-
TID; UNGRADED PRIMARY ::>CHOOL PLAN
Senior Honor Thesis
499
Nancylee Cambridge -
~lementar.y
For ur. Ruth Hochstetler
May 1, 1963
•
Education
THl!; UNGRADED PRIMARY SCHOOL PLAN
;.
-
T" •••~","" -"T"n'~-'
11
0":-""
,-.., ... )
__
1\
~
T
~"''''-T
~
r..... " ...... rn-.,-
- I _
,
)
(.
f. ,
1,1·
~-~~.
T
""?"" •....,~-,--_
~
_"'~"'I7
-' '.. ~ ..... !
•
__ .......... ,.oJ;'.
,
t '.'
I:) .:
.
1'
,
~,,:..
.
1 •
.
"t')
.
1 ' ....
.
,.
),
•v .
"
1.
)
.
,.
..
I
.: ~..! I
.t
L
C.',
."J.
.,......., ,.
l'
:"
I'
~"
, ,
1,
.1
- .;
)0',
,-,'
.
.,'
~
,
","
)
).
.
.
J
,'
'.," ....
,,1
-,.
..
,
,.'
( 1;-CiJ
,..
)
t:.c.: _
_~
, ,'
, •
t' C"
. ) ,,,.
1
.... "
v'
c'
.)"
:
".",
. 1 '
... t'.
1
r,"
.,.,
,.
J,
l-
,~
".
: ~-.
):-
C'
C" ~ 1 :;
,. .,
.,.
(~)
I'
r,t '.;:'
..:
,
~.-
\..:.1'
u-· (,...
,,
.(
(..r!l
~.'
.
., >,
1
_'.1 ;
'.
1.
: . ,.:"
" ~', .
..
,:
j
:::1'2. :C', ta
..
"
,
J
~1L"
,/-,
,
. I ,
0"'
,
...
g
,
). ~5?
.; i! . . J
.
"
J '"
'
_ ]0"
•
..
I),
< )
;
•','
,
l..,
..
.
,~
" J
\
,) ~'
,
,
1
1"
''
t,
,
,
:,,1
"
.~
t
,)',-
...
. 1
oJ
,
':' ,'J "
'-
)
')
'
.~
:c t
,..,
J,
,!
1 11
,
"u
"
~
~
\,
)
,
.
~:.0
,t .:1(; C
,.
,.'
t.!
" '1' """ J
,
1
),(,
,
t : -'
J'
(' t.'
'
)
).
'.},
.
,
'.,
,
, . .,
'
c ' ..
'.
t) ";:: ,·1' (.
'.
'J
"
.,.
!.
,
1, .. {;C \,
"
,
.
I'.
'-,C:;". -
e:. ',J 1."
1_ .. :
1
)
t.:)
r~.
,'"" • .,
-~.....,.
...
't., .
,·c'
.
'
'1"
~1
,
,'
t····
'-'!
) )1 :'
1
~~:
.I"
"
;
.
"
'1
-""',/
'" J.
~-
,
('1,:1.1:'
u'
.."
I
,,:,1 .:
(.
....:.c,...
......
,...:;
,.'.'
~-'
v:·;.·JJ.·''''::''
.
'."
'I
"
,
~
v.
.1
~
u'
"
.', I
. ,..
'J
I' ,) ,
1
. ',,"':'._ ,'I,;
'v
,"
t..'\
1\
)
.,
~L
'_
.. :
'.
L.-,
t.
j
,
,'
_. JY
c:.: ] ,
< • .y
,
.
.'
,,
L) t'
,.
J.
I.
.~) t.
...
,
.,
./
,
,
u'
oJ
,.
,
'J
,!,.
) f'
1·~ •.
.. ,
1 ;,'
.
.' c·
..'.
-.
.:.. v
JC:
,
- 1
,'-
1
)
-,
'"Co>
c'
.
··1
,1
-1-'1
-: .-,-,
.
. t~· 1
1
.
L
,.
1·..
)
I.
,\:
'''L
....
c'.· ,
'J'
flo
.... t
L'
'-
I
." 1
(.
.
,
.:.t
,.
,Ci'
...,,;C'
... t.:.c ..·
/
!J .•
1-'
'.
'"',
"":'.
.
.)
,"
C i;
.
'
:.l.LI .
),)"
"I'. "
i\e -
. . r'· . . :r-,." . . .
.
,. ,.
,"
. j . ,"1·
-< I,
~,
...
_ ..L "- ';
~_
'--...)
.
~.;' t
I •
."
i'
--- 1")-.,
- : •. --'.
-~
. .. .
~.;
'
',.:
"
,,)
-',.-_'
,! I
J
,
.. - .
,
{.
.'>
)
"~ '-'
"
,
"', .-'
,
".
.( ,< ,/)
" .:. 1 1
),'
~.)
" , ) \1 '
•
,',
"
. '-
.- ,
,
., ': +. ....
,
t'
~,
'-~;
t,t
..
,
,,')',-i
,J
..
tL' ,
" .~
1~
.
(."., .
~
,
,
':.';
"J
..
~
,;
, ,".1
: '~',.:,) : t
,I'
..
") "r
t
,
J
t,
c',
'"
""'~,
1..1
;J
~ . . . \,.0'
1"
.,
,.
1.:.1 . ,
:',1'
.
)';
o •
:Cl::)) 1
'u
.~ 1
0:
,
.,
'(' ~
, 1" ~(
"'-"', ••
__ '
,;;;.0'
'11
J"
h~.:.)"
.. L
,:'~.: ~
__"';;)_"_"_(l...;,,_);..-..,_ _
~"
.1
:>
11.
)
'C-
'J
','
.
t:: "
')
~{- ~
;,
. 1,
•
• t
"..i,..l
1
,t. ),
C
~.J •
... J.;
;') " :.
)
"
.,
.~,
r
"
>'
I' ,.., ' .
l,t
-~,
,)
1.
''',
.'c .
tv
.-,
1_ ••
(:~~'
~
•
,.
'
~,
L'
.
t
~:': y
)'
I
_' i
."
'-':7_
- ... ,
,]
)~
..
:-\',OlJ,
,,
1''', "
l.,.·,1·
"
:);
1
j,
"
,"
:)
<'
"
:.~~
'C'
;.
.. \"
1
",
.J.
~I)
-C ,
-'"
,
,..
'iO
:: 1 +
',"
,
"
)
::
L
'~...-
'r./
J..'
'.' I ~ r
: ..
,
\,
.J
,
,.
,.\-' ~.
I'
:.Il'
it.
'.
r:
J.
,i
1j
~
,~,
::r.::l
..
1'-'(" ,
'.'
,.
(J'
,-,
.
,h J:1
-:1.._
-.--
.,
',':
"
,
•
,"
)i
'~C:;)oJ
,I
,
'"
"'
,1
T~
"
";'-'
~
I) (
,):)
"' ~; ~ ~)
"
.
,
1
[J :... ~., . ',/
":.1
0-
:'~~~i:3e[;
.,
; i'
1 . . ~"/ ":' ~
"
"
•
j,
t
,
:'I~. ,!'1
L.l
'~C~f
.;
,
,
,1
,
I, •
)
,
, .,
,'
,I
'''1 •
~t
, •
1 '
..
"~"'-(;.""l.
,I
If
....
1
....
"
~
t
.
"t··
,
.
l.
I
•
. '-
l
,'·1.'.· '.
:.~
:~
:.
<>
"
.
'[.
,\
.,
"j
'
...
.L •
"
\
~
,
.
1,".
,
.
, ,.
i
c.'
.,
1
<",
!.,
"
...
1
.....:,.. '.,
"".
I
< "
-, ._.
~
"'1
".f
: 1:"
,
(;,
,
)
".....
'.
." ~
~
-.'" '.,
l
il ;'.1.
I, "
,]
'l
'1'
",-'I
('
'
,
<,)
I','
J 1
"',.
1
,<
}'
J
')~
1e
..
.,
, ,
1".,.
1.
,
('
f',
...
,
.
,
..'
,fl .
L'.
•
.)'
"
...
I.
-,~,
r
(
t.·
-
"
,
)
"
.t. _
.; .;t,:.: "
.,
,1
, ,
.~
n ..
)
.
."
,
., , ...
.t.'
1
J...'l_
.1
,
,
(~<
~
.L
l/~""'"
......
•
'
.,
'.
•
.,
u' .
_ ,_ ....
I.,
.
, f'., . .,
.
.
',p.l'('
\.
)
:
".
,
>'7-,1
,"! •
'-".
,)
.' .
",
"~'O""
'"'
", '} i·i
~",
1
'1
. ~ ... I
G"; •
"
"'1
1
. . .,
~',
!
, - - ..........
,.,
'~
~
.,. .....
J~
••
J" . . . . '
.-.~,
., .'
,
,.
,".:
....
.
,.'
I'
.,.t.
,
1
1, '
J.. _
'----'
'
.~
0---'
,
1, .. 1
,..."
" ".
,
-,
-1-'
:;.'
.1.-,
L,
.~.
,
,
. ., 1.
J
L
) , ~"
~
f-- .>
L
•
-~-
1
L
.,
,.
>
I
,
"
.
I
-,
,
C
(
,.1\
,~,
.,
,- .
~
"::n~'
.t
'<on'
,. . . 1"
1
I.'.
l'
.i
1
-'-:
.• J
+'J,..... ,-
,
. 1
,1
:....1.
,
.
I
U
\
-'1
! "
I..
,
,. , 1
"_)"
1.1-,'
.,
'1
-' . 1
I'
11
:1
., ,
.,
..
) .>
'
,.
.
1..-'
"
;
.,
'1
.,
)
"
U~
1.
1
)
,
,!
. -.
~
)
.., ....... :',.... "
,
.
..
,
1
.
~..,
f',
'1 . -.
.'
"
.'
,
,
>.' •
"
r:
'~
..
'
, "
.J.",
J.
-.
"
. J )
,
., ,
) J
:~
1
,
,.. - 1..L'
'I
•
["0'
.,
I
"(J
,
-..
'
"
•
~,
, ,
I. ,
...
1
,.
I
~.
\
'.'
-'
.-
t
~
·.1 .""\
'J
J_'
,t
-.
L'
,
)
1
'~
"
(
,~T-;
,".
l"J
.,
,.
~
(:
.~,.
..
\
,J'
r:
.... ,
,
Ii"
c·
1
~
..
...
-'.
(C: ;
.C •
1
1.- .l
- '.
:.1
1
... ..
. .,
-.
f)
.., ,I,
-'~
,.
1_
~l. . . .
T ,f-; ,/1:;
., "~~,""'"
,.
., L
<
.~
!
,
,1\;:
e
".
.,1
,
"
0'
,
(
I
,
"
J'
.', I'"
,J
,~
,,
,
I
I'
,
I
().
.,.
.',
• (~ !
J."
1,
,
,
I',"
.
)~
-, .. -I..
:...,
.
,..
l .
, l
;
)
"
1
.)
..
.,
,.
,
"
-, .
'
. t'
,
I. ~
v
.,.
.'
_,.J....
·~n,
v
,
~
" ,.' ~ :-, t
r
.,
~-
"
"."'.
<'
,.
• " 'J
C~:" .;.
.('
..
. 'J"
"
"
J
"
.j
'-',
J "
i
.
;
\ _:·u
.
'.
"
1.
~,' ,
,
"
-~ ,
..' ,;C
J '
-.I:; :
'?",. ,. '1 ~
~~t
t,.:;:-::.i 1. t
<""'II.
1T _ ,
0;'
.
! :. •
-~·)l-·
,'I'
') .
,
~~·u
l
.;::.
r-.!",!,'
~
~ -'~'
;
,
•
II
.{,
.1
. .,
.t .•
:
.'~
• 1
,-
j .~
,.,
m'.
"
J; .. (
..
,.t,
):
'I
.:...11;
I. ~
,~
•
,.., '. ,
~
t
,
,
1
\
Q
"
~
, .,
)'
,
- u-
-,'
.
'; :...
I:'
,~
..
L
~
,
f' '.; , I-~"
L~
.,/ f'':;
1,.1.
,r.' . """;
.;
~~
1 - ,-,
1.\.
." t.:..:. ....
1_
,-,
1
.... ,> •••
"
"
~ ; ~
'~
~. j
,,-,"
1 Z
1 '
i
'Lo
,',
" v
t....
. .- .
,~
..L.
....::
.;
\'
j,-'
/...
.'
r
('te" ~
"
.J .... :"- " •
-,
, '.i.
i
1
'1
•
- - i.,,!P.::
"1 )
_~
)('L-·:l
"0--
.,
~.
\x
.1. ,_.
'.1.
1
-, '
'1 .,
c·
j
, .. ,
,1"
..
'Sh-:~~
: Lr~,
,,,
~
.. "... "
i 1
,
- \),
.1·\'
,
L
..
• 1
l
".J t
.,.
,
'1
"
"
.
,;..
,.
•
<
.'
' ....
T'
.'. "' 1
e ;r;
,~-
.1 )
J'"'
,f'
(
..
.'
~.~ ",
\ , v
)'
)
"'
....
.'
j
: ~ l l
.. ,
"\ -4- 1
• "\ 1-. ~
)
."
";'.
1
1,
.. ~
.' : ,......
~
.
c . ,.
...I .•
,'
'..,':
.1
1"
..,.,' -)
i.;,'
.
........ 1- • •
__ ' ..... t.1. I"
',.~, ..
II
''',
'
-
.I. ....
') I-
, 51',./
1
.~
,
'.-
l
,
u
,J . •
... '
" ! 1,
H'
) ~ ,
~.
"
.'.. ~ .. l :.
--'.:
J'
.!
,.
I,
'"
-~
,.
,1"
0'
,:: ••
11_ "
'j:
.•..
)
/.
.
1'
,
. ...,
tr-'
I'
•
l:
....
...
-
"
,,
l.'
"
I. ~
,,;
~
t;
.i'
l.
...... j
I.
~.
(\
•
.,
) ..
-r,_..
1
•
') J.
•
. • ,1. •
,
.
,"
•+
)
"
.
l
1
t
..
,
~)
)
"
,..
1
. 1':1:,
-L'
',';.,'
j
<,
... ,
,,..
.
.'
"
,
.1
1 :
,.'
' . ) LJ
1.
1
r
.-
,
•
·f
G~
J
..
•
ri~
I',:
., :.
• 1
/'1
~.
I'
"
1f::-::
<.'
f
r \'
'J
'J.
.,
'.J
ro,
.
....
-
~
)\
+. ':,
--tJ •
. .
0-..;.',
, <
.
,
~,
't
I
: . , • '.:
,~
.
F
.C
;.1 :
l'
1
,
,
-.
,.....
I.
,
I
J
• • "'-' ,
:
; ..
. /'
~.,
.
"!-' ..
.
,
L'
,..-"'\. 1",..
,
.J
~
,.'t".
,.
,... J
;,._
C:.
., ......
/',-.
'.
~
.)
'
,
.1
.... 7 J...
..... •
r... •. )
, 0
.
.
,
1.1.- •
,.
\.r'
.1
I
'w
.:-'
~
1 L
~
..•• -:
•
I""
,
-.
L
I'
"
"
L
.-
-
., r
.. ,
'.'
,~
•
.
('
.,
, '.
". ,
',)
I
\1
,~
u'
.
,.-1-
,
) r- '-',-..
,
'"
-1
1
~.'
J.•
1
., . ,.
,.,
t~
1
•
I
I'
"
,_.t., •
I
,
...
,.
'v
'.
1 ", .J...
, 1
~. • •1-
.) C'"' !,"
···oJ '
.....
1
•
,
"
.;
"
.l
I'.
. >.J. 'I
,r
..
.,
",
... . ..
1 •
i
.,
1 I.
'J
.., .
., " ,
,
~.
r"
")
";
1.
.
.t 1
,
,
L '.
.'
.'-'. ~
I •
'J
"
,
1
/.....,
'~'f l~
., "' . . . _,
,
/ t
1 .'.,
r:l . . .
)'1
'rl
,.
•
)
It
;-;1
.l '"
"
.-
,1.'
"-.1
l/"."
•• fT"1,
0~
.
.J
"
1
.L'
, ..
. ,
.'
..,_''1
~.
,~.~
; j
"
I·
1. .
1
.~
... '
.;1.
"t~T J
. 1 :-,
..
.,
,
. L.
1.
,
, ': '''1 '
,
.
• •T
~
!'
•
.
~
•
I
\
:...;~
..........,
,o'
-/
~
j ••• '.....
~l'
........
",
.....L-
C:
~)
L
,..,
.Q
:. T
...
,
.. ,
,,'
,',
" l .
L.-.
"
L;,
~
,T
J-
P",-. '
,
L
L C'
,
l
.~
,,..,
...
i. v
,.
.<".
I
J
:' L
f ,-
.~-
T
.. ,
:c-~
• l.-
J
'"
,
i
I
,r
.,;.
~
c·
r
>o.;~
-'
': ~ c --
: .~C"
(
'1,1
•
'~
("
"
c~
'. r
;:)
.C l~ ~
,
~ .~
';";.,
,.T
II
.,..
~.) .. ~ f
(
r:lc.o'
.J
to
'
.
.. l .
'1
L
V"J"""
'.'
'0.)
.,
.JL
'I -- l ~
. .,.
.. ~ ',-} ~.'
.:' ~
"
-r
'-"l
'-
.
f~
oJ
.
'J
"C,
...,~
-t'
"
"
• -r
c
'-
~
'L
: Lt'
"
_.0
• L
&,- ""'.
~
-r
T'- I,:
.,;
,
~
t
,"
, r
~
\.'1
L
.,
,
~
,'t
(
, T
•
l"
l
L •
T'
,-
'~
-
.,
'.
~
-f
~L
t
.
C
1
, 'r
~
,.,.
1
,~
.,
'>L;" ....
"::'l"
i'
L
.
V
t1
~~
. ..,... ..
l'
'_1 '.,,' t
t
i. i.-
. ',,:'
~
, ~C
:,
'1'\:.
I'·
.~:
l~
T
.~-
•
Vj.",
L
,/ L
~
l ,-"
l 'f
"-- <:.. •
~.
l •
-I
,L
-r
,,
,·",,1
oJ
- J .•-t •..
~.
.- " :'·1
L L
-'1,
• r
1
,1'
" t
l'
~'. ~ '-'
r
l
(.
e
"
"-
'·l
-f
.
(
.,-:.
'L
L.
, r
I"
,T
'.~
.:
, ...
t ~
L.'
.... .
,w
L
,T
'.
• L
v.,..; v
•
\
';0
,!
.,
~
.1
,C'
("
,.
"
1 '
. ,..
'
,
,
,
I'
-
,
.
,'
.,
,
)"
,
,I,
"
I.
,
.,
I ~
.,
'. I
"
-:,
co,
':: 1
,
.
,
'J
,.
,.
;1
)
,
,
,
I~"
<
~_
1
... l£.
~-
"r:
0
•
..
'J
,.
:' )
"
",
~
I
".l.-
J
<, ~,
,
~
'
1.. ••• ~
"
,-
.j
~
.,
i _\.)
',1,
,
.. ..., 1
; .'
.
,_\
,
,
,
",~
1
.~
... ',
, ...
,
)
..f.'
•
'v
J'
: ~ '.'
J.•
,
,
"'~'),;
., . . . 1"'_,
,...
t. ;\:;
)'
'"
~",
.i . , "
'_"(._L
;.1
,,
, " 11 ' ,
"
\.
-...
J.~
•
"- "
"
,',
,0
t- "
,
~
f'
,
C
•
,
.1 • • '
,,,,
!,-. .....
,
--_ .. ~"
y
"
1'"\_'
• ..-> '."
,... ,
,
1"
.
1
"
,.
)
,...
J
•
~
'.
,
1·
C:.
••
!.
",
l'
,~
0:
"u
!
'
"
I!
.
')
"
I
,.I'
v
,_
'
,J,
., • • ",-.l •
•
',""I,.
"'""1'
/
It'ct, ,1
L
\'
L
,
(
,.
."
.,-
1-'
'.
...
.,
',0
L
('(
'
.('
•
"
·-,
i
•
1('
,
. 11
,)
'J
'J
1'", ,,-. ,
~
~
')
.
I"
_,) ,,1..
\ F ) , i · r ....
",
',11
1'1,
')
,
....
:,11
'
:)
J..
.'
.)
"
·
(' 1:
','
f" ..., ".
·
I ......
~)
~, j ,
. _ : : •. rj
(
.-,
~".,
.
'.
,
,,"
}1~ )
11,
f) .,
",.'
J, ,
~.'~. : ~): i
,,
....
_, ,....... ~ ; ,J..
l'
)!~, - ~
1.:: "' ,
,~1" .~
f
'J' ' ;
, ""' .... ..-.,
,
./,'
/
J..r .
T: _
:,c;,-,'
,,
J,
~'<c~·.
,
I,:
')
"
"'"
,
/
) .11~:-..;·:..
I
~
.:
~~,
a
~..L
) "
,
..
'j
"-'
:
~ »'~
~" ,1.:- '_:
...... /,,'
,
"
t
_I
'~,
.,,...
,.
"
~~-,
"
J.
L"
•
.1.
, c'"
•
'.
1 '
tL
,
1
•
•
C";' 1 '
,
-.
1
)L
",
, ,c ,I
J
<, "
"
<
.
,
"
.~
,"
.
,.
_i "
,1
~.
.tC
'
:
'u
r..:,
))
-I-
,.
"
,<
1
')
-'
'
.
,,;}
1 •
. 1 • l'1f:).
')
1
"
C~,'
'\t'
'j
('<, ,
.1"
..
,
1
.
..
"
'),.
)
"
r,'
0
1
p"
•
-'
,
.. ' 1
~""'.,
,
...... ,-
",~, ~
..
)'
..... : • 1
., .
.
(, "~
-,
~
I,
1
~
"1
c:
~
"
,
';
1
.-
.
, .,
~
l.'.
J_
)'.
,J
.,,-
1
! :1 ;
'-
u
'"
!
~
"1
')
1 )
'~_'
'0
f',
w
:;) ,'-
"
l'
,
(~
.
-
)
,"'{'110
,I. ;
~_.~
;
.
,
1l
..I :
.'
.
),
,
c;'.', 1 '
... )
I
':..-,~
•
,___ ,..
~
.. :
~
'
.J.
)
• •t
'.'.. IJ '.
"
l' "')u
'.'
)
)
1
.
'w
',1
,
)
.. r-"
1
, . 1
• ~ ..... J!~
w'
~ "
"1
,.
·)C
)\
-
'u
.
(,"
.;.~
1
, ~
. I
.
u'
: 1
!:
"
,,
'v
.,
.
-- ......
u
"
-'e·~.-,
v
L-l
! '"
!'
-.J..
.?L~L
~,
1"r"",'
.... /
.
-
.L
.L~'
1 •
w·
,,
1. , ,
C'
,
,.
.,.
•
,
('
,
\
,
,
1
"
u
~
"
, 1
:('
,
1
~()
)
,
L
.)
,
I.
.'
-
"
(0
~'.I.-
,
"
,
)
,
.,
I
,
,
,-
.
/
,
" :.1
,
,
)
>-.
l'
I.
'J."
,
.1"
~
!
.,
I
'
.,
1
L
'
.
.'
"
•.. 1-': •
e"': '
,
·v
"
\.
'oJ
"
..
j
''';''
..
J,
J.
... ,J,
_' .J .,:"~. - J_ t
r
J.
,
,.
,
-.
.'
,
I,
.l..l
J.
'-. 1
',f
1.
/
L •
/
of'
~1'
.-1_':'"
.
':1
_:. : 1, "
),
,
.. C'
), J •
,.
,
••~ ' . 1
"t
1
, 1
-' ('
.1.>
. ,;
.".J.
't.J'-'
.....
L
)
"
..L
u
, . c.
!
• 1
. • ,j
'.j •
~
,
'.
..
.f.:'
.~,
,
'
.
,
\
L'
,.
"}
1 .
, -t-'
..
c
r: . 1 '
. .1:.
.
'
{,:.'
r
.. 1
, f'
,.
I.'..
.....
.,
.\
, .'
j"
.,'
l'
.)
'.)" 1
t
"
.
...... .-
,
,.....
<: ":.:.. ••
1
~
.
._ 1·,.' .,
'. e',
., ,..
.,
l'
, 1
).
.. 1·"
~'
1
..
f·
.
.,
t •
! .",
,
~'.
., .,
.1
.'
.~
.
l
,
.
.
.'
,
,
,'
,,
,
')
"
,
"',"
,'
,
"
-;....
t
,
)
~t'" ' ..... ,
1
,..
1
!
~
,
-"
,'J
,...., ..
,
.
'u
.
,,
":J
.,
,
,
"
c
,L'
I'
,,'
Ci
.,
I
:I
',!
~
"
"
L) 'I""
".
")
, .'
J :;
L.
J.
'(>"'
c·
J
C0'1:
C'
~,
",
r
,.
1
"
"
J.
I" "
:1
~,
")
'-
L
• 1 .•
",'
,
'"
'"
I'
'.
J.
'~"',
1
, .
",
',1
,
J. ~
1"
,
J.
"Jt
.....
\
J.
'-.;
,~
-"tL'~~'l,-:
~lr'"
)' C
(~'1'
, '..
+-, ,-, ,
'~~)l1t;
., . . . ,-rT,
, ....
,._ ~,;,11,
co'
., -.. ... ~!""""
j
".
...)
,.,
:J
n'
.:..
~
-!
l
, I
,.
1,-1
-"-'-'-'-'
)
.:-
"1,.
,
.,
,.."
,
" ....
~
T'~
"
I'
,,-·r
);
"
,
.
'l
,
' J
'u
, .,,:.
t. t'
I,
"
Ii';
.,
','"
.,-.....,:
,t
,I . ',/
~ ~..
-t-'
i':.l.
I,... ..! ..
:
....
~
)
(.
1,
•
.-::c:
I,i
t'))
,.
1
,I " )
,
j'
)
\.
'
."
''! ~. 1. ,
)
)'
, r:.-C' ) . \
),;-1
w)"
,
,'
,
."', ,
'. ,"'- ~- , .
,),
',")
1 "/ ,\'"
t
•
..I.
"-,
t." '
:)
..,.
1
.-
,,,.
c' _' 1 '
L',
,
,-
r.t:
,
c ~ . ~, ,
)
)
.,
L
T
,
,
..
I
,,''''"''
•1,-,
) ' ••
::,
'7.1"
~1
..
,"'
I
"I'r-'
,
-
1
"
.1
,j'
" . ;_
.,
/
..
.,
'w
,
t"
::; ('
~)
., r,:' _,
"
'
,
! ..
),
"\
L '
"
!
\.<'
':);
,,"
:-. (
,.
...
.\
,J"
~.)
,,
.
.,
,;, .
)
~
I l l ' :;
') "
...,.._ J . '
.,
c 1;,.
'0
..
c
c)
'i
'd
.
"
"
,
,
,
.
1:
-L
"
) "
-
)
1
C'
:
"-
,';"'!
e.l--,·c
'\
':'-)
"
+
1
.'
(~,'")"'"
"
J('
level
"
1
1
" ~
1
1C
1
.. 1
"
'-'
,..
J·.1:
+L
~
,
~
:.
;, ,!
',C )',
'V.
r'
1
J
"
'u
"
:'-
.
,
"
.. ,
'))'
I
u'
-
1
" '1,
-
.. ~~ :
C",
1
\ 1
: ~1
,
.,
"
~
)
-.' ...
,
1
;
,
~
,1
,)
'j
"
"
,J
v'..:
~.:)
'-~
.
1 ,
, 'j
"'I
t
1';; 11
•
I ' , ...
.
,
L'
.
"
'
;
,
,. ,
,,'
,J
:;):l'
.,'+.e-~ )1;~·
'f"_::!»'.ll~:: "'~
t
I
.:(
)~,'a :1 :'..'j",
I"
,:~c:t~ ce~
1''"'''(0),
j).
,"
l'
!, "
j
,. -
; I
~
26
CHAPT.l!iR V
The Curriculum
Simply because aschool is nongraded does not preclude
any change in methods of instruction employed by the teacher or
chan.ge in the curriculum design and materials used by the teacher.
Cert.ainly, if the nongraded structure is adopted to provide for
continuous learning more adequately, an evaluation of the present
curriculum organization is important to insure that it compliments
and reinforces rather than hinders continuity.
'i'he nature of the
outc:omes of the school are directly related to the design of the
curriculum and this is also true for the nongraded structure.
~he
curriculum design includes the role of the teacher and pupils
in c:urriculum planning as wel-l as the materials.
The manner in which the various elements of the curriculum
are woven together in nongraded schools described in the literature
the writer has read has not been reported.
However, authors, qoodlad
and Anderson feel that , "special attention should be given to the
vertical aspects of the curriculum."
Tyll~r'
They agree with halph W.
s concept of "organizing threads for providing
orglmization to the curriculum."
the vertical
1
Ralph W. Tyler identifies three ty:;::-es of organizing threads
whil~h
are concepts, skills, and values.
All three types of organizing
elements may be used in the curriculuni organization to provide for
continuity of learning experiences.
Learning experiences are
selected to extend, broaden, and deepen the concepts, skills
and values at the various levels of the program.
if anything
I
Ralph W. 'l'yler, "Curriculum urganization," Fifty-seventlt_
Yearbook of the National Society for the Stugy of Education, ~art II,
(Chicago: University of Chiaago Press, 1958), p. 112-114.
c
r-)
l :...-.
Ie
r:1
J'
1
1
: ;1
c......•
, '.
1\.
-f'
.. ('
1
"
I )
,
,
,.
1' ,
,
,
... 1..'
"'-
'
c":
r: .
I
"
.
.l '
)
.,
~
1
)'"
t,
,
,
('
,
JJ '
.
"
... lot; t..... _" . ;
ly
,t
I
u'
-0
w
..
-
t·
)
I. ~
'c.
,)
1
l
)
I"
, 1 -",)"
'c-
.V
·c 1:;
:
"
,
:
,
)
'-'
,
,
L
;.~'
1.:...: ',-,
,
'w
c >. -'-- 1
1,
l,
1
~,
J _ l . ___
c'
'1 •
-,
"
1. /. ) ','
~
11 •.
u'
,,'
t
J} ..
;)
1 .~
,.
".,....
""10
"
.-
~
.... ,
: ~
..... v
,
.1_ 1 ,
" ,
''''
)
I
)
.
.
ind.ependent reading on all levels. 1
In meeting the range of abilities in reading, all children
do not use the same book; instead, small sets of many different
books classified according to reading levels, are made available.
rtesearch and experience indicate that a combination of
tim,e-tested teaching methods and carefully selected reading
materials is most successful in teaching children to read well
orally and silently.
New and old teaching methods must be
tried and adapted to the pupil's individual growth and developmente
Arithmetic
Just as in the case of reading, a primary unit numbers
uni t or program should provide a good foundation and quality of
work for mastery by the children.
liarefully worked out sequence
achievement levels can be very helpful to the primary teacher in
ges,ring the instruction to the ability of the child.
Basically,
the concept development in numbers is placed ahead of memorization
of number facts because research shows that the memorization of
the facts is made more meaningful if the child first understands
what he is doing.
Considerable attention is directed toward
gaining a vocabulary equal to understanding essential number
concepts.
In addition, the primary program recognizes that few
children enter school with a well developed number sense or
number concepts in general.
Therefore, it is felt that the read-
iness phase of arithmetic is as important to the program as the
I
. rhe ~
School A Handbook For
Wisconsina Milwaukee Public Schools,
~arents,
(Milwaukee,
reacliness phase of the reading program.
Most of the initial informal work in arithmetic is
intt!grated into the regular program with the other varied activitit3s.
The systematic, carefully planned sequence of arithmetic
ins·truction unfolds before the child gradually and he is given
as llluch as he can capably handle.
in
'~he
kindergarten as number readiness and
firl3t year.
~!
'i'he work is started informally
into the
The emphasis is on the development of basic understand-
through practical applications.
resll~ ts.
contin~es
Concrete examples bring tangible
!(eading and writing numbers, recognizing coins and their
vallIe, measuring quantities, time and distance, and using fractions
sucll as one-half, and one-fourth, etc. are introduced.
At the upper primar.y level, formal instruction based on
the previous foundation in numbers is presented.
~roblem
soh'ing and concept expansion are part of tne program.
Funtiamental processes or operations in numbers such as addition,
sub'traction, multiplication and division are presented after
undt3rstanding is reached.
These skills builtin the primar.y
scht:>ol are studied further in the fourth grade.
Social Studies
The major portion of this program in the primar.y school
is d.evoted to the development of and enrichment of the pupil's
own social skills.
Through suoh devices as sociodrama they
learn to live, work and play with others.
ta~ght
Citizenship is
through a variety of activities that extend from helping
needy families and fWld drives to sharing with another class to
oelebrate and study holidays and the reasons for them.
In the
primar,y sohool. most of the time is devoted to building simple
basio oonoepts.
An
awareness of the oommuni ty and the work of
oth.ers and the world are enhanoed with fieldtrips, visits from
resouroe people.,. and study and researoh of the customs, geography
and. histor,y of other oountries and peoples.
Soience
A full program of science is offered in the primary school.
StUldy begins in the kindergarten through observation, discussion,
experimentation and use.
are~
Purposes of science in the primary school
to arouse interest in science and to acquaint children with
the; many facets of the world in which they live.
arE;
The children
encouraged to use a scientific or systematic approach to
sol.ving their problems.
Teachers in working with the science
prc.gra.m again set up a sequence of material.
They lead the
cM.ldren from the known concepts to new and unexplored areas.
The! science books are also oarefully seleoted to meet the individual
re~Lding
levels.
Health and
~afety
The primary school's health education program starts in
thE! kindergarten and continues throughout all levels.
The program
is carefully planned and combines instruotion, exeroise,
pl~,
diEtt, health habits, physical examinations, and speoial education.
In the primar,y sohool the phySical education classes are oonducted,
and 8tress is placed on the formation and development of proper
henlth habits along with vigorous activities to insure physical
fitness.
Fine Arts
The fine arts
pl~
an important part in the primary school.
Music is an integral part of each school
oore of the musical education program.
d~
with singing as the
Through the use of select-
ed recordings and other means the children learn to establish tastes
in music and habits of thoughtful listening.
The art program
includes a variety of mediums with which the children are permitted. to work creatively.
pro'gram is meant
mrichment of the entire ungraded primary
through the fine arts as they are integrated
with the social studies, literature, and other subjeots in the
cUITioulum.
As a total program, the curriculum of the Ungraded Primary
School Plan does not differ widely from that of a first-rate
~~ed
school; the teachers, however, are able to accomplish
muc:h more with the adminis tra tive change, that being the ungraded
plain.
'l'he freedom and flexibility of the
program seems to inspire
b01;b the teacbers and the children to higher goals.
CHAPTER VI Procedure For
~etting
Up a Ungraded .primary Plan
If and when a school system should decide to organize its
present graded system into the nongraded school structure there
are some fundamental principles to follow.
The first step is
taken when the principal discusses the plan with the parents of
the children who will be involved and with the school's faculty.
The program's basic operation is thoroughly explained.
Generally,
mos t schools desiring to start "ungrading" do so one year at a
time beginning with the fiNt grade.
'the important key phrase
to remember in starting a program such as the Ungraded Primary
School Plan is
alw~s
to move slowly.
After the initial research and introduction of the plan,
the principal and his staff devise a systematic method of keeping
detailed records of a child's reading program and progress in the
other skill areas.
Usually it is decided to send home progress
reports three or four times a year, and supplement these with
parent-teacher oonferenoes, usually two of these per year.
~taff
meetings are hEld frequently to evaluate the program
and to discuss the progress of individual ohildren.
It is here
tnat consideration is given to the advisability of transferetng
a ohild to another room at a more advanced level or moving him
to a level within his range of capabilities.
Kajor factors contributing to the sucoessful development
of the Ungraded Primary School Plan aret
1. Strong interest and desire on the part of the teachers.
2. Careful study by the staff of other plans in existence,
plus local research.
3. Effectiveness of Parent Teacher Associations and other
public relations channels.
4. ~taff concern about pupil retentions and related pupil
adjus tment problems.
5. Successful parent conferences and meetings~
6. Special interest shown by teachers, supervisors, and
administrators of the school.
1
7. Continuous emphasis on parent education.
John I. Good1ad in his writing gives advice to school
contemplating the introduction of the nongraded plan.
dis;~ricts
1. Be aware of the need of obtaining full parental understanding and consent over a long period of time.
2. Be sure and get the co-operation of all teachers and
staff members and of making certain that they acquire
a common knowledge of the nongraded school and an undel'standing of its philosophy.
3. Remember that it is important to move slowly and evaluate
every move.
4. Introduce the nongraded plan one grade level at a time
over several years. .!.'his practice is recommended as 2
better than introduction at all levels Simultaneously.
Dr. Jameson of Grosse Pointe, Michigan, has the following
sugj~estions
for school districts considering ungrading:
1. Initiate the plan in only one or two schools at
a time, depending on the size of the school system.
2. Do it quietly and unobtrusively.
3. Do not ungrade what is already graded.
4. Do not force parents or teachers to accept the plan
handed down from "on high.
5.
II
a leader, remember that many do not understand the
plan and that the opposition to change will not disappear overnight.
As
6. Take it slowly.
1John I. u-ood1ad and Robert H. AIlderson, "1958 Pregress
Report on the Nongraded
195·e), p. 643.
2
Ibid.· p. 643.
~lementary
School," lEA
Journal,~Oecember,
1. There must be one person, who, by interest, enthusiasm,
dedication, and knowledge of primary plans, assumes
leadership. That person can b. the principal, assistant
principal, curriculum director, assistant superintendent
in charge of elementar,y curriculum, a teacher, reading
teacher, etc. Whoever it is, that person must be given
the time to study, to lead, and to fOllow the plan through
to successful initiation. He must also have the authority
to make some of the decisions.
8. Bring the parents along with the plan. Include them in
the stu~ and development of it.
9. The leader must constantly keep in mind that other staff,
parents, and co-workers are not alw~s as well versed
as he and that patience is the watchwori.
10. A constant parent-education program must be maintained,
especially for those parents who come into the plan
each year from the kindergarten. Secondly, it is
healthy for the plan to hold a meeting or two each year
for all primary plan parents. At such meetings, rumors
can be squelched, parent concerns expressed and all~ed,
changes lin the plan mutuallY made and other matters discussea.
There are numerous problems and difficulties to be encountered
e~d
dealt with while developing an Ungraded Primary School Plan.
Thesle are some of :the most common:
1. The grade-level-expectation habits of teachers.
m~ be referred to as being "grade-minded. U
~his
2. The reluctance of Ittradi tional" teachers to try something new and different.
3.
~he
problem of retraining or orienting new staff members .
to the plan.
4. 'l'he general problems of providing understanding to the
parents.
5.
~rade-level-expectation
habits of the parents.
6. The inability of the teachers to orient themselves to
a more flexible pattern of operation.
1
~~,
Marie Kingdon, "Grades or Levels?", Michigan Sducation
(April, 1962), p. 511.
7. 'l'he problems of designing an appropriate report card
or reporting procedure and record keeping system.
Professor oeward of the University of Illinois,and a
specj.alist in elementary education, in answer to a question,
would you recommend to any school contemplating the intra-
1'Wha'~
duct:Lon of a nongraded
plan?" replied that:
"un the basis of my own experienGe and the research done
by rtobert anderson and John I. Goodlad, who sent questionnaires to thirty-five nongraded schools, I would recommend
that you take time to get full parental understanding and
consent, that you have the cooperation of your entire staff;
that you move slowly and evaluate every move; that you work
closely with your PTA and keep them info~ed of your progress;
and that you have a sound program of testing and evaluation;
that you introduce the plan in one grade at a time over a
period of years; and that you report carefully to parents
and use the parent-teacher-conference method of reporting
pupil progress as well as a report card t~t evaluates
a child's individual pattem of progress."
The Ungraded Primary School Plan is one way to organize
for leaming to take place and to take care of individual differences
and to keep challenging children.
It can be introduced into a
grad.ed system without additional costs, but with the full cooperation. of all involved if it is to be successful.
No two plans are
alik:e, but they are adapted from basic principles to fit the
sit~~tion
is
B.
of the particular school system involved.
The plan
step forward, but only a step_
There will be other plans in the futureHhAt will outdate
thifl plan, but it has served its purpose in trying to better the
edu(~ational
opportunities available for each and every elementary
child.
1
Edward T. Ladd and William. C. Sayres, oocial Aspects of
~~ation: A Casebook, (Englewood Cliffs, New Jersey:
Prentice-.t1all
lnc., 1962), p. 222.
CHAP'rER VII Examination of a Few .t!OXisting Ungraded .plans
A.ppleton, Wisconsin's Plan
appleton, Wisconsin, a city of 50,000
has
a continuous
progress plan that breaks with the chronological lockstep of education and the traditions of September to June grade evaluation.
This plan is "homegrown and executed at no additional cost and
is disaraingly simple. n1
~eginning
with the first grade they enter on a three-
yeaI' program under which they are '.not given grade labels, but
are sxpected to complete an impressive academic program during
the three-year bloc.
.Parents are kept informed of their childrenis
strElngths and weaknesses through a minimum of two parent-teacher
conferences and a mid-year progress report.
of
110
This report consists
numerical or alphabetical marks and contains no endless
chel)klists of social and emotional characteristics.
It simply
desl::ribes with brief clarity the child's performance in relation
to his capacity.
After the three-year primary school, Appleton children
ent'er the three-year program of the intermediate school.
most
~portant
a
continuing batter,y of achievement te&ts enables
the teacher to pinpoint the child's abilities, failures, accomplishments and potential.
During the final year in the intermediate
school, the student participates in the parent-teacher conferences.
1
Arthur D. Morse, ;;>chools of Tomorrow-Todays A. Report
.Q!..,J!iducational Experiments, \Garden City, New York: Doubledq
and, Company, Inc., 1960), p. :;0.
After the seven years, most children enter the junior
high, but those who reveal immaturity or academic deficiencies
may remain in either the primary or the intermediate bloc for an
extra year.
This decision is made before the end of the term to
enable the child and his parents to adjust to it.
A
discussion
is held between the teacher and the parents and again with the
child so that the action is clearly understood and so that it
will accomplish its purpose of being beneficial for the child.
According to a study made of the continuous progress plan
at Appleton, less than one half of one percent of the students
remfun an additional year.
Before the plan went into effect,
Appleton's failure rate under the conventional graded school
sys'tem was in a range from five percent in the 1922-1935 period
to Ia.bout two percent in 1951.
Children on the continuous
prolgress plan,according to a battery of standardized achievement
tests,are outperforming their predecessors in graded classes and
are exceeding national norms in all subjects.
1
lndividual differences are recognized even before the
child is accepted for kindergarten.
Children whose fifth
birthd~
occurs before September 1) enter kindergarten automatically, but
special provision is made for advanced youngsters with ::>eptember,
Oct;ober, and November bi ~thdays.
arEI
The parents of these children
notified that testing for these underage children will take
pl!Lce to determine whether they are ready for school or not.
In 1959, 227 youngsters were examined and tested and of these
1
Ibid. p. 32.
106 were accepted for early admission to kindergarten.
A follow-up
.tu~
their high performance.
of the underage entrants revealed
Twenty-nine of the forty-six early ad-
mission students completing the elementary schools in Appleton in
1959 ranked in the first of four reading groups; ten were in the
second; seven in the third, and none in the fourth.'
Each child in Appleton's system has an individual skill
card,.
This is a four-page folder on which the child's scholastic
progress is charted.
I t breaks down the areas and skills to be
mastered, but it does not list any "target dates.1t
Entries are
made, by teachers when the skill is first introduced and later'
mastered.
It is a complete and vivid pioture of the ohild's
oontinuous progress as he passes from one teacher to the next.
There is no break in his learning, for at the beginning of each
new term the teacher simply )icks up where her predecessor ended.
"Appleton teaohers and prinoipals are disoovering the
SamE!
delightful truths that characterize experimentation allover
the United
~tates.
When children and teachers are free to probe
beyond limits eatablished by administrative oonvenience, their
potElUtial soars. It 2
An
example cited in the report on Appleton1s program
givEls a good illustration of what happens to the individual child.
I'There is a boy at the Foster 8chool who read fluently
while
kindergarten.
in
1
p. :53.
2Ibid• p. 54.
1 bid.,
"
when he began primary school his advanced
read:lng status did not embarrass his teachel1.
She assigned him
respc:>nsibili ties whioh put his talent to work without singling
him out obtrusively.
~erlodically
he reads a list of books lent
to his olass by the public library and oolleots them for return.
~his
boy is not held baok beoause the rest of his age
has :aot learned to read.
ahead on all fronts.
teacher,
group
un the other hand, he is not pushed
IHe is immature in many ways,
and he wants to remain with his group.'
i
says his
'His arithme-
tio ooncepts are not advanoed and he is unoomfortable with older
boys and girls.
,11
1
Another teacher was asked about her personal reaotion
to the program and she replied,
cally.
tI
I'm not oonsoious of June
success or failure."
I think it's wonderful psychologi~ore
as the month that spells
"We're oonoerned about progress during a
three-year. period, not about the ups and downs of a ohild1s
schc10ling during the next few months.""The skill cards enable us
to cive new work to the advanoed youngsters instead of Ibusy work'
to fill the time until the slower children catch up. ,,2
in summarizing the Appleton, Wisoonsin continuous
progress plan, Miss Martha Sorenson, the director of the city's
elementary education program states,
tiThe facts are, that ohildren
differ in mallY wqs." "The school must accept, respect and provide
for these differences.~·This simply means that educational machinery must be flexible, materials of instruction varied, the means
1
ibid., p. 33.
2
Ibid.,_ ,. 34.
for .Learning many and the practices in tune with what we know
about how children grow and de'felop.tt
1
1
Arthur D. Morse, ~chools of Tomorrow-Tod!ll A Report on
eriments, (Garden City, New Yorks vouble~ and
Company, inc., 1960 , p. 39.
~ucational
Marblehead, Massachusetts' Plan
Headlines were made when Marblehead, Massachusetts decided
to net up its ungraded Primary School.
·'Marblehead Drops Grades
1-2·· 3," was across the top of the local paper.
Marblehead has a
priIll&ry unit in which the child can go thi'ough in two, three or
fow:- years.
The work is tailored individually to the child's pace,
maturation and reading skill.
AS
their philosophy,the system cites top educational
and psychological reasonS
has "failed."
w~
you can not tell a small child he
In addition, even some of the brighter children
aren't motivated enough at six years of age to get off to a good
stw~t.
Boys generally are about one year behind the girls in
devE~lopment
gro'llth.
of the eye, ear, large and small muscles,and mental
The &\love reasons are just a few that Marblehead feels
call for the ungraded program.
others ares
Itlf you push a child into a complicated
expEtrience like reading too fast, ahead of his mental and physical
equipment it is like pushing him into \'later before he can swim-he ",on't go lrack."
1
At Marblehead there are twenty "levels" instead of grades
one,. two, and three.
The child progresses at his own rate and
simply ticks off his "levels" along the
w~.
I<.:ach ::ieptember
he sItarts off at the same level he left the previous June.
One exception is if a
child has not complete4 reading primers
(le\,el 10) by the end of the first school year, he starts over
1
A Modern Touch To Tbe Three R's, (Massachusetts Council
.I!'or Public Schools in cooperation with the Boston Globe, 1960), p. 4.
agajn in the fall.
Usually the teachers find these first ten
levElls are repeated quickly.
Reading is the sole measurement of progress at Marblehead,
wi th an exact test given to show pupil, teacher, and parent that
accomplishment has actually been made.
These tests are given
per:lodically.
" This testing at such refined levels leaves little
gue:9swork. 1I
ttl.
t makes everyone including the parents much more
aWare of exac tly where the child stands. ,,1
Report cards go out four times a year that simply tell
what kind of progress
~examplel
satisfactory, slow, or
unsatisfactory) each child is making,and at what level he is
making it.
"J.t gives any boy or girl confidence to be able
to see his achievement at each level no matter how slow or
fast his rate."
This is the fundamental difference bet-ween
this plan and that of other school systems.
~heir BYBte~
,
at Marblehead,of reporting indicates that they believe that
the: child, himself should be very much aware of where he
stsmds.
Marblehead Reading Levels 1 to 20 2
1. Levels 1 and 2 are in kindergarten ..
2. Levels 3 and 4 are reading readiness.
,.4.
Levels
Levels
5. Levels
6. .ueve1s
7. Levels
5 and 6 are pre-prl.mers.
1 to 10 are primers.
11 to 13 are first readers.
14 to 11 are second readers.
18 to 20 are third readers.
'.I.'he children in the primary uni ts also study language
\bid.", p. 4.
2J.bid., p. 5.
artel, penmanship, ari tbmetic, and spelling.; but the reading
pro~~a.m
is the decisive factor in finally graduating into the
fow:-th grade.
1
Teachers at Marblehead have their own opinions on the
program and the following are a number of quotes on the program
froln them.
"It is more accurate in showing where the child
stands and makes everyone aware of his progress."
"We no
lon,ger have any parents,who at the end of the year are suddenly
amazed to learn their child has 'failed'.~~In fact,there
is
no longer any point where you can sa::! a child has
In
I
failed.
"We feel that reading is basic to all education and any lack in
other subjects can easily be made up.
II
"It is
the ability and skill
to read that willenable children to progress rather than any
oth.er area."
Very few Marblehead children have gone through
the primary unit in two years.
Most of the children complete
it in three and some take four years and five years for completion.
1
1. bid. __ ,po
7.
MilwaUkee, wisconsin's
~lan
Milwaukee began operation of its first ungraded primary
school in 1942.
it was the pioneer of the entire Ungraded Primary
Schclol Plan movement.
'rhere are, as of 1961, ninety-seven elementary
sch()ols there that are ungraded.
The children in this system of
sch()ols are organized in the following
w~.
'l'hose of similar
chr()nololical age and emotional and social ma turi ty are kept
togf~ther
through the six semesters after kindergarten whenever
thilJ is posaible.
Progress of eacll child is recorded through a
series of reading levels on special cards which show the date
whe:Cl the advancement took place.
The primary school plan enters children in primary one,
or :p1 the first semester above kindergarten.
~ach child then
progresses through the fourth, fifth, sixth, seventh or eighth
semester as his case may demand, before entering the fourth grade.
Most pupils, however, are ready to enter the fourth grade after
six semesters of the primary unit.
Social progress and learning
are recorded and observed constantly.
Because each child is
pla.ced in a primary class according to his over-all maturity"
anc~
his particular needs rather than by his reading ability"
alclne., most primary school classes above P
seDlester groupings, such as p3-4
1
include several
or p 4- 5- 6•
Social progress and learning are just as important
as reading skill according to the system in Milwaukee and~theitore,
wOllid be criteria for
~ome
child needing extra semesters, or his
I. ,..
.,
,f'
.
'),
1 '
.,
,.'
.
-,
~.
""1
/'
, J
I
i
.....
,
,1
J
....
Ii
"
~
....
,
J
. .;
:
:~;
..
,0
-I.. !
l-
"
. , t ..~ ,\
.
- ,.
..
.
.! •• _.• l~
..
(
I""
',:'
-0
.'
L
1,-",
,j
l
('(",J
..
.J-.. ;
I"
'u
• l_
,
\'"
)
:
.'-'"
~
•
-I •
~
. -......
1
' .• "l.
.t.
"__
" .'C
..i..... ~ '.,."
..' t
, •
»,J /-
.' .i.'
., .
c,
"
,.,
, ).l.
"
.
': .:
:)"
.
'.
~
( .... '.-.J
11
L :.
'J
"
01_:
! 1
l'
H ..... "
1.,..1
" ,1
r,
--_
I ...•
, ."-~
(11
,)
.:...
...
.;
","
,
"
...1.1
<~I
. .,. ''.
.• \...1,
'
,
',):.1 ,
.,
r·
,
,.
"~ f:, .•
,..
,
,
ite!~
in this section are checked only when the child needs to
impJC'ove.
The primary school progress report card also carries a
rea1ling progress chart.
whi'lh of the twelve
'this chart is used to indicate on
developmental levels the child is reading.
'.the teacher keeps her own more detailed records on the child's
pro,gress in the various areas of the curriculum.in addition, she
keeps an individual reading record sheet listing books by levels
read by each child and the semester in which he read them.
'rhese records are important in enabling the teacher to determine
where the child should be taken in the reading program as the
next step.
Milwaukee parents are also able to assist their
child~n
on the program because they are presented with a list of things
they can do to help.
Helpful Hints For Helping Your Child At Home
1. Let your child know that you are interested in reading.
2. Read stories and books to him, especially those books in which
he is interested, but is unable to read for himself.
3. Once your child has leamed to read, listen to him when he brings
a book home, and share his enthusiasm and interest.
4. Listen attentively to your child and teach him to listen to you.
5. ~rich his reading through Visits to the library and bookmobile.
6. Set a good example by speaking clearly and using language your
child unders tands.
7. Encourage him to take part in family conversations and take
time to answer his questions.
8. Let your child know that you enjoy it when he talks about his
experiences with you.
9. Show your child that writing serves many purposes for you.
10 .. After he has learned how to write, give him opportunities
for writing notes, letters, name-tags, invitations. (Talk to
his teacher about the materials to be usea.) Also help him
with spelling problems at this point.
"1'--
~
,.t.
1•
.,
,,'
~-,.
V)
~
. .'
~
'v
,
, .L'
.
~'
~. ~
}
-(.~
'u'
-."'
"
.
'T
.,
.
,I
~
~_
C'
"
..
~
--
~ -~ \ .
l1
-J"
.i_ .• ,.J("':
(,,1~);].
\
., .
I .•
J.
-''',r
,
I'.'. .
(,
~,
'-.-:
,1
~
1
.,
...;
• I
~
f
!,
"
~.;'
I'
'-',
A
.
:1, "
'
J"
..
,'
."
-..i.
,j
,J
I
,I
-',
"
,
.-......
: •..;L.,
.rt
••
e,
1.
1:"
1
,
. '.
.
'J
"
1
...
; \'"
"
,)
lr
"J '
,~
,,'
.' )
J
• t:" ) :", .'.
le'
.,
;,:'.-
c~<'.cJ.-'
),
(~,)
,."
:Z:.s
1.;\:
J,
,j
".i.'
"
".,
~
'v
'~
· .• 1 "'!
'"
..... <'"
~
'
'"
,~
-.',
1
'--
"',
"".1
-.
,
r: 1 ,',
.'J.'
r!
.,
"
'
•
., .,
,,
I
.
"
."".
.,
., 1
.! '';;
,
L. '
'J
i'
,J.-
L
,.'
1 . ,',
L
•
"
.'..l ' ..C
.J."'
•
C 1.:'.:.'; :', - ' ; i::]
",1
,',
.,
.,
.c'·
.,
'l
,.'
,.
~
•
•
'"1
,J,
,
"
1
-'-J
,
"
,"
,
')
... ., .
. ' .,
,
.L
.,
·'0 -;
tT
:' ';'1
."
l~.' ,
.
' .• '
--~"
:()':"
~ :
'··l~ .•
,,
.."/,,,
v>'
-l-,'I'r\ •
, '
,
)
•
and should not attempt to teach reading, writing, arithmetic,
or any of the other primary school subjects.
could result in cont"usion for the child
on !Lis progress in school.
~arents
A
conflict of methods
and have detrimental effects
can provide enriching experiences,
hell) build proper attitudes, and promote a healthy interest in
sch()ol and school work.
The home can be a definite asset to
the school by reinforcing its program on the home front.
1958 Existing Ungraded Primar.y School Plans In the United States
Cali.fomia
1. Corona Unified School District
2. ~eryville Unified School District (Ralph Hawley ~chool)
3. Hawthorn ~lementary School District (Jefferson School)
4. Linda School District, Marysville
5. Los Angeles ~Ninth Street School
6. Pleasanton Elementary School District
Colc)rado
1. School District Number 11, La Junta (Lincoln School)
Flolt'ida
1. Hillsborough
~chools
ueo:rgia
1. Athens (College Avenue School)
2. Coffee County System • .JJouglaa
3. ~avannah ~ Charles Holmes Herty School)
Illinois
1. Chicago (Christ the King ~chool and Queen of Martyrs School)
2. District Number 89 Maywood, Melrose Park, Broadview
3. School District 163 Park Forest
4. villa Grove Community Unit District
Kansas
1. Common School District Number 120 Sedgiwick County
(Arkansas Avenue School)
Massachusetts
1. Marblehead
Mic:higan
1. l)earbofJl
2. l<"lint
3. Grosse Pointe
4. Pontiac
5. Van Dyke
Minn.esota
1. Independent
~chool
District Number 361 International
Falls.
MisElouri
1. 'l'exas County (Cabool l!.lementary School)
2. university Uity \Nathaniel Hawthorne School)
Mon·~ana
1. Billings (~stern Elementary bchool)
Nevada
1. washoe County School District, rteno
Ohio
1. Dayton ( About half of the
2. 1 oungs town
ci~'s
elementary schools)
t'ennsylvania
1. Aliquippa School District
1. cranston bchool uistrict \ william uutemple bchool
and .l.'.Idward b. Modes .::lchool)
1. Rock nill \winthrop Training bchool for Winthrop
\;ollege.
VeJ:'1Ilont
1. Hurlington (Adams and .1.ra Allen Schools)
w8.l3hington
1.
~e11evue ~chool District Number 405 \Highland ~lementary
School and Clyde Hill ~lementar,y School)
2. Edwards ochool District Number 15 (Maple Park Blementary
School)
Wisconsin
1. Apjlleton
2. Fond du Lac
3. Green :Bay
4. Milwaukee
5. Shawana Joint District Number 8 (Lincoln School)
51
Summary
CHAPTER VIII
In
1942 Milwaukee,Wisoonsin experimented with the Ungraded
Prims.ry Sohool Plan.
This plan proposed to let eaoh ohild progress
at his own rate of speed.
'l'he more advanoed ohildren were allowed
to melve ahead with no barriers and the slower learners were given
amplEI time to fully absorb and master basio skills before going
on to the next level of work.
The nongraded plan provides eaoh ohild with a three-year
bloo of uninterrupted time and permits the ohild to move to suooessi.ve levels at any time during the sohool year.
A child in this program is not threatened with failure,
instead he is oonstantly permitted to suooeed at his own rate,
not at the paoe set by a oalendar or "artifioial limit" oalled
a "grade."
The growth of the Ungraded t'rimary Sohool Plan is
•
phenomenal; but to date, through whatever pattern of organization,
we l:.ave only soratohed the surface of individualized instruotion.
In 1ihe sohool of the future, all children perhaps are going to
spend a far larger proportion of their time in "non-group"
lea]~ing,
in private researoh aotivities, at their own desks
indopendently working, in the library, and in other situations
whe:re they have a oertain degree of oontrol over their destiny.
ThilJ does not mean that the teaoher will oease to be important'
on "the oon trary, it will oall for a more professional teaoher
to ·eduoate the ohildren in their desires for suooess in their
sohool work.
Teaohing is an art.
......-r ..... ...,.·,.....r"l r-. •
.
\."
,',
"
.'1
y' "
1,
..,
J .•
..
,1'
. ~.::: '
1
).
;;,
1·
r'." .
.,
,
,,
'.
, )
r...,
•
.,.
'1"",,-
,,-:...;
,
.
"I'~"
"
"
..J.
• ....... j
.:c-lv
.t.,.
,,-
.,
,, .
;
i-"
..
,
.,~.
c
,.
,-.~
l'L,)-'_ ~c~~r
~.~
:. .. '
;
"
..
'
,,
',1
,
<1.,
.
.,
l; { ...) .,'
..
";.c.
j.
:)
'.i.-..)~';\"
., '"":,''''.....'" ,
•
,
/
,
.....
-l
I
"
In';:'~,
-'"
-, ,
('..-
.
.,..,.J. • •
....:..
,
.,
I "
"
.
~
"
.'
,,'
.
."
----.
r-i
~-
,ji
,
'
..
,-
,
'~
1T-"-,"'"
- ~.'
.,
.,
-'
'l~
/"
Ii
"
/ " , """' ....... :' I, ......
, ".
<
1'1'
'"
'"
I
~
,....,
'
.., r. 1' .... ,
"
.
"
),: ... : ~ v' -
)
;.
..., -II.
,
.'
~'_) ~
-.....I
'
bone
"".
0
) f ~/.'~~l~:i:' i·. . ,:·;,
-,-,...r06n
:.~:.:::~
·0'
i ,
,'
I ,
ro,.
!
~
•
,'"
°
,
,""1""1
.l'.,.,r
·~_l .~' ..... ;. +-
" ~-..!.,..,..
.•.. ~ !
..
,~; ~
~("
,
~c~>.c )]~
,
"
..
.,
.. ,,',...,...-0
..
.
,.
.,
""1 f"""\ ,-,.... ,
"
,.
I, ........ ...."
,"
1"1 r,
_-_"_,_ _ _ _ _'"x...
I ...
"
.
)
.,
, "1
I •
,
:
'.
.
"
f •
1
,
,~(''-''
r~
J..'
"
)
'~.,.
"' 1 ......... '
,..... .,
:"
I,
~,
J..
.;
.... "
rl"'l".
"
)'
,~
:
~
.J..
~
-,
".
..
~
I ,.. .... ,.
v I
< •
~.
J
'-
.
"
• ,r,'"
,
~
.
"t,-q
','
"
.,.
,
,)
I,·.,
1 I
J.'
,,
;
.
1_
.,
".
.;
~
"
.., ;,,'''''
l r-.' :. ")'
,
,0-
,
~]
... ,.1
):
l.
1
] .
"1'~
(,...,
,
.
·:~~·.r~1
t,~
"""\ J 'L
,:.
,...,.
, 1 C::,
"""~~--~ -
---'-,--.-
c '
.f
,'C"
n,
')
"
.'
---_.
.'
,
....,;',....
APPENDIX A
LEVEL
READING PROGRESS
DATE
1. As children progress from Level I
to Level 12 the reading material
becomes more difficult.
2
3
4
I
I
I
1
5
I~-=--=-= _~_==i
I
67 ______________________
__
2. The latest date indicates the level
on which the child is reading.
3. A conference between the parent
and the teacher is desirable.
B
------~--
9
PROGRESS REPORT
Primary School
--------------------- - - - - - - - - 10
11
To the Parents:
The educational welfare of children and youth is
best served when there is complete understanding and
cooperation between the home and the school. As a basis
for such understanding and cooperation, the school prepares this report on your son's or daughter's progress.
It will be sent to you three times each semester.
This report records student achievement. It also presents the best judgment of the school as to the growth
that has taken place in those personal characteristics that
make for good citizenship in the school and community.
It is hoped that parents will find time to study this
report carefully. You are invited to confer with principals
and teachers. The school will appreciate any comments
from parents that will assist in meeting the needs of individual children.
12
I
I!
MILWAUKEE PUBLIC SCHOOLS
Remarks:
Date
!
~""O<C~~
Superintendent of Schools
Principal
I have studied this report.
1. _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
2. _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ __
Teacher
School
School Year 19__ 19_ Semester _ _ _ _ _ _ __
3. _ _ _ _ _ _ _ _ _ _ _ _ __
Classification Next Semester_ _ _ _ _ _ _ _ _ _ __
Parent's Signature
IORP - 9- 62
Name
__~~~_1__ 2_-=_1
PERSONAL AND SOCIAL GROWTH
Wherever you find
C!
SEMESTER ABOVE KINDERGARTEN
3_~1_~.
4
1___1__-/--7-18
5
6
-
GROWTH IN LEARNING AND SKILLS
Meaning of Marks:
check (\/), your child needs to improve.
C-Is making good progress.
D-Needs to improve.
This form of progress report covers a period of at least three years
in the primary school. It takes time to recognize the learning power of
each child. In these early years, growth may be rapid during one period
and slow during another. Therefore, it seems wise to use a narrow marking system - 2 symbols - until the growth and power can be more
definitely determined. In the beginning each child will be marked in
some areas but not in others.
Report Period
123
HEALTHFUL LIVING
Practices good health habits
Observes safety rules
READING (See Progress Chart on Back of Card)
PERSONAL DEVELOPMENT
Shows readiness for reading
Reads with understanding
Is acquiring needed reading skills
Reads independently for pleasure
Reads independently for information
Plays well with others
Respects rights of others
Observes rules and regulations
LANGUAGE (Speaking, Writing, Listening)
Shows growth in self-control
Accepts responsibility
Follows directions
Shares ideas and experiences with others
Expresses ideas clearly
Responds well to stories and poetry
Is a good listener
Is acquiring skill in handwriting
Is acquiring skill in spelling
Writes his own stories and letters
Completes work begun
ARITHMETIC
WORK HABITS AND ATTITUDES
Works well independently
Uses numbers with understanding
Reasons well in solving problems
Is acquiring number facts
Works well with others
Your child shows special interest in areas marked (Xl.
ATTENDANCE
2
Report . Period
2
3
3
2
Doys
Times
ABSENT
TARDY
3
~I
Arts and Crafts
Music
Stories and Poetry
Science
Social Studies
Physical Education __
Pupil
Level 8, Easy Second
Level 9, Hard Second
Level 10, Easy Third
, Sem
AB _ _ Town and Country
Sem
AB _ _ Magic Windows
Sem
AB _ _ Story Caravan
AM _ _ Down Singing River
AM _ _ Over a City Bridge
AM _ _ Open Doors o
AM _ _ Beyond Treasure Valley
BM _ _ Meet Our Friends
BM _ _ Foolish and Wise o
BM _ _ Our Good Neighbors
GN _ _ Finding New Neighbors
GN _ _ We Are Neighbors
GN _ _ Around the Corner
GN _ _ Ranches and Rainbows*
HM _ _ Come Along
LA _ _ Story land Favorites O
HM _ _ Looking Ahead
HM _ _ On We Go
LC _ _ Stories From Everywhere
LA _ _ Doorways to Adventure O
LC _ _ Down Our Way
LC _ _ Just For Fun
MC _ _ Good Times Today
MC _ _ It is a Big Country
MC _ _ Today We Go
MC _ _ Buster the Burro o
MC _ _ Skippy the Monkeyo
RP _ _ It Happened One Day
RP _ _ Down the River Road
SF _ _ Friends and Neighbors
MC _ _ New Friends and New Places
MC _ _ Susan and the Sheepo
MC _ _ Robin Fly South°
MC _ _ Mrs. Talky and Jim SpotO
MC _ _ The Princess With a Dirty Face o
MC _ _ On a TugboatO
MER_Happiness Hill o
SF _ _ More Friends and Neighbors
SF _ _ What Next
RP _ _ Friendly Village
RP _ _ Neighbors on the Hill
RP _ _ Through the Green Gate
SF _ _ What Next Part 1*0
SF _ _ What Next Part II*o
SF _ _ Streets and Roads
SB _ _ In New Places
SB _ _ With New Friends
WN _ _ Along the Way
*
WN _ _ Friends All About
ST _ _ Little Lost Bobo
WN _ _ The Story Road
WN _ _ People on Parade*
* New Editions
o Independent-Enrichment
SB _ _ From Sea to Sea
S _ _ Story Camival*
WN _ _ Faraway Ports
WN _ _ Into the Wind*
Pupil --- ---------
...".1
11, Hard Third
Sem
AM _ _ Along Friendly Roads
AM _ _ Open Roads o
Le"el 12., Independent and Transitian
Sem
GN _ _ Fun and Fancy
MER _Treat Shopo
BM _ _ Fun All Around o
RP _ _ After the Sun Sets
GN _ _ Friends Far and Near
SF _ _ Just Imagine
HM _ _ Climbing Higher
LC _ _ Once Upon a Story Time
MC _ _ Good Times Tomorrow
MC _ _ Good Times Together*
MC _ _ Who's Afraid o
MC _ _ Stories For Fun o
MC _ _ George and Herbert O
MC _ _ A Cat Becomes Con ten ted O
MC _ _ Sandy in the Green Mountains o
RP _ _ If I Were Going
RP _ _ Five and a Half Club
SF _ _ More Streets and Roads
SF _ _ Tall Tales
SF _ _ Tall Tales Part 1*0
SF _ _ Tall Tales Part II*o
SB _ _ Over Hill and Plain
ST _ _ Chippy Chipmunk's Vacation
WN _ _ Enchanting Stories
WN _ _ Across the Valley*
* New Editions
o Independen t- Enrichment
420R - 1·62
Pupil __
PRIMARY READING RECORD
School
MILWAUKEE PUBLIC SCHOOLS
Teacher Pi
P2 ___ _
I
PS
P6 _ __
P3 _ __
P7
P4 _ _ _ _ _ _ _ _ _ __
P8 _ __
AB
AM
BM
GN
HM
LA
LC
MC
ALLYN BACON
AMERICAN
BOBBS-MERRILL
GINN
HOUGHTON "I FFL IN
LAIDLAW
LYONS CARNAHAN
MAC MILLAN
MER
RP
SF
SB
ST
wN
1'10
MERRILL
OLD AND NEW EDITIONS
ROW PETERSON
SCOTT FORESMAN - OLD AND NEW EDITIONS
51 L VER BURDE TT
SINGE R
STECK
wiNSTON
WORLD
Level 3, Pre-Primer
Level 3, Pre-Primer (cont'd)
Level 4, Eosy Primer
Sem
AB _ _ At Home
AB _ _ Here and Near
AB _ _ Here and Away
Sem
MC _ _ Splash
MC _ _ Tuffy and Boots
MC _ _ At the Lake
Sem
AB _ _ At Home and Away
AM _ _ On Our Way
AM _ _ Time to Play
AM _ _ All in a Day
BM _ _ Don and Peggy
BM _ _ Come and See
BM _ _ Here We Play
GN _ _ My Little Red Story Book
GN _ _ My Little Green Story Book
GN _ _ My Little Blue Story Book
HM _ _ Tip
HM _ _ Tip and Mitten
LC _ _ Three of Us
LC _ _ Play With Us
LC _ _ Fun With Us
LC _ _ See Us Come*
LC _ _ Let Us Play*
LC _ _ See Us Have Fun*
GN _ _ Come With Us
GN _ _ Little White House
SF _ _ We Look and See
SF _ _ We Work and Play
SF _ _ We Come and Go
HM _ _ The Big Show
SB _ _ Bill and Susan
SB _ _ Under the Tree
LC _ _ Ride With Us
LC _ _ See Us Ride*
ST _ _ Daffy
MC _ _ Ted and Sally
WN _ _ Mary and Bill
WN _ _ Mac and Muff
WN _ _ The Twins, Tom and Don
WN _ _ Going to School
MC _ _ The Christmas Tree o
MC _ _ Snow o
MC _ _ Mr. and Mrs. Bigo
MC _ _ The House In the Woodso
WN _ _ Come Here*
WN _ _ Stop and Look*
WN _ _ Go Up*
SF _ _ Guess Who
SF _ _ Fun With Dick and Jane
ST _ _ Who Are You?
ST _ _ Daffy
WO _ _ Up and Down
WO _ _ Bing
WN _ _ At Play
WN _ _ Come With Me*
* New Editions
o Independent-Enrichment
)
Pupil
LeY.' 5, Hard Primer
Leve' 6, Easy First
Level 7, Hard First
Sem
AB _ _ Our School
Sem
AB _ _ Our Town
Sem
AB _ _ Fields and Fences
AM ___ Open Windows o
AM
~. __ Up
the Street and Down
AM _ _ Around Green Hills
OM _ _ Days of Fun
GN _ _ On Cherry Street
BM _ _ Our Happy Ways
BM _ _ Sunny and Gayo
GN _ _ Under the Apple Tree
LC _ _ Happy Times
GN _ _ Open the Gate
HM _ _ With Jack and Janet
MC _ _ On Four Feet
HM _ _ Up and Away
LC _ _ Many Surprises
RP _ _ I Know a Story
MC _ _ Two Boys and a Tree
SF _ _ Our New Friends
SF _ _ We Three o
MC _ _ Willie the Duck o
MC _ _ Three Little Elephants O
MC _ _ Tobyo
MC _ _ The Open Window o
MC ~_Tommy Little
RP _ _ Day In and Day Out
RP _ _ Wishing Well
SB _ _ Through the Gate
S _ _ Story Wagon*
ST _ _ Where is Cubby Bear?
SB _ _ Down the Road
MER _ _ Merry-Go-Round o
S _ _ Story Time*
RP _ _ Round About
RP _ _ Anything Can Happen
ST _ _ Watch Me
WN _ _ I Know a Secret
WN _ _ Away We Go*
s __ Story
Train*
ST _ _ Downy Duck Grows Up
WN _ _ Fun in Story
WO _ _ The Big Surprise
WO _ _ Betty and Bobby
• New Editions
o Independent-Enrichment
WN _ _ Good Stories
Ba II
State
Teachers
College
Muncie,
Indiana
Department of Education
Psychology and Special Education
Telephone: 285 -
5328
Memo to:
Dean Fallon
From:
Ruth Hochstetler
Date:
May
3, 1963
I recommend that Nancy Lee Cambridge be given a grade of A
for her Senior Honor Thesis, I.D. 499.
School Plan."
The title is "The Ungraded Prima.r,y