A proposed guidance program for the Loomis Union Elementary School

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A PROPOSED GUIDANCE PROGRAM FOR THE LOOMIS UNION. ELEMENTARY SCHOOL

A P ro je c t P r e s e n t e d to t h e F a c u l t y o f t h e S c h o o l o f E d u c a tio n The U n i v e r s i t y o f S o u th e r n C a l i f o r n i a

In P a r tia l F u lfillm e n t o f t h e R e q u ir e m e n ts f o r t h e D egree M a s te r o f S c i e n c e i n E d u c a tio n

by Hosmer C l a i r McMahon J u n e 1949

UMI Number: EP45954

All rights re se rv e d INFORMATION TO ALL U S E R S T he quality of this reproduction is d e p e n d e n t upon th e quality of th e copy subm itted. In th e unlikely e v e n t th a t th e a u th o r did not se n d a c o m p lete m anuscript a n d th e re a re m issing p a g e s, th e s e will b e noted. Also, if m aterial had to be rem oved, a note will indicate th e deletion.

Dissertation Publishing

UMI E P 45954 P ublished by P ro Q u e st LLC (2014). C opyright in th e D issertation held by th e Author. Microform Edition © P ro Q u e st LLC. All rights re se rv e d . This w ork is p ro tected a g a in s t un au th o rized copying u n d er Title 17, United S ta te s C o d e

P ro Q u est LLC. 789 E a s t E isen h o w er Parkw ay P.O . Box 1346 Ann Arbor, Ml 4 8 1 0 6 - 1346

This project report, written under the direction of the candidate’s adviser and a p p ro ved by him, has been presented to and accepted by the F aculty of the School of Education in partial fulfillm ent of the requirements fo r the degree of M a ste r of Science in Education.

Date

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A d viser

Dean

TABLE OF CONTENTS CHAPTER I.

PAGE ....................

1

A b r i e f h i s t o r y an d s u r v e y o f t h e s c h o o l . .

1

BACKGROUND FOR THE PROGRAM . . . . .

The n e e d f o r t h e p rogram

•

The o b j e c t i v e s o f t h e p r o g r a m ............................. II.

ORGANIZATION AND ADMINISTRATION

4 6

...............................

8

The g u id a n c e c o m m itte e . . . . . . . . . . .

8

S p ecial se rv ic e s perso n n el . . . .

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9

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12

The d i s t r i c t s u p e r i n t e n d e n t

T h e * te a c h e r« c o u n se lo r The c la s s r o o m t e a c h e r s III.

..............................

3

LAUNCHING THE PROGRAM

................................

14

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16

S e t t i n g up t h e g u id a n c e a c t i v i t i e s o f t h e p rog ram . . . . . . . . . . . . . . In -se rv ic e tra in in g IV .

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TYPES OF GUIDANGE OFFERED Group an d s o c i a l

16

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20

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20

I n d i v i d u a l g u i d a n c e ............................................ E d u c a tio n a l g u id a n ce H e a l t h g u id a n c e

23 •

27

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31

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34

IMPLEMENTS OF GUIDANCE.....................................................

35

V o c a t i o n a l g u id a n c e V.

18

O rie n ta tio n p r o g r a m

.

35

lii CHAPTER

PAGE

C u m u la tiv e r e c o r d s . . . . . . . . . . . . .

36

P ro g ress r e p o r ts

42

. . .

The t e s t i n g program F o llo w -u p program

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. . . . .

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44

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52

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LIST OF FIGURES FIGURE 1.

PAGE

O r g a n i z a t i o n a l P l a n o f t h e S c h o o l G u id an c e Program ..........................................................................................

2.

T e a c h e r - C o u n s e lo r O b s e r v a t i o n Check L i s t

3*

I n t e r v i e w C ard

4.

P u p i l C u m u la tiv e R e co rd C ard— F r o n t S id e

5.

P u p i l C u m u la tiv e R e c o rd C ard—L e f t H a l f .......

6.

P u p i l C u m u la tiv e R e c o rd C ard— R i g h t H a l f

7.

P r o g r e s s R e p o r t — L e f t H a l f ............................................

8.

P r im a r y P r o g r e s s R e p o r t —R i g h t H a l f ................

9*

U p p er D i v i s i o n P r o g r e s s R e p o r t — R i g h t H a lf

10.

. . . . . . . . . . . .

. . . . ....................

S o c i o - M e t r i c T e s t ..........................................................

. . . .

7 25 28 38

39

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40 45

46 . . . 50

47

CHAPTER I

BACKGROUND FOR THE PROGRAM The p u b l i c s c h o o l s , from t h e k i n d e r g a r t e n th r o u g h t h e j u n i o r c o l l e g e , h av e g e n e r a l l y come to a c c e p t t h e c o n c e p t o f t h e ’’w h o le ” c h i l d w i t h h i s many p h y s i c a l , m e n t a l , s o c i a l , an d e m o t i o n a l p r o b le m s .

A lso , th e r e h as fo llo w e d a r e c o g n i tio n

t h a t a s o u n d , c o m p re h e n s iv e g u id a n c e p ro g ram i s t h e b e s t means t h r o u g h w h ic h a p u p i l can a t t a i n s e l f - d i r e c t i o n a n d r e a l i z e h i s o b j e c t i v e s i n s c h o o l and l a t e r l i f e .

I t i s in lig h t of

t h e f o r e g o i n g p h i l o s o p h y t h a t t h e g u id a n c e p ro g ra m , c o n t a i n e d h e r e i n , was p la n n e d and s u g g e s t e d s p e c i f i c a l l y f o r th e Loomis U nion E le m e n ta r y S c h o o l . A h r i e f h i s t o r y and s u r v e y o f t h e s c h o o l .

The Loomis

U nion E le m e n ta r y S c h o o l , w i t h w h ic h t h i s p r o j e c t r e p o r t i s to b e c o n c e r n e d , i s l o c a t e d i n L oo m is, P l a c e r C o u n ty , C a l i f ­ o r n i a . . L o o m is, a town o f 600 r e s i d e n t s , i s t h e sh o p p in g and b u s i n e s s c e n t e r o f an a g r i c u l t u r a l a r e a , c o n s i s t i n g m a in ly o f p e a r o rc h a rd s and d a i r i e s .

A bout n i n e t y p e r c e n t o f t h e

p o p u la c e i s o f C a u c a s ia n s t o c k , w i t h t h e r e m a in d e r b e i n g p e o p l e o f J a p a n e s e an d M ex ican d e s c e n t .

The economy o f t h i s

a r e a i s a f a i r l y s t a b l e o n e , an d m o st o f th e p r o p e r t y o w n ers h a v e b e e n r e s i d e n t s o f t h e community f o r t e n o r more y e a r s .

As f o r t h e s c h o o l i t s e l f ,

th e p r e s e n t p l a n t was com­

p l e t e d i n 19 2 3 , a p p r o x i m a t e l y one y e a r a f t e r a s p e c i a l e l e c ­ t i o n a u th o riz e d th e u n io n iz a tio n o f th e f i v e su rro u n d in g d i s t r i c t s t o form a u n i o n d i s t r i c t .

The a s s e s s e d e v a l u a t i o n

o f t h e d i s t r i c t i s $ 2 ,0 9 7 ,3 3 5 * and t h e p r e s e n t t a x r a t e i s $ .0 0 9 0 .

The s c h o o l d i s t r i c t owns and o p e r a t e s t h r e e r e c e n t l y

p u r c h a s e d s c h o o l b u s e s an d h i r e s t h r e e b u s d r i v e r s .

Two

j a n i t o r s , on e w i t h f u l l - t i m e d u t i e s a n d t h e o t h e r w o rk in g o n l y h a l f a d a y , a r e r e s p o n s i b l e f o r t h e o p e r a t i o n and m a in ­ te n a n c e o f t h e s c h o o l p l a n t . The a v e r a g e d a i l y a t t e n d a n c e f o r t h e 1 94 7 -8 s c h o o l y e a r was 3 8 3, and a t a s p e c i a l e l e c t i o n , h e l d i n May, 19 48 , t h e v o t e r s d e c i d e d i n f a v o r o f f l o a t i n g a $ 1 0 0 ,0 0 0 bond f o r new b u i l d i n g s .

E x t r a room s a r e n e c e s s a r y to h a n d l e an ex­

p e c t e d i n f l u x o f new p u p i l s when c o n s t r u c t i o n o f a dam a t t h e n e i g h b o r i n g town o f Folsom commences.

The s c h o o l b o a r d

o f t r u s t e e s e l e c t s t h i r t e e n f u l l - t i m e and two p a r t - t i m e t e a c h e r s a n n u a l l y and s e l e c t s a d i s t r i c t s u p e r i n t e n d e n t e v e r y fo u r y e a rs.

At t h e tim e o f t h i s w r i t i n g , a p r o p o s a l , w hereby

t h e Loom is U nion E le m e n ta r y S c h o o l w o u ld s e r v e a s a t r a i n i n g s c h o o l f o r s t u d e n t t e a c h e r s o f S acram en to S t a t e C o l l e g e , was b e i n g c o n s i d e r e d by t h e a u t h o r i t i e s o f b o t h I n s t i t u t i o n s . I n l i g h t o f t h e f o r e g o i n g d a t a , a p r o p o s e d g u id a n c e p ro g ra m , com m ensurate w i t h t h e n e e d s o f t h i s p a r t i c u l a r s c h o o l

i n i t s p r e s e n t s t a t u s an d a d h e r e n t t o modern p r i n c i p l e s o f e d u c a t i o n an d g u i d a n c e , i s h e r e i n o f f e r e d . The n e e d f o r t h e p ro pram .

Few c h i l d r e n i n t h e elem e n ­

t a r y s c h o o l a r e c a p a b l e , w i t h o u t e f f e c t i v e g u id a n c e and c o u n s e l i n g , o f d e v e l o p i n g c r i t i c a l i n s i g h t i n t o t h e i r own s t r e n g t h s an d w e a k n e s s e s .

I t is,

t h e r e f o r e , m o st e s s e n t i a l

t h a t t e a c h e r s and a d m i n i s t r a t o r s r e a l i z e t h a t , w i t h p r o p e r g u i d a n c e , t h e a t t i t u d e o f t h e e l e m e n ta r y g r a d e c h i l d to w a rd h i s own l i m i t a t i o n s and a b i l i t i e s w i l l d e v e lo p i n t o o n e o f s i n c e r e s e l f - c r i t i c i s m an d s e l f - a n a l y s i s .

T h erefo re, a

s t r o n g , e f f e c t i v e , an d c o m p le te g u id a n c e p ro g ram i s manda­ t o r y f o r an y e l e m e n t a r y s c h o o l t h a t p u r p o r t s to g u a r a n t e e i t s p u p i l s r i c h and w id e a r e a s o f e x p e r i e n c e , w e l l - r o u n d e d p e r s o n ­ a l i t i e s , and w o r t h w h i le a t t i t u d e s . I t i s w e l l known t h a t c h i l d r e n who h a v e h a d t h e b e n e f i t o f g u id a n c e i n t h e e l e m e n ta r y g r a d e s do n o t h ave t h e a d j u s t m e n t d i f f i c u l t i e s when e n t e r i n g t h e s e c o n d a r y s c h o o l s a s do t h o s e who a r e n o t so f o r t u n a t e .

Many c a s e s o f m al­

a d j u s t m e n t an d much o f t h e j u v e n i l e d e l in q u e n c y o f to d a y may be j u s t i f i a b l y a t t r i b u t e d to th e l a c k o f g u id a n c e i n w h o le ­ some an d c o n s t r u c t i v e r e c r e a t i o n a l a c t i v i t i e s i n t h e e lem e n ­ ta r y sc h o o l. I t h a s b ee n s a i d t h a t th e b e s t t e a c h i n g i n an y o f o u r e d u c a t i o n a l i n s t i t u t i o n s i s done i n t h e e l e m e n t a r y s c h o o l s .

The f o r e g o i n g s i t u a t i o n e x i s t s o n l y i n th o s e e le m e n ta r y s c h o o l s t h a t ca n o f f e r a c o m p re h e n s iv e , f u n c t i o n a l g u id a n c e p ro g ra m . The o b j e c t i v e s o f t h e p ro gram .

T h is g u id a n c e p ro g ra m ,

i n a tte m p tin g to a s s u re each s tu d e n t c o n s id e r a tio n o f h i s a b i l i t i e s an d n e e d s , w i l l h ave t h e f o l l o w i n g a s i t s o b j e c t i v e s 1.

To h e l p p a r e n t s , t e a c h e r s , an d a d m i n i s t r a t o r s

become more c o n s c i o u s o f t h e a b i l i t i e s , i n t e r e s t s , and ed u­ c a t i o n a l needs o f th e p u p i l s . 2.

To h e l p m o t i v a t e p u p i l a c t i v i t y t h r o u g h d e f i n i t i o n

o f g o a l s and d e s i r e s . 3*

To h e l p s t u d e n t s to c h o o se t h o s e o u t - o f - s c h o o l

a c t i v i t i e s t h a t c o n t r i b u t e m o st to s o c i a l w e l f a r e a n d i n d i ­ v id u a l h a p p in e ss. 4.

To h e l p s t u d e n t s f o r m u l a t e a p p r o p r i a t e p l a n s f o r

p a rtic ip a tio n in l i f e a c tiv itie s . 5»

To h e l p s t u d e n t s o b t a i n i n f o r m a t i o n c o n c e r n in g

t h e i r p r o b a b i l i t i e s o f s u c c e s s an d s a t i s f a c t i o n i n v a r i o u s t y p e s o f s c h o o l and o u t - o f - s c h o o l a c t i v i t i e s . 6.

To a s s i s t t h e p u p i l to r e c o g n i z e a n d im p ro v e t h e

weak p o i n t s t h a t may l i m i t h i s f u t u r e s u c c e s s . 7«

To a s s i s t p u p i l s to r e c o g n i z e and d e v e lo p t h e i r

stro n g p o in ts . 8.

To s t i m u l a t e an d a s s i s t t h e p u p i l to make optimum

a d ju stm e n ts in th e o rg a n iz e d l i f e o f th e sc h o o l.

5

9.

To s t i m u l a t e a n d a s s i s t s t u d e n t s t o l e a r n c o r r e c t

p r o c e d u r e s , h a b i t s , an d s k i l l s e s s e n t i a l t o s u c c e s s . 10.

To h e l p p u p i l s o b t a i n i n f o r m a t i o n c o n c e r n in g t h e

p ro g ra m s o f t h e s c h o o l s i n w h ic h th e y w i l l be e n r o l l e d l a t e r .

CHAPTER I I

ORGANIZATION AND ADMINISTRATION The o r g a n i z a t i o n o f t h e p e r s o n n e l to be i n v o l v e d I n t h e v a r i o u s a c t i v i t i e s an d f u n c t i o n s o f t h e g u id a n c e program o f t h e Loomis U nion E le m e n ta r y S c h o o l i s d i s c u s s e d i n t h i s c h a p te r.

The o r g a n i z a t i o n a l p l a n o f t h e p ro g ra m , shown i n

F ig u re 1 , i l l u s t r a t e s th e f a c t th a t i t w i l l ta k e a g r e a t number o f q u a l i f i e d p e r s o n s , p r o p e r l y o r g a n i z e d and a d m in is ­ te re d ,

to s u p p ly t h e v a r i o u s p h a s e s o f g u i d a n c e c a l l e d f o r .

As shown by F i g u r e 1 , th e p e r s o n n e l c o m p r is in g t h i s o r g a n i z a ­ t i o n i n c l u d e s t h e g e n e r a l p u b l i c , t h e B o a rd o f T r u s t e e s , t h e D i s t r i c t S u p e r i n t e n d e n t , t h e c la s s r o o m t e a c h e r s

t-

t h e G u id a n c e

C om m ittee, t h e T e a c h e r - C o u n s e l o r , t h e S p e c i a l S e r v i c e P e r ­ so n n e l, and, o f c o u rse , th e p u p ils o f th e sc h o o l. I t w i l l be n o te d t h a t th e D i s t r i c t S u p e rin te n d e n t h as ’’l i n e ” a u t h o r i t y o v e r t h e G u id a n c e C o m m ittee, t h e T e a c h e r C o u n s e lo r , a n d , o f c o u r s e , t h e c la s s r o o m t e a c h e r s .

A Ms t a f f "

r e l a t i o n s h i p e x i s t s b e tw e e n s a i d a d m i n i s t r a t o r a n d - t h e S p e c i a l - S e r v i c e P e r s o n n e l , a n d t h e same s i t u a t i o n a p p l i e s t o t h e l a t t e r body i n i t s d e a l i n g s w i t h p u p i l s an d t e a c h e r s . The T e a c h e r - C o u n s e l o r , u n d e r t h e ’' l i n e ” a u t h o r i t y o f t h e D i s t r i c t S u p e r i n t e n d e n t and t h e s u p e r v i s i o n o f t h e G u id an c e C o m m ittee, c a r r i e s o u t h i s many d u t i e s w i t h t h e a d v i c e and a s s is ta n c e o f th e S p e c ia l-S e rv ic e s P e rso n n e l.

7

PUBLIC

BOARD OF TRUSTEES

DISTRICT SUPERINTENDENT

GUIDANCE COMMITTEE

SPECIAL SERVICE PERSONNEL School P h y sic ia n C ounty H e a l t h N u rs e s C ounty D i r e c t o r o f G u id a n c e a n d T e s t i n g C ounty S u p e r v i s o r s of In stru c tio n

TEACHER COUNSELOR

TEACHERS

PUPILS

I n d i c a t e s "L in e ” a u t h o r i t y In d ic a te s " S ta ff” r e la ­ tio n sh ip

FIGURE 1 ORGANIZATIONAL PLAN OF THE SCHOOL GUIDANCE PROGRAM

The d l s t r i e t s u p e r l n t e n d e n t .

The a d m i n i s t r a t i v e power

b e h i n d t h i s g u id a n c e pro gram r e s t s , o f c o u r s e , i n th e D i s t r i c t S u p e rin te n d e n t.

H is m ain d u t i e s i n r e l a t i o n t o t h i s program

in c lu d e th e fo llo w in g s 1.

S e t s u p an d a d m i n i s t e r s t h e p ro g ra m .

2.

W ith t h e a p p r o v a l o f t h e B o a rd o f T r u s t e e s , o r d e r s

n e c e s s a r y s u p p l i e s a n d e q u ip m e n t. 3.

A p p ro v e s r e q u i s i t i o n s on f u n d s o f t h e s t u d e n t b o d y .

4.

W ith a s s i s t a n c e from t h e T e a c h e r - C o u n s e l o r , i n s t i ­

t u t e s a program o f i n - s e r v i c e t r a i n i n g f o r t h e t e a c h e r s . 5.

Makes t h e a p p o i n tm e n ts a n d p e r s o n n e l ch a n g e s when

t h e pro gram w a r r a n t s same. 6.

I n t e r p r e t s t h e g u id a n c e program to t h e community

th r o u g h h i s s o c i a l an d c i v i c c o n t a c t s . The g u id a n c e c o m m itte e .

A g u id a n c e c o m m itte e , u n d e r

th e c h a ir m a n s h i p o f t h e D i s t r i c t S u p e r i n t e n d e n t , w i l l b e a p p o in te d a t th e b e g in n in g o f th e f a l l s e m e s te r.

T h is g ro u p

s h o u ld c o n s i s t o f t h r e e t e a c h e r s who h a v e h ad some t r a i n i n g i n g u id a n c e a n d who h a v e d e m o n s tr a te d i n t e r e s t a n d a p t i t u d e f o r th e f i e l d .

I d e a l l y , t h i s co m m ittee s h o u ld b e a p p o i n t e d

b y t h e D i s t r i c t S u p e r i n t e n d e n t upon t h e reco m m en d a tio n o f t h e T e a c h e r - C o u n s e l o r and s h o u ld b e r e p r e s e n t e d by one t e a c h e r p e r g r a d e g r o u p ; t h a t i s , o ne r e p r e s e n t a t i v e from e a c h o f t h e t h r e e d i v i s i o n s w h ic h a r e c l a s s i f i e d a s p r i m a r y ,

9

i n t e r m e d i a t e , an d u p p e r .

The p r o g ra m ’ s s u c c e s s o r f a i l u r e

l i e s i n t h e h a n d s o f t h i s c o m m itte e , an d i t i s m a n d a to ry t h a t a h i g h l y c o m p a t i b l e , c o n g e n i a l g ro u p h e o r g a n i z e d , i f a t a l l p o ssib le .

The f u n c t i o n s o f t h e G u id an c e Com m ittee a r e

m a n if o l d s 1.

A c ts a s an a d v i s o r y b o a r d t o t h e D i s t r i c t S u p e r i n -

t e n d e n t i n f o r m u l a t i n g t h e p o l i c i e s , p r o c e d u r e s , an d a c t i v i ­ t i e s w i t h i n t h e g u id a n c e p ro g ra m . 2.

A s s i s t s i n t h e p ro b lem o f s c h e d u l i n g c l a s s e s and

a l l o t t i n g tim e f o r g u id a n c e a c t i v i t i e s . 3.

A c ts i n a n a d v i s o r y c a p a c i t y i n c u r r i c u l u m m a t t e r s .

4.

H e lp s t h e D i s t r i c t S u p e r i n t e n d e n t i n t e r p r e t th e

g u i d a n c e pro gram to t h e community th r o u g h s o c i a l a n d c i v i c co n ta c ts. 5.

A s s i s t s t h e C ounty D i r e c t o r o f G u id a n c e an d T e s t i n g

i n d e t e r m i n i n g t h e t e s t s n e e d e d an d p l a n n i n g t h e d a t e s f o r th e ir use. 6.

P l a n s an d s u p e r v i s e s s c h o o l s o c i a l a c t i v i t i e s

w h ic h m e et w i t h t h e a p p r o v a l o f t h e s c h o o l ' s a d m i n i s t r a t i v e p o lic ie s . S p e c ia l se rv ic e s p e rso n n e l. of sp e c ia lis ts ,

A v e r y n e c e s s a r y g ro u p

to b e known a s S p e c i a l S e r v i c e P e r s o n n e l ,

w i l l o f f e r h i g h l y t e c h n i c a l t r a i n i n g an d s k i l l s to n o t o n l y t h e " l i n e ” a n d ’’s t a f f " o f f i c e r s o f t h e pro g ram o r g a n i z a t i o n ,

10

b u t a ls o d i r e c t a i d and a s s i s t a n c e to th e p u p ils th e m se lv e s. P e r s o n s c o m p r is in g t h i s g ro u p i n c l u d e t h e S c h o o l P h y s i c i a n , two c o u n ty h e a l t h n u r s e s , t h e C ounty D i r e c t o r o f T e s t i n g an d G u id a n c e , an d two c o u n t y s u p e r v i s o r s o f i n s t r u c t i o n . C o n t r a c t e d by t h e B o a rd o f T r u s t e e s upon t h e recom ­ m e n d a tio n o f th e D i s t r i c t S u p e r i n t e n d e n t , t h e S c h o o l P h y s i c i a n h as th e fo llo w in g d u tie s : 1.

A d m i n i s t e r s f i r s t a i d to t h e p u p i l s an d f a c u l t y

o f th e s c h o o l. 2.

E v e ry two y e a r s , i n c o o p e r a t i o n w i t h t h e s c h o o l

a d m i n i s t r a t i o n , c a r r i e s o u t a p h y s i c a l e x a m in a tio n program fo r a l l p u p ils . 3.

E x a m in e s, d u r i n g t h e a n n u a l S p r i n g Round-Up, a l l

c h i l d r e n who e x p e c t to e n t e r s c h o o l i n t h e f a l l . 4.

C o n f e r s w i t h t h e c o u n ty h e a l t h n u r s e s on t h e

h e a lth needs o f th e p u p ils . 5.

A d v is e s t e a c h e r s on t h e s u b j e c t o f p u p i l h e a l t h

w h enev er p o s s i b l e . More a b o u t t h e p l a c e o f t h e S c h o o l P h y s i c i a n and h i s p l a c e i n t h e g u id a n c e pro g ram w i l l be fo u n d i n C h a p te r I I I . Two c o u n ty h e a l t h n u r s e s , w o rk in g o u t o f t h e County S u p e r i n t e n d e n t ' s o f f i c e i n A u bu rn, w i l l make p e r i o d i c (w e ek ly ) v i s i t s to th e sc h o o l.

T h e i r p o s i t i o n s i n t h e g u id a n c e p r o ­

gram c a l l f o r t h e s e d u t i e s :

11

1.

A s s i s t te a c h e r s in th e d e te c tio n o f c o n ta g io u s

d i s e a s e an d i n t h e r e c o g n i t i o n o f t h e symptoms o f p o o r h e a l t h . 2.

P ro v id e f i r s t a i d i n s t r u c t i o n f o r th e sc h o o l

fa c u lty . 3.

A d v is e t e a c h e r s i n ways an d m eth o d s o f t e a c h i n g

4.

C o n f e r f r e q u e n t l y w ith t h e D i s t r i c t S u p e r i n t e n d e n t

h e a lth .

o v er th e h e a lth needs o f th e p u p ils . 5.

I n v e s t i g a t e and v i s i t t h e homes o f i n d i g e n t p u p i l s .

6.

W ith p a r e n t a p p r o v a l , r e f e r n ee d y p u p i l s t o t h e

c o u n ty h o s p i t a l when n e c e s s a r y . The C ounty D i r e c t o r o f T e s t i n g an d G u id a n c e o c c u p i e s an i m p o r t a n t p o s i t i o n i n t h i s g u id a n c e p r o g ra m .

T h is s p e c i a l ­

i s t h a s many i m p o r t a n t f u n c t i o n s , t h e more i m p o r t a n t o f w hich fo llo w : 1.

A d v is e s t h e g u id a n c e c o m m itte e i n s e l e 'c t i n g t h e

t e s t s to he u t i l i z e d i n t h e t e s t i n g p ro g ra m . 2.

H o ld s i n - s e r v i c e t r a i n i n g c l a s s e s i n g u id a n c e an d

c o u n s e l i n g f o r th e s c h o o l f a c u l t y . 3.

A s s i s t s t h e T e a c h e r - C o u n s e lo r i n s p e c i a l ’'p r o b le m ”

c a se s c a l l i n g f o r in d iv i d u a l g u id a n c e . 4.

W ith p e r m i s s i o n o f p a r e n t s , r e f e r s " p r o b le m ” d i s c i ­

p l i n e c a s e s to a c l i n i c a l p s y c h o l o g i s t a t t h e c o u n ty h o s p i t a l . 5«

H e lp s t h e T e a c h e r - C o u n s e lo r t o e v a l u a t e t h e p r o g ra m .

6.

A d v is e s t h e D i s t r i c t S u p e r i n t e n d e n t c o n c e r n in g t h e

12

n e e d s o f t h e p r o g ra m . 7«

H e lp s t h e T e a c h e r - C o u n s e lo r I n t e r p r e t t h e d a t a

o b t a i n e d t h r o u g h t h e t e s t i n g p ro g ra m . Two c o u n ty s u p e r v i s o r s o f i n s t r u c t i o n a l s o f i g u r e g r e a t l y i n t h i s g u id a n c e p r o g ra m . 1.

T h e i r m ain f u n c t i o n s a r e s

H e lp t h e c la s s r o o m t e a c h e r s i d e n t i f y i n d i v i d u a l

d i f f e r e n c e s i n p u p il a b i l i t i e s and a c h iev e m en ts. 2.

E n c o u ra g e t e a c h e r s to i n d i v i d u a l i z e t h e i r i n s t r u c ­

t i o n , w herever p r a c t i c a b l e . 3*

A s s i s t t e a c h e r s i n m aking t h e c u r r i c u l u m r i c h a n d

m e a n in g fu l. 4.

E n c o u ra g e c la s s r o o m t e a c h e r s to g ro u p t h e i r p u p i l s

a c c o r d i n g to a b i l i t i e s , a c h ie v e m e n t, an d a g e . 5«

A s s i s t t e a c h e r s i n s e t t i n g up o p p o r t u n i t y o r

re m e d ia l c l a s s e s . A lth o u g h t h i s g ro u p o f s p e c i a l i s t s a r e n o t r e g u l a r f a c u l t y members o f t h e Loomis U nion E le m e n ta r y S c h o o l, i t i s i m p e r a t i v e t h a t t h e i r s k i l l s a n d k n o w led g es b e u t i l i z e d to t h e f u l l e s t e x t e n t , i n o r d e r t h a t t h i s g u id a n c e program can b e t r u l y f u n c t i o n a l a n d c o m p re h e n siv e i n i t s o p e r a t i o n . The t e a c h e r - c o u n s e l o r .

The s e c o n d I m p o r t a n t . u n i t o f

t h e o r g a n i z a t i o n o f t h e p r o p o s e d g u i d a n c e program i s t h e T e a c h e r-G o u n se lo r.

S in c e t h e a v e r a g e d a i l y , a t t e n d a n c e o f

t h i s s c h o o l i s no more t h a n 383 p u p i l s an d b e c a u s e t h e p u p i l

l o a d p e r t e a c h e r I s q u i t e h e a v y , o n l y one T e a c h e r - C o u n s e lo r ca n b e em ployed f o r t h e p r e s e n t .

S a id T e a c h e r-C o u n se lo r, i n

t h i s s i t u a t i o n w ould a c t u a l l y s e r v e i n t h e c a p a c i t y o f a h e a d c o u n s e l o r , ev e n th o u g h h i s s c h o o l day w o u ld b e d i v i d e d b e tw e e n t e a c h i n g a n d c o u n s e l i n g d u t i e s .

T h is g u id a n c e w o r k e r ,

a p p o i n t e d by t h e D i s t r i c t S u p e r i n t e n d e n t , s h o u ld h a v e had a t l e a s t a m in o r i n e d u c a t i o n a l p s y c h o lo g y , p l u s a t l e a s t o ne b a s i c c o u r s e i n c o u n s e l i n g and g u id a n c e t e c h n i q u e s . A n o th e r p r e r e q u i s i t e m ig h t w e l l be two o r more y e a r s o f s u c c e s s fu l te a c h in g e x p e rie n c e .

The d u t i e s o f t h e T e a c h e r -

C o u n s e lo r w ould c o n s i s t o f t h e f o l l o w i n g : 1.

A d m in is te rs t e s t s , e s p e c i a l l y such t e s t s as th e

C a l i f o r n i a T e s t o f M e n ta l M a t u r i t y , The C a l i f o r n i a T e s t f o r P e r s o n a l i t y , and t h e l i k e . 2.

A s s i s t s t e a c h e r s w i t h t h e i r p ro b le m s i n s c o r i n g ,

r e c o r d i n g , an d c o m p ilin g t e s t d a t a . 3*

T akes c h a r g e o f i n d i v i d u a l g u i d a n c e , h a n d l i n g

sp e c ia l d is c ip lin e , s c h o la s tic , s o c ia l, 4.

e m o tio n a l p r o b le m s .

A d v is e s an d a s s i s t s t h e g u id a n c e co m m itte e i n t h e

p l a n n i n g o f v a r i o u s g ro u p g u id a n c e p r o j e c t s . 5.

R e p r e s e n t s t h e g u id a n c e co m m itte e i n s p e c i a l c o u n ty

g u id a n c e c o n f e r e n c e s . 6.

R e f e r s s p e c i a l p h y s i c a l and m e n ta l p ro b le m s to t h e

S p e c ia l S e rv ic e P e rs o n n e l.

14

7»

A s s i s t s t h e C ounty D i r e c t o r o f G u id a n c e a n d T e s t i n g

i n an i n - s e r v i c e t r a i n i n g p r o g ra m . I n t h i s s c h o o l t h e T e a c h e r - C o u n s e l o r w ould h a v e to s e r v e , a s m e n tio n e d , i n a d u a l c a p a c i t y .

I n th e m o rn in g h e

i s to t e a c h A r i t h m e t i c i n t h e S e v e n th a n d E i g h t h g r a d e s , a l o n g w i t h P h y s i c a l E d u c a tio n f o r t h e b o y s o f t h e F o u r t h , F i f t h , and S ix th g r a d e s .

He w i l l a l s o i n s t r u c t t h e S e v e n th

an d E i g h t h g r a d e b o y s 1 P h y s i c a l E d u c a t i o n c l a s s e s b e tw e e n o n e a n d two o ' c l o c k i n t h e a f t e r n o o n . H is c o u n s e l i n g d u t i e s w i l l t a k e up t h e r e m a in d e r o f t h e d a y ; t h a t i s , from 2 P.M. u n t i l s c h o o l i s d i s m i s s e d a t 3 ;4 0 P.M.

The T e a c h e r - C o u n s e lo r * s o f f i c e w i l l b e i n a room

a d jo in in g th e school l i b r a r y .

T h is o f f i c e w i l l be s e t u p to

a f f o r d c o m fo r t a n d p r i v a c y t o b o t h c o u n s e l e e s a n d t h e coun­ se lo r. The c la s s r o o m t e a c h e r s .

The n e x t u n i t o f o r g a n i z a t i o n

i n t h e g u i d a n c e s t a f f i s t h a t o f t h e c la s s r o o m t e a c h e r s .

The

l a t t e r w o rk e rs a r e e x p e c t e d to s u p p o r t a n d w ork w i t h t h e T e a c h e r - C o u n s e l o r , t h e D i s t r i c t S u p e r i n t e n d e n t , an d t h e S p e c i a l S e r v i c e P e r s o n n e l o f t h e c o u n ty i n m aking t h e s c h o o l g u id a n c e program a f u n c t i o n a l a n d s u c c e s s f u l o n e .

D u tie s

o f t h e t e a c h e r s i n t h i s pro g ram i n c l u d e : 1.

U t i l i z e o p p o r t u n i t i e s p r e s e n t e d i n t h e c la s s r o o m

t o s t r e s s t h e s i g n i f i c a n c e o f t h e s c h o o l g u id a n c e p ro g ra m .

15

2.

F u r n i s h i n d i v i d u a l i z e d i n s t r u c t i o n w h e r e v e r an d

w hen ev er p r a c t i c a b l e . Make t h e c l a s s w ork l i f e - l i k e to t h e p o i n t w here p u p i l s ca n v i s u a l i z e t h e r e l a t i o n s h i p b e tw e e n s u b j e c t m a t t e r and t h e o u t s i d e w o r l d . 4.

O r g a n iz e a c t i v i t i e s whiGh w i l l f o s t e r d e s i r a b l e

a t t i t u d e s and t r a i n i n g i n c h a r a c t e r d e v e lo p m e n t, s o c i a l r e l a t i o n s h i p s , sch o o l s p i r i t , and c i t i z e n s h i p . 5*

R e f e r s o c i a l i s o l a t e s , s c h o l a s t i c p ro b le m c a s e s ,

an d so f o r t h , t o t h e T e a c h e r - C o u n s e l o r . 6.

P a r t i c i p a t e i n t h e g u id a n c e i n - s e r v i c e t r a i n i n g

p ro g ra m . 7»

R e c o g n iz e , r e c o r d , and r e p o r t th o s e h e a l t h f a c t o r s

t h a t a r e n o t i n k e e p in g w i t h h e a l t h f u l s c h o o l l i v i n g .

CHAPTER I I I

LAUNCHING THE PROGRAM H e lp in g young p e o p l e become s u c c e s s f u l s t u d e n t s an d e v e n t u a l l y w o r th w h ile c i t i z e n s i s t h e c o n c e r n o f t h e w h o le s t a f f o f t h i s s c h o o l*

T h erefo re, i f

t h i s g u id a n c e p ro g ram i s

t o b e an a d e q u a t e o n e , i t m u st b e s t a r t e d w i t h a s p i r i t o f c o o p e r a t i o n on t h e p a r t o f a l l s c h o o l p e r s o n n e l .

I t neces­

s a r i l y f o l l o w s , t h e n , t h a t an e f f e c t i v e program can be l a u n c h e d o n l y a f t e r c a r e f u l p l a n n i n g a n d due c o n s i d e r a t i o n o f t h e s p e c i a l n e e d s o f t h e Loomis U nion E le m e n ta r y S c h o o l. S e t t i n g up t h e g u id a n c e a c t i v i t i e s o f t h e p r o g ra m . A lth o u g h th e f i n a l s u c c e s s o f t h i s g u i d a n c e p ro gram d e p e n d s upo n t h e w ork o f t h e c la s s r o o m t e a c h e r s an d t h e T e a c h e r C o u n selo r, l i t t l e

can be a c h i e v e d w i t h o u t th e a c t i v e s u p p o r t

o f th e D i s t r i c t S u p e rin te n d e n t.

R e sp o n sib ility fo r g e ttin g

t h e p ro g ra m s t a r t e d r e s t s w i t h t h i s a d m i n i s t r a t o r , and l e a d e r s h i p f o r d e v e l o p i n g s a i d program m u st come from h i s o ffic e . E a r l y i n t h e f i r s t week o f t h e s c h o o l y e a r , t h e D i s ­ t r i c t S u p e r i n t e n d e n t w i l l c a l l a f a c u l t y m e e ti n g to a r o u s e t e a c h e r i n t e r e s t i n t h e n e e d o f a so un d g u id a n c e p r o g ra m .

A

d i s c u s s i o n o f t h e f o l l o w i n g t o p i c s w ould f o l l o w : 1.

The g u id a n c e n e e d s o f t h e p u p i l s a s i n d i c a t e d by

t h e number o f d r o p - o u t s , f a i l u r e s , d i s c i p l i n a r y c a s e s ,

d e l i n q u e n c y p r o b le m s , an d comments o f p a r e n t s a n d t e a c h e r s . 2.

How t h e s c h o o l c u r r e n t l y m e e ts t h e s e g u id a n c e

3*

How t h e program c o u l d b e ex p a n d ed to m e et th e

needs.

ad ju stm e n t needs o f a l l o f th e p u p ils . F o llo w in g t h i s d i s c u s s i o n , t h e D i s t r i c t S u p e r i n t e n d e n t , a s m e n tio n e d i n C h a p te r I I , w i l l a p p o i n t t h e g u i d a n c e com­ m i t t e e , t h e r e s p o n s i b i l i t y o f w h ich w i l l b e to a d v i s e t h e T e a c h e r - C o u n s e l o r i n t h e d i r e c t i o n a n d d e v e lo p m e n t o f t h e p r o g ra m . I n a s u b s e q u e n t m e e t i n g , t h e G u id a n c e C om m ittee, u n d e r t h e c h a ir m a n s h i p o f th e T e a c h e r - C o u n s e l o r , s h o u ld p r e p a r e f o r th e D i s t r i c t S u p e rin te n d e n t a c o l le c tio n o f c o n c re te f a c ts w h ich can be l a i d b e f o r e t h e S c h o o l B o a rd , show ing th e l a t t e r g ro u p why a g u id a n c e p rogram i s n e e d e d i n t h e s c h o o l and e n l i s t i n g t h e i r s u p p o r t an d c o o p e r a t i o n . f a c ts , o r d a ta ,

T hese c o m p ile d

s h o u ld e v a l u a t e t h e s c h o o l ’ s n e e d s by s u r v e y ­

i n g th e f o l l o w i n g a r e a s :

ac tio n

1.

Number o f d r o p - o u t s a t t h e d i f f e r e n t

grade le v e ls .

2.

Number o f s t u d e n t s r e f e r r e d f o r d i s c i p l i n a r y

an d c a u s e s o f r e f e r r a l s . 3.

J u v e n i l e d e l i n q u e n c y and c r im e s b y c u r r e n t and

form er s tu d e n ts . 4. p r o b le m s .

R e p o r t s from t e a c h e r s on c u r r e n t c la s s r o o m

18

Of c o u r s e , t h e p r o f e s s i o n a l a d v i c e o f th e S p e c i a l S e r v i c e P e r s o n n e l , e s p e c i a l l y t h e C ounty D i r e c t o r o f G u id a n c e an d T e s t i n g , s h o u ld he e n l i s t e d w h en e v er n e c e s s a r y , to a s s i s t w i t h t h e l a u n c h i n g o f t h i s p ro g ra m . In - se rv ic e t r a in i n g .

I n s t a r t i n g t h i s new g u id a n c e p r o ­

gram , i n - s e r v i c e t r a i n i n g c l a s s e s m u st he s e t up t o o r i e n t a t e an d p r e p a r e t h e e n t i r e s t a f f f o r l i f e - a d j u s t m e n t e d u c a t i o n . To h e e f f e c t i v e ,

t h i s t r a i n i n g s h o u ld h e h a s e d upon t h e

fo llo w in g f o u r p re m ise s: 1.

I t s h o u ld be a d a p t e d to t h e p r e s e n t i n t e r e s t s and

a b i l i t i e s o f th e s t a f f . 2.

P a r t i c i p a t i o n s h o u ld be v o l u n t a r y .

3.

I t s h o u ld f i t t h e l o c a l s i t u a t i o n .

4.

I t s h o u ld h a v e lo n g r a n g e g o a l s .

C l a s s e s w i l l be o f t h e s e m in a r t y p e , w i l l he h e l d e v e r y two w eeks i n t h e s c h o o l l i b r a r y , an d w i l l be c o n d u c te d by t h e C ounty D i r e c t o r o f G u id a n c e and in

C h a p te r I I .

T e s t i n g , a s m e n tio n e d

S u g g e s te d t o p i c s f o r d i s c u s s i o n and r e s e a r c h

i n c l u d e n e e d s o f t h e e x c e p t i o n a l c h i l d , c u m u la t iv e r e c o r d s , new t r e n d s i n p s y c h o l o g i c a l t e s j t i n g , h e a l t h p ro b le m s o f young p e o p l e , c o u n s e l i n g t e c h n i q u e s , an d community r e s o u r c e s . O th e r te c h n iq u e s o f i n s t r u c t i o n ,

to be u t i l i z e d when­

e v e r p r a c t i c a b l e , i n c l u d e r e p o r t s by t e a c h e r s , w o rk sh o p s i n g u i d a n c e p r o j e c t s , an d m o v ie s .

A n o th e r v a l u a b l e m ethod o f

i n s t r u c t i o n i s th e b rin g in g in o f o u ts id e sp e a k e rs .

E d u c a to rs

an d p s y c h o l o g i s t s from S a c ra m e n to S t a t e C o l l e g e , a p s y c h i a ­ t r i s t from a l o c a l h o s p i t a l , r e p r e s e n t a t i v e s from community w e l f a r e a g e n c i e s , and t h e S c h o o l P h y s i c i a n a r e s u g g e s t e d a s p o s s ib le speak ers f o r t h i s c la s s . A f t e r t h e i n - s e r v i c e t r a i n i n g i s w e l l u n d e r w ay, c l a s s ­ e s w i l l be h e l d b u t o n c e a month i n s t e a d o f b e i n g c a l l e d b i m o n t h l y , a s m e n tio n e d e a r l i e r i n t h i s c h a p t e r .

CHAPTER IV

TYPES OF GUIDANCE OFFERED The s u c c e s s f u l g u id a n c e program w i l l c o v e r a b r o a d a re a o f i n t e r e s t s and a c t i v i t i e s .

To h e l p g u i d e p u p i l s to

a u s e f u l an d b e t t e r l i f e , an a p p e a l i n g g u i d a n c e p ro g ra m , e m p h a s iz in g f u l l s t u d e n t p a r t i c i p a t i o n a n d d e s i r a b l e g ro u p a c t i v i t i e s , a s w e l l a s r e s p e c t , d i r e c t i o n , and a p p r a i s a l o f i n d i v i d u a l e n d e a v o r , m u st b e p r o v i d e d f o r i n t h i s o r any o th e r sc h o o l. are:

The t y p e s o f g u id a n c e o f f e r e d i n t h i s pro gram

g ro u p an d s o c i a l , I n d i v i d u a l , e d u c a t i o n a l , h e a l t h , and

v o c a tio n a l.

No a t t e m p t i s made to s e p a r a t e o r i s o l a t e o ne

p h a s e o f g u i d a n c e from a n o t h e r , an d i t i s h o p ed t h a t t h e t e a c h e r s o f t h i s e l e m e n t a r y s c h o o l ca n r e a l i z e t h e im p o r ta n c e and v a l u e s o f a v a r i e d , y e t i n t e g r a t e d , p r o g ra m . G roup and s o c i a l .

U n d o u b te d ly , o n e o f t h e b e t t e r

m eth o d s o f a c h i e v i n g d e s i r a b l e r e s u l t s th r o u g h g ro u p and s o c i a l g u id a n c e i s th e sc h o o l assem b ly .

I n th e case o f th e

Loom is U n io n E le m e n ta r y S c h o o l , t h e s c h o o l a s s e m b ly would em brace g r a d e s f o u r th r o u g h e i g h t , and w ould b e h e l d p r e ­ f e r a b l y d u r i n g t h e l a s t p e r i o d o f t h e s c h o o l d a y , a t w hich tim e t h e p r im a r y g r a d e s w i l l h av e f i n i s h e d t h e i r c l a s s e s and gone home.

21

Some o f t h e d e s i r a b l e o u tc o m es o f a good s c h o o l a s s e m b ly a r e s 1.

The u s e o f l e i s u r e t i m e .

2.

The d e v e lo p m e n t o f s e n s i b l e p a t r i o t i s m .

3.

The b u i l d i n g o f s c h o o l m o r a l e .

4.

The b r o a d e n i n g o f p u p i l i n t e r e s t s .

5.

The r e c o g n i t i o n o f commendable a c h ie v e m e n t .

6.

Good t r a i n i n g i n p r o p e r a u d i e n c e h a b i t s .

7.

The p r o m o tio n o f s e l f - e x p r e s s i o n .

8.

The c o r r e l a t i o n o f s c h o o l an d community i n t e r e s t s .

S u i t a b l e a c t i v i t i e s t h a t c o u ld be u t i l i z e d d u r i n g a s s e m b ly p e r i o d w ou ld t a k e t h e form o f p l a y s , m o v ie s , s t u d e n t body m e e t i n g s , i n v i t e d s p e a k e r s , p r o f e s s i o n a l e n t e r t a i n e r s , an d so f o r t h ,

t h e p ro g ra m b e i n g i n k e e p in g w i t h t h e theme o f

t h e p a r t i c u l a r s c h o o l week w h e n e v e r p o s s i b l e .

Some o f t h e

.them es o r p u r p o s e s to w h ic h p ro g ra m s c o u ld be d e v o t e d a r e : L i n c o l n ' s an d W a s h i n g t o n 's B i r t h d a y s , M em o rial an d A r m i s t i c e D ays, The C a l i f o r n i a C e n t e n n i a l , F i r e P r e v e n t i o n Week, an d t h e a n n u a l Red C ro s s D r i v e . A n o th e r p h a s e o f t h e s c h o o l p rog ram w h ich o f f e r s p o s s i b i l i t i e s f o r g ro u p a n d s o c i a l g u id a n c e i s c l a s s o r g a n i ­ z a tio n .

The c l a s s e s o f t h i s s c h o o l a r e o r g a n i z e d u n d e r a

t e a c h e r who i s p r i m a r i l y r e s p o n s i b l e f o r t h e r o u t i n e s c h o o l a c tiv itie s .

The t e a c h e r , i n b e h a l f o f t h e s c h o o l a d m i n i s t r a ­

t i o n , makes a n n o u n c em e n ts c o n c e r n in g t h e s c h o o l , k e e p s

22

r e c o r d s o f a l l k i n d s , makes p e r i o d i c a l r e p o r t s to p a r e n t s , a n d h a n d l e s m o st d i s c i p l i n e c a s e s .

The a l e r t an d c o n s c i e n ­

t i o u s t e a c h e r i s i n t e r e s t e d an d p r o f i c i e n t i n s o l v i n g h e r p u p ils * p ro b le m s i n a c h ie v e m e n t , a t t e n d a n c e , s t u d y , and work h a b its .

She i s v e r y i n s t r u m e n t a l i n b r i n g i n g a b o u t p u p i l

p a r t i c i p a t i o n i n s t u d e n t body a c t i v i t i e s , a s w e l l a s i n s e t t i n g up a c la s s r o o m e n v iro n m e n t w hich w i l l s t i m u l a t e p u p i l s to d e v e lo p t h e i d e a l s , k n o w le d g e s, an d a t t i t u d e s o f wholesome c itiz e n sh ip . School c lu b s a r e a n o th e r f a c t o r p la y in g an im p o rta n t p a r t i n t h i s p h a s e o f t h e g u id a n c e p ro g ra m .

T hese o r g a n i z a ­

t i o n s h a v e a s t h e i r m ain o b j e c t i v e s : 1.

T ra in in g f o r w o rth y l e i s u r e - t i m e a c t i v i t i e s .

2.

E n ric h in g c h i ld r e n ’ s s o c ia l e x p e rie n c e s .

3*

E n ric h in g classw o rk e x p e rie n c e s .

The d i f f e r e n t t y p e s o f c l u b s and o r g a n i z a t i o n s o f t h i s s c h o o l i n c l u d e t h e s c h o o l b a n d , t h e g l e e , r e a d i n g , p h o to g r a p h y , h a n d i c r a f t , an d s c h o o l im pro vem ent c l u b s , a s w e l l a s t h e s c h o o l n e w sp a p e r s t a f f a n d t h e v a r i o u s i n t r a m u r a l and i n t e r ­ m u ra l a t h l e t i c te a m s . L a s t l y , t h e P a r e n t - f e a e h e r A s s o c i a t i o n i s to b e men­ t i o n e d a s an i m p o r t a n t com ponent o f t h e g ro u p an d s o c i a l p h a s e o f t h e g u i d a n c e p r o g ra m .

I n t h i s o r g a n i z a t i o n b o th

p a r e n t s an d t e a c h e r s a r e e x p e c t e d t o s e t up a s t h e i r m ain o b j e c t i v e t h e b e t t e r d i r e c t i o n o f c h i l d d e v e lo p m e n t i n a l l

23

a re a s o f e x p e rie n c e .

The p a r e n t s , t h e m s e l v e s , s h o u ld h e

e d u c a t e d a b o u t t h e s c h o o l and i t s e n d e a v o r s to h e l p t h e i r c h i l d r e n become w e l l a d j u s t e d a n d u s e f u l c i t i z e n s .

P arent

e d u c a t i o n c a n be c a r r i e d o u t th r o u g h m o v ie s , d i s c u s s i o n s , an d l e c t u r e s .

The t e a c h e r s , on t h e o t h e r h a n d , may l e a r n

home a n d f a m i l y b a c k g ro u n d by m e e tin g w i t h p a r e n t s an d d i s ­ c u s s i n g s i g n i f i c a n t s c h o o l p ro b le m s w i t h th em . I n d iv id u a l g u id a n c e .

I n s e t t i n g up a s c h o o l g u id a n c e

p ro g ra m , o n e m u st n o t i g n o r e o r u n d e r e s t i m a t e t h e im p o r ta n c e o f in d iv id u a l g u id a n c e .

I n t h i s g u id a n c e program t h e T e a c h e r -

C o u n s e lo r w i l l b e t h e o f f i c e r th r o u g h whom m o st c o u n s e l i n g o f th e in d iv i d u a l p u p il w i l l ta k e p la c e .

The f o r e g o i n g s t a t e ­

m ent s h o u l d n o t b e c o n s t r u e d a s m ean in g t h a t s a i d c o u n s e l o r w i l l f i g u r e i n r o u t i n e an d I n s i g n i f i c a n t c la s s r o o m i s s u e s w h ic h a r e s a t i s f a c t o r i l y h a n d l e d by t h e t e a c h e r s o r th e D i s ­ tric t

S u p e rin te n d e n t. S i g n i f i c a n t d i s c i p l i n e p r o b le m s , e s p e c i a l l y t h o s e i n

w h ic h e m o tio n a l m a l a d j u s t m e n t seems to b e p r e s e n t , s h o u ld b e r e f e r r e d to th e

T e a c h e r - C o u n s e lo r f o r f u r t h e r i n v e s t i g a t i o n .

The l a t t e r o f f i c i a l , u po n t h e a d v i c e o f t h e G u id a n c e Commit­ t e e an d t h e C ounty D i r e c t o r o f T e s t i n g a n d G u id a n c e , w i l l , by r a t i o n a l m e an s, a t t e m p t to e f f e c t a s o l u t i o n to a s many b e h a v i o r p ro b le m s a s p o s s i b l e .

As p r e v i o u s l y m e n tio n e d i n

C h a p te r I I , i f a p p r o v a l i s g i v e n b y b o th t h e p a r e n t s and t h e

24

G u id a n c e C om m ittee, t h e s e s p e c i a l pro b lem c a s e s may be r e ­ f e r r e d to a c o u n t y c l i n i c a l p s y c h o l o g i s t .

M en tally handi­

c a p p e d p u p i l s s h o u l d b e o b s e r v e d and c o u n s e l e d a s o f t e n a s the s i t u a t i o n w a rra n ts.

I f p o s s ib le , of course,

they a re

to be s e n t to a r e c e n t l y proposed county sch o o l f o r the m e n ta lly handicapped. Those c h i l d r e n who may be r e t a r d e d o r h a n d i c a p p e d p h y s i c a l l y w i l l , as m entioned e a r l i e r i n C h a p ter I I , r e c e i v e i n d i v i d u a l g u i d a n c e from t h e t e a c h e r , t h e T e a e h e r - C o u n s e l o r , a n d , o f c o u r s e , t h e two c o u n t y h e a l t h n u r s e s . The T e a e h e r - C o u n s e l o r w i l l be e x p e c t e d t o c a r r y o u t c a s e s t u d i e s w hene ver a d v i s a b l e .

T each ers can a s s i s t s a i d

c o u n s e l o r i n t h e s e p r o c e d u r e s by f u r n i s h i n g many o f t h e a n s w e r s c a l l e d f o r by t h e T e a e h e r - C o u n s e l o r O b s e r v a t i o n Cheek L i s t , shown i n F i g u r e 2, pag e 25•

T hese c h e c k l i s t s

w i l l be k e p t on f i l e i n t h e T e a e h e r - C o u n s e l o r ’ s o f f i c e f o r f u t u r e r e f e r e n c e by t h e s t a f f a n d S p e c i a l S e r v i c e P e r s o n n e l . A nother im p o r t a n t phase o f i n d i v i d u a l g u id a n c e w i l l t a k e form when t h e T e a e h e r - C o u n s e l o r a t t e m p t s t o h e l p s o l v e t h e v o c a t i o n a l p r o b l e m s o f t h e S e v e n t h a n d E i g h t h G ra d e p u p i l s . T his s u b je c t i s th o ro u g h ly d is c u s s e d l a t e r In t h i s c h a p te r. I t i s v e r y i m p o r t a n t t h a t t h e t e a c h e r s and T e a e h e r C o u n s e l o r s c h e d u l e i n a d v a n c e t h e tim e o r p e r i o d when g u i d a n c e c o n f e r e n c e s o r i n t e r v i e w s a r e to t a k e p l a c e .

A lso, te a c h e rs

must se e t h a t a p u p i l i s a d v is e d about th e tim e and im p o rta n ce of h is in terv iew .

25

RATING KEY F - R a r e l y — so seldom a s to b e n e g l i g i b l e D - O c c a s i o n a l l y — se ld o m , a l t h o u g h i t h a s b e e n n o t e d C - F r e q u e n t l y - - h a s b e e n n o t e d s u f f i c i e n t l y to l e a v e a c l e a r im pression B - U s u a l l y — d i s t i n c t l y n o t e d on many o c c a s i o n s A B C D F A ggressiveness 1. S tudies d ilig e n tly 2 . I n s i s t s on r e a s o n a b l e r i g h t s A lertn ess 1 . L i s t e n s i n an a u d ien ce s i t u a t i o n 2. I s keenly a l e r t i n c la s s a c t i v i t i e s A p p licatio n 1 . G ives h i s b e s t e f f o r t s to w hatever he i s d o i n g 2 . P e r s i s t s a g a i n s t odds C o-operation 1. C o-operates w ith the te a c h e r w illi n g ly 2 . C o -o p e ra te s w ith th e group w i l l i n g l y 3 . Does more t h a n h i s s h a r e i n g r o u p activ ities Courage 1. Faces s i t u a t i o n s w ith confidence 2. U nafraid i n a c t i v i t i e s of b o d ily co n tac t 3. I s reaso n ab ly d arin g C ourtesy 1 . W aits h i s tu r n 2. Shares m a te r ia ls w ith o th e rs 3» Keeps s t i l l when o t h e r s a r e t a l k i n g 4 . C onsiders th e r i g h t s o f o th e r s E m otional B alance 1. I s cheerful 2 . R e f r a i n s from q u a r r e l i n g w i t h o t h e r s 3. I s reasonably s e lf - c o n t r o ll e d in exciting situ a tio n s 4 . I s a t ease w ith group 5* R e f r a i n s from c o m p l a i n i n g a b o u t h i s treatm en t

26 F ig u re 2 — C ontinued -

A B C D F

H onestv 1. I s tr u th f u l 2 . R e f r a i n s from making e x c u s e s to a v o i d d isag reeab le d u tie s 3 . R e a d i l y a d m i t s h i s p a r t i n w ro n g d o in g s 4 . R e f r a i n s from s h i r k i n g h i s d u t y In itia tiv e 1. S t a r t s th in g s w ithout p ressu re 2 . S e e k s h e l p t o im p ro v e s e l f L eadership 1 . Shows a b i l i t y t o l e a d 2 . I s chosen a l e a d e r o f th e group 3 . A dvances i d e a s t o w h ich t h e g r o u p pays a t t e n t i o n O rd erlin ess 1 . Keeps i n d i v i d u a l e q u i p m e n t i n re a d in e ss f o r use 2. I s n ea t Respect f o r P roperty 1 . R e f r a i n s from b o r r o w i n g 2. I s c a r e f u l o f sch o o l p r o p e rty 3 . I s c a r e f u l o f own e q u i p m e n t S elf-R elian ce 1 . Makes own d e c i s i o n s 2 . Has c o n f i d e n c e i n own a b i l i t y 3. D resses f o r c la s s e s unaided S o ciab ili 1. I s 2. I s 3. I s

ty q u i c k t o make f r i e n d l y a p p r o a c h e s a c c e p t e d by t h e g r o u p a t ease w ith c h ild r e n o f both sexes

S portsm anship 1 . TakeB d e c i s i o n s i n good s p i r i t 2. A ccepts c r i t i c i s m s w i l l i n g l y 3. A ccepts d e f e a t w ith o u t a l i b i s 4 . Wins m o d e s t l y 5 . Commends e f f o r t i n o t h e r s

FIGURE 2 TEACHER-COUNSELOR OBSERVATION CHECK LIST

27

As f o r t h e c o n f e r e n c e i t s e l f ,

th e T eaeher-C ounselor

o r i n t e r v i e w e r s h o u l d k e e p i n mind t h e f o l l o w i n g p r i n c i p l e s o f a good i n t e r v i e w s 1.

Q u e s t i o n s s h o u l d n o t be m i s l e a d i n g .

2.

Q u e s t i o n s s h o u l d be p r e p a r e d i n a d v a n c e w henever

p o ssib le. 3»

D a ta o b t a i n e d s h o u l d be r e c o r d e d i m m e d i a t e l y .

4.

The i n t e r v i e w s h o u l d be c o m p l e t e .

5*

R a m bling c o n v e r s a t i o n s s h o u l d b e a v o i d e d .

6.

The i n t e r v i e w s h o u l d be f r i e n d l y , th o u g h

p ro fessio n al. 7.

'’R a p p o r t ' 1 w i t h t h e p e r s o n b e i n g i n t e r v i e w e d i s

necessary. F i g u r e 3, p a g e 2 8 , an i n t e r v i e w c a r d , s h o u l d be u s e d w h en e v er p o s s i b l e t o r e c o r d i n t e r v i e w d a t a , w h ic h l a t e r may be e n te r e d i n t o permanent re c o r d c a r d s . E ducational g u id an ce.

In p ro v id in g e d u c a tio n a l guidance

for. t h i s e l e m e n t a r y s c h o o l , one m u st r e a l i z e t h a t t h e c u r r i c u ­ lum i s c o n s t r u c t e d f o r , and n o t b y , t h e c h i l d .

Of c o u r s e ,

t h i s s e t - u p i s p a r t i c u l a r l y sound f o r t h e p u p i l s i n t h e p r i m a r y g r a d e s w h ere t h e t e a c h e r m u st i n c u l c a t e a n d e s t a b l i s h b a s i c c o n c e p ts and u n d e r s t a n d i n g s .

However, i n t h e i n t e r ­

m e d i a t e and u p p e r g r a d e s t h e i n d i v i d u a l p u p i l h a s n e e d f o r a more f l e x i b l e c u r r i c u l u m , one t h a t w i l l d e v e l o p a s e n s e o f

•28-

INTERVIEW CARD STUDENT_______________________________________________ L a s t Name F irst M id d l e In ter­ view er

D a te M o .D a .Y r .

Reason

R eferred fey

P ertin en t Inform ation D isp o sitio n

•

------- -

FIGURE 3 INTERVIEW CARD

29

c r i t i c a l th in k i n g and meet th e e v e r - i n c r e a s i n g needs o f th e s e growing c h i l d r e n .

In s h o r t, th e elem entary school c h i l d ’ s

e d u c a t i o n a l g u i d a n c e h a s t o do w i t h making p r o p e r a d j u s t m e n t s t o h i s s c h o o l e n v i r o n m e n t a t p r e s e n t and a l s o t o h i s f u t u r e fo rm al and in f o rm a l t r a i n i n g .

The f a c u l t y o f t h i s e l e m e n t a r y

s c h o o l can h e l p to g u i d e and l e a d p u p i l s t o t h e a t t a i n m e n t o f th e f o llo w in g d e s i r a b l e outcom es; 1.

To l e a r n b y d o i n g .

2.

To d e v e l o p a h e a l t h y o u t l o o k to w a r d s c h o o l , t h e

t e a c h e r s , a c h i e v e m e n t , a n d so f o r t h . 3.

To d e v e l o p a wholesome p h i l o s o p h y .

4.

To f e e l t h e j o y o f a c c o m p l i s h m e n t and p r o g r e s s .

5.

To a t t e n d s c h o o l a s r e g u l a r l y a s p o s s i b l e .

Some o f t h e q u a l i t i e s t h a t a t e a c h e r s h o u l d e n d e a v o r to d e v e l o p i n c h i l d r e n , a n d t h e means o f h e l p i n g p u p i l s a c h i e v e same a r e a s f o l l o w s : 1.

A p p reciatio n s. a.

E x h i b i t an i n t e r e s t i n g , m e a n i n g f u l c l a s s r o o m e n v i r o n m e n t , e n c o u r a g e good a r t w o rk , and so fo rth .

b.

Encourage a p p r e c i a t i o n s o f accom plishm ents o f th e p a s t through h i s t o r y .

c.

I n s t i l l i n p u p i l s a lo v e f o r n a t u r e and s c i e n c e .

d.

C re a te a d e s i r e f o r c o r r e c t language u s a g e .

e.

D ev e lo p an a p p r e c i a t i o n o f m u s i c .

f.

E n c o u r a g e a p p r e c i a t i o n o f good s t o r i e s by o r a l and s i l e n t r e a d i n g o f a p p r o p r i a t e s t o r i e s .

A ttitu d es. a.

D e v e lo p d e s i r a b l e a t t i t u d e s to w a r d s c h o o l w ork by a v a r i e t y o f l e s s o n s , d r a m a t i c s , con­ t e s t s , gam es, a n d so f o r t h .

b.

I n s t i l l a n e a g e r n e s s f o r k n o w le d g e .

c.

D i s c o u r a g e j e a l o u s y o r envy by one p u p i l o f a n o t h e r 's achievem ent.

d.

Encourage p r i d e o f a c h iev e m en t.

Id eals. a.

Teach p u p i l s t h a t t h e r e i s a tim e a n d p l a c e f o r ev ery th in g .

b.

E n c o u r a g e p u p i l s t o c o m p le t e t h e i r t a s k s i f p o ssib le.

c.

D isc o v e r and encourage i n th e c h i l d th e i n t e r ­ e s t s t h a t w i l l l e a d him i n t o f u r t h e r s t u d y .

d.

Encourage th e c h i l d to t r y to t h i n k through problem s b e f o r e a s k in g f o r a s s i s t a n c e .

S k ills. a.

D e t e r m i n e t h e a c h i e v e m e n t age o f e a c h p u p i l .

b.

D iscover re a s o n s f o r la c k o f i n t e r e s t i n th e b asic s k i l l s .

c.

G iv e w h a t e v e r a i d i s p o s s i b l e t o remedy in d iv id u al d i f f i c u l t i e s .

31

5.

In itia tiv e . a.

E n c o u r a g e c r e a t i v e c o m p o s i t i o n s , a r t games, and so f o r t h .

b.

When a s s i g n e d work i s c o m p l e t e d , g i v e p u p i l s w orthw hile supplem entary a c t i v i t i e s , art,

c rea tiv e w ritin g ,

suc h a s

c o rre la te d reading,

an d so f o r t h . E d u c a t i o n a l g u i d a n c e , i n r e a l i t y * , am ounts t o s o u n d , e f f e c t i v e t e a c h i n g and h a s a p r o f o u n d i n f l u e n c e on t h e g r o u p and i n d i v i d u a l p h a s e s o f t h e o v e r - a l l g u i d a n c e p r o g ra m . H ealth g u id a n c e .

T h i s p h a s e o f t h e g u i d a n c e program

w i l l b e c a r r i e d on m a i n l y by t h e c l a s s r o o m t e a c h e r .

S afety

and h e a l t h g u i d a n c e a n d e d u c a t i o n can be c a r r i e d on w i t h i n d i v i d u a l s o r as p a r t o f th e classroom s i t u a t i o n .

The

t e a c h e r , o f c o u r s e , w i l l n e c e s s a r i l y c o o p e r a t e a n d work w i t h th e a d m i n i s t r a t i o n , th e county h e a l t h n u r s e s , and th e S chool P h y sician . H e a l t h i n s t r u c t i o n by t h e t e a c h e r w i l l h a v e t h e follow ing as o b je c tiv e s : 1.

To p r e s e n t h e a l t h and s a f e t y i n f o r m a t i o n so a s t o

e n a b l e t h e s t u d e n t t o make w i s e c h o i c e s i n h i s i n d i v i d u a l health h a b its . 2.

To be a w a re o f symptoms t h a t d e n o t e p h y s i c a l d e ­

f i c i e n c i e s and u n h e a l t h y c o n d i t i o n s i n t h e i n d i v i d u a l p u p i l .

3.

To a r o u s e i n t h e c h i l d a c o n s c i o u s n e s s o f t h e

p r o b le m s o f p u b l i c h e a l t h . 4.

To a s s i s t t h e i n d i v i d u a l a n d t h e g r o u p t o be aw are

o f t h e n e e d f o r good h e a l t h . 5»

To be a b l e t o l o c a t e i n f o r m a t i o n o r a s s i s t a n c e t o

h e lp so lv e h e a l t h problem s. 6.

To be aw are o f h e a l t h and s a f e t y c o n d i t i o n s t h r o u g h ­

o u t th e school p l a n t . I n h e r d a i l y co u rse o f s tu d y , th e te a c h e r w i l l be ex­ p e c t e d to i n c l u d e i n s t r u c t i o n on t h e f o l l o w i n g t o p i c s : 1.

D esirable h e a lth h a b its . a.

S tre ssin g r e g u la r ity in sleep in g , b ath in g , b r u s h i n g t e e t h , w a s h i n g , and e a t i n g .

b.

D i s t i n g u i s h i n g b e tw e e n good a n d b a d h a b i t s .

c.

S to ry read in g about h a b it fo rm a tio n s.

d.

S t r e s s i n g t h e i m p o r t a n c e o f f r e s h a i r and sunshine•

2.

e.

E ating b e n e f ic ia l foods.

f.

M aintaining the c o r r e c t p o s tu r e .

Care o f c o n t a g i o n a n d i n j u r i e s . a.

P re v en tio n o r cure f o r c o ld s.

b.

T r e a t m e n t o f s c r a t c h e s , i n s e c t b i t e s , a n d so f o r t h , to p re v e n t i n f e c t i o n .

c.

Study o f b a c t e r i a , germ s, and c o n t r o l .

d.

A w a re n e ss o f symptoms o f c o n t a g i o u s d i s e a s e s and community a n d s c h o o l c o n t r o l s .

33

3.

E d u c a t i o n on t h e e f f e c t s o f a l c o h o l , t o b a c c o , a n d

n arco tics. 4.

S c h o o l a n d community a g e n c i e s f o r h e a l t h

m aintenance. T e a c h e r s a r e r e q u i r e d t o make d a i l y i n s p e c t i o n s i n o r d e r t o c h e c k f o r t h e f o l l o w i n g s i g n i f i c a n t symptoms! 1.

Eyes w h ic h a r e g l a s s y , b l o o d s h o t , d u l l , o r w a t e r y .

2.

R e s t l e s s n e s s and n e r v o u s n e s s .

3.

B r e a t h i n g t h r o u g h t h e m o u th .

4.

B loody o r d i s c h a r g i n g n o s e .

5.

F lu sh e d , d ry , s c a ly , o r inflam ed s k in .

6.

P ed icu lo sis.

7.

U ndernourished appearance.

8.

I r r i t a b i l i t y and u n d e s i r a b l e co n d u c t.

9.

D e f e c tiv e v i s i o n and h e a r i n g .

The s c h o o l p h y s i c i a n a n d / o r t h e c o u n t y h e a l t h n u r s e s w i l l p r o v i d e t h e p r o f e s s i o n a l a d v i c e and s e r v i c e c a l l e d f o r , and a l l p u p i l s w i l l b e a f f o r d e d t h e c h a n c e t o p a r t i c i p a t e i n t h e a n n u a l c o u n t y t u b e r c u l o s i s p r e v e n t i o n w ee k, I n w h ich f r e e X -ra y s and p e r t i n e n t i n s t r u c t i o n a r e c a r r i e d o u t .

S nellen

eye t e s t s a n d a u d i o m e t e r h e a r i n g t e s t s a r e g i v e n a t l e a s t o n c e a y e a r by t h e c l a s s r o o m t e a c h e r s , and f i r s t a i d , o f c o u r s e , i s always a v a i l a b l e .

S erio u s e rro rs or d e fe c ts in

v i s i o n a n d h e a r i n g w i l l be r e f e r r e d t o p a r e n t s w i t h t h e r e c o m m e n d a tio n t h a t t h e p u p i l i n v o l v e d s h o u l d s e e a s p e c i a l i s t

34

a t once. The a n n u a l S p r i n g Round-Up f o r p r e - k i n d e r g a r t e n c h i l d ­ r e n e n r o l l i n g i n t h e f o l l o w i n g f a l l i s a n o t h e r means by w hich h e a l t h g u i d a n c e i s made a v a i l a b l e .

T his e v e n t c o n s i s t s

o f a t h o r o u g h p h y s i c a l e x a m i n a t i o n o f t h e s e c h i l d r e n by t h e School P h y s ic ia n . P h y s i c a l e x a m i n a t i o n s f o r t h e e n t i r e s t u d e n t body w i l l be a d m i n i s t e r e d by t h e S c h o o l P h y s i c i a n e v e r y two y e a r s . Any s p e c i f i c d a t a from t h e s e o r any o t h e r e x a m i n a t i o n s s h o u l d be e n t e r e d i n t o t h e p u p i l s '

c u m u l a t i v e r e c o r d s a s soon a s

p o ssib le. V ocational gu id an ce.

The v o c a t i o n a l p h a s e o f t h i s

g u i d a n c e program w i l l be d e v o t e d t o t h e S e v e n t h and E i g h t h Grades i n th e m a in .

T each ers o f th e s e g ra d e s a r e encouraged

t o p r o v i d e a u n i t o f work on o c c u p a t i o n s a t l e a s t o n c e a y e a r . Of c o u r s e , t h e L e e - T h o r p e O c c u p a t i o n a l - I n t e r e s t I n v e n t o r y , d i s c u s s e d i n C h a p t e r V, i s a n o t h e r means by w h i c h v o c a t i o n a l g u i d a n c e can be a f f o r d e d .

The T e a e h e r - C o u n s e l o r i s e x p e c t e d

t o e n c o u r a g e p u p i l s to f e e l f r e e to b r i n g t h e i r v o c a t i o n a l p r o b le m s t o him f o r h e l p and a d v i c e to w a r d s o l u t i o n .

CHAPTER V

IMPLEMENTS OF GUIDANCE T h i s s c h o o l g u i d a n c e program w i l l f u n c t i o n , o f c o u r s e , by t h e e f f i c i e n t u s e and a p p l i c a t i o n o f t h e v a r i o u s i n s t r u ­ m e n ts a n d p r o c e d u r e s d i s c u s s e d i n t h i s c h a p t e r .

T his, o r

any o t h e r g u i d a n c e p r o g r a m ' s s u c c e s s o r f a i l u r e d e p e n d s u p o n t h e r e s u l t s o b t a i n e d from t e s t i n g , o r i e n t a t i o n , and f o l l o w - u p p r o c e d u r e s , a s w e l l a s t h o s e o u tc o m es d e r i v e d from t h e k e e p ­ ing o f cum ulative re c o rd s and p u p i l s ' p ro g re s s c a rd s .

The

aforem entioned p ro c e d u re s , to g e th e r w ith d e s ir a b le te ch n iq u es to be u s e d i n p u p i l - t e a c h e r a n d p a r e n t - t e a c h e r i n t e r v i e w s , a r e t h e i m p l e m e n t s t h r o u g h w hich t h i s g u i d a n c e program i s i n ­ t e n d e d to f u n c t i o n . O r i e n t a t i o n program .

O r i e n t a t i o n i n t h e Loomis U nion

E l e m e n t a r y S c h o o l w i l l h a v e t o do w i t h t h e p r o b le m o f h e l p i n g t h e i n d i v i d u a l p u p i l t o a d j u s t h i m s e l f to s c h o o l l i f e , p o l i c i e s , r o u t i n e s , r u l e s , and r e g u l a t i o n s . The o r i e n t a t i o n p h a s e o f t h i s g u i d a n c e program n e c e s ­ s a r i l y I n v o l v e s two d i f f e r e n t b u t e q u a l l y i m p o r t a n t s i t u a t i o n s , t h e f i r s t o f w h ic h i s c o n c e r n e d w i t h t h e b e g i n n i n g k i n d e r ­ g a rte n o r f i r s t grade p u p ils .

B e f o r e t h e end o f t h e s e c o n d

se m e ste r, te a c h e r s o f th e s e g r a d e s , i n c o o p e ra tio n w ith th e D i s t r i c t S u p e r i n t e n d e n t, w i l l meet w ith th e m o th ers o f th o s e

36

c h i l d r e n who w i l l e n t e r s c h o o l t h e f o l l o w i n g f a l l .

T h is

m e e t i n g w i l l be c a l l e d by t h e D i s t r i c t S u p e r i n t e n d e n t im­ m e d ia te ly fo llo w in g th e p h y s ic a l exam inations g iv e n during t h e a n n u a l S p r i n g Round-Up d a y , m e n t i o n e d i n C h a p t e r IV .

The

a f o r e m e n t i o n e d a d m i n i s t r a t o r w i l l o u t l i n e and e x p l a i n t h e s c h o o l o b j e c t i v e s f o r new p u p i l s and w i l l a l s o i n t r o d u c e t h e k in d erg arten -p rim ary te a c h e rs . The o t h e r s i t u a t i o n c a l l i n g f o r o r i e n t a t i o n i s o c c a ­ s i o n e d when a new s t u d e n t e n t e r s s c h o o l l a t e r i n t h e y e a r . I t i s s u g g e s t e d h e r e t h a t t h e new s t u d e n t be a s s i g n e d t o a c a p a b l e , w i l l i n g p u p i l who c o u l d a c t a s a h o s t u n t i l t h e new e n r o l l e e becomes a c q u a i n t e d w i t h , a n d a d j u s t e d t o , t h i s school. T e a c h e r s a r e a d v i s e d t h a t a new p u p i l h a s a f e l t n e e d f o r e s t a b l i s h i n g p ro p e r and s u i t a b l e s o c i a l r e l a t i o n s h i p s w ith a new a n d d i f f e r e n t g r o u p o f p u p i l s an d t e a c h e r s .

These r e ­

l a t i o n s h i p s can b e r e a l i z e d o n l y i f p u p i l s a n d t e a c h e r s a r e w i l l i n g t o a c c e p t t h e new s t u d e n t i n b o t h s o c i a l a n d a c ad e m ic a c tiv ities. C u m u la t iv e r e c o r d s .

In o r d e r to o b ta in f u l l b e n e f i t

from u s e o f a c u m u l a t i v e r e c o r d f o l d e r , i t b e h o o v e s t e a c h e r s and a d m i n i s t r a t o r s t o know and u n d e r s t a n d t h e p l a c e o f s a i d f o l d e r s i n th e sc h o o l program. The c h i l d i s a g r o w i n g , e v e r - c h a n g i n g i n d i v i d u a l , and t h e a d e q u a t e c u m u l a t i v e r e c o r d c a r d w i l l show t h e whole

37

g r o w t h o f a l l t h e component p a r t s o f h i s d e v e l o p m e n t .

S ince

t h e e d u c a t i o n o f any c h i l d i s a c o n t i n u o u s p r o c e s s , a l l r e c o r d c a r d s s h o u l d show t h e i n f o r m a t i o n o f t h e c o n t i n u i t y of said p ro cess.

I n t h e c a s e o f t h e Loomis U nion E l e m e n t a r y

S c h o o l , t h e s e c u m u l a t i v e r e c o r d s a r e u s e d n o t o n l y by t h e l a t t e r s c h o o l , b u t a l s o by t h e s e c o n d a r y t e a c h e r s and coun­ s e l o r s o f t h e two l o c a l h i g h s c h o o l s . T his p a r t i c u l a r cum ulative r e c o rd card i s i n f o l d e r s t y l e a n d i s made o f l i g h t brown t a g b o a r d .

T h re e o f i t s

fo u r s id e s a re r u l e d and in te n d e d f o r th e re c o rd in g of s i g n i ­ fic a n t data.

The f r o n t s i d e , shown i n F i g u r e 4 , pag e 3 8 , h a s

p r o v i s i o n s to r e c o r d t h e f o l l o w i n g d a t a : 1.

V i t a l s t a t i s t i c s o f t h e p u p i l and h i s f a m i l y .

2.

H is to ry o f schools a tte n d e d .

3*

P e r s o n a l i t y and c h a r a c t e r t r a i t s .

4.

I n s t r u c t i o n s f o r use of the f o ld e r .

F i g u r e s 5 an d 6 , on p a g e s 39 and 4 0 , a r e t h e i n s i d e s o f t h i s r e c o r d c a r d , t h e l e f t h a l f o f w h ich r e p r e s e n t s t h e permanent p r o g r e s s r e p o r t f o r th e p rim ary d i v i s i o n , w h ile th e r i g h t h a l f s e r v e s i n t h e same c a p a c i t y f o r t h e u p p e r d i v i s i o n . I n s i d e t h i s f o l d e r a r e to be k e p t su c h m a t e r i a l s a s the h e a lth r e c o r d b la n k , p ro g re ss r e p o r t d u p lic a t e s , t e s t c o v e r s , a n d a s u i t a b l e r e c o r d o f bo o k s r e a d . d a t a w h ic h may be f i l e d w i t h i n i n c l u d e ;

O ther p e r t i n e n t

sp e c ia l notes

b e tw e e n home a n d s c h o o l , s a m p le s o f a p u p i l ' s w ork,

PUPIL C U M U L A T IV E -R E C O R D PLACER COUNTY SCHOOLS Birth Date

Sex

Birth Place

j [ Nationality

Name

Country of Birth

Language Spoken in Home

Occupation

Marital Status (explain)

No. Brothers

No. Sisters

Address and Telephone (In pencil)

Father M other Guardian’s Relationship to Child

Guardian Guardian

School

History

F a m ily doctor to

Years, Grades, Etc.

School and Location

he called

in case of em ergency (in pencil)

Space below fo r a n y p e rtin e n t d a ta re g a rd in g home situ a tio n , interview s, recom m endations, special in te re sts, etc. Please d a te a n d sign each e n try .

)

-

(

_____________ ----------------------------

Grades Repeated Please N o te' Record* which m ust he filed In this folder: Health Record Blank, Progress Report Duplicates, T est Covers and Profiles and Record of Book* Head. O ther significant data which may be filed: special notes between home and school, samples of child’s work, pyschological analysis, etc. THIS IS A CONFIDENTIAL PROFESSIONAL RECORD!

FIGURE 4 PUPIL CUMULATIVE RECORD CARD--FRONT SIDE

w a>

PLACER COUNTV PUBLIC SCHOOLS ' PROGRESS REPORT P R IM A R Y D IV IS IO N

E —E xcelleni E x p la n atio n of M a rk s: G—Good

Kzpbuatloa of Marta: G—Good t

N—Needs Improvement I —Improving

Final M ute

N—Needs Improvement I —Improving

«rada

Accepts teacher's guidance

1st

2nd

3rd

Pinal Marks

Grade

Concentration

’ -

Learning New Words

Regard for rights of others

Understanding of Content

.

Neatness and cleanliness

?

Health HiUts

’ v

Participation Id games and play ........... ,c; ,&

; Xk it • • A’

-fC\

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