HISTORY OF THE 0SCEOLA STREET SCHOOL

In the fall of 1957, the Leon County Superintendent established center for exceptional children. The center was housed in a rented facility located at the corner of Osceola and Main Streets.

The staff consisted of Mr. John Fitz, principal, Mrs. Emma Brooks, teachers Mrs. Vivian Brooks and Mrs. Christine Jenkins spent one-half day at the center as teachers of homemaking and arts and crafts respectively Pro Fitz taught academic work to the older group of children. Mrs. O. Brooks taught the academic work to the younger children. The older boys were transported to Lincoln High School for the afternoon where they received instructions in industrial arts. The older girls received instruction in homemaking at the center. The younger group received instruction in arts and crafts at the center.

Mrs. Emma Brooks also gave remedial reading instruction to a group of children from the Bond School.

In 1958, the center's staff was reorganized. Mrs. Vivian Brooks, Mrs. Clarissa McFadden and firs. Christine Jenkins were the teachers. Mrs. McFadden taught all areas full time at the center. Mrs. brooks taught homemaking at the center in the afternoons. Mrs. Jenkins taught academic work in the mornings. Both Mrs. Brooks and Mrs. Jenkins served hospitalized children also.

During the year 1958, the Osceola Street School participated in the School Improvement Project. Our main problem for the year was securing hot lunches on the school campus. Mrs. Effice Rogers, a parent, was our study leader. Through the efforts of the study group, we were able to

Secure transportation for the children to the lunchroom at Bond School.

In the year 1959, Mrs. Dorothy Richardson joined the staff parts time she also served as a remedial reading teacher at e' regular school. This year, the school program scheduling was reorganized since we were confronted with truancy and general school adjustment problems. In an effort to better alleviate these problems, we scheduled the enrichment program offerings for the morning hours, and reserved the afternoons for the more disciplined activities/

To lessen the children's' restlessness and to secure a more overall view of the child, we allowed the children to move to different teachers for their academic works The children seemed to prefer this type of scheduling

During this year and under this mode of operation we were better able to continually evaluate the children and to more readily determine the need for grouping changes

It was also during this year that we chose the following problem for study "Improving Reading in Subject Splatter areas and in the Arts and Crafts. Mrs. Vivian Brooks was our group study reader.

In 1963 our staff was a total carryover from the previous year. Teachers concentrated our study efforts on the development of a curiculum for the mentally retarded. We also did an informal evaluation of our school program based on ratings of our pupils. Wa initiated an experimental school work program for suitable candidates.

This year of 1961-1962 finds us engaged in a formal self-study as part of our county effort. lie must also plan for decentralized services for the exceptional children of this count 7