, which focuses on projects involving innovative educational changes, describes 90 programs in the elementary and secondary schools In Massachusetts. The projects cover a wide range of educational Interests including school administration and environment, guidance and special needs programs, curriculum areas, and a special section of nine programs for adult education. Each project description includes a statement of objectives and content, some evaluative comments, a professional personnel breakdown, the approximate costs, and some information contacts. (RA) MASSACHUSETTS BOARD OF EDUCATION

Mrs. Rae Cecilia Kipp, Chairman

John S. Sullivan, Vice-Chairman

Richard L. Banks

Walter N. Borg

Mrs. Ramona L. Corriveau

William P. Densmore

J. Richard Early

Allan R. Finlay

William H. Gassett

Joseph Salerno

Joseph G. Weisberg

Commissioner of Education Neil V. Sullivan

Deputy Commissioner of Education Thomas J. Curtin

Associate Commissioner of Education Max Bogart

Director, Bureau of Curriculum Services Robert A. Watson

Coordinator, E.S.E.A. Title III Donald J. Torres'

E.S.E.A. Title III Staff

Judith Dortz Barbara Kaufman Roselyn Frankenstein Martin Martinian David Jackman Jeanne Maguire

Scott Waddleton U.S. DEPARTMENT OF HEALTI EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN RE DUCED EXACTLY AS RECEIVED F THE PERSON OR ORGANIZATION C KALEIDOSCOPE 5 INATING IT. POINTS OF VIEW OR C IONS STATED DO NOT NECESSA REPRESENT OFFICIAL OFFICE OF I A DESCRIPTIVE COLLECTION OF PROMISING EDUCATIONALPRACTICES CATION POSITION OR POLICY.

Fall 1971

Edited by:

Barbara Kaufman, Beverly Lydiard

Commonwealth of Massachusetts

Department of Education

Bureau of Curriculum Services, E.S.E.A. Title III

____=...... ,400021.74MMW _AM

(Y)

% cD

SPECIAL SECTION: Adult Education Programs

PUBLICATION OF THIS DOCUMENT APPROVED BY ALFRED C. HOLLAND,STATE PURCHASING AGENT.

13M-10-71-050592 Estimated Cost Per Copy: S.29 "Why is there so much pressure to change education.today?What was wrong with the way we were educated--it was good enough for us, why isn't it good enough for our children?"A school committeewoman asked this question of a prominent Massachusetts educator recently.

"Because the world is a different place today," he replied. "There was a time when children went to school to acquire knowledge from their teachers --knowledge which they could gain in INTRODUCTION no other way. In those days the teachers knew far more than the students, but that just isn't true anymore.

"The generation of students in school today has grown up in an era of new mobility, rapidly changing technology. And they have been watching TV practi- cally from the day they were born. There is very little these children don't know about--very little information they haven't at least been exposed to-- and in many areas, drugs, for in- stance, they know far more than their teachers. You just can't handle this situation by continuing on with the old ways."

Few if any educators are content with the status quo anymore. Pressures to change are almost overwhelming, and so is the confusion over what constitutes really meaningful and constructive change.

For the past five years, the Ketter- ing Foundation's Institute for the Development of Educational Activities has been studying educational change. The vehicle for this study has been a network of 18 elementary and junior high schools in Southern California whose principals were given special permission to make certain decisions normally reserved for their districts. The schools were selected to represent an economic and sociolological cross- section of American education.

Among the things which the study found was that administrators and staff members pass through identifiable stages

3 during the change process. Plan, the Career Exploration Program at Lincoln-Sudbury or "Cultural Immersion" First, there is a kind of passive at Ipswich. questioning, "What do you want me to do?" Next, comes a sort of dabbling You'll find heart-warming reports of with minor, non-threatening changes: the way students are learning to help regrouping students, getting new text- each other and how elderly pensioners books, etc. Finally, administrators are getting a new lease on life through and staff begin looking at fundamental becoming foster grandparents to chil- Questions, such as the purposes of dren in need of love and attention. A education and the appropriateness of great many of the programs reported school organization for these purposes. here do not require additional funds to At this point the process of change implement them, and some involve only starts taking on a focus, and planning a reallocation of school budget money becomes more significant. which is already available.

I/D/E/A/ also found that change al- This issue of KALEIDOSCOPE looks at most inevitably creates conflict-- a broader spectrum of education than between staff and administrators, be- any previous one, since it contains tween the superintendent and the school a special section on Adult Education. committee, between the schools and the A lot more is going on in our schools community. Despite all the lip service today than the teaching of school age given to the need for change, people children. This is illustrated in the still are suspicious of it and sometimes articles about programs for adults administrators, teachers or school which range all the way from basic committee people find themselves caught academics and job skills to arts and in the middle. crafts and even bird watching! Sev- eral exemplary adult programs being Controversy over change is often the carried on by private industry are catalyst which brings to life an other- also included. wise apathetic staff or public. The challenge then is to translate these The process of educational change energies into a constructive force. is sometimes noisy and turbulent. But it can also be a quiet revolution, One reason why educational innova- taking place in small, 'but meaningful tions are suspect is concern over changes which have broken with hide- whether they will work. This is where bound traditions to meet new needs and KALEIDOSCOPE comes in. All of the in- solve new problems.KALEIDOSCOPE is novations reported here have actually interested in reporting and communica- been in use for at least six months. ting both the noisy and the quiet Many have been evaluated. Names and changes. No idea is-too small or too addresses of contact people are given big, as long as it works: so anyone interested can find out just how well a program is working and how effective it is. Robert A. Watson, Director The scope of the innovations reported Curriculum Services in these pages runs all the way from the curriculum workshops in Weston where staff members wrestled with basic questions like "What is education?" and "How do students learn?" to the summer reading club set up in Hopkin- ton to help children not reading at grade level. Some involve rather drastic changes in the learning environment, such as Arlington's Cluster NOTE

UNLOCK stands for unusual and new Distribution learning opportunities for c,2eativity and knowledge. It is a statewide com- KALEIDOSCOPE 5 has been distributed to: munication network with representatives superintendents and principals of all in most school systems. A list of the Mass. public and non-public schools, coordinating area consultants is given preschool through grade 12; education at the back of this book; feel free to schools of all colleges and universities call on them for further information in the state; local presidents of the about this dissemination program or to Mass. Teachers Association and the Mass. inquire about your local UNLOCK rep- Federation of Teachers; school committee resentative. KALEIDOSCOPE is published chairmen;education editors of the mass twice a year as reports from local and media; education directors of educational area UNLOCK representatives and others organizations and community action pro- accumulate. grams; local education chairmen of the League of Women Voters; interested parents and teachers; all other state De- How to Use Kaleidoscope partments of Education and ESEA Title III Coordinators; and many others, including Please note the Index by Grade Level those mentioned in this issue. and Index by City, Town, and Region at the back of the book. You may add your name to our mailing list for KALEIDOSCOPE. Fill out the form at Abbreviations include: UNLOCK, a member the back of the book. There is no charge of the UNLOCK network (see aobve); for this publication. Dept. of Ed, amember of the State Department of Education; ESEA, Elemen- Additional copies may be obtained from tary and Secondary Education Act; NDEA, the Bureau .of Curriculum Services, National Defense and Education Act; 182 Tremont St., Boston Mass. 02111 RSD, regional school district. Telephone 617-727-5790 School systems represented in KALEIDO- Acknowledgements SCOPE should feel free to reproduce any report for wider distribution. Simply GeneraZ book design, graphics, and Zay- credit this publication and out: Ginny Rinaldo Photos and illustrations (where known): Get in touch with a report's Information Pages 1,29,34,38,43 .--(4 photos),71,90, Contact if you think the program has Bill Purdy; 3 (top and bottom) ,6,35,37, some merit for your own situation. 45,56,80,87,103, Lynn Staley; 24, Irene These people are happy to share their Shwachman; 39, France of Gloucester; experiences. 67, K.E. Cook; 75, Judith Dortz. TVping: Lyana Milley, Girl Friday Asso- ciates Cover Special thanks to the Department staff for aZZ their cooperation - and to BiZZ Photos: Bill Purdy, Gerry Peters(top Ptird, Lynn Staley, Peter Welanetz and right) Harvey Yazijian for their generous heZp. Design: Ginny Rinaldo TABLE OF CONTENTS

I. CHANGES IN THE SCHOOL ENVIRONMENT

A. Administrative and Structural Variations

1. Exchange with Phoenix Indian School, Longmeadow 1 2. Activity and Interest Plan, Easthampton 4 3. High School Scheduling: Using College Techniques, North Reading 4 4. Continuous Learning Programs Flourish at No Extra Expense, Saugus 5 5. The Cluster Plan in Arlington, Arlington 7 6. Falmouth Out-Of-School Program, Falmouth 8 See also: 8, 20, 22, 23, 25, 26, 28, 34, 40, 41, 42, 49, 50, 52, 55, 56, 57, 61, 63, 65, 66, 72, 76, 77

B. Supporting Innovation/Professional Development

7. Workshops Examine the Teaching and Learning Process, Weston 9 8. Teachers and Students Explore Media Together, Bingham 10 9. Research and Development by Teachers, Students and Parents, Amherst-Pelham RSD 12 10. Grade Level Workshops, Milford 12 U. Evaluating the Effectiveness of Instruction, Roxbury 13 12. Curriculum Development and Evaluation Center, Marblehead 14 13. Aides Volunteer for Training Program, Boston 15 See also: 16, 17, 19, 30, 33, 44, 52, 53, 62, 65, 70

C.Parents/Communication

14. Foster Grandparents Help Their Children and Themselves, Wrentham 16 15. This Week's Show: A Weekly Radio Series, Brookline 18 16. A Second Look at the Central School, Cambridge 18 17. Helping Teachers Communicate with Spanish-Speaking Students and Parents, Worcester. 21 18. A Comprehensive Communications Program, Lexington 22 19. Each One Reach One, Boston 23 See also:2,5, 6,9,13,25,30, 33, 38, 51, 55,61,72,76,77,78, Section IV D. Student Involvement

20. School Friends Program, Andover 25 21. Inner City Outing Club, Boston 26 22. Mini-Course Week, North Dartmouth 26 23. Partnerships in Reading, Orleans 27 24. Students Rap with Superintendent, Worcester 28 25. Work Experience Options, Dorchester 28 26. Kids Helping Kids, Carver and Plymouth-Carver RSD 30 27. Prep School and Public School Team Up, Sheffield 31 28. An Idea That Grew, Framingham 32 See also: 1, 2, 3,5,6, 8, 9,15,31,39, 40, 41,42,43, 46,47,49,50, 59, 61,66,67, 68,72,74,75, 76, 77,78

IL GUIDANCE AND SPECIAL NEEDS PROGRAMS

E. Children with Special Needs

29. 4-H in the Special Class, Orange 34 30. Lay Tutors for Learning Disabilities Classes, Melrose 35 31. Student-Tutor Education Project (STEP), Shirley and Westboro 36 32. Teacher-Devised Bilingual Program, South Boston 37 33. Perceptual-Motor Development Program, Wachusett RSD 38 34. Helping Emotionally Disturbed Children, Ipswich 38 35. Camp Plum Cove, Gloucester 39 36. Operation English Mastery, Worcester 40 See also: 13, 14, 17, 19, 20, 23, 26, 27, 28, 37, 38, 40, 51, 52, 53, 60, 79, 80 F. Guidance

37. A Team Approach to Guidance and Counseling, Brookline 41 38. Home School Counseling, Stoneham 42 See also: 3, 51, 52, 53

III. CURRICULUM AREAS

G. Humanities/Art/English/Media/Music/Languages

39. The Library: Center of Activity, Bellingham 43 40. Humanities for Turned-off Students: Cultural Immersion, Ipswich 44 vi 41. Kaleidoscope Art Fair, New Bedford 46 42. Art Workshops, Quincy 47 43. Studerts Design Their Own English Programs, Lincoln-Sudbury RSD 48 44. From a Poet's Point of View, Brockton, Cambridge, Fitchburg, Newton, Springfield, Sharon, Sudbury, Pittsfield, Walpole, Worcester 49 45. Individualized Program for English Skills, Bourne 51 46. Do-It-Yourself TV, Pittsfield 52 47. The Williston Summer Theatre, Easthampton 54 48. The Music Board, Brookline 55 49. Independent Study Units in French, Brookline 57 See also: 8, 15, 17, 22, 32, 56, 58, 59, 67, 72

H. Health/Physical Education

50. Breakfast Party at School, Wrentham 58 51. CHEC and Parents Anonymous, West Springfield 59 52. Drug Counseling Program, Framingham 60 53. Two Towns Set Up a Drug Program, Dedham and Westwood 61 54. Movement Exploration, Concord 63 55. Physical Education Takes to the Woods, Stow 65 See also: 14, 21, 35, 84

I. Vocational Education

56. Theater Apprentice Program, Springfield 66 57. Students Build a House, Tantasqua RSD 68 58. Annual Business Reports by H.S. Seniors, Hathorne 68 59. Student-Constructed Reading Lab, Northampton 69 60. Simulated Job Site Serves Retardees, Lowell 70 61. Career Exploration, Lincoln-Sudbury RSD 71 62. Child Study Program and Lab School, Amherst-Pelham RSD 72 See also: 2, 6, 25, 47, 69, 82, 83, 86, 88

J. Science/Environment/Math/Economics

63. Team Teaching dn Science, Fitchburg 73 64. 4-H in the Science Program, Orange 74 65. A Cross Disciplinary Approach to Jr. High Science, Sudbury 75 66. Independent Oceanographic Study, Plymouth 75 67. A Pollution Play, Bourne 76 68. Multiplication Bee, West Yarmouth 77 69. Four-Year Computer Science Program, Cambridge 77 70. Project DEEP, Quincy 78 See also: 4, 11, 21, 29, 55

K. Social Studies

71. Northampton"Monopoly",Northampton 79 72. Slide Tape of the Black Heritage Trail, Roxbury 80 73. Experimental Psychology, Worcester 81 74. Social Studies Electives, Mdsconomet RSD 82 75. Food in Eleventh Century England, Andover 83 76. Teenagers and the Law, Cambridge 84 vii 77. Classroom at City Hall, Boston 85 78. Citizenship Program: Part of the Solution, Bedford 85 See also: 1, 2, 40, 46, 49, 62

L. Reading/Elementary Language Arts

79. The Lone Ranger Aids the Slow Reader, Framingham 87 80. Summer Reading Club, Hopkinton 88 81. Programmed Personalized Paperback Project, Quincy 88 See also: 4, 11, 23, 35, 82, 83, 84, 86, 87, 88, 89, 90

IV. ADULT EDUCATION

82. Night Life, Worcester 90 83. Adult Education on Company Time, Polaroid Corporation 92 84. It's More Than Just Learning English, Falmouth 94 85. Regional Cooperation: An Experiment, Concord-Carlisle 96 RSD and Lincoln-Sudbury RSD 86. Vocational Training in State Prisons, Bridgewater, 97 Norfolk, Walpole 87. OWL (Onward With Learning), Springfield 98 88. John Hancock Prep Program, John Eancock MUtual Lsfe 99 Insurance Company 89. Community Education Center, Amherst-Pelham RSD 99 90. Boning Up for the High School Equivalency Exam, 102 Gloucester

How to Multiply an Innovation 104 List of Area UNLOCK Consultants 105 Kaleidoscope Lead Report Form 106 City, Town and Region Index 108 Grade Level Index 109 How to Get on Kaleidoscope's Mailing List 110 4 r

HANG cHno

d inistra hange with oenix Indian lool 4 HIGH SCHOOL, 75 ad, Longmeadow Ca sdent: Robert Ru: 5y: Edgar G. Crw al 371 and administra

. Craver, 413-567 IN THE :NVIRONMENT

and Structural Variations

Three schools operated by the Bureau of Indian Affairs have teamed up with three public schools in a unique ek- change program which has had far- reaching effects on the administrators, students and course offerings of the six schools. In February 1969, the Bureau of In- dian Affairs and the National Associa- tion of Secondary School Principals joined together in an effort to intro- act: duce innovative practices into the schools of the Bureau of Indian Affairs.

1 4 4 This was to be done by establishing eight-day workshop for teachers at the model programs in selected BIA schools Turtle Mountain School. Sixty-five which could be replicated throughout teachers attended. The sessions were the BIA system to better meet the edu- designed to help teachers diagnose indi- cational needs of Indian youth. An- vidual problems and develop an overall other objective was to determine if an school approach to improve the program. exchange among selected Bureau and pub- Three reading consultants have now been lic school principals could be effec- added to the elementary staff to attack tive in introducing innovative changes the problem at an earlier level. throughout the BIA school system. Many other changes were also made at During its two years of operation, the Turtle Mountain School as a result the program has expanded to include an of the exchange program. Department exchange of students as well as admin- heads have now been,appointed; a work- istrators, and the participants feel study program has been started, as well it has been so successful they would as an adult education program. Study like to see it continued and further hall absenteeism is being combatted by expanded. giving students in grades 7-12 the choice of attending a general activi- Longmeadow High School is one of the ties period rather than a formal study participating schools and has been hall. The school has also initiated paired with the Turtle Mountain Indian plans to apply for accreditation through School in Belcourt, North Dakota. In the North Central College and School March 1970, Turtle Mountain Principal Association. These changes are having Dan Jerome (an Indian himself) came to a "ripple" effect and other BIA schools spend a week meeting with administra- are adopting some of them. tors, teachers and students at Long- meadow to learn about innovative prac- Although the Longmeadow-Turtle Moun- tices at the school. Then Longmeadow tain program wasn't originally planned Principal Edgar Craver made two trips to include an exchange of students, the to the Turtle Mountain School. He students themselves soon decided they visited classrooms and also spent a wanted to participate. Nine Longmeadow good deal of time talking with students, students went to the Turtle Mountain teachers and parents, finding out what School for a week's stay in April 1970. their attitudes and opinions were con- When they arrived, they were shocked to cerning the strengths and weaknesses find the school had no student council, of their school and the problems as no courses on Indian culture and no la- they saw them. crosse team. (Longmeadow High's lacrosse One of these problems was a high ab- team had just won the State champion- sentee and dropout rate at the secondary ship in this sport which originated with level. The two principals felt an the Indians.) English elective program might help this situation, and Mr. Jerome introduced 32 six-week English courses into the curriculum allowing some student selection. The absentee rate dropped 31 percent and the number of English failures was reduced from 32 a year ago to only 4 this past year. Now social .A4. "1-°''.. r ---:Z v. 4.7,-4 studies teachers also plan to use mini- ".0..t. courses. , * :.:',"t';'' .J..:P It was evident that some of the big- r I:,- , -, gest problems at the school resulted .-.7J= , -.... from student reading deficiencies. So ,.., ..:':".:...... -;.% 1 :41L..'s 1;..... ---.,'-';'.,-..,°:",,' a reading consultant from Longmeadow '.7:. went to North Dakota to conduct an ..7-,Mageok .. .-...... :!:-.70-- 2 The Longmeadow student and a pho01QX student swapped places fromJarruar51 June this year, and when the Lovg- ilWiibawl! meadow student returned, she vo3,un/Der tarily wrote a 50-page paper about ded experiences. The program has %Pa.fiw this school year, and six Lonplead011 144771,7 students will be spending part of current school year at the Phovix The Longmeadow students learned that dian School. Six students froz PhO X teachers at the Turtle Mountain School will also be visiting Longmeadovt- had tried offering courses in Indian culture but there had been only a few A, takers. After the Longmeadow students Transportation costs for the Loriez,.... left, the school set up four courses meadow students are paid by thir relating to the Indian language, liter- ents. The BIA pays for the studen'ri,m ature and culture and had no trouble who come to Massachusetts. Since 'r filling several sections for each Phoenix Indian School is a board5-zig5.11 course. A full-time student coordina- school, the visiting students stAY tor was also hired as a first step to- the dorms. The Indian students ward involving students more in the with Longmeadow families. Mr. cfalf,0 operation and governing of their school. advises any school wishing to set 'O'FQ, similar student exchange progr.km A group of five Turtle Mountain stu- tact Henry H. Rosenbluth, Director dents also spent a week at Longmeadow. Instructional Service, Bureau of They talked about their way of life Affairs, in Washington, D.C. 20000. with junior and senior high students as well as parents and students in the Last summer, all of the principayot elementary school. As a result, a full participating in the exchange prOjeps unit on Indian literature is now part attended a two-day conference at Wi 5 of the Longmeadow curriculum. Colorado, sponsored by the Bureaa 070ci_ Indian Affairs and the National As In January 1970, Longmeadow played ation of Secondary School Principa, t host to all of the principals involved Individual principals summarized in the project. While these principals has been done so far, and all paft3, were there, a Longmeadow student be- pants discussed the objectives of'01 came acquainted with the principal of program in terms of what has bee). the Phoenix Indian School in Arizona; achieved.Proposals were also dfa they began corresponding, and this re- for a continuation of the projec-r. sulted in the establishment of another tha.t student exchange program. The principals expressed the hope 0 what has been accomplished so faf _ only the first of many wide-opem PfAce, grams aimed at developing mutual covs and interest in each other's pro121 and finding solutions for them.

Date project operational: Se-reviv 1969 No. of students/personnel invoPe Personnel 2, students 17 Approximate cost: $15,000 for, the6 schools Sources of funds:ESEA Title BIA, and NASSP. (Student trwlspat tation costs: individual stlidef) and BIA for Icdian students.)

3 In addition to the outside-of-school 2. Activity and Interest courses, many offerings are provided in school ranging from Aerodynamics of Plan Paper Air Planes to Origami, Pinochle, "rap" sessions, Propaganda Techniques, EASTHAMPTON MIDDLE SCHOOL, 4 Park St., and Babysitting and Child Care. The Easthampton 01027 Language Arts Faculty are teaching Superintendent: Neil Pepin three or four cooperatively planned Reported by:William G. Erickson electives each term, providing a core Information contact: Larry Trinceri, of 15 to 20 electives for the school. Course Coordinator, 413-527-4770 When the program began, all activity Administrative contact: William G. and interest courses were scheduled Erickson, Principal, 413-527-4770 quarterly; they are now offered three times per year, cutting down on organi- When a school takes advantage of com- zation time. munity resources, a host of exciting learning opportunities can be provided In all of the courses, both in and to students. The Easthampton Middle out of school, teachers have given their School children found this to be true time and interest voluntarily to make when activity and interest courses were the Easthampton Middle School a more vi- introduced last year. It was dis- tal and interesting place. covered that most businesses and industries are quite willing to cooperate Date project operational: December in the learning experiences of young- 1970 sters. No. of students: 196 (daily average) Approximate yearly cost: Minimal In one particular course, Auto Mech- materials and travel expenses anics, boys visited a local garage Source of funds: School budget where they were given a lecture- Dissemination materials available: demonstration on some aspect of auto- Survey results taken June 1971 by motive repair. This course was planned the last quarter students who took entirely by the garage foreman and his course. (Changed enrollment every staff. It proved to be tremendously quarter.) popular with the seventh and eighth grade boys. Another course involved students in 3. High School an elective called "Manufacturing in the Connecticut River Valley."Weekly Scheduling: Using visits were made to electric power plants, fabrication and assembly-type CollegeTechniques factories, and research laboratories. Guest speakers from these industries often visited the classrooms prior to NORTH READING HIGH SCHOOL, Park Street, the actual student trips. North Reading 01864 Superintendent: Francis X. OTDonoghue The activity and interests electives, Reported by:Arthur A. Barresi, Vice numbering about ten per day, are avail- Principal able to Middle School children during Information contact: Arthur A. Barresi, study periods, lunch periods and after 617-664-3156 school. They are scheduled in short Administrative contact: Arthur Kenney, 22-minute periods and longer 44-minute 617-664-3156 modules. Trips are scheduled during the noon hour, and customarily do not By utilizing a college-type schedul- interfere with normal academic pro- ing procedure, students at North Read- grams. Though most visits are by bus, ing High School now have an opportunity some are within walkink distance. to select the subject, teacher and 4 14 class time they want. This is how it procedure, North Reading was already works: Early in the spring, a pre- scheduling students by computer and registration is held when each student found that-the new procedure did not in- lists on a computer sheet the courses crease computer costs. All-elective he wants to take the following year. programs in English and History for This pre-registration takes place in grades 10-12 give students a wide range the homerooms after students have had of courses and teachers to choose from. an opportunity to consult their guidance counselors and the school's course The school is also investigating the of studies booklet. feasibility of operating on an open campus basis, and administrators feel the These sheets are then tallied by com- new scheduling technique is one step in puter and the results are utilized by this direction. They also see other ad- administrators to make up the master vantages -- students have more assurance schedule. Later on in the spring, reg- that their programs will include all the istration is held in the cafeteria subjects for which they registered; stu- where computer cards are laid out on dents can design their own schedules to the tables in piles -- one pile for meet their own needs and preferences and each class period. hopefully be happier and more successful in school. Another advantage is the The upcoming seniors have first high level of interaction between teach- choice of periods as well as teachers; ers and students during the new sched- underclassmen know they will eventu- uling process. ally have first choice when they become seniors. The senior, junior, Date project operational: April 1971 sophomore and freshman classes regis- No. of students involved: 800 ter in that order -- with members of Approximate yearly cost: $2 per stu- each class drawing lots to determine dent for computer time. who goes first. As each student goes Source of ftInds: School budget through the cafeteria door, he receives a "header card" with his name on it along with the pre-registration list of courses he had made up. Then he goes 4. Continuous from table to table, picking up a card for each class period he wants. If the Learning Programs cards have run out for a certain teacher and/or period, the student must make Flourish at No Extra another choice. Expense Teacher-advisors are assigned to each student and are available in the cafeteria to answer questiorls and help VETERANS MEMORIAL SCHOOL, Hurd Avenue, solve the problems which inevitably Saugus 01906 arise when a student finds a course he Superintendent: William E. Kelly wants is already filled. Reported by: Earl W. Ellis, Principal Information contact: Barbara McCarthy, As each student leaves the cafeteria, Reading Specialist, 617-233-9453 he turns in all his cards to a guidance AdMinistrative contact:Earl W. Ellis, counselor who checks them over to make 617-233-9453 sure he has all the necessary subjects and no conflict's. It takes about an A plan for continuous learning at the hour .ad a half for each 200 students Veterans Memorial School in Saugus to register, and North Reading High started with the belief that the school goes on half-day sessions to allow time already had the personnel, materials for registration. and funding necessary for carrying out such a program without additional ex- Prior to adopting the new scheduling pense to the taxpayers.

5 15 The program was introduced in the written by Saugus teachers for the pri- reading area in September 1968. Chil- mary levels are used. A committee of dren from grades 2-6 received their teachers is developing an individual- reading instruction by going from their ized.program in Language. homerooms to a non-graded continuous learning reading program. A year later The staff was surprised and pleased continuous learning was expanded to to discover that since pupils were work- cover the entire language arts area and ing simultaneously on many levels, the at the same time, teachers began to in- chronic problem of not enough classroom troduce similar approaches in the area matqrials vanished. Principal Earl of mathematics. Ell s reports that although he would we1jome extra teachers, materials, In the fall of 1970, 300 fifth and te 7her aides or physical changes in sixth graders were multi-age grouped the'future, the school's standardized into an Intermediate Unit, while the tests already show significant gains in graded structure of homerooms was re- all curriculum areas. He attributes tained at lower levels. The continuous the program's success to a dedicated learning language arts program proved staff who have been willing to accept to be firmly established and a continu- leadership responsibility not usually ous learning mathematics program was expected of teachers, and to the excel- established for the Intermediate Unit. lent support received from parents who Some teachers in the lower grades began voluntarily staff a full-time library introducing the concept of continuous media center for the school. learning in mathematics. The Inter- mediate Unit also introduced electives in social studies and science giving teachers the advantage of departmental- ization and the opportunity to do team teaching.

Plans were laid in the spring of 1971 for a completely non-graded school which opened its doors in September of 1971. Children are placed in either the Beginners Unit, the Primary Unit, or the Intermediate Unit and moved from their homerooms in these units to their appropriate levels of instruction.

The key to the growth and success of the continuous learning program is con- According to Mr. Ellis, "The entire tinual evaluation and diagnosis of program centers on the philosophy that children as well as a willingness to we can do a better job now with the move children constantly as they demon- people we have and the funds available, strate capacities for higher learning and that doing a better job in educa- levels. Every child in the school is tion does not always have to be hinged reviewed monthly and regrouped accord- to a dollar sign." ing to needs. Monthly regrouping has gone far to individualize the program Date project operational: 1968 without a basic change in curriculum or No. of students involved: 500 instruction. Approximate yearly cost: None extra Dissemination materials available: To help pupils move from the Primary Brochures available from school to Intermediate Unit, several highly office. individualized transition classes were Visiting policy: Visitors are wel- set up. The Wellesley Individualized come Tuesday through Thursday by Spelling Program and a similar program appointment. 6 the street was an elementary school 5. The Cluster Plan in which loaned space in its basement. The areas to be used were renovated Arlington (fire alarms had to be installed in the library and church). ARLINGTON PUBLIC SCHOOLS, Park Ave. Congregational Church, Park Ave., In September, 1970 the Park-West Arlington 02174 project opened for fifty boys and Superintendent: William Gibbs fifty girls (selected by lot from those Reported by: A. Henry Ottoson, Principal who had volunteered for the program.) Information Contact: A. Henry Ottoson, Instead of reporting to West Junior Jr. High West, Arlington, 617-646-1000 High School, these students met at Administrative Contact: Edward McKay, the church with a staff of five teach- 23 Maple St., Arlington ers and a group of volunteers. Using the church as home base, the students Two years ago overcrowding was pre- made use of local facilities such as senting acute problems at Arlington's the library, colleges, business organi- West Junior High School. In the com- zations, and museums. bination gym and auditorium, students in an experimental social studies pro- The program for students covered the gram viewed movies on the stage while basic areas in the seventh grade cur- gym classes were conducted on the other riculum with the exception of home side of the curtain. Teachers migrating economics and industrial arts. How- from room to room were unhappy--one ever, it was handled in a different French teacher taught in nine differ- way, with students being taken out of ent rooms. the classroom into the community. For example, they had science lessons at A professional survey revealed that Boston's Museum of Science, art lessons the building was used 105% of the at the art museum, a unit on computers time. The principal, who had scheduled at one of the local colleges. The use the school, appealed to the super- of an estate was donated as an outdoor intendent and, through him, to the classroom for nature study. Students school committee. Some action must be traveled in groups of 10-20, using pub- taken, but what? lic transportation.

A committee of teachers, parents, On Friday afternoons mini-courses and administrators was formed to directed by volunteers were available explore various ways of solving the in Such areas as astronomy, photography problem of overcrowdedness. Outside and chorus. Every Wednesday afternoon experts served as consultants, and stu- teachers met for several hours planning dents were brought into the discussion programs and disCussing future needs A proposal for a cluster organization of the pupils. was presented incorporating some of the innovations of Philadelphia's much- Flexibility was stressed and students publicized Parkway Plan. 'were expected to do a lot of work on their own outside of the classroom.. A parents' evening was planned where There was some teaming of teachers, and the program was aired. A team of five teachers were encouraged to evaluate teachers presented the plan to the and modify the program as it moves school committee and again to the along. Close association between parents. The plan was approved and an teachers and students was encouraged. area in a local church was rented to house the project. The church was In spite of a number of problems and across the street from a brancl' upsets, the Park-West Project has library whose staff offered students flourished, and in January, 1971, a the use of two large rooms four morn- similar project was started at a ings a week. On the opposite side of second Arlington junior-high school 7 using facilities of the local Boy's group arrangmement. The trips involving Club. Again, parents responded in educational objectives serve to moti- an encouraging manner. vate instruction. Outside talent spices the school program. The fundamental Junior high faculty members in the subjects with respective skills are two schools who were not directly taught, but enrichment is added. The involved in the cluster programs cluster's objective is learning by became interested in the experiment pupils." and formed committees which visited the Meadowbrook and Warren Junior Date project operationaZ: September High Schools in Newton to learn more 1970 about the cluster approach. A report No. of students involved: 250 to the town building committee and Approximate yearly cost: $50,000 school committee recommended that new Source of fUnds: school budget facilities and improvements becon- structed to house a school planned for clusters. The architect was cooperative and aplan for the additon is be- 6. Falmouth Out-Of- ing presented to the town. School Program In September, additional clusters were created, and Park-West (the INTERMEDIATE SCHOOL, Jones Road, original cluster) moved back into a Falmouth 02540 special section of West Junior High. Superintendent:Harry Merson Here, facilities not available in the Reported by: William Sullivan, UNLOCK church area were scheduled for the Representative use of pupils. The second cluster Information contact: Barbara Francis, (formed in January) continues as grade Teacher Coordinator, 617-540-1963 seven and eight in major subjects and Administrative contact: Harry Merson, is ungraded in minor fields and activ- Administration Bldg., 617-548-0151 ities. Space in a school building used for offices and special classes has The Falmouth Out-Of-School Program been made available for a third clus- takes sixth grade children out of their ter, for which recruitment is now be- school rooms and into the world of work, ing carried on. A fourth cluster, made business and community interests and up of new seventh graders, is now in resources. The whole community becomes operation using the church vacated by a classroom for 136 children drawn by the original Park-West group. lot from 254 volunteers. Under the leadership of Dr. Carl Bowin, an in- Emphasis among members of the teach- terested layman, and a study group of er teams in each cluster is to under- citizens and school staff, this pro- stand the individual pupil and his gram was originally initiated to re- needs. Arlington School officials feel lieve overcrowding in the Falmouth In- that even though the functioning of termediate School and to broaden the the subject specialist is now as clear- educational experiences of the children cut as in the cluster approach, the by involving members of the community. advantages of this approach far out- This creative response to a prosaic weigh the disadvantages. problem involved the following goals: According to West Junior High School 1. To have students gain experience Principal A. Henry Ottoson, "The in thinking fpr themselves. encouragement of pupils to communicate 2. To allow students to see "behind is noteworthy. Individual pupil re- the scenes" in the world of work. sponsibility is stressed and is a 3. To provide students opportunities feature much to be desired in this era. to learn about people, their lives, in- Parent participation and cooperation terests and problems. is more attainable in this smaller 4. To let students see how school 8 1812- subjects apply to everyday living and in various professions.

During the 1970-71 school year, four classes of sixth graders took turns every two weeks in the out-of-school experiences. Each class thus had a total of eight two-week out-of-school ventures alternating with six weeks of regular classroom activities.

Two rather different types of out-of-

school experiences were developed. -t" Loosely defined as being academically oriented, one type included such activities as Fresh Water, History of American Art, Creative Writing, and History of Falmouth. These were conducted by community members who shared three days of their time and their particular knowledge and interests *r with the children. The other type was a "behind the scenes" orientation to a local business. In these activities, The Falmouth Out-Of-School Program has from one to four students worked along generated real excitement in learning with adults in a business such as a and has promoted better adult-child re- restaurant, a bakery, a hardware store, lationships in the community. clothing store or the local ice arena. Date project operaticnaL: September Expenses for a venture such as the 1970 Falmouth Out-Of-School Program are mini- No. of students involved: 136 mal involving admission to museums, Approximate yearly cost: 611,200 fabrics for sewing, paints and supplies (personnel 610,600, materials 6600) for an art workshop, film for a photo- Source of funds: School budget graphy group, and food supplies for a Dissemination materials available: cooking group. Most activities demand The Falmouth Out-Of-School Program no expense, but for the few which do, Handbook, First Edition dated Sep- no.child is deprived of an opportunity tember 4, 1970 (supplements to fol- for lack of funds, since the program has low) a budget which covers these expenses. Visiting policy: Any time

B. Supporting Innovation/Professional Development WESTON SCHOOL DEPARTMENT, Weston 02193 Superintendent: Philip A. Wood Reported by:Joseph Hannigan, UNLOCK 7. Workshops Information and administrative contact: Donald Pierson, Principal, Brook Examine the School, 617-899-0620 Teaching and During the summer of 1970, the Weston School Department gathered one fourth Learning Process of its teaching staff (elementary and 9 11 secondary) for an unusual summer work- mental program for the three other ele- shop. Instead of talking about curri- mentary schools. culum, the teachers concerned themselves with some basic questions: What The success of the 1970 workshop led is education about?How do students to a second workshop which was held this learn? past summer when 35 teachers and 20 administrators took a look at themselves Workshop participants (43 teachers as educators and sought to evaluate the and 20 administrators) met five days a learning process. Lecturers were again week from 8:00 a.m. until 4:00 p.m. for brought in, and two parents who had been a month; all disciplines were repre- attending as observers were invited to sented and discussed. Much of the dis- become regular participants in the discussion focused on assumptions and ob- cussions. jectives of the integrated day and open The results of the 1971 workshop will classroom approaches. Outside speakers become more apparent during the current were brought in as needed. These in- school year. However, one result is cluded two psychiatrists who lectured clear already -- there will be a simi- about developmental psychology as it . lar workshop next summer devoted to a relates to young people. Parent ob- different topic. And from now on, the servers who came to hear the lecturers more traditional curriculum workshops were often drawn into the discussion for grades or department levels will which followed. take place during the school year so the summer workshop can be devoted to A number of things happened as a re- gaining a broader perspective. sult of this workshop. Weston Super- intendent Dr. Philip Wood feels that Date project operational: Summer there has been an attitudinal change 1970 in teachers and administrators who are No. of personnel involved: 50 now looking at the students more from Approximate cost: $50,000 the students' own point of view. He Source of funds: School budget also feels the elementary and secondary teachers have developed a better understanding of each other's roles.

As a result, there has been much more 8. Teachers and integration of elementary and secondary students and teachers than ever before. Students Explore Dr. Wood explains that this has not come about because of administrative Media Together edict, but because the teachers got to know each other better. PLYMOUTH RIVER ELEMENTARY SCHOOL, High St., Hingham02043 As a direct result of the workshops, Superintendent: William Mahoney homogeneous grouping was elimirated in Reported by: Glenn Cook, Encyclopedia the Weston schools and a more open Britannica Award Grantee, Program Dir- classroom program was set up in one of ector the four elementary schools. For eval- Information contact: Glenn Cook, Ply- uation purposes, this school was paired mouth River Elementary School, 617- with another elementary school which 749-1871 continued to offer the more traditional Administrative contact: Roger Lamoureux, program. At the end of the school 617-749-1871 year, standardized test scores from the experimental school were higher -- but "Do touch" invites a sign in Plymouth not significantly so. Parent attitudes River's Instructional Materials Center; and teacher attitudes were also very therein lies the IMC's philosophy of positive. Consequently, Weston has de- training the school's 29 teachers and cided to adapt ideas from the experi- 850 students grades (K-6). 10 During weekly sessions at the center, gest headache is broken microphones. I teachers and their classes are exposed usually repair them myself--a simple to all kinds of materials. While ac- soldering iron and some new mike jacks quiring skills associated with the prin- will in most cases do the trick. Other ted word, such as using reference books than that, our breakage is the lowest and the Dewey decimal system, storytell- of all the schools in Hingham (according ing and book-reporting, students also to the superintendent's office). I gain expertise in the use of tape re- think the kids realize that since they corders, films, filmstrips, and various are allowed to use and take home the kinds of projectors. The opportunity equipment, they are the biggest loosers to try photography, drymounting, anima- if something is broken. tion, poster-making, lettering and videotape recording are included in the "As for the positive things we do to center's individualized program. keep the problem in hand, the answer is Teachers and students are encouraged simple. Kids and teachers are shown to handle the equipment, experiment the right way to handle the equipment." with it and use it so they will gain Glenn Cook's training program won the confidence in themselves and in their 1971 Area I Regional Award for In-Ser- vice Teacher Training in the most ef- technical expertise. They are also welcome to take equipment home for fur- fective use of audio-visual material, sponsored by the Encyclopedia Brittanica ther use. Educational Corporation and the Associa- When Plymouth River School opened its tion for Educational Communications. doors for the first time in the fall of 1969, teachers generally lacked the background to use all of the new educational communications equipment available to them. IMC's Director Glenn Cook initiated his program "To help the faculty become better teachers by attaining proficiency in media use, and acquiting a desire to capitalize on this knowledge in the classroom. And, consequently, to assist children in becoming better communicators in a media-minded world." While teachers are using videotape recordings for self-evaluation and lesson planning, their fourth, fifth, and sixth graders use closed circuit TV wir for their news programs which are broad- 4 ,;;,>;pk...1/4.,-t. cast three mornings a week over PRS ' hannel 9. :

The program runs on the theory that when faculty sees the children respond- .,. ing well to sophisticated media they are motivated to become equally expert. :-...-"', ,=7471--=..,,..=et-u,,--'''' Because students know the basics as well as their teachers, and respond naturally and enthusiastically to all Date project operational: fall 1969 types of media, teachers gain incentive No. of students involved: 800 to use media more effectively. Approximate yearZy cost: $12,000; personnel $10,000, materials $2,000 To those who wonder about problems Source offrnds: school budget with broken equipment, Glenn Cook re- Dissemination materials available: plies: "It is very surprising how lit- general filmstrip-cassette tle breakage occurs. Probably the big- Visiting poZicy: Wednesday mornings 11 alternative approaches conidered, and 9. Research and a description of the evaluation to be used to see if the stated objectives Development by have been accomplished.

Teachers, Students, Priority is given to proposals that: show careful planning; fulfill critical and Parents needs; exhibit potential for high gain from relatively low expenditures (such AMHERST-PELHAM REGIONAL SCHOOLS, as projects which fulfill needs through Amherst 01002 better use of available resources or Superintendent: Ronald Fitzgerald those that show a willingness of in- li'eported by: Donald Frizzle volved personnel to work at times other Information contact: Donald Frizzle, than just when they are getting extra 413-549-3690 pay); involve creation of learning and/ Administrative contact: Ronald Fitz- or activity banks for student use; in- gerald, Chestnut Street, Amherst, volve students, parents and/or other 413-549-3690 non-staff members in the creation or evaluation of objectives; accomplish The Amherst and Pelham local and re- tasks that would not ordinarily be ac- gional schools have embarked on a re- complished during the regular school search and development program designed year. to attract participation from parents and students, as well as staff members. Although the R & D program began in During the summer of 1971, 826,000 was the summer of 1971, the guidelines offer allocated to 17 projects which inclu- strong support to projects which can be ded: designing a new elementary report carried on during released time in the card based on performance objectives; school year. According to Superinten- developing a Pilot K-6 Health Curricu- dent Ronald Fitzgerald, "When class pro- lum; elementary level curriculum work grams are carefully planned in advance in science, spelling, math and art; the by the regular teacher, theuse of pro- production of films about shop equip- ject funds for a substitutecan be a ment; work on a drug education program; dollar-stretching method ofgaining and secondary level curriculum develop- planning time." ment in chemistry, foreign languages, math and English. Date project operational: Summer 1971 Three high school seniors worked with No. of students/personnel involved: a group of parents (who received baby- personnel 58, students 8 sitting money) to help set up the ob- Approximate yearly cost: $26,000 jectives for the health curriculum. (personnel $24,000, materials 82,000) Volunteer parents participated in the Source of ftinds: School budget sessions devoted to the new report card. Student actors appeared in the shop films, and also helped judge their effectiveness. Parent groups are eligible 10. Grade Level to receive school R & D funds themselves for projects approved by the Workshops school committee and administration. MILFORD PUBLIC SCHOOLS, 66 School St., The R & D program has specific guide- Milford 01757 lines which are used in judging pro- Superintendent: James Buckley posals. All entries must be submitted Reported by: Joseph R. Manella, Direc- in a program budget format that in- tor of Elementary Education, 66 cludes a definition of needs on which School St., Milford 01757 the proposal is based, a list of major Information and administration contact: performance objectives, an analysis of Joseph R. Manella, 617-473-7772 12 22"` How do you encourage innovation, de- Approximate yearly cost: none extra velop continuity, provide in-service Source of funds: school budget training and coordinate the efforts of Dissemination materials available: specialists and classroom teachers in pictures, newsclippings seven elementary schools with a combined enrollment of 1857 students? Milford's answer is to hold grade level workshops from 3-4 pm every Wednesday afternoon. 11. Evaluating the

Elementary Education Director Joseph Effectiveness of R. Manella reports that the success of the workshops have been better than Instruction hoped for since their inception early in 1970. These workshops have devel- LEWIS SCHOOL, 131 Walnut Ave., Roxbury oped team teaching techniques and re- 02119 source units; examined and evaluated Superintendent: William Ohrenberger new materjals (both grade level and Reported by: Louis Perullo, Evaluator system-wide) which resulted in curric- Information contact: Louis Perullo, ulum changes; developed a drug educa- 617-353-3323 (Boston University), tion program for grades 1-6; and de- 617-333-0657 (home) vised a micro-teaching program for Administration contact: Eugene Ellis, teacher evaluation and training which 617-427-4546 utilizes a videotape camera and projector. A program now under way at the Lewis School could be the beginning of a Each grade level committee (which in, model for assessing the effectiveness cludes all teachers of that particular of instruction in other schools. Dur- grade) appoints one key teacher and a ing the past school year, reading and secretary to coordinate grade level ac, fundamentals of arithmetic instruc- tivities, make assignments and chair tion were offered to students who most subject area presentations and discus- needed remedial work in one or both sions at the meetings. School building skills. After specially-constructed principals host the grade level commit- reading and math tests were given to tees on a rotating basis to permit the all 400 students at the Lewis School, teachers to get acquainted with the 120 students were chosen for the pro- various school buildings and teaching gram and assigned to classes of not environments. more than 15 students per teacher.

Consultants are schedualed to assist During the year, these students were the committees as needed, and the teach- tested in specific skill areas and the ers set up their own priorities for dis- results reported to the teachers -- cussion. The workshops seldom run over for example, September was devoted to the hour allotted them, and all elemen- addition skills, October to subtrac- tary personnel participate including tion, November and December to multi- teachers in the special education and plication. As each student achieved perceptually handicapped programs. The the objectives in a skill area, he reading, art and music departments also moved on to the next, on an individual participate, and they lend their ser- basis. An item analysis was conducted vices upon request. Occasionally a on the tests for each class so each grade level committee will also meet teacher would know what skills to re- during the summer for a special project. view and what students needed to be re-taught a skill previously covered.

The purpose of the testing program Date project operational: winter 1970 is threefold: No. of students/personnel involved: students 1,857, personnel 60 1 To indicate student needs in the two skill areas, to be used as a basis The Instructional Media Center loca- for creating instructional programs; ted at the Bell School is part of the behavioral objectives were drawn up to Marblehead school system's overall plan define the goals of the program. to provide individualized instruction 2. To determine specific strengths for every student. To provide assis- and weaknesses according to variable tance and guidance in reaching this of grades, curriculum and sex in order objective is one of the prime goals of to identify sub-sets of the student the CDEC (Curriculum Development and population most in need of individual- Evaluation Center) section of the IMC. ized instruction. Conceived in September 1970 through 3. To determine with which sub-sets the foresight of the school committee of the student population the reading and the school administration and and math programs are most successful, funded as part of the regular school leastsuccessfulan.dmoderatelyy suc- budget, the Center is now fully opera- cessful in order to revise programs or tional. objectives. In-service courses in Instructional Media and the Systems Approach to Media At the end of the school year, all and Curriculum Design, are offered to 400 Lewis School students were tested the Marblehead faculty. These in- again. Both pre-test and post-test service courses provide a basis from data, together with all identifying in- which staff members are able to create formation such as grade, curriculum, micro-systems of instructional mate- sex, remedial group, control group (there were five control groups for rials referred to as LAP'S (Learning Activity Packages) geared to the stu- each program), teacher and student iden- dent's own ability. At the same time, tifying number were coded on computer Interactive Mediated Curriculum Kits cards for analysis. Information about are being prepared by various curricu- the specific successes and failures of the reading and math programs was used lum workshops in such areas as language in the planning process for the follow- arts, social studies, and mathematics. ing year. These kits contain teacher and student selected materials such as books, films, filmstrips, transparencies, tapes, cos- Date project operational: September 1970 tumes, games, etc. correlated to a particular area of study. No. of students involved: 120 Approximate yearly cost: $100 for The Creative Arts Committee, a vol- keypunch and computer time (if not donated) unteer group of interested parents, has also prepared a number of learning Source of funds: Computer and key- experience kits on Japan, Great Britain punch time were donated for this and Marblehead, to mention a few. A project. resource file of people willing to 12. Curriculum Development and Evaluation Center BELL SCHOOL, Baldwin Road, Marblehead 01945 Superintendent: Robert Filbin Reported by: Dale Midgley, Director of Media Information contact: Dale Midgley, 617-631-1512 AdMinistrative contact: Keith Martin- dale, 617-631-1512 share their skills within:the schools During the 1971-1972 school year, one has been compiled. of two major efforts in in-service training for Boston Title I Aides was a vol- Steps are now being taken to develop untary Aide Training Program which drew the framework for long-range curriculum to its evening classes during an eight- reform through a systematic approach to week period, over eighty percent of the curriculum development. Title I aides hired for the year's programs. The CDEC is fully equipped and staffed to provide maximum assistance Aides took courses in audio-visual in the form of equipment, materials instruction, first aid skills, and the and professional assistance in the effective functioning of an aide in the preparation, implementation and evalua- teaching of reading. The participants gave up their own time, two late after- tion of a myriad of curriculum and enrichment materials. In addition to noons or evenings a week, over an eight- serving the Marblehead schools, the week period. Two hundred of some two Center is also working with several hundred forty Title I aides voluntarily other school districts. attended classes. Who are these aides?Most of them Date project operational: September are parents of children in the schools 1970 where they work. After a demanding day No. of students involved: 2,600 of varied classroom duties, they go Approximate yearly cost: $6,400 home to demanding family chores. Never- Source of funds: School budget theless, Dissemination Coordinator, Dissemination materials available: Gerry Peters, reports they responded Pamphlets - Workshop Objectives and overwhelmingly to this program which Outlines offered them no tangible rewards, no Visiting policy: Wednesdays pay or preferment. Their only incen- tives were their sincere interest in the work they are doing and their de- 13. Aides Volunteer sire to equip themselves better for for Training Program effective contribution to that work. Response to the program far exceeded DEPARTMENT OF TITLE I PROGRAMS, BOSTON the expectations of the planners who PUBLIC SCHOOLS, South Boston 02210 organized these courses. Associate Superintendent: William Ohrenberger Directors Grace Whittaker and Paul Reported by: Gerry Peters, Dissemina- Keane, sent out their notices with the tion Coordinator thought that the standard one-third Information contact: Gerry Peters, response might be the best that could 617-423-6310 be expected. When the returns were Administrative contact: Daniel S. counted they had to revamp plans to Coughlin, Director, 617-423-6310 accommodate the nuMbers.

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^ Classes were subdivided into sections This program was originally designed and scheduled to meet at several con- as a supplement to the in-service train- venient locations -- one downtown, one ing programs previously conducted for in Jamaica Plain, and the third in the Title I aides during time released Roxbury. Two additional teaching teams from their scheduled working hours. Mr. were organized to staff the added sec- Peters added that since the enthusias- tions. Six instructors, all from areas tic acceptance which greeted it suggests eligible for Title I support and well- an unmet need, this adjunct of the train- versed in the practical mechanics of ing program might well be formalized the reading teacher-aide in the inner into future planning. city classroom, taught the reading program course. An instructional media Date project operational: 1970 'specialist in the Model Demonstration No. of aides involved: 200 Subsystem high school instructed while Approximate yearZy cost: Salaries a Roxbury resident associated with the for 14 part-time teachers Boston Housing Authority Council for Source of funds: ESEA Title I the Elderly at Egleston Square taught Dissemination materials available: first aid skills. General brochure on Boston's Title I programs C. Parents/Communication

This is one of many small miracles 14. Foster worked by the Foster Grandparent Pro- gram. Sponsored locally by Action for Grandparents Boston Community Development, Inc., Project Foster Grandparent is one of Help Their Children 64 federally funded Foster Grandparent programs in the United States and is and Themselves currently administered by the new federal agency for "Volunteer" programs, ACTION. Ninety citizens from az-c. WALTER E. FERNALD SCHOOL, Waltham 02154 60-95 years of age are employed in the WRENTHAM STATE SCHOOL, Wrentham 02093 ABCD program as supportive companions NAZARETH CHILD CARE CENTER, Boston to approximately 160 deprived and pro- 02109 foundly retarded children in three Reported by: Helen Whitehead, Educa- Massachusetts institutions:Walter E. tional Director of ABCD Fernald School, Waltham; Wrentham State Information and administrative contact: School in Wrentham; and the Nazareth Herbert Jerauld, ABCD, Inc. 150 Tre- Child Care Center in Boston (for chil- mont St., Boston 02111, 617-742-5600 dren from broken homes).

Last year a young lad borr without Project Director Herbert A. Jerauld eyes was taken to a music therapy group explains that the nature of this pro- by his Foster Grandmother. There he gram virtually guarantees its success: was encouraged to beat out rhythms and matching the psychological needs of make noises. The boy was a student at the aged with the needs of deprived the Green Blind Unit of the Walter E. and neglected children. Fernald School in Waltham. His tongue, which had lain inmobile in his mouth, Working-under a:staff of-three (di- had been considered paralyzed until one rector and two group workers), each day he spoke for the first time -- not Foster Grandparent is employed for four unintelligible sounds, but words and hours a day, five days a week at an phrases -- "My name is Michael!" hourly wage of $1.60 to simply develop a one-to-one love relationship with and welcome the extra money available two children from one of the host in- to them through this program. Mr. stitutions. Grandparents are not ex- Jerauld reports that in the program's pected to fill in for any absent in- five years of operation, a total of 215 stitution staff member or perform house individuals have been employed at some duties. They are there "simply to give time, with ninety available positions love and emotional support to those each year; this means that many Grand- abandoned children who need so desper- parents are two, three and four year ately their love and meaningful adult veterans. The absenteeism rate is companionship." spectacularly low -- 49 percent.

Very strong relationships develop, One constantly recurring need of the such as the friendship between a 72- Grandparents is to recognize their own year-old woman and an extremely emotion- strong needs, which sometimes hinder ally starved lad from a broken home. their relationships with the children. During one summer they took walks to a The older persons are often unable to secluded spot in a nearby park to watch discipline their children, and tend to a patch of flowers grow; they never substitute indulgence for love. Grand- shared their secret place with anyone parents face this issue and others in until the fall. Another boy stayed regular group meetings. By sharing home from school just to greet his experiences with each other in open Grandmother returning from a leave of discussions with staff, the Grandpar- absence. "I prayed every day you would ents help themselves examine and come back!" he exclaimed. understand their own feelings and identify their needs and those of their Aside from the warmth and companion- children. ship the program provides for young and old, the Foster Grandparent Program Monthly resource sessions in the Wal- also helps institution personnel over- tham, Wrentham and Boston schools pro- come the temptation to categorize chil- vide Grandparents with information dren as hopelessly deprived, and never relevant to their particular needs, able to talk or feed themselves, etc. such as information about Social Secur- Foster Grandparents, because of their ity and Medicare. Last fall the Pro- daily four-hour stint with their chil- ject also cooperated with Manpower dren, are better acquainted in some Division of ABCD to initiate a peri- cases with the children than the school odic follow-up of all Foster Grandpar- staff members, and the grandparents' ents in the first, sixth and twelfth persistent patience and faith in their months of the first year following ter- children is often justified. A grand- mination of their employment, as a parent's advice, for example, on one check on their welfare and as an aid child's foster home situation, proved for evaluating the effectiveness of accurate, and should have been heeded. the benefits of the Project.

A Foster Grandmother maintained that The host institutions have been very her lad would never be happy in a fos- appreciative of the program and have ter home with other children, since at cooperated to offer many benefits to his state of development he could not the Grandparents: annual medical stand competition for affection. The exams, a full-course noon meal, emer- school tested him in several homes, and gency medical treatment, and general each time he was returned, disturbed, consultation and assistance from the to the school. He was finally tried in clinical staff. ABCD, through the a home without other children and is project staff provides: payroll and now very happy there. purchase services, application refer- rals from the Neighborhood Employment Other facts attest to the force of Center, information on consumer affairs, the program. Many foster grandparents employment benefits, health assistance, cite improved health and self-esteem, a bussing service to each institution, 17 and in-service training and discussion dents has included telephone call-in groups. ABCD also sponsored a large shows, panel discussions, student- Open House last fall. faculty talent shows and student- produced talent shows. Topics covered Mr. Jerauld feels that ABCD's Foster a wide spectrum, from budget to drugs Grandparent Program is one of the most and from music to philosophy. Entitled successful programs of its kind in the "This Week's Show," a weekly series was nation. It is also one of the largest, also designed and produced for two ma- since the average program employs 35 jor reasons: to provide vocational ex- older persons, while ABCD's project periences for students interested in employs 90. The Project staff feels radio broadcasting and to strengthen that similar kinds of programs could channels of communication between the well be set up by other agencies, whe- schools and the citizens. ther a town, a school district or a local organization. He would be happy The production staff is composed to talk with anyone interested in such mostly of high school students who do a project. research, engineering, publicity and announcing. Students from Brookline's elementary schools have also been in- 1966 Date project operational: volved in production. The hope for the No. of grandparents involved: 90 future is to expand programming to Approximate yearly cost: $220,000 school hours as an aid to classroom Source of funds: Federal teachers and learners. Dissemination materials available: Semi-annual reports Date project operational: September 1970 NO. of students involved: 20 15.lrtlis WeelCs Shavy: Approximate yearly cost: 61,500 Source of funds.: School budget A Weekly Radio Series 16. A Second Look at BROOKLINE HIGH SCHOOL, 115 Greenough Street, Brookline 02146 the Central School Superintendent: Robert Sperber Reported by: R. Dennis Becker, Series CENTRAL SCHOOL, 264 Broadway, Cambridge Producer 02138 Information and administrative contact: Reported by:Red Pencil Bulletin and R. Dennis Becker, 617-734-1111 Doris Deitch, parent Information contact: Khin-Lin Johnson, Often a problem can be turned into an 617-868-0073 advantage. This happened last year at AdMinistrative contact: Lisa Pershruse, Brookline High School. When efforts to 617-868-0073 establish an educational radio station encountered a lack of air space, the Central School in Cambridge was des- search for an alternative-turned up a cribed in Kaleidoscope 3 as an indepen- chance for a cooperative venture with dent school for parents and children. two Boston radio stations. WEOS-FM and A year and a half later, its 30 pre- WUNR-AM agreed to make air time avail- school age boys and girls still come able and to share facilities with the from a balanced number of low and mid- Brookline High students whose interest dle income, black and white families, in programming and broadcasting had and programs involving parents continue been aroused. to flourish. In fact, the school's accumulated experience and visability As a consequence over the past year, has led to expanded parent and commun- regular weekly programming by the stu- ity programs. 18 Since its inception, Central School Another rather surprising project in- has relied on strong parent participa- volved a group of twelve parents who tion -- on the school board, on com- gave a course on "community control of mittees for everything from the hiring schools" to a group of 21 Boston area of staff to building upkeep, and in the teachers, student teachers, and commun- classrooms. Resource workshops open to ity leaders. Most of the group came anyone in the community, parent semi- from Roxbury and Cambridge schools, the nars about education, and potluck sup- Storefront Learning Center, and the EDC pers and parties have always been stan- Follow-Through Advisory Council. Spon- dard procedure in helping the few staff sored by the Boston Association for the members involve parents and the commun- Education of Young Children, the course ity in a small, informal school in lasted eight weeks, one session per order to develop some awareness and con- week. cern for the future education of those children in the community. The school A former parent volunteer took charge staff reported a few new developments of organizational aspects of the program. to their supporters at the end of the The course started with a fairly struc- 1970-1971 school year. tured outline, covering the operation of the Central School as a model community One development concerned the work of school, and then turned to general is- the school's Alumnae Follow-up Commit- sues such as the politics of community tee, formed to keep track of alumnae control, "open" versus "closed" class- children in their new schools, to offer room structure, teacher-parent attitudes them support if they need it, and to and communication, racial and economic work with their new teachers. Even factors in communication, etc. though work was limited by the amount of time available for visiting, the After three or four weeks, the dis- committee did find out that eleven par- cussion became much less formal, how- ents out of fifteen alumnae families ever, and the group talked and argued were highly involved in education -- about tension between the poor and mid- as aides and as representatives to the dle class parents and teachers involved Cambridge Community School Council and -- of their different priorities, in- the Model City Day Care Board. Other terests and ways of communicating. alumnae parents and parents of present Central School students are watching One parent reported that she noticed closely their children's progress, and the middle class parents tended to be serve along with the staff on various much more verbal and inclined to synthe- other public education groups, includ- size group thinking. It was hard for ing the Cambridge Committee for an Al- them to resist the temptation to domin- ternative Public School. ate the discussion, and she felt it was a tremendous learning experience for all.

Four Central School parents enrolled in college education courses as a result of Tufts, Boston University, and Wheelock College recognizing the school as a place to provide student teaching experiences for their students. Rad- Xt. cliff also offered several scholarships.

Another successful parent-run venture -- which sprang up was a summer school for -Nt.trV 011 neighborhood children run with Model 1. A Cities funds. Twenty children have taken advantage of the program for the past two summers. 19 Programs specifically designed for the community, and not primarily for parents or by parents, were also expanded. An observation booth was built in the large central classroom, accom- modating eight visitors at a time without disturbing the classes. The booth became necessary as more and more community people dropped by, and as other local, national and international edu-

110, 110.

INNE

cators visited the school at an average fill the 14.ate of 65 scheduled visits a month. manent lc press, a Many area high school and college library, classes have also observed classes. to use. School staff and parents often consult with other groups or schools in the In ack area, interested in the community school ing prog/ concept and a less formally structured and a cic classroom for young children. open to 1 School hz As Central School's traditional even- for induE ing "drop in" workshops on education neighborI materials and resources continued, the food to 1, staff experimented with different for- area resj mats. They found that completely non- what migl structured workshops were overwhelming at first, and that it was best to start Date px workshops off with some definite group 1968 programs, and let teachers, parents No. of and interested individuals begin to Persc develop their own interests and pro- Approx jects whenever they were ready. (perE Source A nice outgrowth of last year's work- instj shops was that participants began to Visitir 20 0.1Lea 11Mb

z."4

1.als on "per- iw and drill un educational line for all

?...r-school tutor- lool children and Laundromat Central Lveaway center and a lich distributes low-income 1 to predict

September

?l involved: 32 $32,000 iterials $22,000) i private and

)ointment Although the cultural bias is that of 17. Helping Teachers Puerto Rico, materials pertaining to other Spemish-speaking groups are also Communicate with used. Numerous guest speakers contri- bute to the cultural aspects of the Spanish Speaking classes, including representatives of the local Puerto Rican and Cuban com- Students and munities and resource speakers from the clergy, social service agencies and the Parents academic community.

WORCESTER PUBLIC SCHOOLS, 20 Irving St. Language study is developed mainly Worcester 01609 through patterned responses which can Superintendent: John Connor be useful to a teacher dealing with a Reported by: Charles Kolak, Exec. non-English-speaking student in a Asst. for Staff and Public Relations classroom situation or when conferring Information contact: Charles Kolak, with a parent who knows no English at 617-798-2521 x31 all. Memorization of vocabulary and Administrative contact: John Durkin, traditional grammar approaches are kept 317-798-2521 x88 to a bare minimum. Rather, situations are developed to simulate a teacher en- Worcester is one of the most recent countering a Spanish-speaking student New England cities to receive large who is ill, meeting a parent who wants numbers of new residents whose native to know about his child's school pro- language is Spanish, and its school gram and similar situations involving system is attempting to bridge the lan- real life contacts. guage and cultural barriers between teachers and their clientele (students Obviously, participants cannot become and parents). fluent Spanish conversationalists with approximately 15 hours of language As a direct result of requests by study; the intention of the course is, teachers whose classes included Spanish- to give the teachers basic conversation- speaking youngsters, a Sfaff Develop- al patterns to use in school situations ment Course was offered last year to and to increase the teachers' awareness teachers, administrators and teacher of the numerous problems, linguistic and aides. Entitled "Functional Spanish cultural, which their Spanish-speaking and an Introduction to Hispanic Cul- students haire to face daily. And be- ture", the course was given one night cause many of the teachers taking the a week for twenty-two teacher partici- course have not studied a foreign lan- pants from elementary, junior and guage for years, they have first-hand senior high schools of Worcester. experience with the pressures of being in a situation where the contact lan- The program is jointly sponsored by guage is not their native tongue. the Worcester Public Schools and the Worcester Consortium for Higher Educa- After only ten weeks of instruction tion as a service to the continually and practice, virtually all of the 22 increasing Spanish-speaking population. teachers were able to carry on at least The teachers want to make their Spanish- minimal conversations with Spanish- speaking parents and students more com- speaking parents and students and some fortable upon initial contact with the became quite fluent. schools. What better way than for the teachers to be able to communicate in The positive feedback from the parti- their pupils'native tongue - even mini- cipants resulted in a decision to re- mally! peat this Staff-development In-service Course during the current school year. Class sessions are divided between language study and cultural orientation. Date project operational: Sept.1970

21 No. of students involved: 20 -- some as frequently as once a week. Approximate yearly cost: $1,000 Handbooks for all parents in each dis- Source of funds: Worcester Public trict are a goal for the 1971-1972 Schools school year. Dissemination materials available: Course Syllabus Fourteen school information centers Visiting policy: Contact John Durkin opened last fall, located in one section of each school library. Here citizens may obtain accurate, up-to- date information about individual 18. A Comprehensive schools or the entire school system. Among the reference materials avail- Communications able in these centers are: curriculum guides; school handbooks; copies Program of the'current school budget; sum- maries of school committee meetings; LEXINGTON PUBLIC SCHOOLS, 1557 a list of school committee regulations; Massachusetts Ave., Lexington 02173 a list of books, films, etc. available Superintendent: Rudolph J. Fobert at Lexington's system-wide professional Reported by: Richard H. Barnes, Director library; copies of all newsletters put Information and adMinistrative contact: out by the school system or by indivi- Richard H. Barnes, 617-862-7500 x207 dual schools. Residents are being asked to tell librarians about any ma- The Lexington schools leave few stones terials they feel should be housed in unturned in their efforts to communicate these school information centers. Simi- with parents, with teachers, and with lar materials have been placed in the all members of the community. Some as- local library for evening hour perusal. pects of the communications program are centralized, some are decentralized. A 20-minute segment of each regular Each of Lexington's 14 schools has a school committee meeting is reserved representative (the principal or a dele- for citizens to state their views con- gated person) who officially handles cerning policies, programs, or anything community-school relations. These peo- else related to the Lexington schools. ple may initiate or may be called upon Agendas of the school committee meet- to provide information and/or pictures ings are published in advance in the about programs in their schools for the local paper, with major items being ex- local newspaper, regional or national plained. articles, or for one of the system-wide publications coordinated by R. H. Barnes, For several years, the school system Director of Information, Research, and has been operating its own "hotline" -- Federal Programs. a telephone number which any resident may call with questions or comments, This is what has been done during the and receive personal attention. Hun- past year: dreds of calls are received every year. The public participation period and Each year, the Lexington Public "hotline" are publicized with each agen- Schools, under the coordination of Mr. da and with "Our Schools" to encourage Barnes, has published four editions of the public to respond. a newsletter entitled "Our Schools", which is mailed to every registered During the past school year, Lexington voter, and four issues of "Dialogue", Superintendent Rudolph J. Fobert held a system-wide publication written by eight informal coffee hours with par- and for staff members. ents and citizens of the 14 school districts. The gatherings were designed Nine Lexington schools also pub- to give citizens an opportunity to meet lished their own handbooks, and all 14 the Superintendent, ask questions, and schools pUblished their own newsletters comment on such matters as school-wide 22 policies, budgets, building plans, and Among the committee's recommendations curriculum development. Invitations were: a different format for conduct- were sent home with the students at ing public meetings (this is now under each school, and parents were encour- active consideration by the school com- aged to invite neighbors who did not mittee). Copies of this report have have children in the Lexington schools been made available to the community in to attend. Average attendance at these the school information centers. coffee hours was 35. Date project operational: 1964 Questions asked the Superintendent No. of students involved: 9,204 during these coffee hours and on the Costs: Decentralized into various "hotline" resulted in the Superintend- school and departmental budgets. ent's writing a column for the local Source of funds: School budget paper entitled, "What Was Said -- How Dissemination materials available: It Is" to answer the questions that "Our Schools" were being asked again and again. A formal report on the coffee hours which categorized all questions was submitted to the school committee. 19. Each One Reach One

On issues such as the school budget SCHOOL VOLUNTEERS FOR BOSTON, 16 and school construction projects, spe- Arlington Street, Boston 02116 cial public meetings are held to give Superintendent: William Ohrenberger citizens an opportunity to get more in- Reported by: Irma Mann, Director, Pub- formation and to state their views. lic Relations Individual schools have also sponsored Information contact: Irma Mann, 617- Father's Breakfasts, Curriculum Nights, 267-2626 Home Seminars, Critioue Hours, etc. Administrative contact: Isabel Besecker, Director, 617-267-2626 An additional internal effort to improve communications was the Superin- tendent-Faculty hours conducted at each school. All questions were categorized in a formal report and disseminated to staff and school committee. Follow-up by administration and school committee was evident in several situations.

In April 1971, a survey of the community was undertaken. All citizens who had time and talents were asked if they could assist the schools in one IL_ or several ways. In September 1971, a Community Resource Program, incorporating 400 volunteers, was under way. Citizens are participating in a variety of classroom situations, assisting staff in a myriad of ways.

And to make sure this program was complete and effective enough, the Lex- -4;144A- ington school committee appointed a Citizens Advisory Committee on Communi- cations which met from July 1970 to ","`"" June 1971 when it presented its final report to the school committee. 23 ?, 3 Now in its sixth year of operation, - As general classroom assistants, School Volunteers for Boston has earned they have allowed teachers to give more the reputation of being one of the most time to students. si2ccessful projects in the utilization - As resource persons, they have in- et volunteers to their fullest capa- troduced regularly scheduled programs city. Originally funded by private in art, music, science, drama and so- foundations, School Volunteers for cial studies, using the cultural facil- Boston has grown from 28 volunteers in ities of Boston. 6 schools to over 1,500 volunteers in more than 130 schools. It operates now But most of all, the School Volunteers under the sponsorship of the Council for Boston program exists to search out for Public Schools, Inc., with 50% of and provide whatever resources, people, its budget coming from the Boston things or ideas the Boston teachers and School Department. principals need or request. It is impressive to know that in this program School Volunteers IJ Boston continu- volunteers reach more than 52,000 chil- ally recruits and trains citizens from dren in the Boston Public Schools and the city and the suburbs -- teenagers that their services are valued at a ane Ph.D's, people from business and quarter of a million dollars. The ob- industry, university faculty and stu- vious enthusiasm, interest and exper- dents, metropolitan women interested tise which the School Volunteers for in improved urban education. Volun- Boston provide add to statistical evi- teers come from lust about every com- dence of success. munity and from 18 universities in the Boston area. Before volunteers are School Volunteers for Boston welcomes assigned to a school, they attend four all visitors. The organization has hours of preparation, and if they are often helped other programs in their tutoring reading or English as a sec- initial training and expansion phases. ond language, they are given an additional ten hours of training by a pro- Date project operationaZ: March 1966 fessional in the field. No. of students/volunteers invoZved: Volunteers 1,531, students 52,000 The volunteers offer many services: Approximate yearZy cost: $39 per - As tutors, they help children who volunteer for training and program need individual attention in reading, administration arithmetic, learning English, and other Source of funds: Under sponsorship basic subjects. of Council for Public Schools, Inc.; - As librarians, under the direction 50% of budget from Boston School of Boston's professional library staff, Department they have started 54 elementary and Dissemination materials available: junior high school libraries serving Brochures and literature, training 30,000 children. (See article in handbooks for volunteers, photo- Kaleidoscope 4) graphs.

(se, - - I

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....) 8:Wr _ 24 ntt- D. Student Involvement

20. School Friends demonstrated ability to relate to Program others; a second student might be in need of strengthening his view of him- BANCROFT SCHOOL, Bancroft Road, Andover self; a third might be able to work 01810 better in a small, informal group than Superintendent: Kenneth Seifert in the classroom. The patience and en- it'eported by: Evelyn D. Sullivan, Train- couragement of "Friends" have helped able Class Teacher several trainable students improve Information and administrative contact: their ability to speak. Vaughn Clapp, Asst. Supt., Bartlett Street, Andover, 617-475-2605 The school staff feels that the trainable students have also shown gains in Andover's School Friend Program self confidence as the "Friends" have started out as a means of removing the opened the way for these students to be trainable (retarded) children from iso- accepted by the other students in the lation of their school environment. It gym, music and art classes. The pro- has been so successful that three chil- gram has also benefitted the "School dren previously assigned to the train- Friends" by improving their respect for able class have now been transferred to individual differences and increasing the educable class. their awareness of feelings and their ability to share them. This awareness The program began with each of the came from seeing trainable children who trainable children receiving assistance display their emotions and coping with from three students assigned from the this challenge. Bancroft School's fifth and sixth grades who are called "School Friends." Twice Parents of "School Friends" expressed a week for half-hour periods (usually appreciation for the program's impact during the time devoted to social stud- on their children. Several teachers ies) the "Friends" took their charges mentioned examples of students whose to the Resource Center of the new, open- self-image had improved. Teachers also concept Bancroft school where they read noticed that some "Friends" showed a books to them, told stories, played better sense of responsibility in the quiet games and taped conversations. classroom and more tolerance and patience toward the failings of their own These activities were so successful classmates. that the trainable children now are able to attend regular school classes in art, The program is operated as a team music and gym. Contacts with class- effort with the principal providing en- mates are encouraged during lunch per- couragement, while the guidance coun- iods, school assemblies and on social selor and the teacher of the trainable occasions in and out of school. The class serve as coordinators. The Li- advantages of the School Friend Pro- brarian of the Resource Center, the Di- gram to the trainable children have been rector of Special Education, the gym, substantial -- it has helped them learn music and art teachers and the fifth to communicate and encouraged their so- and sixth grade teachers a2so partici- cial and personal development. pate.

The three friends of each special Low key newspaper publicity and feed- student are chosen by the fifth and back from students to parents have sixth grade teachers -- one is chosen helped change community attitudes to- .for competence and poise as well as ward the trainable child significantly. 25 35 Date project operational: September 1, where the junior and senior high school 1969 students have gone with their teachers No. of Friends/trainables involved: are the White Mountains, Western Massa- Trainables 6, Friends 18 chusetts, and Cape Cod. One teacher Dissemination materials available: took her French class to Quebec for ten Full report will be made available days. on request. Visiting policy: Approval of Princi- The camping co-op is open to all pal, Mr. Simon. Every other Thurs- Boston students and their teachers. The day is visiting day throughout the equipment is kept at the Teacher Center school. Appointments are necessary. which is in charge of dispensing the equipment.

Date project operational: Spring 1971 21. Inner City Outing No. of students/personnel involved: Personnel 20, students 100 Club Approximate cost: $500 for materials Sources of funds: EdCo and contribu- TEACHER CENTER, 470 Talbot Ave., Boston tions. 02124 Superintendent: William Ohrenburger Reported by: Red Pencil Bulletin Information and adMinistrative contact: 22. Mini-Course Week Becky Pierce, 617-436-9886 BISHOP STANG HIGH SCHOOL, 500 Slocum A group of young Boston teachers got Road, North Dartmouth 02747 together and came up with the idea of Superintendent: Father Patrick J. creating a camping co-op to enable O'Neill teachers to take their students on camp- Reported by: Sr. Arlene Todd, S.N.D., ing trips. Asst. Principal Information and administrative contacts: The impetus behind this was threefold: Sr. Arlene Todd and Sr. M. St. Michael to get teachers out of the "teacher" Shea, Principal, 617-996-5602 role; to get teachers to know their students in a better way; to give city A Mini-Course "Week" of eight school kids (who don't have a charice) a way to days brought a new look to Bishop Stang get out of the city. High School last January 25 to Febru- ary 3. As unique as an eight-day week With no equipment available, the teach- might seem to be, the transformation ers decided to write a small grant pro- which took place at Stang was even more posal and submit it to EdCo, a metropol- so. All regularly scheduled classes itan education collaborative operating during this period were replaced by on local and federal funds. They offer short, intensive courses selected by grants up to $500 for innovative pro- students and reflecting their inter- grams. Four teachers drew up the pro- ests in academic and vocational areas. posal and ten signed it. Mini-Course "Week" evolved from the EdCo replied and gave them $500 to efforts of a group of 20 students (sub- buy camping equipment to outfit ten sequently called the Student Curriculum kids -- backpacks, sleeping bags, tents, Committee) which began holding discus- canteens, flashlights, hatchets, etc. sions with a Faculty Curriculum Com- Although most of the equipment money mittee in an effort to develop future came from the EdCo grant, some dona- curriculum offerings which would be tions have beri received. more relevant, interesting and moti- vating to both students and faculty. The response to the camping co-op has been very successful. Among the places Working as volunteers and on their 26 own time, the members of the Student Curriculum Committee surveyed the stu- 23. Partnerships in dent body to find out what mini-courses should be offered. Then the group Reading planned the courses, wrote, typed and mimeographed a brochure describing ORLEANS ELEMENTARY SCHOOL, Orleans 02653 Mini-Course "Week". Superintendent: Knute Larson _Reported by: William Sullivan, UNLOCK A sampling of titles from the more Information contacts: Constance Newell than 120 courses offered includes: and Edmund Banas, 617-255-0380 Ballet, Yoga, First Aid, Hockey, Foot- Administrative contact: Rosemary ball for the Spectator, Black Panthers, Bowler, 617-255-0380 Everyday Psychology, Existentialism, Astrology, Women's Liberation, Cars How do you "turn on" turned off read- for Girls, Black Arts, and Political ers? By letting them teach younger Revolution. The courses were taught children how to read -- at least this by Stang teachers, students and inter- is the way it's done at the Orleans ested members of the community. Elementary School. The 9-12 year-olds in Mr. Banas' remedial reading class Mini-Course "Week" provided a wide are now tutoring the 7-9 year-olds in variety of options and a high degree Mrs. Newell's transition class on a of freedom of selection to the stu- one-to-one basis. Their teaching re- dents, giving them opportunities to sponsibilities have given the older chil- exercise initiative, judgment and re- dren practical motivation for acquiring sponsibility in decision-making. a sound phonics background, learning to spell accurately and trying to write Several basic outcomes from the pro- legibly. ject were apparent: students approached classes with unaccustomed enthusiasn Mr. Banas takes Mrs. Newell's class because they were able to learn what one day a week so Mrs. Newell can train they wanted to learn; students discov- her young assistants and show them how ered that learning can be fun; teachers to prepare materials for their "pupils." enjoyed working with students who were Through this instruction, many of the in classes of their own choice; infor- older students are grasping for the mation was obtained to better enable first time the basic elements of the the school to broaden its elective of- reading process. They know they won't ferings; the value of student involve- be able to help the younger students ment in their own educational process unless they're careful and accurate was demonstrated effectively; the bene- themselves. fits of offering shorter and more intensive courses were demonstrated. During the time alloted for the actual tutoring, some of the "teachers" work Perhaps the most valuable-outcome of individually with their partners any- the Stang Mini-Course "Week", however, where in the building where they can was the demonstration that a Faculty find a suitable spot -- in a corner of Curriculum Committee and a Student the library, under a table in the cor- Curriculum Committee can cooperate ridor, or on the stage. The rest of effectively in a plan for the develop- the "teachers" observe while their ment of future course offerings. younger partners are being taught by Mrs. Newell. Then the first group Date project operationaZ: January comes back to Mrs. Newell's classroom 1971 and the second group of "teachers" goes NO. of students/Personnel invoZved: out to conduct tutoring sessions. Personnel 40, students 997 (56 stu- While this is going on, Mr. Banas is dents taught courses; 19 members circulating throughout the building, of the community were also involved.) supervising the teacher-partners, check- Apprarimate yearZy cost:None extra ing their work and making suggestions. 27

_ 47. Mrs. Newell and Mr. Banas feel that of the school day and school year, and this program, which combines a highly- describe some of the programs in which structured approach to reading with the the Worcester schools are involved. freedom and responsibility associated with the philosophy of the "open class- These "rap" sessions have not turned room," has strengthened reading skills out to be just a lot of talk -- they and enjoyment for both groups. have led to some tangible results:

Date project operational: November The school committee has approved a 1970 proposal by the Inter-High Council to No. of students involved: 46 make secondary school gyms available Approximate yearly cost: None extra for intramural sports in the evenings. Visiting poZicy: Please call for an appointment A proposal was made to the school committee (and later approved) that two representatives from the four senior high schools in Worcester serve as ad- 24. Students Rap with visors to the school committee, and sit with the school committee at its meet- Superintendent ings for the school year.

WORCESTER PUBLIC SCHOOLS, 20 Irving St., A student-initiated poll of graduat- Worcester 01609 ing seniors has been taken to find out Superintendent: John Connor what they thought of their high school Reported by: Charles Kolak, Exec. experience. The results have been Asst. for Staffsand Public Relations turned over to the principals and super- Information contact: John Connor, 617- intendent and have been discussed with 798-2521 x 21 the students. Administrative contact: Charles Kolak, 617-798-2521 x 31 The students who participated have Early this year, Worcester Superin- requested that the "rap" sessions con- tendent of Schools John Connor began tinue -- and they will continue because holding quarterly "rap" sessions with they have made available to both the secondary school student council offi- central administration and the students cers, senior class officers and members a channel of communication and infor- of the Inter-High Council. During the mation that did not exist before. hour and a half meetings, he invited students to talk about things which Date project operational: Early 1971 concerned them. At one session, he No. of students/personnel involved: posed three questions: What do the Personnel 2, students 30 schools offer you?What do you think Approximate yearZy cost: None extra' they ought to offer?How can we work better with you? Topics which have come under discus- 25. Work Experience sion are the adoption of an open campus program, rehabilitation of school Options buildings, distribution of funds to senior high schools, permitting students to assist in school rehabilita- MARTIN LUTHER KING MIDDLE SCHOOL, 77 tion and evaluation of teachers. Dur- Lawrence Ave., Dorchester 02121 ing the conversations, the superinten- Superintendent: William Ohrenberger dent has an opportunity, to talk about Reported by: Tino O'Brien, ABCD forthcoming curriculum changes, ex- Information and administrative contact: plain the implications of the state Warren T. Brown, Asst. Principal laws relating to curriculum, the length 617-445-4120 For two yeirs, the Martin Luther King Teacher aide Mrs. Dixon functioned as Middle School in Dorchester operated a team leader for the Youth Tutoring Youth successful Work Experience Program de- program. She took on the day-to-day signed for underachievers, potential responsibilities of running the program school offenders and dropouts. Stu- -- directing activities, checking atten- dents were drawn from those with ex- dance, counseling, planning lessons. cessive absentee and truancy rates, Assistant Principal Warren T. Brown, grade repetition, poor reading skills, official supervisor, stated that the but normal intelligence and good health. program could not have survived without her, as he was too busy to take care of Participating students attended daily problems and needs. He did meet school three hours per day and worked with tutors at least once a week formal- three hours per day at places outside ly, and informally on Saturdays and the school, such as a department store, holidays because the enthusiastic tutors A&P supermarkets, and Logan Airport. suggested it. Necessary expenses were supplied by ESEA Title III funds. A teacher coor- Saturday sessions brought cut whatever dinator served as the students' home- thoughts and frustrations tutors may room teacher, taught them all their have had concerning the program. Tutors basic academic subjects, and served as learned a lot about teaching and its a job supervisor and liaison between challenges. They talked about their home, school and job site. school and teachers. Mr. Brown reports, "Initially, most tutors blamed others A few 14-16 year-old WEP students for what they considered their personal weren't quite ready for outside employ- shortcomings, academically speaking. ment, however, and felt that they'd Subsequently, they pinpointed the blame be more comfortable working in the on themselves." school or devoting more time to activities they were really interested in. Tutees were pleased with the program, So another option was added to the too, after initial uneasiness and program in December 1970, when the kidding-around. When tutors developed national Neighborhood Youth Corps' confidence, they became effective tutors Youth Tutoring Youth Program was brought and "older brothers" to the tutees. into the King School with the help of Sixth grade teachers were skeptical at Action for Boston Community Development first of the program, but were fairly Inc. enthusiastic at the program's end in June. Several urged it be continued. Under the YTY program, six students were eligible to receive federal pay- ments for tutoring other students. After a two-month training period of role-playing, lesson preparing and creating materials, these six students began to tutor sixth graders. Each tutor worked with a younger student , for a month, using his regular two free periods every week, plus the additional . 4,- free time which was allocated to YTY 4 and WEP students for their projects. - For the remaining five months of school, each tutor worked with one fifth or ..Z sixth grader per month. The training 05.1 --VO" et period for tutors proved to be invalu- heroic.

able; most students preferred to use - ..quiwoMm. the materials they had created for tutoring, although commercial language games were also popular. The WEP and YTY programs operated simultaneously during the winter and 26. Kids Helping Kids spring of 1971. However, those students who weren't comfortable with GOVERNOR JOHN CARVER SCHOOL, Carver either of these arrangements needed 02330 other alternatives. Some boys reques- NATHANIEL MORTIN INTERMEDIATE SCHOOL, ted and were allowed to continue their Lincoln Street, Plymouth 02360 work hours in the Industrial Arts De- Superintendent: F. Edward Nicolas partment. The shop foreman helped the Reported by: Hazel Carmichael, Reading students acquire shop skills and was Consultant for Plymouth-Carver Schools impressed by their competence and in- Information contacts: Dorothea Neville, terest. Other students were assigned 617-866-4541; Arlene Furtado, 617- to tasks inside the school as outlined 746-6500 by Neighborhood Youth Corps guidelines. Administrative contact: M2rcia C. Pike, They worked as school messengers, sup- Elementary Supervisor, Nathaniel ply room helpers and as custodial and Mortin School, 617-746-0600 lunchroom aides. Among the more important re- Facts which testified to the success discoveries in education in recent of the WEP and YTY programs are de- years is how much kids enjoy helping creased absenteeism and dropout rates. other kids and the extent to which both One YTY tutor became an. honor student. sets, tutors and tutees, profit from The programs, stated Assistant Prin- their mutual experience. Such an event cipal Brown, "mirrored a need for occurred during the past school year in drastic alteration and innovations two schools in Carver and Plymouth. in today's current curriculum. They proved students will learn freely if Because more of the reading special- given proper incentive, the basic edu- ist's time was to be scheduled for pri- cational tools and the responsibility mary children in September 1970, six of implementing these tools." seventh grade boys at the intermediate school were to be dropped from the For the 1971-1972 school year, the reading specialist's program. These King School teacher staff has been students were really low academically reduced by 13 teachers, while enroll- and were considered to be antagonistic, ment increased by nearly 200 students. aggressive and turned off. Their Fifteen teacher aides were cut from teachers Leaded with the reading the budget also, because of Boston's specialist to help in same way because severe financial plight. There is they knew how much the boys needed little extra space around, and teach- help and that good rapport had existed ing loads are increased for everyone, between the six youngsters and the including the assistant principal. specialist. ESEA Title III funding has come to a close. The vital and time-consuming The reading teacherasked the boys role of teacher-coordinator for the to help her with somethird and fourth WEP program and team leader for the graders and' found thesix students will- YTY program, as well as job wages, ing and enthusiastic. They agreed to must be paid fram federal funds if the give up twenty-five minutes daily for King School is to continue to offer a week to discuss lesson plans, proce- these educational alternatives. dures and problems. Subsequently, they began to provide two weekly periods of Date project operational: December reading help to their younger tutees, 1970 who were carefully paired up with the No. of students/Personnel involved: tutors. Personnel 2, students 15 Approximate yearly cost: 84,250 Workbooks, games and books with high (personnel 84,000, materials 8250) interest and low vocabulary were pro- Sources offunds:ESEA Title III vided to the tutors. Older students and ABCD Educational Games would read directions orally to the 30 An- younger, teach the phonic skillsand Date project operationaZ: November help correct mistakes. In doing so 1970 - June 1971 the tutors reviewed and reinforced No. of students/personnel involved: their own reading skills. Reading Personnel 3, students 23 games were played when workbook lessons Approximate yearly cost: None extra were completed. When their younger Dissemination materials available: students were working alone, the tutors Available upon request reed their own books. Informal tests were given periodically to check progress. Two other seventh grade students asked to join the program and were 27. Prep School and accepted -- one as a tutor, the other as a substitute. Public School Team

Upon observing this experimental Up class, a neighboring reading specialist planned a similar program -- seventh CENTER SCHOOL, Sheffield 02157 grade perceptually handicapped students THE BERKSHIRE SCHOOL, Sheffield 02157 tutoring fift'a graders. She observed Superintendent: Douglas Adamson the same positive reactions of willing- Reported by: Hilary Russell, Coordina- ness and enthusiasm as in the original tor of Project group. Information contacts: Hilary Russell, 413-229-8510; Daniel Cabral, Princi- Both reading specialists report that pal, Sheffield Center School, 413- students were extremely cooperative. 229-8754 The seventh graders developed much more Administrative contact: Daniel Cabral self-confidence, while younger pupils were greatly excited to be working with When 13 volunteer tutors from grades "the big guys." Discussions with the 9-12 at The Berkshire (boys prep) School reading specialists have helped the began tutoring students at the Shef- tutors develop better attitudes toward field Center School, a degree of indi- their schoolmates as well as a better vidualized instruction occurred in the understanding of the role and responsi- public school classrooms which was not bility of a teacher. The effects of possible before. The program has also such a program cannot be measured pre- given the boys an opportunity to work cisely, but the change in attj.tudes is outside the relatively self-contained observable and extremely gratifying to community of a boarding school and to all concerned. meet the challenges of teaching young children.

Especially rewarding to the reading The volunteers come for 90 minutes specialists was the year's culminating once a week and are assigned to teach- activity. Not only did the seventh ers who have shown a desire to reorgan- grade tutors propose, plan and super- ize the atmosphere and structure of vise a party in June for their young their classrooms. Working together for tutees, they also participated in all the first few minutes of each session, party activities with rollicking good the teacher and student tutor outline will and obvious enjoyment. From the what they hope will be accomplished. six-footer who kept the "Pin the Tail One week a boy may find himself review- on the Donkey" crowd in line to the ing math skills with a first grader seventh grade wit who foxed the little who has been absent from school. On fellows on "seconds" by saying, "Every- another day, he may be leading a small body who doesn't want another Dixie cup reading and discussion group for slow raise your hand," (and a full comple- learners. ment of misguided third and fourth grade hands waved enthusiastically in the air.) Flexibility is very important for Good fellowship reigned! the success of the program. The faculty advisors of the Berkshire students agreed to the unorthodox system 28. An Idea That Grew of releasing the boys from study hall periods during the day. Faculty wives FRAMINGHAM PUBLIC SCHOOLS, 49 Lexington at The Berkshire School are providing Street, Framingham 01701 transportation from the school into Superintendent: Albert Benson the village and back. The elementary Reported by: Joseph Hannigan, UNLOCK school teachers have taken the time Information contact: Evelyn Barden, to reconsider the specific needs of Resource Teacher, Hemenway School, their pupils. 617-877-1030 Administrative contact: Patricia Ellis, The Berkshire students, coming from 617-872-1522 a fairly conventional educational experience, have discovered that teaching When Mrs. Evelyn Barden came to Fram- has very few absolutes when it comes to ingham as a kindergarten resource methods. An approach to spelling which teacher, she found the kindergarten succeeds with cne child may be disas- operating on double sessions and with- trous with another. What may appear out any teacher aides. To her it hilarious to teenage boys might be puz- seemed logical to enlist the help of zling or sarcastic to second graders. high school students, so in May 1970, a group of 25 North High School Nation- al Honor Society members spent the last The tutors learn to listen to the six weeks of their senior year working children read, learn to serve as sound- with the town's kindergarten classes. ing boards when the youngsters relate what they have read and seen, and learn The program was so successful from to vary activities during the tutorial the standpoint of students, teachers, period. and administrators, that is has now been greatly expanded to utilize North Every so often, the Berkshire students High and South High students at all meet with Daniel Cabral, the principal levels of ability from grades 9-12 to of Sheffield's Center School. The boys work not only in kindergarten, but in air suggestions for special activities other elementary classrooms as well. such as slide shows or musical programs The program took up the entire second they may have planned for a whole class. semester of the 1970-71 school year. Sometimes they talk about the frustra- The Framingham School Committee and tions of working with poorly motivated Superintendent have encouraged the de- children or complain that the elemen- velopment of this course. tary students are simply using the tutors to complete homework assignments. Mrs. Barden feels one key to the suc- No matter what problems may arise, it cess of the program is the way it has is clear to everyone involved that the been organized with support and coop- boys are discovering more about their eration from the high school adminis- own capabilities while helping the trators and teachers. Every partici- teachers extend their effectiveness. pant spends at least four days in an orientation program given by Mrs. Barden. The student teachers are then released (usually from social studies or English courses) a minimum of two class periods a day, four days a week. Date project operational: September Three of these days, the students teach 1970 in the elementary schools; the fourth No. of students/Personnel involved: day they attend a double period seminar Personnel 15, students 200 with Mrs. Barden to receive more train- Approximate yearly cost: None extra ing and to discuss their experiences Dissemination materials available: and problems. The fifth day they at- Mimeograph materials, brochures tend their regular class. They receive 32 a full semester's academic credit for things which the high school students this class even though they are pre- do are: helping individual students sent only one day per week. and small groups with math and language arts, organizing and directing plays, A ninth grade urban problems class teaching arts and crafts, presenting which has several students participat- creative writing lessons. A certified ing in the program, took a field trip teacher is always present, and an effort to the elementary school to observe is made to give the student aides a their classmates working with the chil- genuine role in the classroom-- rather dren. They were impressed, and it was than just having them operate the ditto a great shot in the arm for the program, machine or clean paintbrushes. reports Mrs. Barden. At the end of the school year, the program was evaluated through a ques- All student teachers are required to tionnaire distributed to teachers and keep a journal in which they record student participants. Mrs. Barden their experiences, reactions, problems reports that the evaluation was loaded and pleasures. These journals are with success stories-- students who shared with Mrs. Barden and often are had decided not to drop out of school, used to span< discussion during the students who were motivated to choose seminar. Mrs. Barden feels it is vital teaching as a career. Most of the stu- for these student teachers to be able dents who participated showedan im- to share their rapture and enthusiasm provement in their grades. Only one with an adult who has had similar ex- great discrepancy occurred between the periences with young children. teacher and student evaluations of the program. The students were asked if Some students frankly admit they the experience had changed their atti- joined the program to avoid working in tudes towards children, education and their high school class. However, they the world and all of them said, "Yes". found themselves becoming so involved However, most of the teachers answered, with the children that they ended up "No" when asked if they felt they had putting in much more time than they helped change the attitude of their would have otherwise. Other students student aides toward any of these started out with little interest in things. children, only to see it grow tremendously as the children began looking up The problem the program faces now is to them. At the end of the program, a a need for staff to allow it to grow. tea is held to give the students an opportunity to discuss teaching as a Date project operational: May 1970 career with the elementary teachers and Noof students/Personnel involved: principal. Personnel 1, students 40 Dissemination maierials available: Another facet of the program permits Topic Outlines for two-year pro- all of the high school participants to gram: "Introduction to Child be released from all of their classes Study" and "Cultural Influences for two days so they can work two full on Learning" days in their elementary school assign- Visiting policy: Call Evelyn Barden ment. Each student teacher also is al- for appointment lowed to take the class he is teaching on a field trip to the high school to see what high school life is like. Mrs. Barden says it is always an eye opening experience for the high school students to see the things that impress their young charges in the high school. tip

The program emphasizes working with and understanding children. Among the IL GUIDANCEAND SPECIAL NEEDS PR^cRAMS \\-

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E. Children with Special Needs

of social, self-interest, and service 29. 4-H in the Special skills through active participation in 4-H projects. The program was Class started to provide experience which the children would have a chance to follow through successfully so they BUTTERFIELD SCHOOL, 94 So. Main Street, could feel a sense of accomplishment. Orange 01364 Superintendent: Walter Fields In their home classroom, a converted Reported by: Rhoda H. Graves, Observer high school home economics room, the Information contact: Ruth Songer, children hold club and committee meet- Teacher, 413-544-3930 ings and group dress reviews. They Administrative contact: Robert Gaudet, work on individual projects in areas 413-544-6136 such as woodworking, cooking, sewing, crafts and health. Since 1958, students in the special class at the Butterfield School have Sometimes involvement in projects been encouraged to develop a variety goes far beyond the classroom. One 34 44- boy's interest and success in wood- Date project operationaZ: 1958 working led him to attend vocational No. of students/personneZ invoZved: school and become a cabinet maker. Personnel 1, students 288 Several students have been motivated Approximate yearly cost: $15-$20 to finish high school as a result of Source of fttnds: School materials participation in the program. and donations Dissemination materiaZt available: Currently, a promising sewing student References to projects, materials has been offered a job altering cloth- and sources. ing for a store if she finishes high Visiting policy: Ruth Songer would school. Individual projects are selec- be glad to confer with anyone. ted with help from the teacher, who gives close attention to each child's needs and abilities. 30. Lay Tutors for Students participate in service work both in and out of school. Typical Learning activities include keeping the teacher's room clean and setting up and taking Disabilities down school cafeteria tables, sending cards and letters to shut-ins, and en- Classes tertaining with square-dancing. The group has also sung and danced at the MELROSE SCHOOL DEPARTMENT, 235 West Eastern States Exposition, and atten- Foster Street, Melrose 02176 ded the Governor's reception in Boston. Superintendent: George R. Quinn _Reported by: Joseph Hannigan, UNLOCK Three years ago, the success of 4-H Information contact: Richard A. in the special class led to its exten- Incerto, 617-662-6838 sion to the self-contained fifth and AdMinistrative contact: Anne Elder, sixth grades at Butterfield. These 617-665-5675 classes are composed of children who are not yet ready to compete with their The Melrose Learning Disabilities peers because of academic or emotional Program, now in its third year of op- problems. Teacher Rhoda Graves feels eration, continues to evolve into a that the 4-H activities have been as model structure for learning disabil- successful in the fifth and sixth grade ities diagnosis and corrective methods. classes as they proved to be in the special class. Although home economics Central to the new program is a re- facilities are not available, donated viewing committee formed under the items such as a sewing machine and a direction of Dr. Richard Incerto, Di- small jigsaw serve as project tools. rector of Pupil Services, during the 1970-1971 school year. On a monthly rotating basis, this committee in- Of F TO A volves principals and other administrators such as the Director of Ele- mentary Education, guidance and medi- Gcm sitz cal personnel, and classroom teachers and specialists. In this way, they wak share vital information and become intimately acquainted with the learn- 414e ing disabilities program. A folio is compiled for each child recommended for the program, consist- Soie ing of reports from the classroom V011:4°D teacher, the nurse, the psychologist, 00 10. the Director of Learning Disabilities, 35 45 and from various specialists. This Dissemination materials available: information is discussed by the re- Pamphlet explaining program. viewing committee and the recommenda- Visiting policy: By appointment tions are put into action immediately.

A dossier for prese= and future use is kept on each child, including 31. Student-Tutor recommendations, personal history, and any other pertinent information. Education Project Data brought before the committee varies from case to case and may in- (STEP) clude samples of class work; day-by- day observations of the teachers; in- INDUSTRIAL SCHOOL FOR BOYS AT SHIRLEY formation about family background, if Shirley 01464 possible; academic and medical his- LYMAN SCHOOL FOR BOYS AT WESTBORO tories; and any test scores available. T.Intboro 01581 Reported by: Thomas Nesbitt, Assistant A group of forty tutors for the per- Director. ceptually handicapped is another key Information and administrative contact: feature of the program. Trained by Mrs. John Spiegel, Director, 10 Dr. Tina Federico of Curry College, Channing Place, Cambridge 02138, these tutors amassed a total of 00 617-876-2628 clock hours of training by the end of one school year. Tutors are primarily STEP is an educational program loca- residents of the community, with no ted in group homes set up on the particular educational experience. grounds of the Industrial School for Boys at Shirley and the Lyman School The small turnover rate, and the fact for Boys at Westboro. It is designed that the number of applicants for tutor- to give a positive, reinforcing, inno- ing jobs exceeds the number of openings vative educational experience to boys suggest that the tutoring program is remanded to the Department of Youth Dr. Federico followed quite successful. Services. The boys are 15-17 years the training program with one day work- old, and most of them are dropouts or shops for parents, teachers, students, "kick-outs." The program works to get administrators and the school committee. them back into schools and to keep in touch with them after parole. In addition to the 150 children Mel- rose serves individually through the STEP operates on a system of pro- program, 15 more are reached through a grammed instruction developed by resource room; three transitional taking the most relevant and least classes have been added; and a special- expensive from the wealth of commer- ist in music-motor skills visits primary cially-available materials. Programs classes in four schools. in basic math, advanced math, enrichment math, beginning reading, and The diagnostic center, headed by Dr. English grammar and usage have been de- Incerto, serves as a nucleus for all veloped. personnel to present or gather material Eventu- to help individual children. This plan is liberating and reward- ally, the center will integrate all ing for students who can now work at pupil services work for the Melrose their own speeds and levels with maxi- School System. mum individual instruction. Besides study in the basic curriculum areas, there are short, intense units in such Date project operational: Fall 1969 areas as: The Sociology of Drugs, No. of students involved: 150 Strobe Photography, Digital Computers, Approximate yearly cost: $40,000 The Psychology of the Eye, Freud vs. Source of-funds: 50% Local, 50% Skinner, Polyhedra Models & Geodesic State Domes.

36 467 The statistics attest to the achieve- structure of each class and needs of ment of this program. During the first the individual child. Miss Dunn uses year at Shirley, the average STEP stu- her own program and methods for the dent advanced 60% faster than did the teaching of phonics, and she structures average (national) student at the same her reading program around the Miami level (as measured by the Iowa Tests Linguistic Series, where the focus is of Basic Skills). Half the boys who on a comprehensive approach to the read- participated in STEP in the fall of ing, writing and speaking of English. 1969 were returned to school on parole, and all but two of them at the grade Throughout the school day, Spanish level of their peers or higher. and English are used according to the needs and interests of the children in math, science, and social studies. By Date project operational: September the spring of the school year, the chil- 1969 dren who have a solid foundation in the No. of students involved: 50-60 speaking of English are able to read Approximate yearly cost: $90,000 simple stories. (personnel $80,000, materials $10,000) Source of ftinds: Governor's Council By early May, the youngsters have be- on Law Enforcement and Administra- gun to create their own stories in tion of Crlminal Justice English, and Miss Dunn translates them into written Spanish. Because Spanish is a highly phonetic language, the 32. Teacher-Devised transition for these children is an easy one, and they begin to read mate- Bilingual Program rials in both languages. In this way too, the children build a G. F. HOAR SCHOOL, Flaherty Way, South library of original bilingual materials Boston 02127 which form the basis of an individual- Superintendent: William Ohrenburger ized reading program. They share these Reported by:Roselyn Frankenstein, De- materials with classwates and take them partment of Education home to share with their parents. Information contact: Virginia Dunn, 617-268-7133 Miss Dunn stresses that her goal is to help the children develop competency Virginia Dunn, a teacher at the G. F. in English while continuing to value Hoar School in South Boston, has de- and respect their native language and veloped a highly successful bilingual culture. program for the 25 Puerto Rican students she welcomes to her first grade Date project operational: Septem- classroom each fall. ber 9, 1971 No. of students/personnel involved: Miss Dunn is self-taught in Spanish, Personnel 2, students 25 and her approach to materials and tech- Approximate yearly cost: None extra niques has evolved through her work Visiting policy: Call for permission with Spanish-speaking children over the years. Her responsibility is a great one, for many of the youngsters in her room are new arrivals from Puerto Rico and they must be prepared over the course of a year, and possibly two, to enter a second grade program that is taught entirely in English.

Directions and instruction are given in Spanish and English, depending upon

37 47 Date project operational: 1968 to 33. Perceptual-Motor present No. of students involved: 196 Development Approximate yearly cost: $41,000 (Personnel $38,000, materials $3,000) Program Source of ftinds: 50% state funded Dissemination materials available: WACHUSETT REGIONAL SCHOOL DISTRICT, A guidebook for classroom teachers 1401 Main Street, Holden 01520 $1.50. Mobile unit brochure to be Superintendent: Edward P. Yaglou published; slide program with Reported by: Miriam Miner, Supervisor taped lecture being compiled, $5.00 Information contact: Forrest R. Gilmore, rental fee. 617-829-3537 Visiting policy: By appointment Administrative contact: Edward O'Connor, 617-829-3537

The aim of this program is to spot 34. Helping Emotionally children from kindergarten through the fifth grade who, despite normal or Disturbed Children above IQ, are falling down academically because of perceptual-motor problems. IPSWICH PUBLIC SCHOOLS, Ipswich 01938 An evaluating team made up of a learn- Superintendent: J. H. Stella ing disabilities teacher, a school psy- Reported by: J. J. Battaglio, Direc- chologist and appropriate medical tor, Pupil Personnel Services specialists examines the children re- Information and administrative contact: ferred by their classroom teachers to J. J. Battaglio, 617-356-4308 select those who can benefit from the program. Ipswich Public Schools has a twofold program to help its children who are Ten women were recruited and trained as perceptual-motor technicians to work in the ten elementary schools in the five towns in the Wachusett district (Holden, Paxton, Princeton, Rut- 14 land, Sterling). They work with these 44 children three times a week in 45- -v* _ minute sessions, individually or in small groups; they follow prescriptions written for each child by the learning disabilities teacher and evaluator to meet specific individual needs.

Two learning disabilities teachers Pt go to the ten elementary schools on a regular schedule in a specially designed and equipped $35,000 mobile learning laboratory to supervise the technicians, re-evaluate the children, and consult classroom teachers and parents. (The mobile learning laboratory was paid for under a three-year - -7." ESEA Title VI grant.) In this way, the , . 7..0;47. children all have access to the type of electronic equipment and one-to-one professional supervision which could not otherwise be provided separately in all ten schools. 38 designated emotionally disturbed by the would discard failing first grade as psychiatrist under State Law 750. The an entrance requirement. One of many severely disturbed children who aren't Title I summer camps, Camp Plum Cove able to gain from or add to the stan- was conceived five years ago by John dard classrooms make up the core-class, Robarts, Director of Pupil Personnel a half-day session taught by a special- Services, to aid students who failed ized teacher and an assistant. The first grade because of poor language less severe cases are placed through- development, social maladjustment, or out the school system in classes care- inadequate ego development. The six- fully selected by the E.D. (emotion- week program provides breakfast and ally disturbed) specialist and the lunch, remedial reading and math, ex- principals involved. ploratory science, arts and crafts, recreation and swimming, and numerous In the afternoon, after the core- field trips. class has gone home, the specialist visits the classes fostering the other Since 1967, classes for the emotion- "750" children. What she can do in ally disturbed and the educable re- the way of tutoring therapy or adjust- tarded have been added. Social workers, ment she does then, as well as advis- counselors, psychologists, speech thera- ing and helping the staff. The suc- pists, and tutors for the perceptually cess of this program has been in handicapped have given special services giving educational and social experi- as needed. ence without stigma to handicapped children; it has effected improvement The value of Camp Plum Cove, however, in ability, even to the extent of re- is in the informal, close relationship turning several children to the regular between staff and students. One teach- mainstream of the student body. er and three or four aides work with each class of fifteen. Some of the Date project operational: SeptemAr 1965 No. of students involved: 8 Approximate yearly cost: $15,500 (personnel $15,000, materials $500) Source of ftinds: School budget Dissemination materials available: Some Visiting policy: Open

35. Camp Plum Cove

PLUM COVE SCHOOL, off Hickory Street, Gloucester 01930 :144,4 Superintendent: Calvin Eells Reported by: John T. Robarts, former Director, Pupil Personnel Services and Title I supervisor Information and administrative contact: Dominic Butera, 617-283-4686

Imagine a parent complaining that his child hadn't failed first grade! While things haven't progressed quite this far, several jealous parents (andkids) do wish Gloucester's Camp Plum Cove

39 aides are undergraduates at teacher- 36. Operation English training colleges, some are Neighbor- hood Youth Corps workers, others are Mastery Project WIN (a work incentive program) trainees, and many are volunteers. WORCESTE PUBLIC SCHOOLS, 20 Irving St. Worcester 01601 Since one of the main objectives of Superintendent: John J. Connor the program is changing students' atti- Reported by: R. Frankenstein, Depart- tudes by promoting positive feelings ment of Education toward education, one's self and rela- Information and administrative contact: tions with others, evaluations are John J. Connor, 617-798-2521 mainly subjective and unobtrusive. At 2 p.m., kids have to be told it's time The city of Worcester is experiencing to leave and almost all cry on the last a large influx of Spanish-speaking and day of camp. Discussions in the teach- Greek-speaking children. In many cases ers' room center on how to reach stu- these children have attended as many as dents rather than on the latest con- five schools before reaching the third tract negotiating session. grade. Most have never participated in any program to meet their special Evaluations completed last summer in- needs. Worcester is offering two pro- dicate self-images and attitudes toward grams this year funded through Title I school and learning did change positive- which are serving 506 of these young- ly and significantly during the time sters in grades 1 through 6- students were at camp. Moreover, follow- up studies have shown these changed at- Spanish-speaking students attend titudes were observable when students Worcester Transitional School, and returned to school in the fall. Greek stud.ents are housed at the Elm Park Community School. Students in Date project operational: Summer 1967 bott programs receive intensive train- Ro. of students/personnel involved: ing in English as a second language, Personnel 15-30, students 60-90 while receiving instruction in other Approximate yearly cost: $10,500- subjects in their native language. $29,000 (personnel $10,000-$25,000, A gradual transition to full instruc- materials $500-$4,000) tion in English will take place as Source of funds: ESEA Title I children develop the necessary compe- Dissemination materials available: tence and confidence. Copies of evaluation reports C Students who complete the ESL program will then be assigned to regular classrooms in neighborhood schools. They will meet periodically with traveling bilingual teachers who will provide tutoring and supportive services to en- sure successful placement in the existing school program.

9*her summer camps ftinded by Title I: In addition to this program, local Reported by: Department of Education funds have been provided for the imple- Title I staff mentation of the ESL at the junior and ASHLAND, Northeastern University camp senior high school levels. CANTON, at Hanson Air Field CLARKSBURG AND FLORIDA Date project operational: September FALL RIVER, at Children's Home of Fall 1971 River No. of students invoZved: 506 PITTSFIELD, one-half time at summer Approximate yearZy cost: $190,570 camp and on school grounds for personnel STONEHAM Source of funds: ESEA Title I 40 50 Students and counselors have found F. Guidance that many student questions and needs are of the type that can be handled by any of the counselors. Furthermore, when a student wishes to have an ex- 37. A Team Approach tended talk or private discussion with a particular counselor, he is free to to Guidance and set up an appointment. Counseling The second plan has been in the area of promoting group work by means of BROOKLINE HIGH SCHOOL, Brookline 02146 utilizing the curriculum. At Brookline Superintendent: Robert Sperber High School, the fall of 1970 brought Reported by: Thomas Ryan, Jr., Counselor increased emphasis on group work. Information contact: Diane Ryan, 617- During the first semester, groups were 734-1111 x363 organized by counselors through their Administrative contacts: Thomas Ryan, personal contact with students. Though Jr., and Lillian Murdock, 617-734- some groups were established, the move- 1111 x363 ment was hampered by this haphazard method of contacting students. A major concern in the field of Guid- ance is the development of practices by By early December, it was clear to which counselors will have more fre- the counselors involved in group ses- quent contact with a wider range of sions that the school curriculum should student population. A central question be utilized for organizing groups dur- for counselors is how to move beyond ing the school day. Thus, in the second the "exceptional" student into the area semester, three sections of "Group Dyna- of the "normal" student. Brookline has mics and Human Behavior" were organized. recently developed two plans with this Officially, these three groups became question in mind. a pilot project. The course was listed as a mani-course for juniors and seniors, The first plan consists of a team ap- meeting twice a week for fifty minutes proach to Guidance. Brookline High without credit.- However, students could School is organized into four Houses arrange through the Seniors Studies Pro- of about 600 students per House. Each gram to earn one-half credit for the House contains an equal number of second semester. freshmen, sophomores, juniors and seniors, and has a team of three guid- The groups, advertised by counselors ance counselors assigned to it. in English classes, were concerned with the interaction and the personal growth Counselors have been assigned students of each participant.A wide range of in the traditional manner by homerooms. students enrolled for a variety of rea- However, a ..lew feature is that all sons: "liked the idea", "sounded dif- House students and counselors may have ferent", "needed credit". numerous contacts with each other through the House Office. Thus, both This plan's basic asset was that it students and counselors have extra op- effectively used the existing school portunities to develop relationships. structure to reach students for a group One of the three counselors (on a ro- experience. tating basis) is always available in the House Office reception area to give Date project operationaZ: February immediate service (without an appoint- 1970 ment) to any student. This arrangement No. of students involved: 2,400 frees counselors for more teaching, Approximate yearly cost: None extra group work, contacts with teachers, and Dissemination materials available: informal work within the student en- Articles and bibliography virons such as the lunchroom. Visiting policy: Visits must be arranged. 41 38. Home School The school counselor saw some of the fifty students involved in this Counseling program regularly on an individual basis, some intermittently and others in p.oups as their needs and interests STONEHAM PUBLIC SCHOOLS, 149 Franklin dictated. Many of these sessions were Street, Stoneham 02180 devoted to helping individual students Superintendent: Daniel Hogan, Jr. reduce their hostile feelings and apa- li'eported by: Thomas Wilton, Adminis- thetic attitudes towards school and trative Assistant to Principal home, to direct students toward worth- Information contact: Ruth Mayo, Super- while use of their time in and out of visor of Elementary Education, 617- school, and to encourage self-discovery 438-0600 and improve self-concepts. Administrative contact: Daniel Hogan, Jr., 617-438-0600 For the younger children, field trips were arranged in the community and not During the past school year, the far from the school. Places visited in- Stoneham Public Schools operated a cluded a bakery, a car wash, a bicyc2e Title I project whose major aims were shop, a dairy farm, a greenhouse, police psychological rather than instructional. and fire stations. A ten-passenger Although academic gains in the latter window van vehicle is available for category were reported as significant, field trips. the most satisfactory results occurred in the home-school counseling service built into the project to help students For the older children, a more posi- develop a better self-image and to alle- tive use of their leisure time was en- viate family problems affecting social couraged by giving them opportunities and emotional growth. to go on cultural tours, use nature trails and sketch at nature trail sites. The home-school counseling service The Melrose YMCA Gym and Swim Program operated in several dimensions. The has also been made available to the counselor met regularly on a weekly majority of the children. Individual basis with a group of mothers whose needs were considered more important children had been selected for the pro- than a formal curriculum for all the ject. These meetings were originally students. As statein the project pro- set up to have the parents make in- posal, "Mending a shattered ego was to structional aids and games for the be as important as an arithmetic pro- teachers to use with students. How- cess." ever, they soon became therapeutic sessions. Parents freely exchanged An evaluation of the program revealed experiences and advice with each other that most parents who have had chil- and with the counselor while they dren (especially older ones) in the pro- worked together. gram would like it to continue. In some cases, complete changes in atti- The counselor also made home visits tudes towards schools and learning have to talk with the parents about the been observed among the children, while learning problems of their child and others have shown more academic progress. to suggest how the parents could support the child's experiences. Another aspect of the home-school counseling program was the involvement of other Date project operational: Septembei. school services and personnel, such 1970 as the school nurse in family prob- No. of students/personnel involved: lems of management and hygiene. Com- Personnel 5, students 50 munity agencies like the Red Cross Approximate yearly cost: $38,596 have actively assisted in the project. Source of funds: P.L. 89-10, Title I III CURRICULUM AREAS

G. Humanities/Art/English/Media/Music/ Languages 1,489 pupils and 117 staff (including office personnel and custodians who 203. The Library: Center make use of its resources), also serves the school and community in many other of Activity ways.

BELLINGHAM MEMORIAL JR.-SR. HIGHSCHOOL, It is regularly used as a meeting Blackstone Street, Bellingham 02019 place both during 1-he school day and Superintendent: Anthony C. Minichiello after hours. The Student Council meets Reported by: Louise B. Kelley, Librarian there weekly during activity period; Information contact: Louise B. Kelley, the Principal's Advisory Board meets 617-883-4220 weekly after school; the School Com- Administrative contact: Albert A. mittee and the-Permanent School Build- Manning, Principal, 617-883-4220 ing Committee meet regularly, evenings; in-service courses are held there; and This library, in addition to its other meetings and activities are prime function as media center for scheduled in as requested. 43 The library is also used throughout Artists and craftsmen feeling the the school year as a display area for warmth of admiration shrug casually. the Art Department and the Industrial Their teachers -- who labor in shops, Arts Department. No token displays drawing rooms, and art rooms in wings either. When art classes are involved and lower levels far from the academic in poster art, the library is a riot staff -- are rightfully proud. The of design and color on cabinets, tables, taxpayer begins to think its all worth walls, tops of bookcases. When stu- it. Other teachers viewing the exhibits dents are creating Christmas decora- often discover new approaches to the tions, wreaths, creches, tree orna- artist or craftsman who is less talen- ments, the library is festive indeed! ted academically. When the ceramics classes are ready to display, room is made for all -- Probably the remark most often heard from the beginners' first pots to the from student and teacher alike is, "I advanced students' graceful urns. can't believe so-and-so made this."

A special feature which occupies the Date project operational: Winter library's main .bulletin board (eight 1970-1971 feet long with shelf space beneath) is Approximate yearly cost: None extra the ARTIST OF THE MONTH. The artistic creation of an outstanding art student in collage, oils, watercolors, ceramics, etc. is spotlighted. 40. Humanities for

The main industrial arts exhibit is Turned-off the feature of the last three weeks of school. At that time, dry sinks, dea- Students: Cultural con's benches, architectural drawings Immersion and models, graceful wrought iron work, etc. are displayed. IPSWICH HIGH SCHOOL, Ipswich 01938 Superintendent: John Stella Where does the librarian_put every- Reported by: Robert J. Keefe, Director thing? Not out of reach! Information and administrative contact: Robert J. Keefe, 617-356-3137 All the art teachers want involvement. Texture is for touching. Benches This year's humanities program at are to be sat on. Drawers are meant to Ipswich High School is a real pioneer be pulled out. Pottery must be seen experience. The two-year elective se- all around. quence for non-college bound juniors and seniors is described by Social Sometimes tables are pushed back and Studies Teacher Ronald Toleos as "an the center of the floor is cleared. existential, emotional experience" for Sometimes tables are grouped. Every- both student and teacher. body has a say and the library func- tions around, through, and over the "Cultural Immersion" is the topic displays. Art teachers lug in bricks, for the year, and it means just what it cement blocks, weathered boards, planks, says. Since the beginning of the se- six to eight-foot "interesting branohes,". mester, some 35 seniors have been in- barrels of woodchips for settings. volved in the world of three cultures which an interdepartmental team of Is it inconvenient? Sometimes. Adults teachers selected for study using the leave ashtrays. "Trees" topple. No descriptive work of Margaret Mead. The one can resist jiggling the ceramic three cultures -- Balinese from Indo- wind chimes. nesia, Ashanti from Africa, and Crow from America -- exemplify isolated non- Is it rewarding? Librarian Louise western societies noted for peaceful Kelley answers an emphatic, "Yes." activities. 44 Students are busy building representa- Balinese group made traditional pup- tive villages on school property, which pets, while the Crows enacted Buffalo authentically replicate the cultures Hunting and the ritual Painting of the they are studying. But they are doing Buffalo Hide. much more than that. According to descriptions of the cultures' mores and Humanities for non-college bound stu- conventions which they have read and dents started at Ipswich back in 1966, heard about, they are participating as and summer workshops for teachers have though they were real members of the been going on since then, thanks to culture. support of the school committee. Teach- ers worked out a team situation in As they construct their houses and which the music teacher acts as coor- temples, they are "doing as the Balinese dinator for the three other staff mem- do" -- this can range from a group dis- bers in the fields of history, art and cussion of where the point of their English. Balinese temple must face (according to tradition) to acting solely on Classes met for a double period five group decisions (as a traditionally days a week, and teachers use part of non-independent Bali native would). the second period for staff conferences which provide feedback and help shape The point of it all is to provide future plans. While activities are these students with an awareness of and structured closely on a day-to-day identification with not only a vastly basis, the approach is flexible, and different culture than theirs, but to the whole program is not pre-planned. encourage each individual learner to see himself as a cultural being.

Many of these students, according to teacher Ronald Taleos, have not met with success in traditional academic courses. Consequently, academic read- ings are minimally assigned. Students, however, are motivated to read up on the various cultures so they can participate from a more knowledgeable point of view. Students are expected to learn about all three cultures, though they work in only one culture for field projects. Each week the entire class meets to discuss and exchange information as work on projects progresses. Traditionally, the last quartL., of Tests are kept at a minimum and some the year has involved students in writ- contracting of grades exists. A stu- ing, acting, producing, directing and dent may, for example, contract to pro- making props for a play which is usu- vide. five good Balinese logs, or decide ally satirical in nature. This year that rather than attending class he the play may be supplanted by the stu- will read two chapters in the library dents coming forth as cultural auth- on an aspect of Ashanti culcure in re- orities -- whether high Balinese turn for a "B" grade for the day. priests or Crow medicine men.But whatever the students decide upon, This October, classes were held out- their presentation will involve both side in the villages as work on pro- community and students from the rest jects continued -- making implements, of the school. On Cultural Explora- enactingsrituals, cooking native d1shes, tion Night, they will give students an and learning tribal dances. The opportunity to hear about the cultures 45 they've studied and on "play night", Mr. Bisaillon discovered Kaleidoscope those who come will pay admission of during a national art education con- tvone dollar or somethingmeaningful." vention. Beginning as a local public Afterwards, the class will try to deter- relations effort in Kansas City, the mine the meaning of objects given in art fair quickly became so popular that terms of their own culture. Hallmark expanded its services to involve many school systems in the Mid- Date project operational: September west and an occasional New England 1966 school system. Hallmark keeps two pub- No. of students/personnel involved: lic relations staffers very busy with Personnel 4, students 40 Kaleidoscope. One sets up the many Approxiwate yearly cost: $1,000 portable panels, tables, and geometric Source of fUnds: School budget forms which make up the traveling Kaleidoscope set and lays out details for the use of Hallmark's donated yarn, crayons, glue, papers, beads, etc. The 41. Kaleidoscope second staff member then moves in to help supervise activities and work with Art Fair local personnel.

CHARLS ASHLEY SCHOOL, Rochambeau St., Kaleidoscope filled most of the New Bedford 02741 Charles Ashley school gym in New Bed-

Superintendent: James Hayden ford. Children (grades K-6 from all - Reported by: John Ackerman, Editor, New Bedford schools) entered through a The Southeasterner; E. Curtis Hall, low doorway filled with dangling beads, Dept. of Education, Regional Office bells and blocks. This Motivation Inforwation contact: Ray Bisaillon, Room heightened the children's aware- Art Director, Elizabeth Carter School, ness of color, movement, sound, and 212 Nemasket St., New Bedford, 617- texture by presenting all kinds of ob- 997-4511 jects to see, hear, and touch. Chil- Administrative contact: Sally Hopkins, dren followed a "yellow brick road" Coordinator of Special Events, Hall- inset with-pieces of art work. A back- mark Cards, Kansaseity, Mo. 64141 ground of blues and greens highlighted &16-274-4282 all sorts of colorful things in Hall- mark's "See and Look" panels:chil- New Bedford's Art Director Ray dren viewed an arimal painting through Bisaillon heard of a good thing happen- 'different shades of plastic, listened ing in the Midwest and brought it to to and touched a plastic cube with the East: Hallmark Cards Kaleidoscope little music boxes set inside, watched Art Fair. Originating in Kansas City, this fair invites children to create AosioossiMIllaimemnft beautiful collages, scenes, boxes, puppets, and sunglasses out of free rit4Crait Hallmark sc_rap materials. ruPPETS a multi-image slide show, looked through Approximate yearZy cost: None extra a giant-sized Kaleidoscope, made rub- Dissemination materials available: bings of familiar objects sculptured in (1) Suggestion booklet from Hall- bas-relief on a low table. mark; (2) Creativity Kit, supple- mentary materials, 50 for both. The young craftsmen passed through another doorway of foil and yarn to a Work Room. Children chose what they wanted to do with the materials at hand. 42. Art Workshops They could work ona few small projects, or one longer one. Projects went home QUINCY HIGH and JOHN HANCOCK SCHOOL, with the children,and they were even 12 Gordon Street, Quincy 021E9 given special bagsto put them in. Superintendent: Lawrence Creedon Reported by: Katherine Norris, Asst. Mr. Bisaillon and his art department Principal, John Hancock School personnel organized 200 parents, teach- Information contacts: Robert Fariello, er aides, Art Club and other high 617-471-4025 school students, and Girl and Boy Scout Administrative contacts:Wilfred leaders to help during Kaleidoscope's Nolan, Elementary Coordinator and ten-day visit; fifteen to eighteen vol- Arthur Woodward, Secondary Coordi- unteers supervised 50 students each nator, Quincy Public Schools, Cod- hour making suggestions and helping dington St., Quincy, 617-471-0100 with difficult tasks, but never order- ing or telling children what to make. Twice a month, five to ten students On weekdays, groups visited the fair from the Quincy High School Art Program all day through 5 p.m. (Scheduling travel by cab to the John Hancock could not allow school ciroups to visit School to work with small gi"oups of from 3 p.m. to 5 p.m., so this time was children from levels one through six offered to Cub Scout and Girl Scout on a variety of art topics. Robert troops.) Principals decided how to Fariello, the Quincy High School art choose which grades and which children teacher, or Katherine Norris from Han- would visit, for not all the children cock, work with students to organize of New Bedford could participate. The each session. When necessary, the fair continued on Saturday and Sunday. high school students contact the Han- cock students before the Workshop if Mr. Bisaillon and his staff were de- special materials are needed. lighted with Kaleidoscope. They found that of all ages which visited the At present, most of the Hancock chil- fair (K-6), third graders seemed to be dren have participated in the Workshop the most responsive. Everyone wished sessions directed by the high school that all the New Bedford children could students. have participated, and that those who did could have worked for longer per- The major objectives of the program iods of time. The staff felt that moti- are: vation had greatly increased, and ideas for follow-up projects were abundant in (1) To give the high school students art and general classrooms. Mr. an opportunity to use their expertise Bisaillon hopes that Hallmark will come in developing and organizing learning East again in 1973 or sooner, and sug- situations involving elementary school gests that other school systems write children. to Hallmark and explore the resources (2) To give the high school students of other industries, especially New an opportunity to become assisting England plants. members in the daily activities of an elementary school. Date project operationaZ: Spring 1971 (3) To provide the elementary school No. of students invoZved: 4,000 children with an opportunity to carry 47 out extensive art projects in a small Students in the upper three grades group atmosphere. Lincoln-Sudbury Regional High (4) To be able to communicate and St.lhool can now design their own English work with students who are close to programs, choosing from 67 different their own age group in an informal electives, traditional courses and in- situation. dependent study. As in many other Massachusetts high schools, the evolu- The elementary school children who tion of this type of curriculum has were interested in working in such a taken place in several stages during program contacted members of the Han- the past few years. cock staff. Topics for the session were identified by both the elementary According to David Bronson, Chairman and high school students. The topic of the English Department, the first and student member scheduling is de- and most crucial step involved changing veloped and organized by the high the load of the English teachers from school students and staff. So far the five classes meeting five days a week children have taken part in theater to four classes meeting four times a games, window murals, puppetry, clay week, plus conferences with each stu- modeling, and painting. Some of the dent. The number of students per workshop products are left in the Han- teacher was not significantly changed. cock on display, while others are taken The second step was instituting a pro- home by the children. gram of independent study. This en- abled students going into their senior At present, plans are under way for year to read the 12th grade English the elementary children who will be materials during the summer, pass an participating in the workshops for this examination in September and then make year to travel by cab to the high arrangements with a tutor for a pro- school on alternate dates to develop gram of individual study. some of their ideas. The third step was to change the The interpersonnel relationships and Honors English program so that any the specific individual projects that honors student who want to do work be- have evolved have made the sessions a yond the curriculum could apply and highly successful aspect of the cross arrange a contract with an English level programs now in operation in the teacher. At the end of the contract, Quincy School System. the work would be evaluated by a group of teachers in the Department and a Date project operational: November separate statement would be put in the 1970 student's transcript. (This was only No. of students involved: 90 semi-independent study since the work Approximate yearly cost: Cab fare had to be done in addition to regular course work.)

43. Students Design The final step was the introduction of a modest set of electives parallel Their Own English to the regular courses in 1969-1970. According to Mr. Bronson, this pro- Programs gram not only provided indispensable LINCOLN-SUDBURY REGIONAL HIGH SCHOOL, practice for everyone, it also had one 390 Lincoln Road, Sudbury 01776 unforeseen consequence which contri- Superintendent-Principal: Willard A. buted enormously to the ability of the Ruliffson teachers to handle the expanded elec- Reported by: Frank Heys, Jr., Asst. tive program. Principal Information contact: David Bronson, Some of the regular classes were lar- 617-443-9961 ger than had been anticipated, and Administrative contact: Willard A. there weren't enough textbooks to go Ruliffson, 617-443-9961 around. So teachers had to find ways 48 of coping with this situation by work- no one can hide, no one can slide ing with more than one text at the same through. time, or by making divisions of a large class. Mr. Bronson says, "We have not yet all learned how to make the best use Early in 1970, a survey was made of of unstructured time in the schedule elective programs in other cchools; lo- of the school as a whole, but people cal teachers were asked to suggest elec- are taking responsibility for doing tives they would like to Teach, and stu- so, rather than waiting to be told. dents were asked to suggest electives We feel there is no reason why we they would like to take. A preliminary cannot have electives of college level list was made up, and every student in- difficulty for a much larger number of dicated those that looked best and those students than were served in the tra- that looked worst. The latter were eli- ditional "honors" program." minated, and a series of meetings of teachers and students produced the final Date project operational: September list of electives. 1970 No. of students involved: 1,250 The result was year-long courses, Approximate yearly cost: None extra semester (half-year) courses and term Dissemination materials available: (quarter) courses. The year-long Elective program description, courses are the regular grade courses; course curriculum descriptions the semester courses have a good deal of specific content; and the term courses are either specific (reading improvement), limited in subject (Amer- 44. From a Poet's ican Satire) or experimental (Visions of Utopia). Scheduling is now done by Point of View camputer at Lincoln-Sudbury, and since scheduling term courses would require MASSACHUSETTS COUNCIL ON THE ARTS AND four computer runs per year and double HUMANITIES, Statse House, Boston 02133 the cost of computer time, term courses Reported by:Red Pencil Bulletin were paired. Information and adMinistrative contact: Louise Bielski, Program Coordinator, Now that the new curriculum is into 11 Loring St., Newton Centre 02159, its second year, Mr. Bronson says, "We 617-332-3760 were sure it would work, but we had no idea it would work so well."He lists three areas of success: (1) Teachers have learned to cope with a wide variety of situations and -A-, have devised a wide variety of structures to deal with students' needs, interests and abilities. (2) Teachers' work is perhaps more demanding in some ways, but it is significantly more rewarding in nearly every way. Students are being allowed to work harder and are finding their t."44,1 work significantly more rewarding. (This was indicated on an evaluation questionnaire filled out by students at the end of the program's first year.) (3) The "middle" student has been reached as never before through the combination of some time in class and some conference time. This means that

49 In February 1971, six poets in the tions, sense perceptions -- and in mak- Greater Boston area undertook poetry ing them feel that these were of tanta- writing workshops for children in mount imPortance to the teacher as well grades ranging from two to eight in as the student. six different Massachusetts cities. The Massachusetts Council on the Arts Mrs. Bielski reports that important and Humanities and the National Endow- by-products of the program were the ment on the Arts sponsored the program, children's budding feelings for the the first to be held under their aus- magic of language. They became inter- pices in the Commonwealth. It was ested in spelling and form because they initiated by poet Ruth Whitman, who wanted to improve their own creations, served as artistic Advisor durNing the and began to see into the very human tei weeks of the program, as well as processes that lie behind those for- being one of the poets-in-school. Pro- midable subjects, "English" and "Liter- gram Coordinator Louise Bielski carried ature". on the sensitive task of soliciting and selecting schools. Another important by-product of the program was the interest of teachers The poetry workshops stem from the wanting to learn how to encourage chil- premise that children's poetic crea- dren to write poetry and the subse- tivity is an untapped source in most quent development of teacher workshops school curricula, and that children ir most of the participating cities. from seven to thirteen are "natural" poets; that is, though they may be The poets worked with the children prejudiced against the word "poetry", once a week for eight weeks, usually their perception of their own experi- with the teacher present, and then held ences and of the world around them is two sessions with teachers to explore still largely untrammeled and unpreju- their particular needs and interests. diced. They have direct access to Most of the poet-teachers tried to get poetic language and a natural ability the classroom teachers as well as the to choose honest words to describe children to write about their own ex- what they feel. Consider, for example, periences and feelings. Mr. Surman, a a poem by Jullian of Framingham sug- teacher in Peabody, said afterwards gesting an "alphabet of colors": that the program, "gave the children another way of expressing themselves... I absolutely love colors, The below average students did excep- I love the wild colors, tionally well. All the students were I love the calm colors, the sad pleased with what they had learned. It colors, helped to increase their vocabulary... I like cold colors, it opened up another avenue of communi- I like warm colors, cation." I like plain colors too, I wish that I were a color vine, Ten-week sessions start in October I like so many colors that I could for the following school districts (lis- do anything to colors, ted with their poets): Brockton - Mix them, fix them, even trick them, Harold Bond; Cambridge - Paul Hannigan; Oh my I love colors. Newton - Suzanne Rioff; Springfield - James Tate; Sharon - Nina Nyhart; Sud- To the children, the poet in their bury - Elizabeth McKim; Pittsfield - classroom was another human being -- Gerald Hausman; Walpole - Helene Davis one who was interested in working with and Elizabeth McKim; Worcester - Jon them so they could learn together how Klimo; Fitchburg - E. O. Kean. to express their innermost feelings. With this approach, these poet-teachers The basic plan of the program is for felt by and large they were often suc- "the poets to work with two classes in cessful in leading the children close a school district. The poet will work to the sources of art -- dreams, emo- with each class one hour per week for ten weeks, totaling 20 workshops. For example, the poet could be in the 45. Individualized fourth grade for one hour in the morning and _in the sixth grade for one hour Program for English in the afternoon, either in the same or a different school one day a week. Skills BOURNE JUNIOR HIGH SCHOOL, Cotuit Road, However, the plan is adapted to each Bourne 02532 school system's Particular needs. If Superintendent: Clayton Campl)all a school prefers to have ten workshops _Reported by: William Sullivan, UNLOCK with one class and ten teacher work- Information contact: Patricia Darling, shops, this could be a variation. If Bourne High School, 75 Waterhouse two workshops with the children plus Rd., Bourne 02532, 617-759-3521 one teacher workshop per week are de- Administrative contact: William Butler, sired, this can be arranged at a 9 Arbutus Rd., Bourne 02532, 617-759- slight extra cost. 3171

Applications are being accepted for Patricia Darling's method of teaching the spring term, as well as the fall grammar on an individualized basis to 1972 term. Arrangements can be made her students at Bourne Junior High by contacting Louise Bielski, Coordina- School is designed to eliminate bore- tor, 11 Loring Street, Newton Centre dom for students who quickly master 02159. such skills, while allowing enough practice time to students who need the Date project_operational: February drill of repeated exercises. 1971 No. of poets involved: 14 When a new grammar unit begins, stu- Approximate yearly cost: $1,000 for dents are pretested and Miss Darling 20 workshops uses test results to make up individual Sources offunds: Massachusetts charts for each class member. Charts Council on Arts and Humanities con- indicate specific skills each student tributes $250; National Endowment needs to work on, and remain with other on the Arts contributes $500; local records in a folder. school system pays $250. Dissemination materials available: Students are told how many class Brochures periods will be devoted to a given unit. On the basis of their charts, I. 71" they select appropriate worksheets " which are placed in clearly marked ^4tat .,3'..,.'"7 ;W.r folders in class. When a worksheet is completed, the student corrects it from an answer sheet which is kept in a separate folder.

Miss Darling holds a general review and then gives another test, when 4 scheduled unit time is over. During review the children are encouraged to enjoy and use their knowledge by playing the game FACTO, based on the Milton Bradley game, "Facts in Five". The game is flexible because it can accommodate from two students to the whole class, and can be used for any subject.

Students pick five "Class", "Category" and "Letter" cards at random; then all set up game cards with the information Information and administrative contact: and have a six-minute limit to fill in Charles Bordeau, Principal, 413-499- five examples for each class and cate- 1234 gory. (If a "Class" card picked is "Noun", and a "Category" is "Concrete" Last autumn, twenty-five children at and the letters B, A, C, P, M are Williams Elementary School in Pitts- selected, a player must list one exam- field wrote, produced and video-taped ple of a concrete noun for each of the a play about Columbus called, A Voyage respective letters.) to India. Produced by Gymway Produc- tions, a wholly-owned subsidiary of During a unit, Miss Darling checks on Mrs. Karen Tome's combined fourth and student progress during class time by fifth grade class, the fifteen-minute checking student folders after class. production added a new dimension to If a student has problems with either the school's fall art.show. the overall work system or subject matter, she works with him or assigns him In addition to Mrs. Tome and her stu- to a group run by a student leader. dent teacher, Miss Rosalind Walsh from Students who are falling behind are North Adams State College, the produc- free to work on materials during study tion involved Pittsfield's elementary periods or after school. Those stu- art supervisOr, two music teachers, dents who complete a unit ahead of the audio-visual department and a time can do homework or creative writ- theater consultant. The project pro- ing, play an educational game in the vided opportunities to integrate many classroom, or volunteer to be a student curriculum elements. For example, Mrs. leader. Tome's class spent two weeks writing descriptions of television scenes and Most students have done well learning constructing plot lines -- orally grammar this way. But if a student is first, then in writing. Another unit doing poorly at the close of a unit, covered adjectives, synonyms, homonyms, Miss Darling notes his weak points on antonyms and how they are used to em- his chart, and he can continue to work phasize elements of a story. Students on his own or in a special group. also learned how a play is written. When he feels ready, he can take a re- The unit closed with the writing and test. presentation of skits by the students.

Miss Darling feels the students Another week was devoted to research really enjoy being on their own, and into the voyage of Columbus. The class she has more time to give both individ- was divided into groups to research ual attention and follow-up time to her various parts of the story: back- classes. ground information about Columbus; the European port and the loading of a Date project operational: 1970-1971 ship; good times and hard times aboard school year the ship; the landing in the new world, No. of students involved: 102 etc. The children selected the group Approximate yearly cost: None extra they wanted to be in and kept notes on Visiting policy: Anytime the information they obtained.

Actual writing of the play took three weeks. Each research group wrote a 46. Do-It-Yourself TV scene in its area of study. First a rough draft was written, then each group discussed the problem of writing WILLIAMS SCHOOL, Bushey Rd., Pittsfield interesting dialogue. Several drafts 01201 were written as scenes were sharpened Superintendent: Thomas Whalen up and unnecessary details trimmed out. Reported by: Jurgen A. Thomas, Pitts- One person from each group served on a field Title III Director; Karen J. joint committee to piece the various Tome, Teacher scenes together, to assure continuity Most of the scenes were staged and of the entire script and to check for filmed on the school stage. The final continuity of characters and character- landing scene was done "on location" izations. at the back prd of the school yard.

Once the script was prepared, pro- Two mornings were devoted to the duction committees were formed. actual shooting.Each scene was put Jurgen A. Thomas, Director ofPitts- through several dry runs and then field's Title III program, the Berk- several retakes until everyone was shire Regional Educaticnal Theater, happy with the final result. Using helped to set up the shooting. One video tape allowed each scene to be re- committee of students worked with him played immediately to obtain critical to translate the actingscript into a reactions. By following the shooting shooting script so that each student script carefully, it was possible to would be able to film at least one put the production together sequenti- scene. Every student also had a part ally, one scene at a time, without in the play. editing the tape later.

In addition to the "shooting script" Many benefits accrued from the pro- committee, groups were formed to de- duction of this TV show. Naturally sign and construct props, costumes and the children learned a lot about scenery with the assistance of the art Columbus and his times, but through teacher. The music teacher worked with dramatics they also came to know the entire class on two appropriate Columbus as a human being. The tele- songs. A mathematics committee strug- vision project allowed for the exercise gled with the timing of scenes and of a wide spectrum of abilities in added up the running time of the show. drama writing, research, mathematics Language sessions were devoted to pre- and reading. The project also unified paring a glossary of film terminology, a multi-age group of children early in playing improvisation games and work- the school year. ing on body movement and voice modula- tion. The use of the video tape in Mrs. Tome's opinion added a new and important dimension in motivation for her class. The actual shooting of the play was It allowed for greater flexibility in done on a Sony CY2100 video tape record- assigning tasks and provided an element er using a Sony VCK 2400 camera and an of permanence to the result. The chil- Electrovoice microphone (taped to the dren had an opportunity to view the end of a broomstick to make a mike result of their efforts together more boom). A 21-inch monitor was set up than once. The project also related to allow students not acting in a cer- their efforts to a medium that they tain scene to monitor the camera work already know well at home. A Voyage as the shooting went on. The simpli- to India was widely played to parent city of the camera operation allowed and teacher groups in Pittsfield, to the children to begin filming almost fellow schoolmates, and to education immediately. After watching other stu- classes at nearby colleges. dents, they very quickly caught on to operating the zoom lens and planning and tilting the camera. Date project operational: Fall 1969 No. of students involved: 24 The class had done a large mural of Approximate yearly cost: None extra the highlights of Columbus' voyage in- Dissemination materials available: cluding the titles and credits for the Video tape of project from Pitts- production. This was filmed first, field Audio-Visual Department; with the class singing the title song article in the Massachusetts Teach- in the background. er, January 1971 6353 47. The WHliston dards and the disciplines of public Summer Theatre performance." Eleven staff members head the Willis- WILLISTON-NORTHAMPTON ACADEMY, East- ton Summer Theatre, now preparing for hampton 01027 its third season. Several members, in- Headmaster: Phillips Stevens cluding Director Ellis Baker, teach at ,H'eported by: Ellis B. Baker, Director Williston-Northampton during the win- Information and administrative contact: ter; many others, offering a variety of Ellis B. Baker, 413-527-1520 professional experience, are graduate students and faculty members of New Williston-Northampton Academy, a col- England colleges. Their course offer- lege preparatory school for boys and ings include: acting, directing, set- girls, opens its doors to children of ting, lighting and costume design, many ages, backgrounds, and abilities theatre history, dramatic literature during its summer session. The six- and theory, playwriting, theatre man- week programs include full-year and agement, techniques of cinematography review high school level courses; Pro- and television. ject S.E.E.K., a program for black and white Easthampton and Springfield sixth- Thirty students are selected for a grade children (reported in Kaleido- performing company, and all areas of scope 4); and the Summer Theatre and technical a-1 theatre talent are needed School of Dramatic Arts. -- singers, dancers and actors; directors, designers; stage carpenters and Open to all secondary school students seamstresses; make-up artists; instru- and June 1972 graduates, the drama mentalists; and publicity people. school and summer theatre's stated pur- Interviews and auditions are arranged pose is to gite interested young people when possible, but students are selected nan opportunity to discover and develop primarily by written applications, and their talents in the theatre arts by recommendations from school princi- guided by careful training, high stan- pals and instructors concerning charac-

. 4

- APSA. ' ter and academic strength as well as No. of students/personnel involved: theatrical interest and ability. Personnel 11, students 30 While productions feature the ablest Approximate yearly cost: $10,000 company members in the cast, all stu- Sources of funds: $500 tuition fee dents "crew" for performances and help for boarding students, $250 for design and prepare sets. A major goal day students; minimum box office of the program is to acquaint students receipts; donations with many different elements of theatre Dissemination materials available: outside of their own 5-pecial interest. Flyers, forms, etc. The group produced tnree major works last summer, all of different periods (William Inge's Dark at the Top of the 48. The Music Board Stairs, Noel Coward's Blithe Spirit, and Henrik Ibsen's Hedda Gabler). A BAKER SCHOOL, 205 Beverly Road, variety of small workshop productions Brookline 02167 allowed students to explore and experi- Superintendent: Robert I. Sperber ment with new talents and interests. Reported by: Ursula C. Fechek, Origin- ator Director Ellis Baker attributes the Information contact: Ursula C. Fechek, company's numercus and appreciative 617-734-1111 x395 audiences to two basic things: a repu- Administrative contact: John D. Corley, tation for quality productions which Devotion School, 345 Harvard St., has built the last two summers; and Brookline 02167, 617-734-1111 Williston-Northampton Academy's location in the Connecticut Valley, a five- Electronic research in oscillators college community receptive to such has come to the aid of music educators. ventures. A recently developed "Music Board" manu- factured by the Beam Music Co. and sell- Aside fanm physically sharing school ing for about $300, enables students to facilities such as dormitories, the hear, see, and touch music in any single library, the dining hall and the gym, instant of instruction. the Willistc,a Summer Theatre operates as a separate program, sustaining it- According to teacher Ursula Fechek, self financially on tuition fees, box "There is not that time lapse in in- office receipts, and other donated and struction while the teacher diagrams earned income. Volunteer help from notation on a chalkboard, coordinates friends is also an essential part of the sound of it with a piano or other the program. instrument, and waits that long period while a student seeks out keys or fin- Ellis Baker conunents, "In a time when gerings to recreate the notation on young people are too much adrift and other instruments. By the time instruc- readily criticized, the Williston The- tor or pupils have managed to combine atre is a place where young people are these sensory approaches illustrating creative and committed. There are not some point, many otherwise curious in our country many opportunities like young minds have wandered off to other this one. Yet without such opportun- thoughts." ities, far too many young talents go unnurtured and are early lost. But The music board is a chalkboard pain- here, in workshop, classroom, and per- ted in horizontal bars, representing formance settings, students explore the lines and spaces of a staff of and discover themselves, one another, music. Each bar is connected to an and their world -- and, guided by the oscillator calibrated to vibrate at the art and creativity of others, they frequency required to produce the sound learn to create." assigned to its line or space in that clef; a battery-powered wire touched to Date project operational: Summer any bar of the chalkboard activates its 1970 oscillator to produce its own particular sound and drives it through speak- knob flat a tone, and thereby change ers. Knobs for each line and space -the tone color of a cluster pictured on can be turned to raise the oscillators' the chalkboard. A student chorus quick- frequencies to create sharps, or turned ly learned to make chords by associating to lower rates and create flatted notes. the notes with their voices and with the A piano keyboard chart runs along the sound combinations they made. left vertical edge of the board, so that students may find the sound of any One of the primary classes has experi- line or space on the piano. mented with ear training in intervals, enabling the children to directly asso- Students and teachers in Brookline ciate sound and note distances on the began experimenting with the music board. A group of summer kindergarten board's possibilities in the fall of children quickly picked up the notion 1970. Sixth graders at the Baker of ascending and descending pitches School used the boaxd to set original when scales were written and sounded on poems to original me.lodies, by expand- the equipment. Two second grade classes ing and converting their recitation in- used the board in composing several flections of their poems into melodic songs for their operetta, "The Emperor inflections. Miss Fechek reports, and the Nightingale". The classes com- "This project required eighthours of posed poems using two episodes from the class time, so that each student was play; they then counted syllables, re- able to determine the sound of his mel- cited lines, noted natural high inflec- ody by writing it, copying it on the tions, and helped each other set his music board, and sounding it out by line of the poem into a melody. touching each note. Some children enjoyed their first creations; others The music board also helped eighth listened carefully and changed notation graders learn the difference in sound until they got melodies more pleasing and appearance of tone clusters in /I closed" to their poems and ears." score and "open" score composition. They learned how Debussy har- Further songwriting efforts explored monized his whole tone melodies by musical form, cadence, phrasing, ex- creating impressionistic tone combina- pression, and'harmony. tions unlike any of his predecessors, thus launching a new era in compositLon Students tried chord building on the style. music board. They found primary triads easy to understand when they heard tone The music board is available in combinations and saw them at the same either the treble clef alone or both time. Major and minor triads were eas- the treble and bass clefs, increasing ily explained as students watched a its usefulness in advanced music theory. Miss Fechek suggests that should programs develop wherein middle elementary children may eventually choose courses in music theory, ear training, harmony and continued composition studies, the "Music Board" holds even more promise for helping train performers as well as audiences through public school curricula."

Date project operational: 1970 flo. of students/Personnel involved: Personnel 1, students 600 Approximate cost: $300 for Nusic Board ,e Source offunds: School budget -IrtaitINIIIIIImmill1111111711111iiifina%)))1 Visiting policy: By appointment 56 sure Time, Popular Song in France, the 49. Independent Chateau Country, etc.); which are completed i4ithin a designated amount of Study Units in time.

French Formal class structure ceases to exist. The teacher becomes a resource BROOKLINE HIGH SCHOOL, 115 Greenough person, setting up a conference sched- Street, Brookline 02146 ule with the student to advise him and Superintendent: Robert I. Sperber keep tabs on his progress. Students Reported by: Paul G. Guenette, Direc7: are free to study wherever the mate- tor of Foreign Languages rials they need are located -- the Information contact: Carole Landry, library, the language lab, etc. French Instructor, 617-734-1111 Administrative contact: Paul G. Guen- To no one's great surprise, the more ette, 617-734-1111 capable students have been able to complete the units satisfactorily and In an effort to make the study of have enjoyed the added freedom. Teach- French more relevant to today's student, ers also felt these students found more and to prepare him for the freedom that meaning in their study ard have been will be 1is in college, Brookline High encouraged to expand the idea further. School has developed independent study units for students of fourth and fifth The less capable students (particu- year French. Study packets were de- larly the fourth year students) felt veloped during a summer workshop out- less comfortable with independent study. lining the different activities and Therefore, the units are now limited to expectations for each unit. the fifth year and the more capable fourth year students. Each student packet contains a variety of endeavors to reinforce his in- This year the senior students returned dividual study: questionnaires, word to a formal class setting after each studies, compositions, art projects, unit was completed so that oral reports language lab projects and slides. All or a panel presentation on a topic re- activity is based on the reading of lated to the unit cduld be given and each unit. A separate teacher packet students could react to it. containing answers and suggestions was also prepared for each unit. According to French Teacher Carole Landry, "We are still improving the At the end of the first semester, units and are planning to produce new the fourth and fifth year students are topics." permitted to take mini-courses or to pursue independent study. Each student Date project operational: January who opts for independent study previews 1971 the study packets and selects a number No. of students involved: 300 of units on topics of interest to him Approximate cost: $1,000 (Impressionism in Art, Sports and Lei- Source offunds: School budget H. Health/Physical Education

50. Breakfast Party at After the children discussed what they ate, a good breakfast pattern School emerged, and a Breakfast Party at school DELANEY ELEMENTARY SCHOOL, Wrentham was planned around it. The menu that 02093 the classes chose consisted of orange Superintendent: Robert B. O'Connell juice, scrambled eggs, toast with but- Reported by: Monya H. Geller, Depart- ter and jelly, and milk -- one food ment of Education from each of the four basic food groups. Information contact: Marjorie Hooper, R.N., 617-384-8102 The day before the party, each class AdMinistrative contact: Donald Peirce, made butter to be used on the toast at Principal, 617-384-2160 the party meal. Teachers brought in electric fry plans and toasters. Each Through the combined efforts of teach- child made a placemat, and had an op- ers and the school nurse, first grade portunity to help in setting the table, youngsters are becoming interested in stirring the eggs as they cooked, and choosing good foods to eat for break- preparing buttered toast.Motor skills -Fast.. were exercised; youngsters had the opportunity to function as a team; good Initially, the school nurse arranged table manners and sociability of shar- classroom visits to discuss the impor- ing a meal were part of the happening. tance of eating a complete breakfast, and encouraged students to talk about Invitations were extended to the the kinds of food they normally eat in principal and his assistant. They came the morning. Good health habits, such as most welcome guests of.over sixty as adequate sleep, washing, care of first grade pupils and enjoyed the- teeth, were also included in the dis- party, too. cussions. School nurse Mrs. Hooper stressed the importance of allowing The party was held in the school cafe- enough time to take care of these ne- torium. After breakfast was over, each cessities in order to allow for a child was assigned part of the cleanup leisurely breakfast. operation. This part of the team effort was as successful as the planning, preparation and eating.

Teachers feel that both food and health habits improved after students had this experience. Parents in the community were pleased with the improve- at ii&irliir> ment in their children's breakfast *j.,__OAIsrL:_, habits. st ."'"'Z' "177.7141- Plans are being formulated to repeat this experience this year on a more than one grade level.

Date project operational:April 1971

"Zit' No. of studnts/personnel involved: Personnel 4, students 65 Approximate yearly cost: None extra Visiting policy: By appointment Robbins, one of the group "facilitators" 51. CHEC and Parents and leaders.

Anonymous The group soon developed its own CHECLINE, 800 Amostown Road, West particular characteristics and policies. Springfield 01089 Parents decided that they preferred to Reported by: Joan Schuman and Stu meet outside the center of town because Fuller, Department of Education they felt less vulnerable; so they Information and administrative contact: moved their meetings from the centrally James Masciarelli, Executive Direc- located YMCA to the privacy of a room tor, 413-737-4718 in the Methodist church on the outskirts of town. In 1970 several local clergymen and parents suggested at town meeting that The first several meetings of Parents West Springfield set up a community Anonymous included speakers and films Health Education Commission and hire to stimulate discussion as well as some a program coordinator. Citizens ac- role-playing sessions and experience cepted the idea and approved money for sharing discussions. Students joined a town-wide program to deal with prob- the group only for special sessions lems of drug and alcohol abuse. (for role-playing or interviews) since parents tended to "clam up" in their The commission includes members from presence. It soon became quite clear the entire community: the school psy- that group members all had different chologist, Health and Physical Educa- needs and interests; some wished to get tion Director, and the high school's involved in regular group counseling vice principal, a physician, two local sessions; others were interested in a clergymen, a juvenile police officer, bit of information and attended six or the YMCA's youth director, and an equal seven meetings; while a third group number of students. The Commission were merely curious and came to two or members advise and offer individual three meetings. Naturally the group services to the CHEC coordinator and trust level remained low, and parents his volunteer staff. were not as willing to offer persOnal testimonials to the group as they!might "Parents Anonymous" is one of the have been. The staff remedied this in many programs that have evolved since part by developing a 15-minute edUca- CHEC began operating. Coordinator tional module at the beginning of each Jim Masciarelli was familiar with session. This might be a film, a:con- several drug counseling programs for versation with a former addict, a:psy- parents run by hospital clinics across chologist, etc. Coffee was then 'served the nation, and detected the need for so that parents might begin talking with a similar program in West Springfield. each other. Those adults whoha4come So Parents Anonymous, at' educational primarily for information could then and mutual support group for parents leave before group counseling and sup- of drug users and troubled adoles- port sessions started. cents, was formed in March of 1971. Parents began meeting every Monday This fall,'s Parents Anonymous group night at the local YMCA. Meetings is even more carefully controlled.by a were open to all adults, and lasted screening process; CHEC coordinator Jim for several hours. Masciarelli and his staff interview parents to eliminate those who are mere- About eight to twenty adults attended ly curious, as well as those who need the first meetings. Some came on the more thorough private counseling.: Meet- advice of church, school or private ings are now held on Wednesday nights. counselors; others simply heard about the group. Several parents from near- In addition to Parents Anonymous, the by Westfield joined Parents Anonymous CHEC staff mans a hotline, and provides at the suggestion of Reverend Jeff private counseling and referral, speak-

59 ers, films and tapes for community AdMinistrative contact: George P. King, groups, a Teen Speakers' Bureau for Associate Superintendent, 49 Lexing- peer-group discussions, and several ton St., Framingham publications describing services and materials available in the area. Ap- Framingham's drug education program proximately 30 volunteers (mostly col- has developed over several years into lege students but some as young as 15 a multi-phased teaching and counseling years old) carry out these tasks under service for the community -- students, the direction of the coordinator. parents and teachers. The CHEC program is well-integrated When the need for some form of drug with the public school system. Coor- education arose in 1967, a series of dinator Jim Masciarelli consulted with mini-courses was made available in the a school-appointed curriculum committee and helped develop an interdis- two high schools during students' study ciplinary health education curriculum periods. The courses afforded the stu- from grades 3-12; the committee looked dents information as well as a chance to discuss the many aspects of drug use at programs from all over the nation and took what they felt were the best and abuse. During this time, a new need became evident -- the need for a parts of all the materials. CHEC en- drug counseling service for students ters the school with a lecture series, and rap sessions for the older stu- where they might establish confidence, dents. After the first session, teach- air their problems and aim toward solu- ers were allowed to leave the CHEC tions. Thus, the Framingham program group leader in charge of their classes was born. indicating the high degree of trust the school has in the program. Under the direction of Associate Superintendent George P. King, and the Mr. Masciarelli feels that a semi- building principals, a full-time public, semi-private organization such teacher-counselor was appointed to as CHEC can combine the advantages of each high school with the sole respon- both worlds, provided that you may sibility of dealing with drug and drug- count on a cooperative Board of Select- related programs. A support staff was men, school system and citizenry. organized which included the District Medical Examiner, the staff at the Date project operationaZ:March 1971 Framingham Union Hospital, the juvenile divisions of both the local police and NO. of parents invoZved: 8-20 per meeting courts, residential treatment centers, Approximate yearZy cost: $17,500 the Framingham Drug Commission and Source offunds: Town appropriation school medical and counseling staffs. Through the full-time counselors and the supportive group, the program took on three phases.

52. Drug Counseling The first phase takes place within the high schools themselves. The Program counselors have their offices in the school medical suites and operate FRAMINGIA4 SOUTH HIGH SCHOOL, Flagg under an "open door" policy. Any stu- Drive, Framingham 01701 dent is welcome to discuss his or her FRAMINGHAM NORTH HIGH SCHOOL, A Street, particular problem or situation in a Framingham 01701 confidential atmosphere. Superintendent: Albert A. Benson, Jr. Reported by: George P. King, Director Obviously, counseling takes place Information contacts: David Flynn, with the understanding that the student Counselor, North High, 617-877-5101; wishes to help himself. The goal of Jacqueline Diggs, Counselor, South the counseling is to bring the student High, 617-875-6131 to a realization of his situation and responsibilities and to involve the of 1969. Its speaking task force in- parents, if possible. If the latter cluded the associate superintendent happens, the counselor will, at the re- and school counselors, doctors, lawyers, quest of the student, be present to clergy and law enforcement personnel. give moral support and advice to both They spoke to sixty different groups, sides. including all the Framingham PTA's, church groups, etc. Speakers proved The counselor also presents a ten- to be very effective, and other com- day seminar on drugs for all freshmen. munities began using the service. A This is accomplished in science or separate series of seven informational English classes, where the counselor meetings attracted about 500 community presents information, discusses his people two years in a row. role, and informally "raps" with students about values and attitudes. The present school counselors, Jacqueline Diggs and David Flynn, see The counseling service in the high the Framingham program as ongoing and schools extends beyond the drug area. expanding. Curricula are constantly During its first year of existence, a being revised, and the concept of the variety of problems were brought up in nopen door" policy is being expanded. the counselor's office. The "open The school staff feels that the per- door" policy brought in students with sonal, medical approach is a quietly problems concerning pregnancy, venereal effective method of dealing with the disease, home situations and others. problems of youth, and that the com- Again, the atmosphere of confidence munity and home must work with the allowed the student to ask for help.- schools in an attempt to resolve these problems. In the elementary and junior high programs, the services of the science Date project operational: Fall 1967 resource teachers are utilized. The No. of students involved: 4,000 resource personnel deal primarily with Approximate yearly cost: Salaries attitudes on the elementary level and for two full-time counselors, plus begin to expand toward an informational $1,000 for materials level in the junior high school. Source of ftinds: Local school budgets The second phase of Framingham's Drug Dissemination materials available: Counseling program involved the school Pamphlets, etc. staff. Two three-credit courses were Visiting policy: Come any time! offered, one to the elementary teachers and one to the secondary group. The fifteen-week courses involved speakers from various social agencies, the police, 53. Two Towns Set Up residential treatment centers and the medical profession. Originally inten- a Drug Program ded to be small group seminars, the courses were expanded to include over WESTWOOD PUBLIC SCHOOLS, Westnood 02090 150 staff members because of the strong DEDHAM PUBLIC SCHOOLS, Dedham 02026 response. Course participants were re- Superintendents: John F. Tobin, West- quired to write a short paper dealing wood; Harry McKay, Dedham with one of four topics: "School Drug Reported by: Russell Downes, Chairman Policy"; "Drug Seminar for Grades 9, of joint project 10, 11, 12"; "Drug Seminar for Grades Information contacts: Russell Downes 7, 8"; "A Parent's Guide to Drugs." (Westwood), 617-326-7500 x55; Edward Kelly (Dedham), 617-326-5622 The third phase of the program in- Administrative contacts: C. Louis cluded the community. To educate the Cedrone, 660 High St., Westwood, 617- community, the school system set up an 326-7500 x49; Harry McKay, Whiting extensive speaking program in the fall Ave., Dedham,617-326-5622

: In November 1969, the tragic death existing science curriculum. Histori- of a fifth grader from sniffing glue cal facts and information are also in- was the catalyst which spurred the cluded in the social studies curriculum, Westwood Drug Committee into some quick and verbal and written reports on health action. The group attended a number of are developed within the language arts workshops sponsored by the Department area. of Education, the District Attorney's Office, and Mayor White's Boston pro- Fourth graders concentrate on the gram. The following March, they/ad- area of smoking, fifth graders on alco- ministered a youth survey to a random holism and sixth graders on the area of samp.Ling of Westwood students of junior drugs. In junior high, a comprehensive and senior high school age. Adult program begins which deals with the opinions and knowledge of drug were student's personality, his social be- also surveyed. havior and his environment in general. Again, the material is incorporated The 328 students who replied (anony- into existing curriculum areas in mously) displayed considera14e confu- Grade 7. Eleven Westwood eighth grade sion and lack of knowledge pbout many boys and girls have a required health of the commonly abused drugs and their education class once a week in which effects. The frequency of/drug abuse common drug problems are explored and ranged from about five percent of the discussed. The Dedham Junior High's seventh graders to almost/ a quarter of health program is administered by the the seniors, with marijuana the most Guidance Department. commonly used drug. In grades 9-12, the drug education The survey showedth/atdissatisfac- material is included in science, social tion with school, family situations studies, English and home economics. or other aspects of -,,their environment Voluntary rap sessions are provided for were related to the/students' use of juniors and seniors during their study drugs. Those taking the survey felt periods. that Westwood's problems with drugs and the proportion of young people At the inception of the program, a using drugs were/no different than series of six workshops was held in those of other communities around the Westwood for both Westwood and Dedham world. teachers. In-service training sessions are continuing in Westwood for all new To attack this problem, the Westwood teachers, and Dedham and Westwood will Drug Committee set up a month-long keep each other informed of progress. summer curriculum project for five Drug Committee members are available teachers who would develop curriculum to both towns as resource teachers, materials and later serve as resource discussion leaders, etc. people at the various schools. The school department of the nearby town The Dedham and Westwood schools are of Dedham learned about the curriculum now making use of a team of five spe- project and asked if some of its teach- cialists from the Drug Education Center ers might also be included. Two Dedham of the Norfolk County District Attor- teachers came, and expenses for the ney's Office who make six visits to the project were prorated. schools and work in each classroom at the 4th, 5th, 6th, 7th, and 8th grade The drug curriculum which the West- levels. An attitudinal approach is wood and Dedham teachers took back to stressed, and the team starts out by their schools touches students from meeting with parents and teachers to kindergarten through 12th grade. The tell them what they are going to tell programs developed for the two towns the students. are quite similar. At the elementary level, drug education is incorporated Westwood has established the position into health-related units within the of Drug Education Coordinator (held by 62- _ 72 the Chairman of the Department of "I thol Health and Physical Education). Social educatioa studies and psychology classes visit dary lev( rehabilitation centers and houses of dren correstion to see the implications of olds -- ( drug abuse. A list of resource per- ing!" S( sons who will serve as classroom speak- who teaci ers or discussion leaders is available children to teachers, as are audio-visual and garten a] printed materials on drug abuse. small in(

Administrative policies and procedures for handling known or suspected drug users within the school have been formulated. These emphasize referral to medical and community service agencies with legal action only as a final resort. Westwood Drug Education Co- ordinator Russell Downes praises the cooperation the school department has received from the local police department in this regard.

The Westwood schools, with the assistance of the Community Health Council, have also established an adult education program which focuses on the informa-. tion needs of the parents.

Date project operational: 1970 No, of students/personnel involved: Personnel 17, students 107 Approximate cost: Westwood $6,000 (personnel $3,500, materials $2,500); Dedham $2,000 (personnel $1,400, materials $600) Source of ftInds: School budgets Dissemination materials available: Three curriculum guides (1K-6, 7-8, 9-12) Visiting policy: By appointment What h Mrs. Abh new appr known as 54. Movement emphasis use thei Exploration gusto -- ences er BROOKS SCHOOL, 17 Wood St.,Concord of frusi 01742 Headmistress: Mrs. William 0 Travers Mrs. 1 Reported by: Marilyn Abbott,Physical her stlk Education Instructor ways th( Information contact: MarilynAbbott, use appE 617-369-4455 and jurg Administrative contact: Mrs.Richard to feel Bennett, 617-369-4455 that th(

7:_53 physical ie secon- Lmary chil- four-year- Ind excit- Abbott, Lon to 200 kinder- 3 at a Concord.

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uraging different or jump or oops, balls ever made things No one is ever criticized for not being able to Mrs. Abbott blows a whistle and the do something. In fact, the atmosphere zhildren all start doing whatever they in Mrs. Abbott's classes is such that want to do with the apparatus at their when a child tries to do something and station. (The only restriction is he can't, he usually just thinks it's don't kick the ball into the yard next silly and laughs. door.) In two or three minutes, she blows the whistle twice -- the signal "Children love to try new things," for the students to put the equipment Mrs. Abbott explains, "and they have back into a pile and move on to the to start thinking while they're young next station. If she sees that some that movement is fun, rather than students are "hung up" at a particular getting involved in a lot of frustrat- station and can't seem to find much to ing competive games. There's nothing do, she may signal them to go on sooner. wrong with games, but before the children get to that point, they have to Sometimes at the beginning of a class start with movement. I like to keep period, Mrs. Abbott will ask the chil- averyone doing something in my dren to choose one piece of equipment classes -- I don't like to see chil- they would all like to use that day. A dren standing around waiting to use favorite choice is the hula hoops, some apparatus or to take a turn doing which Mrs. Abbott feels is one of the something." least expensive and best items for a physical education class of this sore. Wh'at do the children do in Mrs. Abbott's classes? During the warm You can lay a hula hoop on the ground weather, classes are held outside. Of- and jump in and out of it, frontwards, ten she will set up "stations" in vari- backwards, sideways, on one foot. You ous areas of the playing field with so can leap over it, make a bridge with it. many balls Pt one, so many hoops at You can arrange hula hoops on the another, long jump ropes at another, ground in patterns for games like mu- and even a pile of tires or traffic sical chairs. Hula hoops can also be cones at another. twirled around waists, necks, arms and legs. They can be rolled along the The stations are each given a number ground, using foot-long dowels as push- and the children divided into small ers. Whenever a stuaent in one of Mrs. groups -- one group at each station. Abbott's classes comes up with still

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"fec. another way to use a hoop or some other if you take the pressure off," she apparatus, the idea is shared with the says. "Offer challenges, but don't whole class. If a student can't do push." something he sees someone else doing, he's encouraged to ask the other stu- Date project operational: 1966 dent to show him how, rather than ask- No. of students/personnel involved: ing Mrs. Abbott to help him. Personnel 1, students 200 Approxiwate yearly cost: None extra When the cold weather comes, the Visiting policy: Call for appoint- classes must be maved inside to a small ment temporary gym which measures only 40 by 40 feet. Since class size ranges from 18 to 35 students, activities are 55.Physical Education rather restricted by space. But much is done. The room is equipped with Takes to the Woods tumbling mats and a portable "gymster" CENTER SCHOOL, Stow 01775 which includes two balance beams, a Frederic Lawton ladder, a slide, hoop and wand, a see- Superintendent: Betty Comey, Physical Edu- saw adapter and five metal bases in Reported by: cation Teacher three heights. Information contact: Betty Comey, 617- At first when the students are inside, 897-8492 Joseph Valianti, Mrs. Abbott uses rhythms to get them Administrative contact: Building Coordinator, 617-897-8492 used to doing things with music. There is special music for bouncing balls, To Mrs. Betty Comey, there's a lot jumping, galloping, walking. more to physical education than musle building, team sports and organized Again, the emphasis is on each student games. She hopes that her classes in "doing Lis own thing"-- nothing is the Stow elementary schools will give done in unison. The children are en- students a positive attitude toward couraged to listen for the beat and de- lifetifne recreational activities, in- cide when to jump, or hop, or run; cluding those which involve enjoying sometimes they're asked to think of nature and the out-of-doors. This is themselves as puppets, clowns.The ob- why it is not unusual for the third ject is to give the children ideas and graders to spend their "gym period" points of reference, rather than tell- going on a nature walk, now and then. ing them where to put their hands or their feet. Last year Building Coordinator Joseph Valianti, and Mrs. Comey won- Mrs. Abbott uses th,e indoor equip- dered how it would be to take the en7 ment in much the same way as she does tire fourth grade classes (97 boys and the outdoor apparatus, setting up vari- girls) on an overnight camping trip as ous pieces of it in various parts of part of their physical education pro- the room and having students move from gram. They called in a group of par- one piece to another, usually to music. ents to test the idea and got a very Sometimes she uses the equipment for positive reaction. These parents structured activities; at other times agreed to contact all other fourth the emphasis is on having students find grade parents to see if they were will- new ways to do things on it. ing for their children to participate and to ask for volunteers to help with Mrs. Abbott finds that the younger the program. Only one student's par- students often copy each other, while ent said "No" and so many parents the older children are more inclined offered to helpthere were 20 parent to branch out on their own.When a volunteers they couldn't use! student can't do one thing, he's encouraged to do something else instead. On a Thursday afternoon, school "They'll do it when they're ready to busses took the students to a nearby 65 Girl Scout Camp which the school de- a chance to live together briefly and partment had rented for a modest fee. get to know each other in a non-school (Since they were camping on a week setting, and helped to expand the stu- night, there was no trouble resezving dents' idea of what physical education a time.) The camp had its own tents -- might be. the students had only to bring sleeping bags and each student paid $1 to help Comments from students ranged from with the cost of food and transpota- "What a blast!", "Hey, I see a lady tion. slipper", "I'll help..." and "Please, can we go again?" There were parents Mr. Valianti and Mrs. Comey said the who claimed they "had more fun than cooperation they received from the Girl the kids", and asked to be called for Scouts, the school department, and the the "next time." parents was "fabulous." Working with a committee of parents, Mr. Valianti and Although many of the children had Mrs. Comey planned the outing. The never camped before and some parents food was purchased by the cafeteria doubted that their child would "make staff (who also baked some homemade it through the night," there were no French bread for the campers as a sur- problems at all. The sense of security prise -- to go with their spaghetti). afforded by doing this activity with Each classroom of fourth graders com- their classmates and teachers overcame prised a unit at the camp and did its their apprehensions of night away from own cooking, with adult supervision. home. Students brought a paper bag supper for Thursday night, then cooked their own This year the program will be expan- breakfast and lunch on Friday, before ded. Third graders will go for a day being brought back to school Friday trip and will probably do some outdoor afternoon. cooking in preparation for their overnight trip when they are in the fourth A staff of about twenty stayed over- grade. As for the fourth graders -- night at the camp -- each unit had at this year, Mrs. Comey and Mr. Valianti least one teacher and three or four will repeat the trip as done last year, parents. During the day, other par- or possibly try taking them in smaller ents came to help students with art groups (two classes at a time) and and nature projects. Fishing was a spend two nights camping. most popular activity. There were ball games, hikes through the woods, ghost Date project operational: May 1970 stories and songs around the campfires, NO. of students/Personnel involved: and quiet moments by the pond watching Personnel 40, students 97 fish darting after the crumbs of left- Approximate yearly cost: $145 over donuts. The trip also gave the Source offunds: School budget and students, the teachers and the parents students fee of $1 for food

I. Vocational Education

56. Theater Apprentice Program Information contact: Waldo R. Gooder- mote, Instructor, Central Office, TECHNICAL HIGH SCHOOL, 53 Elliot Street, Springfield Public School System, Springfield 01105 195 State St., Springfield 01103, Superintendent: John E. Deady 413-733-2132 Reported by: Frank R. Thornton and AdMinistrative contact: Charles W. Cornelius Hannigan Powers, Principal, 413-737-1193 66 Drama teacher Waldo R. Goodermote ad- stage" arrangement which permits both vocates a disciplined, hard-core thea- schools to interchange students for ter program that will present learning casting and technical crews. This year challenges to his students. Before the they will collaborate in a fall produc- curtain goes up on a Technical High tion of "You Can't Take It With You"-- School production, would-be thespians plus a spring musical. have unique opportunities for training Drama students at Tech have gained a in the elective Theater Apprentice Pro- first-hand knowledge of the demands of gram (a 10-credit course). Thanks to 7he professional theatre world, as well Mr. Goodermote's efforts, drama stu- as an enriched learning experience. dents at Tech participate in an unusual The increased scope and professional cooperative arrangement with both the quality of their program offers encour- professional theatre world and neigh- agement for both professional develop- boring Classical High School. ment and creativity. A class from Tech High has appeared on local TV, present- For more than three years, directors, ing exercises in stage techniques and actors, and technicians from "Stage improvisation. One student, on the West", West Springfield's resident pro- basis of his performance in a one-act fessional theatre group, have come to play last year, was cast in a feature Tech to teach, participate, and observe role of ANTA's May production of "The a wide range of theatre activities. In Little Foxes". Another student contri- turn, drama students, as part of their buted original words and music for formal program, have worked as appren- Tech's production of "Spoon River An- tices eight to ten hours a week at thology." Stage West on actual production problems such as lighting, props and make- The Theatre Apprenticeship Program up. Stage West has provided them with has the unqualified support of Tech's a written study guide for preparing Principal, Charles W. Powers, and productions, and students on released School Superintendent, John Deady. It time can attend performances of Stage has received much notice and commenda- West productions. tion from local media, not only for the quality of student performances, but Tech's collaboration with Classical for Mr. Goodermote's creativity and High School, now in its third year, dedicati:on to teaching his students extends the availability of profession- that theatre is an art. al resources to more students, and equally important, extends the commun- Date project operational: 1968 ity of learners and the opportunities No. of students involved: Approx. for stage experience. The theatre 50 (yearly) departments of both schools have an Approximate yearly cost: Minimal ifopen enrollment" policy, and a "shared Source of funds: Admission to plays

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2.4"Ts*"" 57. Students Build a 58. Annual E3usirtess House Reports by Serlic)rs TANTASQUA REGIONAL VOCATIONAL HIGH SCHOOL, Brookfield Rd., Sturbridge 01566 ESSEX AGRICULTURAL AND TECHNICAL SCHOOL, Superintendent: Roland Wilson Maple Street, Hathorne 01937 .Reported by: Roger Charette, UNLOCK Director: James Gallant Information contact: John R. Russo, Vo- Reported by: Sophie Hollander, Depart- cational Director, 617-347-3045 ment of Education Administrative contact: Roland Wilson, Information contact: Karen Kelly, 617- Main St., Sturbridge 01566, 617-347- 774-0050 3077 Adhinistrative contadt: Ray F. Potter, 617-774-0050 Carpentry students from the Tantasqua Regional Vocational High School have In her first year of teaching at been building a house each year since Essex, English teacher Karen Kelly de- September 1967. The houses have six to cided that her high school seniors eight rooms with one or two baths. Gar- weren't going to be terribly interested age, breezeway or fireplace are optional. in Beowolf and other classics tradition- The owners make arrangements for the ally offered to twelfth graders. Essex foundation, utilities, and painting, but Agricultural School is not a comprehen- all carpentry work is done during the sive or college preparatory school; in school year by students in the carpen- fact, explains Miss Kelly, it is not try course. The owners supply all ma- really an TT agricultural" school, for terials. only about 10% of the student body actually plan to cultivate and manage Since there is no charge for the stu- farms. Most of the students will seek dents' or teachers' labor, the success- "middle management" positions in areas ful applicant makes substantial savings of distributive services, natural re- and the project provides invaluable sources, animal science, and horticul- practical experience for the students. tural and floral industries. Eleventh and twelfth graders alternate one week in class and one week on site. While poking around for materials to The school also has a letter of appro- use in some kind of business communica- val from the Carpentry Union, Worcester tions course which might be more in- County, allowing students to build one teresting and useful to the boys, Miss house in a school year. Kelly discovered that the Boston Globe receives many annual reports from John R. Russo, Vocational Director, business firms every year, and is will- notes that the program is well received ing to give away spare copies of these by local people. The Tantasqua Region- reports. Using several texts as guides, al Vocational High School also has co- and supplementing them with the annual operative arrangements in many trades reports, Miss Kelly drew together a with local industry. The work-study three-part course in business communi- program allows seniors, in the last cations and technical writing. half of a school year, to work alternate weeks in industry. This gives During one semester, the seniors them additional practical experience study basic business forms which they along with a knowledge of industry. will later use, such as social security and job applications, and income tax Date project operational: September withholding statements; they review 1967 various parts and forms of the business No. of students involved: 13 letter, including organization, lay- Approximate yearly cost: None extra out and design; and they discuss tech- Visiting policy: ContactJohn Russo nical writing. Several other depart- 68 ,78 ments coordinated their curriculum to cover similar material at the same 59. Student-Constructed time. Public relations staffers from several industries were happy to visit Reading Lab the classes. SMITH VOCATIONAL HIGH SCHOOL, 80 Locust Principles and rules acquired con- Street, Northampton 01060 crete definition as students pored over Director: B. Stanley Dowgert the annual reports obtained from the Reported by: Harriette M. Enoch, Read- Boston Globe, and then -- individually ing Teacher Information contact: Harriette M. or in twos and threes -- compiled their Enoch, 413-584-5759 own reports of fictional-companies. Administrative contact: C. Bradley They picked out their own industries; McGrath, Asst. Director, 413-584-5759 choices varied from a circus company to a horse breeding farm and a scrap metal What makes the reading laboratory at company. the Smith Vocational High School different and almost unique? Here is the Students worked primarily in class, answer: instead of employing a com- as after-school jobs limited homework mercial firm to plan and execute the time. After several weeks of work, project, the administration arranged lively sessions were held by student to have an old classroom transformed "personnel boards" reviewing rough into an attractive and efficient read- drafts of fellow students' reports. ing laboratory, with the students them- Sessions were designed to encourage selves planning and performing the final "polishing" and critical think- actual work. ing. Many borrowed Miss Kelly's type- writer for the laborious job of typing The building chosen for the labora- up the final copy. tory was constructed in 1905; many changes were needed to create a modern Reports had to include certain items: background for the instruction about a general introduction and staff re- to be introduced. First, the reading sumes, three kinds of business corres- teacher talked to key personnel through- pondence, three advertising graphics out the schobl, including the heads of with copy, financial and progress re- the various shop departments. With ports, interviews with staff members, their professional advice and under and a conclusion. The boys had a great their skillful supervision, the boys time picturing themselves as presidents were able to do nearly all of the work of companies, with their friends on the required to create the laboratory. board of directors; most used magazine photos for graphics, while a few took Boys from the Carpentry Department their own photos; one made a one-minute removed blackboards to make room for a film instead, and one used some decals wall of bookshelves which they later donated by his current boss, who had designed and built. Then they con- become quite interested in the project. structed six movable reading carrels which were provided with lights and Everyone was pleased with the results; students were so proud of their reports, in fact, that they asked Miss Kelly not to mark them up with comments and cor- rections; she had to resort to footnotes on separate pieces of paper!

Date project operational: September 1970 No. of students/Personnel involved: Personnel 1, students 50 Approximate yearZy cost: None extra. (Annual reports free from Boston Globe ) 69 electrical outlets by the boys in the Information contact: James Demos, Pro- Electrical Department. These students ject Director, 617-459-0208 also installed outlets at many strate- Administrative contact:G. Douglas gic spots around the room. Sullivan, City Hall, Rock and Willie Sts., Lowell, 617-459-2333 After many different color combinations had been considered, the entire In a simulated supermarket, 61 men- room, including the built-in bookcases, tally retarded students, slow learners, was painted by students from the Paint and other disadvantaged students, 15- Department. These boys also provided 19 years of age, are gaining work ex- bright colors for the metal bookends, perience that should enable them to which had been fashioned in the Metal live productive lives. The Lowell Job Fabrication Department. Preparation Center provides a setting of buying, selling, communicating in As furniture and equipment began to which students can develop concentra- arrive, boyin the Carpentry Depart- tion, responsibility, personal adjust- ment, following directions furnished ment to a job, and the ability to get by the suppliers, assembled tables, along with others. chairs, and a wall screen. Still under construction in the shop are a large Since the center's opening, four of wall cabinet to hold machines and mate- the students previously classified as rials, a bulletin board, holders for low-trainable-educable have already pupil folders, a magazine rack, and a been successfully placed on jobs. low round table for use in the leisure James A. Demos, Project Director, says, reading area. "Their attendance record has been excellent. They've shown they can be The girls in the Home Economics De- steady and dependable." One boy, partment designed and worked on color- placed after two months of orientation ful draperies for the five large win- at the center, is now working in the dows. Just about the only task impos- kitchen at a hospital; another, after sible for these students was the weaving six months, was placed at a local print of a carpet for the laboratory; the shop. Two girls, after eight months boys and girls did help select the tex- at the center, were hired as staplers ture and color which was used. by a shoe manufacturing plant.

As a result of this student pattici- The simulated supermarket was given pation, the Smith School student body many of its goods and pieces of equip- can point with pride to their reading ment by Purity Supreme Markets and the laboratory -- the one they constructed. New England Dairy Council. Academic instructors concentrate on reading and Date project operationaZ: 1971 math, communication skills, use of No. of students invoZved: 84 money and cash register, price tagging Source of funds: P.L. 90-576 and and taking inventory. As part of a local funds consumer education program, personal Approximate cost: $500 for materials shopping habits, decision-making and budgeting were also introduced. Stu- dents learn meat and produce wrapping techniques and engage in general main- 60. Simulated Job Site tenance services. Serves Retardees Planned with local businessmen and service agencies like the Massachusetts Rehabilitation Commission, Mental LOWELL JOB PREPARATION CENTER, LOWELL Health Department, Model Cities, and PUBLIC SCHOOLS, Lowell 01852 the Division of Occupational Education, Superintendent: Wayne Peters the center has a staff that includes a Reported by: Sophie Hollander, Depart- clinical and a school psychologist. ment of Education 70 Frank X. Cronin, one of the two place- Lincoln-Sudbury Regional High School's ment counselors, viewed the supermarket new Career Exploration Program gives training as an excellent means of deter- college-bound and non-college-bound mining the pupil's adaptability. Super- juniors and seniors a chance to explore vision on the job with the student is life in the community through direct continual, and a periodic check is made experience with people and careers in to help him with any difficulties. a variety of organizations as paid em- Part of Mr. Cronin's job, as he sees ployees and as volunteers and, through it, is to educate local employers on these explorations, to have opportuni- the feasibility of hiring those stu- ties for personal growth and develop- dents whose skills are both transfer- ment. This fall, 383 students are able and marketable. working from three to thirty-five hours a week on a regularly scheduled basis Date project operational: September during the school week. They will re- 1970 ceive academic credit in proportion to No of students/personnel involved: the number of hours they work each se- Personnel 11, students 61 mester and will receive pass/fail Approximate yearly cost: $32,000 grades according to the quality of Sources of funds: Department of Edu- their work. cation Disadvantaged and Handi- capped Allotments, and city School Six of this year's ten field programs Department and Special Education encourage students to try their hand Department funds at teaching. At the request of Rox- Visiting policy: By appointment bury's Head Start Program, a small group of boys is helping teach 2-1/2 to 4-year-old Roxbury preschoolers. 61. Career Exploration Some students work at the Walter E. Fernald School with emotionally dis- LINCOLN-SUDBURY REGIONAL HIGH SCHOOL, turbed and mentally retarded young- 390 Lincoln Rd., Sudbury 01776 sters. A few,Urban Interns work as Principal: Willard A. Ruliffson aides in Boston day care centers and Reported by: Martha Pappas, Co- an elementary school. Assistants work Director with a group of Boston and Lincoln Information and administrative contact: junior high schoolers both in the city Martha Pappas, 617-443-9961 x24 and in the country classes, as part of

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71 the ESEA Title III Sidetrack project. Career Exploration actually grew out A few students are working with M.I.T. of the regular Work-Study program which professors, planning mini-courses which involved some 72 students in the fall they will take back to high school to of 1970, and was greatly expanded in teach in on-going science courses. one year to meet the needs of more stu- The students who have elected the dents in many more areas. Student Teaching Assistants Program hold jobs in Lincoln and Sudbury ele- Mrs. Martha Pappas, Director of the mentary schools and at the Lincoln- Career Exploration Program, attributes Sudbury Regional High School. the program's success primarily to student eagerness to assume responsibility The total program is designed to give in the community, especially in the students a chance to work in a wide service role. Projected student par- variety of roles and relationships in ticipation is expected to be about 500 urban and suburban; public and private; by 1973-1974. educational, governmental, business and professional organizations. For ex- Date project operational: January ample, Urban Interns concentrate on 1971 problems in a specific area of Boston. No. of students involved: 383 Health Assistants study by working on Approximate yearly cost: $15,000 a wide range of hospital-oriented jobs (personnel $14,500, materials $500) -- from housekeeping to nursing aides Source offunds: School budget to introductory work in laboratories. Dissemination materials available: A course in computer operation and pro- Three-page overview, sound-slidepre- gramming makes use of the school's sentation ($50 deposit, $45 refund) three computers. A power mechanics curriculum in internal combustion en- gines and their applications has been developed, and will be implemented when 62. Child Study a lab is completed for class work. Students are also given opportunities Program and Lab through their classes at Lincoln- Sudbury Regional to observe various School industrial, business, professional and governmental enterprises in the Lincoln- AMHERST-PELHAM REGIONAL HIGH SCHOOL, Sudbury area. Amherst 01002 Superintendent: Ronald Fitzgerald Vocational interests which have grown Reported by: Marian Wilson, Director out of Lincoln-Sudbury's course offer- Information contact: Marian Wilson, ings in technology and business are 413-549-3710 tied in with the Work-Study program AdMinistrative contact: Paul Langlois, which offers a variety of job oppor- Principal, 413-549-3710 tunities in places ranging from res- taurants to major industries. Ninety Students enrolled in the child study students are now participating in this and advanced child study programs at program. the Amherst-Pelham Regional High School are discovering the pleasures and re- With state aid, the Lincoln-Sudbury sponsibility of working with preschool Regional High School developed a nur- and elementary school children. The sery school program as an adjunct to laboratory school at the high school, courses given in child development. private nursery schools, and local The program extends teacher training elementary classrooms provide senior to the preschool level and also makes high students with opportunities to it possible for girls to study impor- practice ideas and methods discussed tant aspects of the development of in class. young children. The program has become so large that it now operates as a First year students are enrolled in separate entity. the child study class. They divide two 72 ("c4 periods a day between classroom acti- school experience Monday through Thurs- vities and teaching in the laboratory day and for seminars on Friday. school. Topics such as child psychology, play activities, nursery school Seminar topics include such issues routines and management, stages of de- as "Individualization of Instruction," velopmen7_, and theories of preschool "Education for What?" "Methods and education are emphasized during class Materials in Early Childhood Education," periods. Activities are planned and and "The Effects of Reward and Punish- directed by students for the children ment." in the laboratory snhool. In addition to providing exploratory The lab school, which opened in Sep- experience in early childhood education tember 1968, enrolls 16 three and four- for students who might be interested in year olds, selectea at random from this as a career, the program offers applications submitted by parents in preparation for parenthood, for child- the regional school district. Arriv- level psychology courses, and for work ing at 8:30 a.m. and remaining until as a classroom aide. Director Mrs. 11:15 a.m., these preschoolers enjoy Marion Wilson also points out that while free play, snacks, and semi-directed working with young children, students activities including puppetry, march- also learn responsibility-- and con- ing to music, viewing films, story tell- sideration for the welfare of others. ing and other creative activities. Each high school student participates in Date project operational: September supervising a variety of activities. 1968 fib. of students involved: 30 Students who have completed one year Approximate yearZy cost: $15,500 of child study may then enroll in the (Personnel $15,000, materials $500) advanced child study course. This Sburce offunds: P.L. 90-576 (De- course combines class work with prac- partment of Occupational Education) tice in schools in the area. The stu- Visiting policy: Limited to those dents' schedules are arranged so their currently involved in planning a afternoons are free for elementary similar program.

J. Science/Environment/Math/Economics

63. Team Teaching in School was a team approach involving four science teachers. The teaching Science team prepared four large units during the previous spring and summer in As- MEMORIAL JUNIOR HIGH SCHOOL, 615 Roll- tronomy, Meterology, Biology and I.M.E. stone Street, Fitchburg 01420 Chemistry. Then, during the school Superintendent: James Finch year, each team member taught one unit .fleported by: Paul Reinhold, Initiator four times to four different groups of Information contact: Paul -Reinhold, students. The groups changed units at 617-342-9075 the end of each marking period. AdMinistrative contact: James Reheiser, Principal, 617-342-8962 The science units were written and designed specifically to develop criti- There are many ways to organize cal thinking and problem-solving skills science programs in the secondary in the students. Student reaction to schools. One way which proved success- the team approach was highly favorable. ful last year at Memorial Junior High They found the unit method more inter-

73 esting and challenging than the tradi- fifth grade classes: "This is the real tional year-long program presented by thing and the children know it!" The one teacher. The students were able two-year 4-H Science Program uses 4-H to respond to a wide variety of teach- manuals as a basic text, and offers pro- ing techniques applied by four teachers jects spanning from archeology to zool- and to perceive the interrelationships ogy. among the various sciences in the four categories. The 4-H science projects are not for- The program will be adapted during mally used in the other fifth grade the current school year to present new classes, although Rhoda Graves has based units in Geology, Oceanography and selective science units on the 4-H model. Paleontology, I.M.E. Physics and I.M.B. In the self-contained class, composed Biology. A third year cycle is also of children who are not yet ready to being planned. compete with their peers because of academic or emotional problems, 4-H pro- Perhaps the greatest value of this jects serve to increase involvement and team approach has been the,opportunity motivation, as well as to provideex- for challenging experiences for both perience which goes beyond the standard teachers and learners because science classroom science experiment. sessions were limited neither by textbooks nor by single-concept lessons. Emphasis is on student involvement Many audio-visual aids were utilized and interchange. Students present on- to spark and supplement the units. going reports to the class about their The only limits for the teachers were individual projects. Four forty-two their own background, courage to try minute periods are scheduled each week, a new approach, the ability to work but class time is extended whenevera with other teachers'and a willingness particular project requires it. to relate to a large number of students in one year. Students describe their projects in raising farm animals, and learn to share Date project operational: September their knowledge, success and disappoint- 1970 ments. Members of the calf-club com- No. of students/Personnel involved: pare notes on their calves' birth, feed- Personnel 4, students 650 ing and care, and discuss how a winter Approximate yearly f.!ost: None extra calf reacts to spring pasture. If a Visiting policy: Most any school day neophyte owner of some runt pigs has lost some pigs, he can pick up information about per unit cost and breeding from the most experienced daughter of 64. 4-H in the Science a pig farmer. A "horseman" makes reports on horse care and feeding and ex- Program plains events in the shows she enters. (She may ruefully have to admit later BUTTERFIELD SCHOOL, 94 South Main St., that she didn't win any ribbons.) The Orange 01364 end results are to make science not Superintendent: Walter Fields just a subject area, but a living ex- .Reported by: Rhoda H. Graves, Science perience. Teacher Information contact: Rhoda H. Graves, 617-498-5826 Date project operational: July 1, AdMinistrative contact: Robert Gaudet, 1968 617-544-6136 NO. of students/personnel involved: Personnel 3, students 400 plus Science teacher Rhoda Graves quite sim- Approximate yearly cost: Varying ply describes her successful experiences Source of funds: School budget and using 4-H materials in her self-contained donations

74 periments and become the basis for 65. A Cross later ones. Students read a general problem, follow a set of procedures, Disciplinary record data, and draw conclusions.

Approach to Formal tests evaluate the degree of learning. These tests stress the use Jr. High Science of ideas, concepts, and skills. Fre- CURTIS JUNIOR HIGH, 22 Pratt's Mill quently the content of the questions', Road, Sudbury 01776 is totally different from the content- Superintendent: John J. O'Neill of the laboratory experiences. The Reported by: David W. Martinson, test questions, however, demand know- Science Coordinator ledge of the same processes -- organ- Information contact: David W. Martin- izing, relating, concluding, predict- son, 617-443-9971 x60 ing -- developed in the class activities. Ad77inistrative contact: Clifford Card, Principal, 617-443-9971 x53 Date project operational: 1965 No. of students involved: 830 Seventh and eighth grade science at Approximate yearly cost:None extra Curtis Junior High is a practical pro- Dissemination materials available: gram of laboratory-centered studies. 50-100 slides showing students in- The curriculum is based on inquiry, volved in the program with the patterns of organization and Visiting policy: Please advise of in- interaction as unifying principles. tention to visit classes. Occasion- Students discover patterns essentially ally, school in session only half as the scientist does, using the pro- days. cesses of science: analyzing problems and data, interpreting graphs and tables, seeking relationships, hypoth-t 66. Independent esizing, drawing conclusions, syn- thesizing models, and designing experi- Oceanographic ments. The relationship of science to mathematics is stressed, revealing the Study built-in logic of science. PLYMOUTH-CARVER HIGH SCHOOL, Obery St., Plymouth 02360 Each of the two years of study de- Superintendent: F. Edward Nicolas velops a theme. In the first year, .Reported by: David Barlow, Instructor the theme is the concept of matter. (Department Chairman) In the second year, it is the concept Information contact: Silas Wade.(on of energy and the interaction between leave of absence) matter and energy. The two-year pro- Administrative contact: Wilbert gram becomes less and less structured Cingolani, 617-746-4700 until, near the end of the second year, students are encouraged to design their own experiments.

ir'1' "' 1_4.1 - ..-.:,,"1":1:71`,"--;"-.70,-.1:,71;."--',4-,,,,,,I:4,_e4:As... Students are taught that science is ;ft - a way of thinking. They learn what -7.464:t - science is by doing what scientists , ArAOLAW do. Every important concept is intro- f_=:=t=tTtf7 duced through student experiments. N

Students work together, in pairs or va. st' in groups of three or four. This gives them a chance to support each other, to argue and discuss, and to learn through interaction. The ideas of each inves- tigation build on those of earlier ex- The Plymouth-Carver High School offers Bourne Grammar School certainly can't a three-semester independent study be accused of ignoring the problems of course, beginning the second semester pollution. Demonstrating a concern for of the student's junior year, running preserving their natural inheritance, through the summer, and finishing in students wrote and acted out a plea for the first semester of the senior year. avoiding ecological disaster by taking To qualify for oceanographic study action now. "Looks like nothing's (physical or biological), students need gonna change. People should be ashamed, to take a chemistry course in their they're just sittin' on the face of junior year, and must have a history the earth losing time...losing time." of reasonable success in the sciences and math; they should also have the ma- The play involved 30-40 eleven and turity to work independently, and an twelve-year-olds playing to an audience interest in the subject area. of 5th and 6th graders who joined in the singing. Teachers revised a script Each student selects a research pro- obtained through a college course. ject in oceanography, develops an hy- Lyrics sung by the chorus to the tune pothesis and procedure for study, col- of "Good Morning Sunshine" from Hair lects data from May through October, were written by students, and all props and writes a report with a conclusion were donated by students and teachers. validated by the data. Sets consisted of tents and camping In the first year of the project, for- equipment, since most of the scenes mal classes met for the entire first were at a campsite. The stage was semester. But the research papers were dimly lit with an overhead projection. found to be disappointing in the fall, Sound effects, sdch as wind created by so students finishing up the first se- a hidden fan, and all visual props mester of 1971 worked without formal were arranged by the students. classes, and reviewed progress individually instead. These students started The play opens with an 8 mm film on individual projects on or before made by the students showing boys and May 1, 1971. Results from this fall's girls playing after school. Lively ending project will help determine the music accompanies the caption, "Will structure of the course beginning for pollution affect us?"The whole play, juniors in February 1972. as a boy confronts causes and effects of pollution, answers an emphatic A student is given a pass/fail grade "Yes!". An equally emphatic "yes" with credits according to the effort ends the play as the boy shouts, and success of his project. "Brothers and sisters, with me you have heard the challenge. Do you ac- Date project operational: February cept?" 1970 No. of students involved: 14 William Sullivan, regional UNLOCK Approximate yearly cost: $2,000 representative, reports that the play Source of funds: School budget was most effective, original and timely. Dissemination materials available: He feels it could be done by any Pamphlet of course offerings school, involving the whole student body in producing the introductory 67. A Pollution Play film. BOURNE GRAMMAR SCHOOL ANNEX, Bourne Date project operational: November 02532 25, 1970 Siiperintendent: Clayton Campbell No. of students/Personnel involved: Reported by:William Sullivan, UNLOCK Personnel 2, students 30-40 Information contacts: Mrs. Hutchings Approxiwate yearly cost: None extra and Mr. Gorczynski, 617-759-4234 Dissemination materials available: Administrative contact: Don Morrissey, Script 617-759-4234 76 Most recent grand prize winner was 68. Multiplication Bee seventh grader Peter George who attends Mattacheese Middle School. He posted a time of one minute twenty-seven sec- MATTACHEESE MIDDLE SCHOOL, Higgins onds in the finals. Peter's best time Crowell Rd., West Yarmouth 02673 during the entire competition was one - Superintendent: John A. Murphy minute eighteen seconds -- only four Reported by: William Sullivan, UNLOCK seconds slower than the best time Information contact: Louis W. Drake, posted by the math teachers. Math Department Head, 75 Springer Lane, West Yarmouth, 617-771-0232 Date project operational: March 15, Administrative contact: John A. Murphy, 1971 Main St., South Yarmouth, 617-394-0933 No. of students/personnel involved: Personnel 11, students 1,200 For teachers of the "new" or the "old" Approximate yearly cost: $28 for math who would like to sharpen up their materials students' computation skills, Louis W. Source of funds: School budget Drake, head of the math department at the Yarmouth schools, has devised a method which can be both challenging and fun for students. It's a "Multi- plication Bee" that works very much like the time-honored Spel11ing Bee.

During a two-week period early in the spring, students in grades 4 through 8 participate. The emphasis is on speed as well as accuracy. Two or three practice tests are given before the contest actually begins. The tests are in the form of a large square, divided into 100 smaller squares. Numbers from 0 to 9 are arranged in random order across the top and down the left side of the square, so that each test taker will have written out every product in all the multiplication tables (in random order) by the time he finishes a test.

One test is taken by each student 69. Four-Year during each round of the competition. Students are timed with a stop watch. Computer Science Only 100% papers are considered for prizes, and the time element determines Program the winner. RINDGE TECHNICAL HIGH SCHOOL, Irving Class winners in each building com- St.l.Cambridge 02138 pete against each other to determine Superintendent: Frank J. Frisoli the grade winner. Then the building Reported by: Henry J. Morris and Bert winner is determined, and finally the Gireux Yarmouth schools' winner. First, Information and administrative contact: second and third place winners in each Joseph G. Sateriale, 1700 Cambridge phase of the "Multiplication Bee" re- St., Cambridge 02138, 617-876-4500 ceive ribbons. The grand prize is a silver trophy. Awards are presented A four-year course to train students at assemblies in the various schools. for careers in the field of computer

77 '207 science utilizes an electronic computer Date project operational: January leased by the Cambridge School Depart- 1970 ment and located in a renovated room at NO. of students involved:, 60 Rindge Technical High School. The pro- Approximate yearly cost: $31,000 gram grew out of a successful work- (Personnel $8,000, computer rental study program conducted by the Cambridge $22,000, books and supplies $1,000) schools and the National Aeronautics and Source of funds: School budget Space Administration.

With the help of NASA experts, the program was designed as a modification 70. ,Project DEEP of existing science and mathematics courses, coupled with computer labora- QUINCY PUBLIC SCHOOLS, Coddington St., tory experiences. Quincy 02169 Superintendent: Lawrence Creedon According to Program Director Joseph Reported by: Carl Deyeso, Director G. Sateriale, "Adaption of existing Information and adMinistrative contact: courses calls for: modification of Carl Deyeso, 617-471-0100 x230 some studies to include group theory, symbolic notation, Boolean algebra and Until this project was initiated in number systems, and additional courses 1965, virtually nothing had been done in business math, general accounting, in American education to give students computer electronics, Fortran or Cobol at all levels a grasp of the way our programming and business or general as- economic system is organized and how sembly programming." we relate to it. DEEP, the Develop- mental Economic Education Program, was The computer science program is in- instituted after some 100 Quincy teach- tegrated with the electronics course at ers joined an in-service course spon- Rindge Tech and open to both Rindge and sored by the New England Council on Cambridge High and Latin students. Economic Education centered at Boston Teachers from both schools are trained University. Subsequently, Quincy in data processing and computer langu- joined 30 pilot-type schools throughout ages at the IBM school in Waltham. the nation to work with consultants in Prior to installation of the computer constructing ideas and goals of an eco- in April 1971, preparatory courses in nomic education curriculum. data processing and Fortran IV were offered in both high schools. Students In general, the purposes of DEEP are: who complete the four-year course will graduate as computer specialists. - to build economic understandings into school curricula at all levels; - to improve teacher preparation in economics; - to develop and evaluate new teaching materials for all levels; - to disseminate the results.

For the individual student, these purposes are intended to: - increase his awareness of the economic environment; - influence his personal economic well-being; - demonstrate his buying power's effect on the economy; - enable him to be more productive through the allocation of his own time and resources. 78 Quincy's contribution to DEEP involved and international trade; and money as the Massachusetts Fields and Lincoln a medium of exchange. elementary schools, all junior high schools, and both Quincy and North Participating teachers have found Quincy high schools. Project DEEP con- these topics well-received. The rele- centrated, however, on the development vancy of the curriculum has generated of the elementary guide during the first great enthusiasm -- candy, tonic and three years. By June 1968, materials ice cream do require money to buy. As produced had been tested and revised. with all school programs, it will take In addition, the involved schools have several years to assess relative success. used Quincy's publication, "It's Elementary - It's Economics", which Date project operational: 1965 presents to the students theeconomic No. of students involved: 6,000 facts of life about limited resources Approximate yearly cost: $3,000 and man's choices regarding their use; Source offtinds: School budget. production; scarcity; human resources (The New England Council on Econo- mic Education made an initial grant and their development; local,regional of $3,500 to the project.)

K. Social Studies

71. Northampton munity -- the banker, the industrialist, and the worker. Individual properties "Monopoly" can be purchased in part or entirely in a shareholder system. A player in HAWLEY and KENNEDY JUNIOR HIGH SCHOOLS, financial straits can sell his role to Northampton 01060 another for immediate cash. When one Superintendent: John Buteau player gains a monopoly on a color Reported by: James Parsons group of property, he becames the Information contact: Robert Whitman, banker. On reaching GO, salaries are 413-584-9171 paid according to status. The banker Administrative contact: James Parsons, receives $500; the worker, $75. Nat- 380 Elm St., Northampton 01060, 413- ural and man-made catastrophes have 584-0935 different effects on the banker, worker, merchant, and so forth. Tired of the same old classroom strat- egy? Eager to give history some imme- Thus, the students learn real prop- diacy in terms of action and conflict? erty names from the Gilded Age of Northampton does just that by endowing Northampton, suffer the consequences the everyday game of Monopoly with the of the Great Flood of 1874 and the character and properties of an era in Bank Robbery of 1876, and have a hand the history of their town. Students in founding institutions like Smith approach Northampton!s Gilded Age (1865- College. Along with the game, they 1900) partly through "Northampton Monop- research and define historical terms oly," using the outline of the commer- of the period. cial game, substituting historical events and local landmarks, and giving James S. Parsons reports that the the student a chance at a little so- students play the game with enthusiasm ciological role playing. for several periods. He also notes that while some students see Northamp- The top hat, thimble, shoe represent ton Monopoly as a game only, others different financial roles in the com- quickly become involved in role playing 79 89 amidst real properties and actual his- Marcus Mitchell, curator of the Museum torical disasters. Another version has of Afro-American History, at a summer even been developed, using thefloor of workshop. Mr. McLean received a small an entire room as the playing area. grant from the Education Collaborative and waited for an opportunity to suggest the project to his students. When a class discussion of some airline ad- vertisements of European "Tour-Tapes" evolved, Mr. McLean proposed that the group make its own "tour-tape."About 20 students agreed enthusiastically and set to work.

Two boys attended a school photography workshop and became chief photo- graphers for the planned tour. The class priced cameras and tape recorders for purchase, and the manager of Radio Shack in Dedham Mall kindly offered a discount on the equipment. That left Date project operationaZ: 1968 enough funds to buy some extra tapes No. of students/Personnel involved: for the class, including ones by Bill Personnel 4, students 375 Cosby and the Temptations. Approximate yearly cost: Paper supplies and symbol purchases In addition, a sophomore from the Source offunds: ESEA Title III University of Massachusetts' Boston Dissemination materials available: campus was lined up to accompany stu- History Project Reports dents on the tour and take 35 mm Visiting policy: Anytime slides. Mr. Mitchell also offered to help.

Late in October, Mr. Mitchell visited the class and showed his slides of the 72. Slide Tape of the sites to be visited. Students were very interested in the local history; Black Heritage Trail the boys were particularly interested in aspects of the slave trade. LEWIS MIDDLE SCHOOL, 131 Walnut Ave., Two weeks later, Mr. Mitchell accom- Roxbury 02119 panied the group on their tour. Sites Superintendent: William Ohrenberger included the home of a former slave Reported by: Joseph McLean, Social who used his home as a stop on the Under- Studies Teacher ground Railroad, the Crispus Attucks Information and administrative contact: Monument, and the memorial to the 59th Eugene Ellis, Principal, 617-427-4546 Regiment of Black Americans who served in the Civil War. The boys and girls Do you know if any houses near you enjoyed the tour, and learned much were used in the Civil War as stopovers about the role of blacks in the early for.slaves using the Underground Rail- history of Boston. road? Students at Lewis Middle School learned the answer to this question, After film processing, the class se- and many others while making a slide- lected 36 slides as a core for a presen- tape presentation of the Black Heri- tation; they included the children's tage Trail in Boston. photos and those taken by the college student, whose camera was able to shoot Social studies teacher Joseph McLean better under an overcast sky. Two re- first considered making a slide-tape cording sessions, one without script, with his students when talking to and then one with, produced an audio

80 tape to accompany the slides. Taped textbook approach to psychology to be remarks included insights and comments inadequate, psychology teacher, Robert of the students. C. George, proceeded to experiment along these lines himself. Mr. McLean's class was invited by Plymouth River School in Hingham to give a presentation. The slide-tape is now available to all schools in Massachusetts through the Massachusetts Council of the Social Studies (c/o Re- source Learning Lab, P. 0. Box 333, Sturbridge 01566).

, The project sparked an idea for a similar effort in the spring of 1971; Mr. McLean and the school art teacher decided to work on a joint slide-tape of some historical Roxbury cemeteries. Mr. Mitchell and Mr. McLean now hope to initiate a Junior Curator program, as a joint venture between the Museum and the Lewi,s School. From the beginning, students were in- Date project operational: September- volved in designing the new course December 1970 open to juniors and seniors. Mr. George No. of students involved: 20 distributed questionnaires to his Approximate yearly cost: $280 classes to determine which topics would Source of funds: Ed Co be most valuable to students. Among Dissemination materials available: the topics indicated were "getting Twenty-minute slide-tape presenta- along with parents" and the eternal tion, eight-minute film, and des- "who am I?". criptive pamphlet Mr. George, in explaining the theoretical basis for his course, refers to Erik Erikson, a leading American 73. Experimental psychologist; "His (Erikson's) detailed work in the area of identity formation Psychology and the resolution of the identity crisis which occurs during adolescence coincided with course goals. One char- DOHERTY MEMORIAL HIGH SCHOOL, 299 High- acteristic of people who have a posi- land St., Worcester 01609 tive identity, is the ability to com- Superintendent: John Connor bine their past and present in a coher- Reported by: Robert C. George, Teacher ent whole. They are also willing to Information contact: Robert C. George, examine ideal models of human behavior 617-791-4637 ...(extracting) those principles which AdMinistrative contact: Samuel Sleeper, are most meaningful to them." 617-791-2373 This need for a sense of historical Planning for a new approach to high and personal continuity in order to es- school psychology began in October tablish pOsitive identity has become 1969, when the Teachers Training Teach- the touchstone for an elective course ers (TTT) unit at Clark University exploring the 1930's and 1940's. The visited Doherty Memorial High School class uses movies, records, and old and challenged social studies teachers high school yearbooks and magazines in to develop more humanistic curricular an effort to recreate the mood of the- materials. Believing the traditional era. Students read Since Yesterday by Frederick Allen,a social history of In the fall of 1970, the Social the 1930's sequentiallyanalyzing the Studies Department at Masconomet Re- period. gional High School began offering 28 electives to students in grades 10-12 Students survey Worcester'svoting on a one-semester basis. Before gradu- records, leisure time activities,and ation, a student is required to take cultural preferences of theperiod. at least one social studies elective They tape interviews withthose who a year, plus two years of required sur- participated in molding thecity's past. vey courses. Observing, analyzing,and forming hy- potheses, each studentcan report on Both students and teachers were sur- his special interestat the end of the veyed to find out the five areas they unit. One popular topic isa compari- son of the Worcester School Strike would most like to teach or study. The of two hundred possibilities which de- 1944 with student unrest inthe 1970's. veloped were narrowed down to about 60 course offerings, based on what the Mr. George says the insightgained by staff felt they could handle in terms many pupils into their parents'growing- of materials on hand and teacher prep- up process is a revelation. "They begin aration. These were offered to stu- to see father and motheras people who grew up in a fragment of history lAadi- dents for their selection before the staff arrived at the 28 courses cur- cally different from the1970's," he relSorts. He further emphasizes that rently being taught. while the course doesnot solve the individual's identity crisis,it does Class size now ranges from 15-30 help studentsgrow cognitively and emo- students, with multiple sections of the tively. more popular courses. The electives offer a wide spectrum of choice and in- The stress on theprocess of collect- clude such courses as Extremism in ing information aboutsocial development American Life; Spiritualism; Cultism enables students to valuethe search fcr and Witchcraft; American History from knowledge. Mr. George feels thatal- 1890 to the present; Utopian Societies;- though final resultsare difficult to the Nature of Prejudice; the History predict in these initialstages, student of America through Music; Protest move- enthusiasm and interesthave been most ments. encouraging. According to Department Chairman Date project operational: September Charles B. McClory, students and teach- 1970 ers are excited.about what they are No. of students/Personnel involved: doing. He feels the elective concept Personnel 1, students 80 is valuable; students and teachers Approximate yearly cost: None extra are highly motivated since they are Visiting policy: Any visitor cleared working in an area they are really in- by administration iswelcome terested in pursuing.

74. Social Studies Some problems did become apparent during the first semester of the pro- [Electives gram. Not all students could be scheduled into the course they elected, MASCONOMET REGIONALHIGH SCHOOL, and some were placed in areas they were Endicott Road, Topsfield01983 not terribly enthusiastic about. The Superintendent: Glenn M. Fay staff also saw the need for establish- li'eported by: Charles McClory, Initiator ing prerequisites for some of the Information contact: Charles McClory, courses. In addition, they felt some 413-887-2323 courses should last only eight rather Administrative contact: Richard than sixteen weeks, while others should Dussault, Principal, 413-887-2323 be stretched out to 24 or 36 weeks. 82 Mr. McClory feels they have made a The culmination of this unit was a start. Three new courses have been play that depicted an exciting day in added this year and two dropped due to the eleventh century -- the knighting lack of student response. He feels of a lord's son, showing how life was teacher interest and student motiva- lived by these two classes of people. tion have remained high and looks to- Students made costumes and props ap- ward the day when students will be able propriate for this era, and their to select teachers as well as courses. ideas were incorporated into the dialogue. Date project operational: Fall 1970 NO. of students/personneZ invoZved: Included in the cast were serfs, a Personnel 9, students 700 friar, and a priest, duke and duch- Approximate yearly cost: None extra esses, lords and ladies, squires, pages, a bailiff, and a charming assortment of animals (one girl sewed two fluffy white rugs together for her sheep cos- 75. Food in Eleventh tume). A feast at the castle, enter- tainment at festivals, social ranking Century England of people, the importance of the church, and going off to the Crusades were il- WEST ELEMENTARY SCHOOL, Andover 01810 lustrated. Superintendent: Kenneth Seifert The second act of the pageant showed _Reported by: Monya H. Geller, Depart- the return of the Crusaders after fif- ment of Education teen years. The new products they Information contact: Anna M. Olson, brought back with them included fabrics, Teacher, 617-475-9592 steel armor and weapons, gems, spices Administrative contact: Vaughn Clapp, and fruits, which amazed the people of Asst. Supt. in Elementary Education, Andover Public Schools, 617-475-2605 England. Cookies simulating those of the time Fifty sixth grade social studies stu- were prepared, sweetenedwith honey, dents became involved in what "life was flavored with mint, and made of oats. really like" in feudal England. As the They served to underscore learnings period before and after the first cru- about the limitations of foodstuffs as sade was studied, a nutrition component well as the monotony of them. Parents was interwoven into activities. Teach- and preschoolers attended the play, add- er Anna Olson asked for help from the ing to the students' pride in accomplish- State Department of Education, Bureau ment. of Nutrition Education and School Food Services, and they furnished background Those involved in the project feel information. that the nutrition input into social studies helps make learning activities Student's knowledge of the Baslc Four fun, and involves students realistic- Food Groups was reviewed. On a bulle- ally; it also reinforces the child's tin board, a typical student's diet for education in nutrition. one day was compared with a serf's diet and that of the feudal lord's. Hunger was part of a serf's life.

Undernutrition could be seen as a cause for a shorter life span, poor teeth and bones, small stature, many respiratory infections, poor eyesight, and irritability. The economic system of the times allowed feudal lords to eat better and live better than the serfs.

83 'SS From this cooperative venture, nutri- tionships, and the Poverty-Welfare tion learning packets to correlate with legislation. Field trips to courts to social studies in the fourth, fifth and observe jury trials, tours of state sixth grades are being devised by the correctional institutions and discus- Bureau of Nutrition Education and School sions with inmates of penal communities Food Services on a pilot basis for the supplement the classroom activities. coming year. Among the field trips is a face-to- Date project operational: February face "rap" session with a former Cam- 1971 bridge resident now serving a prison NO. of students/Personnel involved: term as a convicted murderer. "The Personnel 2, students 50 prisoner's evaluation of the circum- Appraximate yearly cost: None extra stances that led him to his present

(optional rental of Children's Mu- . situation allows students a valuable seum Matchbox Kit -.$30). insight into the complex decision- making process that envelops an individual from the time of committing a criminal act to his arrest, and through 76. Teenager and the trial and confinement," according to Social Studies Coordinator Edward R. Law Brady.

CAMBRIDGE HIGH AND LATIN SCHOOL, Students also have an opportunity Broadway and Trowbridge Sts., Cam- to meet with juvenile authorities, in- bridge 02138 cluding a juvenile court judge, a Superintendent: Francis Frisoli probation officer, a criminal lawyer, Reported by: Bert Giroux, Public Re- and a representative of the Boston lations, Cambridge Schools Legal Assistance Project to discuss Information contact: Anthony Bruno, the law as it applies to teenagers. Teacher, 617-876-4500 Adinistrative contact: Edward Brady, One of the several classroom lessons 617-876-4500 contrasts the pre-Bill of Rights era with the law as it exists today, using "Teenagers and the Law" is the vital films such as "The Bill of Rights" issue being considered by Cambridge and "Due Process of Law Denied" a film High school students in a new social which includes excerpts from t1 6- "Oxbow studies course developed by Social Incident" and dramatizes the threat to Studies Teacher, Anthony Bruno, with civil liberties created when emotion the help of the Boston University's prompts people to take the law into Law in the Social Studies program, and their own hands. Harvard's Cambridge Legal Assistance Organization Project. The course was According to Social Studies Teacher introduced last year at Cambridge High Anthony Bruno, "One of the many aims of and Latin School and at Rindge Techni- this course is to make students aware cal School. It is designed to develop of the long-range consequences which student awareness of laws relating to occur when the law is broken." He young people and to help students under- adds that, "although justice in America stand why such laws exist, how they are is being questioned, few people realize implemented and how they can be changed. they are a part of the legal system and are ultimately responsible for their Springing from some student legisla- own and their _fellow citizens' rights tion efforts in a U. S. Government and as well as for securing new rights Economics class, the two-semester through the legal process." course ranges from a discussion of the relevance of law in society to a study Date project operational: December of juvenile rights, free speech and 1969 consumer rights, landlord-tenant rela- No. of students involved: 100+ Approximate yearly cost: None extra Field trips to the BRA office in the Dissemination materials available: new City Hall acquainted the students Course outline with working conditions, Practical influences on the process of urban renewal, and drafting techniques such as measurements, use of drafting tools, 77. Classroom at and makeup of prints. In addition to learning drafting skills, students were City Hall alerted to career opportunities in such fields as surveying and mapping, while LEWIS MIDDLE SCHOOL, 131 Walnut Ave., learning about the work of a major city Roxbury 02119 department. Superintendent: William Ohrenberger Reported by: Gerry Peters, Title I, Date project operationaZ: October Boston 1970 Information and administrative contact: No. of students invoZved: 8 Eugene Ellis, Principal, 617-427-4546 Approximate yearZy cost: None extra Dissemination materials available: Acting on a suggestion of Boston Re- Brochure describing project development Authority, employee Mel Carrington and a group of students from the Lewis Middle School (of the Model 78. Citizenship Demonstration Subsystem) organized a class project around an accurate updat- Program: Part of ing of the Urban Renewal map of where they live -- the Washington Park area. the Solution With the approval of BRA Technical Ser- vice Director Howard Bennet, students BEDFORD HIGH SCHOOL, Bedford 01730 visited a variety of departments at John Glenn City Hall and observed the design and Superintendent: Louise S. Davis, Director administrative processes of urban re- Reported by: Information contact: Louise S. Davis, newal. 617-275-1700 x33 Administrative contact: Bernard Gollis, After careful observation, social 617-275-1700 x10 studies students of Joseph McLean applied what they had learned by develop- Bedford High School's Citizenship ing a revised map in teacher Russell Program has encouraged a practical Etheridge's drafting class. They took brand of political activism over the the concepts worked on at City Hall and past two years. Voluntarily some 100 reworkd them in their classroom. students, with the help of teacher- advisors, sponsored and worked on a "Get Out The Vote" campaign and a drive to ask the local electorate to vote 42; "Yes" on Question 3 of the State Refer- endum, which supported lowering the voting age from 21 to 19.

The school's student Citizenship Committee acted as a steering committee. It is made up of 16 students from grades 9-12, who are elected by their peers in recognition of their service to the school and community. As part of the Citizenship Program, these students work on projects with community service organizations, including the League of Women Voters, the Civil Club, the Lions Club, and duce the "generation gap". Bumper the Rotary Club. stickers, buttons and balloons with "Vote Yes on 3" were sponsored and dis- The two projects, directed at citi- tributed, as well as flyers detailing zen involvement and constitutional 1V10 good reasons" tosupport the change, change, reflect the group's strong be- distributed at local football games and lief that "if you are not part of the shopping centers. solution, you are part of the problem" according to Louise Davis, Director Many students, apart from or in addi- of the Citizenship Program. tion to this directed activity of the Citizenship Committee, worked for in- Action was concrete and organized. dividual candidates. In school, a stu- A telephone campaign, door-to-door dent bulletin board furnished informa- distribution of literature and posters, tion on candidates and referendum de- and spot announcements on the school tails. Names and phone numbers were public address system helped promote listed for students interested in vol- citizen awareness. During the week unteering their services. before election day, students manned information tables at the local bank Mrs. Davis reports that enthusiasm and distributed voter information. continues to grow, and new projects are On election day, they offered baby- developing. An 18-year-old-voter reg- sitting service at the polls and as- istration campaign is in the works now, sisted the Bedford Election Committee and the Citizenship Committee is super- by checking voting lists, and calling vising the implementation of a new names and addresses. Over 4,000 Bed- school constitution -- calling for one ford citizens voted on November 3, policy-making body of students and fac- 1970 -- more than doubling voter turn- ulty (an equal number of each), rather out over the previous two years. than the traditional student council and faculty executive committee. In urging support of the referendum, students worked closely with the League Date project operational: November of Women Voters and the state committee 1970 sponsoring the legislation. According NO. of students/Personnel involved: to Mrs. Davis, the exchange of views Personnel 2, students 100 and cooperative service did much to re- Approximate yearly cost: None extra

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79. The Lone Ranger Mr. Franklyn explained, "It is also my hypothesis that the generation of 'over Aids the Slow 30' grew up in an era of 'listening to the radio'. We heard many words. One Reader of the prerequisites to improved reading is to improve vocabulary. I don't WINCH PARK JUNIOR HIGH SCHOOL, 'A' St., believe television does this as well Framingham 01701 as radio did. Rather, visual images Superintendent: Albert Benson convey ideas instead of words. Also, Reported by: Joseph Hannigan, UNLOCK these images are fixed things confined Information contact: Michael Franklyn, spatially to the 21" screen. Radio Reading Teacher, 617-877-5100 stimulates the listeners' imagination. AdMinistrative contact: Frank Hill, Jr., Therefore, I have extended the use of 617-877-5100 these tapes by presenting them to all types of students (at the junior high) Reading Teacher Michael Franklyn was to develop language skills. Another frustrated in meeting the needs of a unexpected bonus is that all this has number of his remedial students (grades stimulated some of my students into 6-8), and turned to his hobby of col- creating their own radio plays." lecting old radio tapes to help them. Some students in his small group reading program could not translate written Date project operational: September symbols into sound, and thus did not 1970 possess all the comprehension skills No. of students involved: 200 necessary for an appreciation of liter- Approximate yearly cost: $100 for ature. Mr. Franklyn feels that those who materials cannot decode words often miss the sub- Source of funds: School budget tler aspects of literature such as Visiting policy: Call for appointment character's feelings and motivations, and even some plot structures and se- quences. The truth is they never reach this stage or level of thinking because Q: \I/hour-AA- of their unresolved struggle with word recognition. Paskect Mah?

Mr. Franklyn began to use tapes of old shows like Henry Aldrich, Lights Out, A:A torslar Suspense, Jack Benny, The Lone Ranger, C2) -the Loma* er and The Shadow. Students listened and responded to multiple choice short answer questions, took part in discussions and completed directed listening exercises in order to develop better comprehension skills. A student who was bright but a poor visual decoder would average 40-50% comprehension on comparable reading material, and measured 70-100% comprehension after listening to a radio tape. Student re- op sponse has been overwhelmingly enthu- 4doef siastic. 87 mer program in Hopkinton. A dossier 80. Summer Reading for each student containing checklists, progress reports, test results, and any Club correspondence with the parents is kept for reference in the principal's files. CENTER SCHOOL, Ash Street, Hopkinton 01748 Parents expressed enthusiasm for the Superintendent: John O'Brien program during conferences arranged by Reported by: Joseph Hannigan, UNLOCK the teachers, and preliminary results Information and administrative conta&t: indicate the program has been success-

Walter Lang, Principal, 617-435-3341 ful. .

Hopkinton organizes a summer "reading Date project operational: June 1970 club" for children who are not reading No. of students/Personnel involved: up to grade level but who, according to Personnel 2, students 24 their teachers, have the potential to Approximate yearly cost: Salaries benefit from an eight-week, two and for two staff one-half hour per day remedial program. Source of ftinds: School budget and

fees paid by parents , Parents pay $10 for each student participating in the program, and the balance of the cost is included in the school budget. Prospective students from grades one through three who are 81. Programmed not being retained in grade and are neither retarded nor handicapped, are Personalized pre- and post-tested with the Scott Foresman Inventory Survey Test. Paperback Project

With a student-teacher ratio of 12 to MONTCLAIR SCHOOL, 8 Belmont Street, 1, the student's particular personality Quincy 02171 can be catered to with individual atten- Superintendent: Lawrence Creedon tion and various developmental approaches. .Reported by: Leon Gould, Director The classroom atmosphere is relaxed and Information contact: Leon Gould, 617- pleasant, rapport being established 472-1971 with constant encouragement, patience Administrative contact: Carl Deyeso, and understanding. Every effort is 7C Coddington St., Quincy 02171, made to avoid the stigma of defeat cre- 617-471-0100 ated by pre-established class standards. In order to allow children to choose The pupil is made aware of his pro- books of personal interest and still gress, and his successes are emphasized. have the advantage of learning exer- Materials are carefully selected, avoid- cises based on these books, Montclair ing those which the child associates School has developed a system of pro- with classroom failure. With the new gramming individual paperbacks for Ginn 360 program as a basic reader, read- grades 2-8. The system has an addi- ings are attractive in format, suited tional advantage of providing a means to the children's interests, and kept for evaluating progress made through solely for use in the summer program. independent reading. Four hundred Phonics games, visual aides, materials titles have been individually pro- for creative expression, and outdoor grammed and disseminated to eight other facilities are used to make reading a participating schools so far. pleasurable experience. The format for programming paperbacks Teachers had specialized courses at was developed by the intermediate grade Framingham State College, using the staff after examining commercial mate- reading materials developed for the sum-. rials, visiting a school where indivi- 88 4ift, dualized materials were used, and ex- pils' various talents, interests, apti- perimenting with various formats until tudes, etc. they developed one flexible enough for (5) Questions for discussion. their needs. Each exercise is on a separate page While individually programming a book and is phrased in as personal and unin- is time-consuming, thirty were com- timidating style as possible. pleted in the first year.Two workers were subsidized by the Educational The teacher's cards contain: Needs Committee of Quincy for a period (1) A synopsis of the story. during the summer, and soon teachers (2) Answers to the comprehension from seven other schools, after examing check. completed materials, enthusiastically (3) Possible answers to the discus- joined in working up more titles. sion questions. School supplies were used and teacher aides reproduced and disseminated the Principal Leon Gould reports that a material. great deal of excitement has been generated in the participating schools. In the format developed for programm- The project has also gained Montclair ing, the pupils' books include: national credit in the Scholastic Paper- (1) A vocabulary page with difficult back Catalog as well as recognition in words presented in brief phrases and The Christian Science Monitor. underlined. The page reference included. The instructions state that a Date project operational: September definition determined from context is 1969 preferable to one obtained from a No. of students involved: 2,000 dictionary. Approximate yearly cost: $900 for (2) A comprehension check involving personnel ten true, false, multiple choice, etc. Source of funds: School budget items. Dissemination materials available: (3) An optional vocabulary check in- Pupil and teacher packets volvipg sentence completions, defini- Visiting policy: Contact Leon Gould, tions, antonyms, synonyms, etc. Principal of the Montclair School, (4) Activities capitalizing upon for an appointment.

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82. Night Life This is because the Night Life advertising appears on 15 (donated) bill- boards and 4,000 posters displayed in WORCESTER PUBLIC SCHOOLS, 20 Irving St., professional offices and other places Worcester 01601 of business all over Worcester. Superintendent: John Connor Reported by: Gerald E. McGrain, Pro- The effect of all this advertising gram Director has just about snowed Mr. McGrain under. Information and adMinistrative contact: By mid-September, 6,000 people had en- Gerald E. McGrain, 617-798-2521 rolled for the fall semester, compared to a total enrollment of 7,500 for the Anybody in Worcester this fall who fall and spring semesters of the pro- hasn't heard of "Night Life" (the gram last year. The bulk of these school department's adult education people (3,500 of them) will be parti- program) would have to be both blind cipating in what Mr. McGrain calls the and deaf. According to the program's enrichment program, taking 115 courses director, Gerald E. McGrain (whose in everything from astrology and an- nickname is now "Mr. Night Life"), tiques to yoga and small engine repair. "you can't go anywhere in this town Classes meet 2-1/2 hours a week for to buy a newspaper, get your hair cut ten weeks at five schools. Worcester or even have a tooth pulled without residents pay $10 tuition; non-residents seeing one of-our Night Life posters." are charged $20. Next in popularity iij. the adult pro- to those in the enrichment program, but grams is Worcester's Adult High School they also include Adult Basic Education, which Worcester residents may attend high school equivalency preparation and free if they are working toward a regu- English as a second language. lar high school diploma. The school meets in the evening for two 16-week Operating under a contract Nith the semesters from September until June, Division of Employment Security, offering 45 courses to 1,500 adults. Worcester offers work incentive pro- Residents who wish to audit courses, grams for people on welfare. Fifty rather than take them for high school people at a time and about 200 per year credit, are charged $10; non-residents take courses in typing and clerical $20. skills, learn English as a second language, study basic education subjects, prepare for the high school equivalency More than 1,000 people are taking courses in an Adult Learning Center (GED) exam. which the Worcester school department operates year round, Monday through Friday from 9 a.m. to 9 p.m. in a down- Another contract is with the National town building which has 4,000 square Alliance of Businessmen (NABS) for feet of air-conditioned, carpeted space. whom the Worcester school department A full-time staff of 16 handles Adult offers courses in job-related basic Basic Education, high school equiva- education, typing and clerical skills lency preparation, and English as a and other special programs to about second language programs which are of- 100 people a year. Courses are con- fered free. Instruction is programmed ducted both at places of business and individually for anyone who wants it -- at Worcester schools. Special 39-week all a person has to do is walk in. consortiums are held in fields such as Staff members arrange whatever is' banking, insurance, and the metal needed for each student to reach his trades. Employees attend from 8 to individual goal. More than 500 people 20 hours a week on released time from from 43 different countries have partic- their jobs until ;they have received ipated in the English as a second lan- enough training to function at the job guage program. they were hired for.

Adult Basic Education, high school Periodic special adult education pro- equivalency preparation, and English grams on topics such as drug uses and as a second language are also offered abuses or family living and sex educa- free at the St. Dismas School, which tion are offered at a centrally located operates at the Worcester County Jail school free to Worcester residents. and serves an average cf 90 inmates at More than 500 people attended the re- a time. cent 10-week program on drug education

Worcester boasts two brand new school buildings which were built specifically as community schools, with one area in each building being set aside for adult use. A third community school operates in an older building. Each building has a full-time Community School Direc- tor who supervises programs which are offered to adults at the schools from 9 a.m. until 10 p.m. every week day, 12 months a year. About 1,000 adults participate in these free programs which are planned by Community School Councils made up of local residents. Usually the courses offered are similar which featured speakers from the fields In 1966, Polaroid dropped their high of law, medicine, and social work. school equivalency requirement for employment, creating jobs for many people Recently, the people of Worcester who could not finish their high school backed a $26 million building program education. Therefore, the Education for one of the most extensive school Department changed its philosophy, and construction and remodeling projects set up a new program offering funda- undertaken by a city of this size any- mental skills training (Adult Basic where in the United States. At a time Education, English as a Second Language, when voters more often than not say no and High School Equivalency) and skills to things like this, perhaps the people training courses such as hydraulics in Worcester were just making sure courses for mechanics, drafting courses, nothing would happen to their "Night etc. Life." Enrichment courses traditionally Date project operational: 1969 taught at Polaroid are available at No. of students/Personnel involved: many local colleges and business Personnel 2Q0 (incl. part-time), schools so the Education Department students 12,000 per year offers tuition reimbursement to its Approximate yearly cost: $400,000 employees who wish to take advantage Sources of funds: Local money, of these courses, and arranges classes Learning Center, Basic Education, for those employees who could not find Local and Federal funds, and tui- educational alternatives as easily for tion fees. their more basic needs. Production Dissemination materials available: workers as well as other employees can Brochure spend six hours during their work week Visiting policy: Anytime attending classes (with permission from their supervisors).

The Fundamental Skills staff finds a 83. Adult Education heavy and constant demand for its basic skills training. Polaroid's policy of on Company Time ft community hiring" brings ina large percentage of workers from minority POLAROID CORPORATION, Cambridge 02139 groups living in the various plant Reported by: Susan Ells and Lee Regal, areas. Many of these employees need Coordinators to obtain or review basic reading, Information and adMinistrative contacts: writing and arithmetic skills in order Susan Ells and Lee Regal, 617-864- to function well in their home and work 6000 environments.

Polaroid Corporation is one of the Polaroid also operates on an internal few major companies in the Boston area "posting" system of hiring employees which has established an extensive from within their ranks. Thus, some adult education program for the bene- employees who have been with the com- fit of its employees, without relying pany for a number of years need to on federal Manpower funds. brush up on some skills so that they can move on to better-paying and more Previously, the company offered en- highly skilled jobs. richment courses primarily to salaried "professional" employees -- courses Polaroid began its pilot educational such as Russian, twentieth century program in 1970 at Inner Cityl its literature, basic photography, and or- Roxbury subsidiary. Inner City pays ganic chemistry. Secretarial and a full-time wage to about 30 people at laboratory training were also avail- a time as they learn commercial skills, able for those interested in changing machine operating, and production tech- their fob positions. niques. (Students are trained by -at

Polaroid employees, and many are hired certificates. Response has been enor- by Polaroid, but neither company nor mous, and 98 students are currently en- students are under any job obligations. rolled in classes. Students hear about Inner City from various other training agencies in the English as a Second Language classes city, and by word of mouth.) Funda- are offered in every 'facility or plant mental skills courses (ABE, ESL and where there is a need. This fall, with high school equivalency) were first 22 students, four classes are in ses- offered by the company here. Polaroid sion. Outside consultants with a back- initiated a fundamental skills program ground in linguistics instruct these for its own employees later in the year. classes, because of the difficult job of working with employees who speak The goal of the ABE program is to several native languages, and who speak eradicate illiteracy among Polaroid em- English with various degrees of pro- ployees, by teaching reading, writing ficiency. (The Cambridge, New Bedford and arithmetic skills through the and Waltham plants have all hired peo- seventh grade level, relating those ple whose native language is Portugese, skills to the job and home environment. Spanish, Greek or Italian.) Class size is kept below ten, with two teachers for each class tailoring in- Polaroi-d employees became interested dividual course content for each stu- in working with other adults, and in dent. (Individual goals are set up in 1970 the Fundamental Skills staff interviews with the instructors.) News- started a training course for employees papers, job manuals, books and magazines to become ABE and High School Equiva- are used to work on skills. Classes lency teachers. They found that em- run from six hours a week in continuous ployees teaching fellow employees was six-week cycles. No formal grades are really quite effective; students felt given. Students continue in classes as comfortable working with peers, some long as necessary. Currently there are of whom had also taken courses in fun- 97 ABE students in nine classes. damental skills. Polaroid employees were also best able to relate skills A General Education Development prep- to the Polaroid environment, helping aration course (for high school equiva- students to fill out various employee lency exams) also runs six hours per forms and reports. This feeling of week for students, for as long as they immediate relevance would have been need to pass the Massachusetts exam. impossible with outside teachers. An interview and a standardized test are used to insure each individual's Fifty prospective teachers enrolled qualifications for the course. By the in a ten-week course, meeting for one summer of 1971, 53 students had received three-hour session per week with Dr.

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idat, Mel Howards, Director of the Center of Education Development at North- 84.It's More than eastern University. More formal ABE teacher training started in February Just Learning of 1971. By Lay 1971, 30 teachers had been trained, and fourteen are English presently paid $8 an hour for taking classes. LAWRENCE HIGH SCHOOL, Falmouth 02540 Superintendent: Harry S. Merson keported by: Mary Bodanza, Department Polaroid employees teaching classes of Education are full-time secretaries, lab tech- Information contact: Jean Burtis, 617 - nicians, chemists, and fill many other 548-0220 job positions. Several are graduates AdMinistrative contact: Martha Hurley, of the high schocl equivalency pro- Coordinator, 617-548-6965 gram. The staff has found that most prospective teachers need more train- Falmouth's five-year-old Adult Basic ing in the areas of audio-visual tech- Education program provides more than niques, diagnostic methods and testing, just basic English instruction and lesson planning, team teaching and preparaticn for citizenship and high teaching small groups. Continuous school equivalency exams. It uses com- teacher training programs help meet munity resources to give adult students this need. a practical orientation to living in the United States. In addition to learning to speak and to read English, The most essential characteristic of adults obtain basic consumer informa- a teacher, however, is the ability to tion, health care aid and help from empathize with the students, to under- various local agencies through refer- stand cultural differences ald to es- rals. Natives of the United States tablish warm personal relationships. also find help in this program. The staff has stiffened its qualifications for new teacher trainees, and In the last few years, people have plans review sessions and meetings came to Falmouth from China, England, with their present teaching group to Greece, Moracco, Italy, Brazil, Ger- discuss student problems, curriculum, many, Austria and Japan. The greatest and teaching methods. number of immigrants are Portugese. Sometimes an entire family attends classes. Students range from 15 to The Education Department expects in- 75 years of age. The staff tries to creased enrollments in all areas of accommodate students' greatly varied The company's Per- fundamental skills. needs by placing them in one of three sonnel Policy Committee plans to help class levels. The teachers, trained the department solve their two biggest in individualized and small group in- problems: *working out schedules with struction as well as being certified department supervisors to release their for adult basic instruction, work with emDloyees while maintaining production classes of ten to fifteen, and deal quotas, and scheduling classes on three personally with each student as much different shifts in the 24-hour day as possible. (since students can't realistically attend classes outside of work hours.) Classes meet Monday and Thursday nights at the high school, where a wing of the school is always set aside for the ABE night classes. After ex- Date project operationaZ: 1968 perimenting with class schedules, the Current enronment: 125 staff found that jobs prevent most stu- Approximate yearZy cost: $70,000 dents from coming more than two nights

94 a week. Some students are only able dents may have to fill out. The faculty to come one night a week, but they are often get to know their students and welcomed. (This is possible because families quite well. In addition to students move from level to level in- teaching both parents and children of dividually.) some families, they organize parties for the first and last nights of classes, Anyone can join a class during any and at Christmas the Superintendent and part of the year, and all instruction his wife are invited to a party where and materials are free. The program everyone learns each other's native simply follows the school calendar's dances. In individual cases, teachers two-semester schedule. Summer sessions have urged pupils to try for higher- were tried, but adults held jobs and paying and more highly skilled jobs, could not attend. Snow and various and have even gone to companies on their seasonal jobs also influence attendance. own to recommend certain individuals for a job. Basic English, reading and writing is taught in each of the three classrooms. The administrator for Falmouth's History necessary for the U. S. citizen-. school nurse program also serves as ship exam is reviewed at the second and the ABE program's health educator and third levels. Facts about the students' counselor. She keeps a health record native countries are also brought into for each student (beginning with tests the classroom, primarily through films for tuberculosis and hearing and sight provided by the Falmouth schools' audio- defects), provides a list of all local visual department. AV aids have helped physicians and dentists and urges stu- in reading and speaking practice, and dents to make regular visits, gives have brought consumer economics to the short class lessons in health care, adults on cassette tapes. The staff is and is on hand every class night for free to use any equipment from the de- counseling and observing. Nurse Ken- partment, and ABE Coordinator Martha dall is able to counsel whole families Hurley finds the AV Department's coop- in health care this way. Arrangements eration invaluable. have been made with Barnstable County Hospital to provide free chest X-rays Falmouth's Adult Basic Education pro- and limited physicals when necessary. gram thrives on the interlocking roles of school teachers, administrators, and Speakers from the community volun- community agencies and volunteers. The teer their time to talk with students. program coordinator and teachers for A local dentist discusses dental care, the adult classes and also teachers in and an immigration officer from Boston the Falmouth public school system, work- explains regulations concerning citizen- ing at different grade levels. Their ship in. the United States, a local mail- dual professional roles and personal man reviews mailing procedures for dedication, Miss Hurley reports, are foreign letters and packages, and a the most essential ingredients of the local travel agency representative sug- program. Immigrant children are placed gests ways of traveling back and forth whenever possible in these teachers' to native countries. classrooms, so that the faculty may get to know both children and parents, and The community helps spread the word encourage the parents to join the ABE about classes at the beginning of each program if they need help of this kind. new session. While. notices go home (Local social agencies and the school with school children, local churches guidance and health departments also and other agencies, press, and radio cooperate to cross-refer individuals to announce class schedules. Teachers needed services.) visit individual families on occasion.

Teachers take their students to town Classes are announced and open to meetings, and go over insurance, income residents from towns surrounding Fal- tax and other kinds of forms their stu- mouth. Although some adults take advantage of this, transportation is a The director talked to people in the big problem for many who would like to school, the community agencies, town attend. offices, clubs, on the street, in stores, in class; and finally the whole Coordinator Miss Hurley feels the town was invited to an open meeting at program has been quite successful. the high school. More than a hundred Many students progress from level to people spent a hot June evening talking level and pass the citizenship exam about what they wanted to know about as well as the GED high school equi- and work on in the community. The re- valency test. But not all can attend sulting list was impressive and inclu- classes continually to achieve this sive: the background and social cli- level, and not all are interested. mate of the town, communication between Four pupils passed the GED :tests last the generations, ecology, the educa- year, however, and three passed their tional system, family, mental health, citizenship test. One pupil was so women, housing, personal development, excited and proud that he went home political action, race relations, re- after passing his exam at the County creation and youth. Courthouse and put up a newly bought American flag. Despite the involvement and hard work which went into the planning, when registration time came, the popular arts Date project operational: 1966 and crafts and action-oriented classes No. of personnel involved: 5 were filled. The more academic and Approximate yearly cost; Salaries theoretical courses had a small enroll- for part-time coordinator and four ment and many had to be cancelled. instructors Sources of funds: 90% federal (P.L. A cooperative approach with the 91-230) and 10% local. neighboring Lincoln-Sudbury Regional School District seemed to offer a possible solution. Residents of the four towns directly involved would have a wider selection of courses. The "market" 85. Regional would be greatly expanded. Combining districts approximately doubledhe pop- Cooperation: ulation and increased the peripheral towns. Underenrolled classes could be An Experiment combined. It would not be necessary for both districts to offer all classes, CONCORD-CARLISLE REGIONAL SCHOOL DIS- and new or experimental courses could TRICT, Concord 01742 be tried out at one school rather than LINCOLN-SUDBURY REGIONAL SCHOOL DIS- both. TRICT, Sudbury 01776 Reported by:Evelyn M. Zuk, Director, With administrative and school com- Adult and Continuing Education, mittee approval, it was decided to pub- C.C.R.S.D. lish a single brochure listing all Information and administrative contacts: courses offered by both school dis- Evelyn M. Zuk, 617-369-9500 x238; tricts. Classes were grouped under David Clapp, Director, Adult Educa- general subject areas by location. tion, L.S.R.S.D., 617-443-9961 or Mailing and registration procedures and 617-259-9527 dates were standardized. Mail registration.was encouraged. When the Concord-Carlisle Regional School District appointed its first full- It is still too early to evaluate time Director of Adult EducatiOn in the results in numbers .of students and March 1970, her first assignment was to II saved" classes. Some benefits, how- find out what type of program the com- ever, are already apparent. Verbal re- munity wanted. sponse has been gratifying. Phone 96 InG calls and notes enclosed in mail regis- and so worked with.industrial firms trations indicate that people are im- which voluntarily set up -craining pro- pressed by the variety of courses and grams for the prisoners. Later, the the number of offerings. People also Division of Occupational Education of seem to "like" the idea of cooperation the Department of-Education funded with a neighboring district. Bristol Community College in order that Bristol might start vocational The anticipated problem of checks and projects in the penal system. registrations sent to the wrong office did not materialize. Of the first thous- Honeywell, Inc. first sponsored basic sand registrations, not more than fif- computer programming classes at Walpole, teen were sent to the wrong town. and then at the Norfolk institution. Graduates of the basic classes are em- Statistics on registrations and a pre- ployed as computer programmers and have liminary evaluation of the program will programmed work for the state Depart- be available by December 1971. ment of Education, the Department of Natural Resources, the Department of Date project operationaZ: September EmDloyment Security, the Department of 1971 Corporations and Taxation and local No. of students involved: 1,500-2,000 cities and towns. In the 1969-1970 Approximate yearZy cost: $39,500 scholastic year, fifteen men took part (Concord appropriation for 1971) in the Walpole program. Source of fUnds: Tuition and registration fees, town appropriations At Norfolk, there is a core group of and federal subsidy through the twelve inmate programmers who work as occupational division of the State full-time computer programmers. Fur- Department of Education. thermore, they teach beginner students Dissemination materials available: and attend classes given by Honeywell Brochure in advanced programming. All those who stay in the program come out know- ing several computer languages. Honey- well also instigated an electric data 86. Vocational Training processing class at Norfolk in 1968. Since then, 153 certificates have been in State Prisons awarded inmates for completing twelve different courses. Men who have been MASSACHUSETTS DEPARTMENT OF CORRECTION, trained as programmers are given full- 100 Cambridge St., 22nd floor, Boston time work assignments. 02109 The state prison at Bridgewater also Reported by: Harold McNulty, Depart- trains inmates in data processing, ment of Education thanks to Bridgewater State College. Information and administrative contact: The college has provided an IBM 360-20 G.7.ra1d O'Loughlin, 617-727-3310 computer, some peripheral equipment and the teaching staff to train the in- The Massachusetts Department of Cor- mates in unit record keeping, grade re- rection for the last five years has porting, class listings, payroll, in- been working to get vocational educa- ventories and student quarterly warn- tion programs off the ground in the ings. The center has processed data state prisons. Gerry O'Loughlin, Super- for the Maritime Academy as well as for visor in Education for the Department local colleges. Patients from the Sex of Correction, feels that the programs Treatment Center and Drug Addiction are still inadequate, but that they are Center are enrolled here. Recently, steps in the right direction, and that six released patients secured solid they are mushrooming. positions because of this training.

At first the Correction Department These and other state prisons offer had no money for vocational education other vocational education programs for such skills as welding, barbering, from the city to expand ABE facilities cooking and baking, radio andTV re- and staff and give Springfield teachers pair, sheet metal work, mechanical released time to participate in ABE drafting, electrical work,auto body conferences and make visits in andout repair, auto mechanics, carpentry,etc. of state. In the fall of 1970, with Several placement services attachedto state Department of Education support prisons and private industryhave to design and staff a full-time adult worked hard to enable releasedmen to education center, OWL's unique educa- use their training. mr. O'Loughlin tional concepts were put into practice. comments, "This is just a beginning, and there is a great need formore vo- OWL is unique in providing for each cational training and social education student's involvement in workingout for felons both inside and outsideof and scheduling his own program. Be- the prison system." cause the center employs three full- time contracted teachers, itcan keep Date project opertional: 1966 its doors open from 9a.m. to 9 p.m., Approximate yearly cost: None extra Monday through Thursday, and from (cooperative program withindus- 9 a.m. to 3 p.m. on Friday. tries) Visiting policy: By application The philosophy of the OWL program is that "an individual truly becomesan individual in his own learningpro- cess." Few, if any, students have identical programs when they beginat 87. OWL (Onward the center.

With Learning) Here's how it works: On his first visit, a prospective student fillsout ADULT LEARNING CENTER, 555 State St., a registration form which provides Springfield,01101 basic background information and helps Superintendent: John Deady establish his general literacy level. Reported by: Elaine paterno Then he informally discusses his goals Information contacts: Robert Heon and With an OWL counselor and findsout Elaine Paterno, 413-732-4698 how the center can help. He is taken Administrative contact: Ray Morrow, on a tour of center facilities, and has 195 State St., Springfield 01101, a chance to talk with other students. 413-733-2132 On a scheduled second visit, he takes Springfield's adult population may diagnostic tests in basicareas such have heard about the OWL (onward with as arithmatic, spelling, vocabulary and learning) Center by watching a Tvcom- reading comprehension. These tests help mercali or simplyb y walgkin p . ast the show him what his strengths and weak- brightly lit storefront learning center nesses are. In view of his.own goals at 555 State Street. Since it opened and test scores, his program isset up its doors in January 1971, over 400 and discussed with him. Learning time adults have enrolled in the Springfield at the center is scheduled according to Adult Learning Center to pursue their his convenience. Typically, a student education at no cost. They range in will spend about three hours eachtime age from 16 to 74. he comes to learn at OWL.

Programs in Adult Basic Education Already, .some.30 enrollees have passed (ABE) were first ±mplemented in 1965 the General Education Developmenttest when Springfield, at the request of with excellent scores. Community re- the State Office of Civic Education sponse to the program is enthusiastic. piloted a small study involving three Local colleges, churches, and private teachers and a coordinator. Not until groups have asked ABE staff members to 1969 was additional funding available explain how OWL's educationalconcepts

98 108 work, and Springfield's NAB-JOBS (Na- For the past four years, the John tional Alliance of Businessmen-Job CI:- Hancock Mutual Life Insurance Company portunities in Business) has awarded has offered an evening education and over $10,000 in contracts to the center job training program for minority peo- for providing the Job Related Education ple living in the city. The program component of their business contracts. offerings are diverse: courses for high school equivalency certificate, According to Ray Morrow, Springfield's preparation for General Education De- Adult Education Director, OWL teachers velopment testing, instruction for have been instrumental in the program's Civil Service exams (Junior Building development since September 1970. They Custodian and Fire Fighter), training have based curriculum pri.raarily upon in office job skills, basic education the Educational Development Laboratories courses in reading and math, and pro- Reading 100 and 300 system, which the fessional academic guidance. The staff student is expected to follow in pre- has been culled from school systems in scribed sequence; but a wide variety of the Metropolitan Boston area and from related material is also available for the John Hancock Education and Training student selection. Related media facil- staff. ities include Language Master Units, programmed instruction machines and Classes meet Tuesday and Thursday texts, the controlled reader, synchro- evenings for two fifteen-week terms, nized projector and cassette recorder, one beginning in mid-September and the and individualized rear screen projec- other in mid-winter. Busses pick up tors. enrolled students at Dudley Station, Forest Hills, and Egleston Street Sta- Approximately 95% of the OWL enrollees tion and return them after classes and are voluntarY "walk-ins". None have a free hot supper. The program is received any kind of federal or state operated as a public service, and not reimbursement for participating. How- as a feeder program for prospective or ever, the center has recently received present Hancock staff. approval from the Veterans Administra- tion, so veterans enrolled in the pro- Date project operational: January gram may now receive benefits. 1968 No. of students/Personnel involved: Date project operational: October Personnel 20, students 90 per term 1970 Dissemination materials available: No. of students/personnel involved: Descriptive flyer Personnel 3, students 750 Visiting policy: By appointment Approximate yearly cost: $30,000 (personnel $26,000, materials $4,000; plus initial investment of $20,000 for materials) 89.Community Sources of funds: State Department of Education and City . Education Center Visiting policy: "Open-door" by AMHERST-PELHAM JUNIOR HIGH SCHOOL, appointment. Chestnut St., Amherst 01002 Superintendent: Ronald J. Fitzgerald Reported by:Paul Healy, Director of 88. John Hancock Prep Extended Services Information contact: Paul Healy, Program 413-549-3770 AdMinistrative contact: Ronald J. JOHN HANCOCK MUTUAL LIFE INSURANCE CO. Fitzgerald, 413-549-3690 200 Berkeley Street, Boston 02109 Reported by: H. McNulty, Department of Amherst-Pelham's adult education pro- Education gram had an enrollment of 200 in 1965. Information and adMinistrative contact: Two years later, the program had gained Karen Keep, 617-421-2263 so much popularity and community support that a 900 square foot area in a gramming approach to education, both proposed junior high school was de- day and evening. signed to be used exclusively by adults-- both daytime and evening. Adult students are welcomed at any The plans for the $4.8 million school time facilities are available. This were approved by a two to one margin, approach is coordinated with the class- and in September 1969, it opened its room instructor and individual program- doors. ming is developed for the student. The adult student who may have a two-hour Instead of being called the Amherst- class session during the day may spend Pelham Junior High, the building is four, six, or eight hours working inde- known as the Amherst-Pelham Community pendently. An example of this is the Education Center because it servesas very popular ceramics class where adult an activity-learning center for the students take one class per week with adult community as well as 1,200 junior the instructor and work on an open lab high students. This is in accord with basis as many as three other mights a philosophy adopted by the school com- per week (a sign-up sheet is used for mittee that education should continue those who want to work on one of the throughout life. eight pottery wheels).

The adult education area of the The Amherst-Pelham Adult Education building includesa large classroom with lots of storage space and mail- program now offers more than 150 courses Paul boxes for all of the adult education and has an enrollment of 2,000. teachers, plus an office for the direc- Healy, the program's full-time direc-..or, tor. It is located in an easily ac- has three part-time assistants (who are In addition cessible area of the school. full-time day teachers). to taking care of the daytime and evening programming for the adults, Mr. The entire building was planned for independent study, and this concept Healy also handles the logistics of in- has also been extended to the adult service programs for the school system. level. When the educational specifi- cations were being drawn up, the Those taking adult education courses TT community use"concept was kept in pay a $5 registration fee for weekly mind along with the needs of the pub- courses, and $10 for those meeting lics to be served. The basic premise twice week. They must provide their of an ungraded elementary and secondary own materIals. Senior citizens (over program was kept, and expanded and ex- 65) are entitled to enroll for half of tended to the adult community. The the fee, and some programs are run for results have been a seven-day pro- them at the Senior Center.

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rta Registration for the school district school system. Then, by popular demand, residents takes place at the Continuing it was opened to parents who were in- Education Office on a Saturday, from terested in finding out more about their 9 a.m. to 1 p.m., and each student is children's education. Each of the thir- required to register in person. Mr. teen two-hour sessions covers a differ- Healy reports that people interested in ent aspect of the school program. the more popular courses sometimes Among the areas covered are: teaching arrive at 7:30 in the morning so they methods, guidance services, library and can be first in line. A computer card audio-visual services, testing and is made up for each spot in every class. evaluation, staff and community rela- The cards are placed in piles for each tions, and the various curriculum areas. class on a large table. Those register- The classes are taught by teachers and ing simply pick up a card for each administrators who volunteer their time. course they want to take, fill it out, and turn it in at the door with their Many of the center's programs are co- registration fee. Part of the card is sponsored with local groups -- activi- detached and becomes their receipt. ties which neither the schools nor the When the cards are gone, prospective groups can handle alone, such as square registrants know that the class is dancing and ballroom dancing. filled. Paul Healy feels the only restricting People who live outside the Amherst- factor in the adult education program Pelham School District can register is "how much imagination you have". He from 12 noon to 1 p.m. on a space avail- holds three adult education staff meet- able basis, and pay a $10 or $20 fee ings per year in an effort to spark depending on whether the course meets ideas for new courses. According to once or twice a week. Mr. Healy, the Community Education Cen- ter offers something for either adults The most popular courses are in the or children seven days a week from arts and crafts area, but the program 7:30 a.m. until 10:30 p.m. The way he does offer adult basic education, prep- feels about it, "The building is going aration for the high school equivalency to be obsolete before it's worn out, exam, and beginning English for the so why not wear it out!" foreign born. Among the more unique courses are: a pregnant woman's exer- Date project operational:1969 cise class, Chinese painting, stained No. of students/personnel involved: glass, and a bird identification course Personnel 45, students 2,000 which meets at various Audubon sanc- Approximate yearly cost: $24,000 tuaries bright and early on Saturday Sources offunds: School budget and mornings. The language lab has been registration fees utilized for a stenography course with such good results that the high school has now adopted the practice.

Cooperative programs with the Con- tinuing Education Center at the Univer- sity of Massachusetts offer university credit. Training courses for law enforcement officials are also held in cooperation with the local police department.

Another unique and very successful course offering is "Orientation to the Public Schools". It was designed initially for student teachers, substitute teachers, and teacher aides in the

101 in the fall to study reading and gram- 90. Boning Up for the mar and ten weeks in the winter to cover math. Reading selections are taken from High School science, literature, history, etc., to Equivalency Exam correlate with subjects covered on the exam.

GLOUCESTER HIGH SCHOOL, Gloucester 01930 Those taking the course are charged Superintendent: Calvin E. Eells only $5, which pays for the salaries of Reported by: Harold McNulty and Rosalind the instructors. Each student 'is alSo Michahelles, Department of Education expected to buy his own math textbook. Information and administration contact: Leo Amero, Director, Adult Education, Reading and grammar materials are Gloucester Public Schools, 617-283- borrowed from the high school. Mr. 1530/4401 Amero also equips the teachers with the Cowles' test preparation series, High school dropouts who are at least which makes students familiar with nineteen years old and adults who may multiple choice questions similar to never have attended high school can now those on the GED exam. obtain a high school equivalency certificate acceptable to most Massachusetts Twenty-five to thirty adults and colleges and universities, by passing a young people take the course every General Education Development test. year, and at least 75 percent pass the Ability to understand and reason, rather exam. Some students even come back to than the amount of accumulated facts, is classes after passing the exam -- a tested in English, social studies, the real plaudit to the worth and attrac- na,ural sciences and math. This tention of the GED course. hour exam is given periodically at various community colleges around the state for a fee of five dollars. Late project operational: 1968 To help those preparing for the exam, RC. of students/personnel involved: Gloucester's Director of-Adult Educa- Personnel 2, students 25-30 per year tion, Leo Amero, started one of the Approximate yearly .cost: $640 for first preparation courses for GED test- personnel ing in the Commonwealth. The class Source offunds: Adult Education of meets two evenings a week for ten weeks Gloucester

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Ale,1 A Book? You're Kidding by Thomas Rogaski from Wishes, Lies, and Dreams, by Kenneth Koch reprinted with permission of

CheZsea House Publishers 103 113 HOW TO MULTIPLY AN INNOVATION

Q: 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, almost anything. Projects may be in the schools or peripheral to the schools. If there is a question about suitability, feel free to contact the area UNLOCK consultant or the Bureau office first.

Q: What criteria are used in making decisions about which projects to include? A: Criteria irclude 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, and timeliness.

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,and others which are no longer in operation. As long as an information contact person is available and the program is effective and worth replicating, we are interested.

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 may be transmitted by letter or by the Kaleidoscope Lead Report form in this book. We do appreciate as much data as the reporter can gather (news articles, etc.)

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 be able 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 questions from that perspective.

Q: Are federally-funded programs eligible? A: Yes, if they meet the 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 should the information be sent? A: It can come directly to the Bureau, to the area UNLOCK consultant, or to the local UNLOCK representative. The advantage of sending it to one of the UNLOCK agents is that he can add additional information to it before sending it on to the 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 inquiries by telephone or personal visit to gather information for a write-up. Then a draft is written and checked with those whose names are in the heading. LIST OF AREA UNLOCK CONSULTANTS

Berkshire Area: Thomas White, State Department of Education Regional Office, 7 North Street, Pittsfield01201 413-499-0745 ((684-0996)*

Bristol Area: John Carnes Walton, Box 962, Taunton 02780 617-336-7272 (824-8956)

Cape and ISlande Area: William Sullivan, Bourne Grammar School, Bourne 02532 617-759-7455 (759-5672)

Essex 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, Ext. 40 or 67 (203-928-3350)

Hampshire Area: Richard Krzanowski, Middle Annex, 9 Center Street, Easthampton 01027 413-527-0037

Northern Middlesex Area: Mrs. Beverly Lydiard, 4 Fairway Road, Acton 01720 (617-263-7070)

Southern Middlesex Area: Joseph Hannigan, 70 Warren Road, Framingham 01701 617-877-5101 (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

Northern 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 KALEIDOSCOPE LEAD REPORT

Complete information is helpful, but Return completed form to your do not let lack of some data prevent area or local UNLOCK representative, you from sending in a report. The or to the Bureau of Curriculum essential things are a descriptive title, Innovation, 182 Tremont Street, an information contact, and a couple Boston 02111 of sentences defining the project.

Descriptive title

Location (school/street address/town/zip)

Reported by Relation to project

Information contact(s) Relation to project

Address Phone

Administrative contact Title

Address Phone

Superintendent

Date nroject 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 hetpftt and often sufficient for our purposes. In however, you would like to add ftirther information and attach descriptive materials, please do so. Photographs, illustrations, and diagrams are also welcome. In preparing a description, include such items as how and why the practice started; the age group and any special characteristics of its audience; specific examples of materials used and activities undertaken; some idea of physical arrangements and logistics; the project's strong points; the project's weak points; any critical problems and how they were solved; how it differs from previous practices; results/impact of program (anecdotes and/or prmal

106

_ n6 Kaleidoscope Lead Report, continued

Comment by local/area UNLOCK representatives:

signed/date

107 1.17. CITY, TOWN, AND REGION INDEX

Numbers refer to articles, not pages. Underlined numbers refer to projects in non- public schools. Regional schooZ district projects are Zisted by the name of the district, rather than by individuaZ towns.

Amherst, 91 Melrose, 30 Amherst-Pelham RSD, 9, 62, 89 Milford, 10 Andover, 20, 75 New Bedford, 41 Arlington, 5 Newton, 44 Bedford, 78 Norfolk, 86 Bellingham, 39 North Dartmouth, 22 Beverly, 96 Northampton, 59,71 Boston, 11, 13, 14, 19, 21, North Reading, 3 25, 32, 72, 77, 88 Orange, 29, 64 Bourne, 45,67 Orleans, 23 Bridgewater, 86, 94, 98 Pittsfield, 44, 46 Brockton, 44 Plymouth-Carver RSD, 26, 66 Brookline, 15, 37, 48, 49 Quincy, 42, 70, 81 Cambridge, 16, 44, 69, 76, 83 Saugus, 4 Carver, 26 Sheffield, 27 Chestnut Hill, 100 Sharon, 44 Concord, 54 Shirley, 31 Concord-Carlisle RSD, 85 Springfield, 44, 56, 87 Dedham, 53 Stoneham, 38 Easthampton, 2, 47 Stow, 55 Falmouth, 6, 84 Sudbury, 44, 65 Fitchburg, 44, 63 Tantasqua RSD, 57 Framingham, 28, 52, 79 Wachusett RSD, 33 Gloucester, 35, 90 Walpole, 44, 86 Hathorne, 58 Waltham, 14, 93 Hingham, 8 Westboro, 31 Hopkinton, 80 Westfield, 92, 95, 97, 99 Ipswich, 34, 40 West Springfield, 51 Lexington, 18 Weston, 7 Lincoln-Sudbury RSD, 43, 61, 85 Westwood, 53 Longmeadow, 1 West Yarmouth, 68 Lowell, 60 Worcester, 17, 24, 36, 44, 73, 82 Marblehead, 12 Wrentham, 14, 50 Masconomet Regional SD, 74

108 118 GRADE LEVEL INDEX

Numbers re er to articles, not pages

Primary-Elementary: 4, 6, 8, 10,11,13,14,16, 20, 23, 26,27,28,32,35, 36, 38, 41,42,44,46,48, 50, 54, 55,64,67,68,75, 80, 81

Junior High: 14, 25, 26,45,63,65,68, 71, 72, 77,79

Senior High: 1, 2, 3, 15,22,24,27,28, 37, 40, 42,43,56,57,58, 59, 60, 61,62,66,69,73, 76, 78

Secondary 5, 9, 21, 29,31,33,39,47, (Jr. and Sr. High School): 49, 51, 52, 74

K-12: 7, 12, 17, 18,19,30,34,53,70

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