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schedule as of December 31 in fact,at the writing services to local communities with agencies of the
<br /> of this report. state. rie
<br /> p in
<br /> Increased enrollments, the threat of possibly Concern for each individual student and his or bl+
<br /> facing double sessions in the Davis School, or of her special needs was again a strong emphasis in an
<br /> having to curtail needed, vital, educational pro- 1976, too. The screening program designed to de. of
<br /> grams for lack of space,the high cost of high quality tect learning disabilities in three to four year old an
<br /> education, the sizeable increase in tuition assess- children was once more offered in April of 1976 to ar
<br /> menns for Mashpee students attending schools in those parents who felt that their children might Bourne and Falmouth these problems are well- have substantial disability and therefore the need c ca
<br /> a
<br /> known to the public so they need no long review in for specialized services. In the elementary school, fu
<br /> this report. I want to record my thanks to all who as in other years, special educators were provided m,
<br /> helped me to deal with these difficulties and with for learning disabilities, speech therapy needs,
<br /> the human values related thereto. The faithful school psychologist services, Chapter 766 pro.
<br /> members of the Mashpee School Committee merit gramming for those requiring individually struc-
<br /> the appreciation of the whole town. The school tured programs, and for the first time, in 1976)
<br /> committees in Bourne, Sandwich, and Falmouth with Title I funds, a full-time reading specialist/
<br /> all deserve our thanks too, for their open-minded instructor was secured. R
<br /> and sincere concern for Mashpee's unique educa- Throughout the school system, concern for the
<br /> tional needs.We were fortunate to be able to avoid Basics has been stressed even more than in other T,
<br /> the necessity for double sessions. It is of mutual years both the Basics as relates to the tradi- f Si
<br /> benefit,I believe,to have Falmouth agree to house tional subjects of reading,writing and arithmetic, ! S(
<br /> Mashpee's high school students for another year.It and the Basics as relates to strong class control, a3
<br /> is also very helpful to have continuing discussion discipline. and student citizenship attitudes and
<br /> of possible regionalization with Falmouth or behavior.Teachers have been instructed to assign
<br /> Sandwich,even though there are n❑conclusions to S'
<br /> g meaningful homework at all grade levels,in order
<br /> report at this time. to develop strong study habits, diagnose pupil
<br /> M problems, reinforce skills or concepts, and to ac. E
<br /> Meanwhile,less well-known,perhaps,are some p � p 7
<br /> of the excellent educational programs and policies quaint parents with the school curriculum. An —
<br /> developed and implemented in and through the emphasis on both neatness of appearance and cor- _
<br /> Mashpee Public Schools during 1976. Project rectness of content and composition skills has been
<br /> B.E.A.D., for instance, directed by Mr. Francis encouraged too, with highest grades being re-
<br /> Whitebird, enrolled more than thirtyMashpee served for those whose achievement is truly excel- T`
<br /> p J: Ti
<br /> adults in deliberately informal,unstructured,but lent in all respects. Ti
<br /> carefully intensive and individualized classes Finally, and most basically in 1976 more effort Si
<br /> which met for two hours every Monday through toward continual communication between parents G1
<br /> Thursday evening in the Davis School last winter and teachers was provided by means of two confer-
<br /> and spring. Instruction focused on basic subject ence reporting sessions one after the first marking
<br /> areas such as reading,language,mathematics and period and another after the third term. These
<br /> 0
<br /> history. Student needs were determined by a com- parent-teacher conferences were designed inten- t
<br /> bination of both testing and consultation, and tionally to supplement, rather than to replace 6
<br /> programs were developed to meet the needs of each traditional graded report cards. Though a great
<br /> F
<br /> person involved. deal of extra time and work b teachers and office
<br /> y s
<br /> Project M.O.D.E•L. (Model Occupational De- staff was required to offer this program,the Davis = v
<br /> velopment Education Laboratory) was another School faculty and secretarial personnel all feel c
<br /> valuable community adult educational opportun- that the extra work was worthwhile.The fact that a
<br /> ity.Utilizing three mobile trailers,each 12'by 60", better than seventy percent of all parents made
<br /> this project was deli ed s ecif"icall conference appointments proves that parents a
<br /> gn► p y to teach voca-
<br /> tional skills. Courses were offered in business and Value this kind of communication, as well. C
<br /> clerical, distributive education and retailing, So, from the widely-publicized and well-known I
<br /> small engine repair, and automotive tune-up, Be- problems,to the quiet effectiveness of an'excellent
<br /> ginning in mid-March of 1976, the classes lasted school principal, Kenneth Coombs, and a very de- t
<br /> for twelve weeks. MODEL originated as a dicated staff involved in many creative programs 1
<br /> federally-funded program, became a corporation or services' Y pee the story of the Mash Public t
<br /> As
<br /> when funding expired, and now contracts for its Schools in 19 rewarding.76 was exciting and reward g �-
<br /> g �.
<br /> 78
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