USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1951-1955 > Part 21
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Respectfully submitted, Art Supervisor
Testing and Remediation
To the Superintendent of Schools:
Standardized tests, both those which measure mental development and those which measure academic achieve- ment, provide the means for the comparison of the growth of children in a particular group against the measuring stick of others throughout the nation. The true value of standardized tests is achieved only to the extent that the test results are carefully scrutinized for the purpose of discovering particular elements of success or failure.
Dr. Sherman Tinkelman, in the pamphlet, Are Your Basic Skills Showing? in explaining certain character- istics of appraisal as guidance says :
The chief value of testing will lie in its regularity. A one-shot testing program may help solve the immediate problem, but usually provides insufficient information for a program of continuous guidance and instruction. Ad- ministration, supervisory and teacher planning are likely to be most effective when based upon regular appraisal of the growth and development of the child. On the basis of such a program of testing, the elementary school will be in a better position to determine the effectiveness of its program of instruction.
169
SCHOOL COMMITTEE
Our testing program in Lincoln is not that of the 'one- shot' variety; it continues with regularity. Well over fifty new students have been tested for mental develop- ment and academic achievement this year as an aid in placing each of them in his proper group. Consistent with our practice, only the most extreme cases were accelerated or retarded, for we hold that social develop- ment and physical maturity are equally important with intellectual development. Through an enriched program and varied experiences the capable child is challenged and frustration is minimized for the slow maturing boy or girl.
Because the results of several tests should be con- sidered, instead of judging a child on the result of a single test, the California Achievement Tests were sup- plemented, in the spring of 1952, with the Gates Read- ing Test for grades four through six, and the Coopera- tive English Test for grades seven and eight. The results generally were favorable as the following figures indi- cate.
Grade four
Gates
Grade five
6.3
Grade six
6.5
Grade seven
Coop. Eng. 66
Grade eight
Average Speed of Comprehension Grade 5.0
Median Percentile 76 66
This year our plan is to progress one step further. Grades four through six will be given the Gates Reading Test while grades seven and eight will again have the Cooperative English Test. Further assessment will be made of mental development in the Third grade from results of the Kuhlman-Finch Intelligence Test. In the sixth grade we plan to administer the Otis Quick-Scoring Mental Ability Test.
We have an understanding this year with the Guidance Departments of both Weston and Concord. They have agreed to accept the results of our own tests instead of
170
EDUCATION AND RECREATION
asking their freshmen, from Lincoln, to take two different batteries of their own choosing. This will facilitate the transition to high school and be less confusing to the students.
The whole school testing program will remain as finally established this year. Thus, by the time the student has finished the eighth grade, there will be the results of four mental development tests by which to judge him, including the Binet in kindergarten, and a complete bat- tery of achievement test results from year to year which will show his progressive achievement.
The following report was submitted to the School Com- mittee in June, 1952, together with other pertinent data.
Facts to Be Noted
1. The school average has remained the same for all three years of the testing program - at the 66th percentile - or sixteen points above the national average.
2. The low averages have shifted from arithmetic fundamentals to English and Grammar. The change in the latter may be accounted for by the fact that Spelling is now rated separately. The graph shows Spelling to be quite high, except for the sixth grade.
3. The medians run higher than the averages shown on the graphs where the very low scores of a few pulled them down. In no case was any median below the 50 percentile except mathematics in the sixth grade and English in the first. As little or no formal English is taught in the first grades in Lincoln, this is no great cause for alarm.
4. There is cause for concern, however, in the steady decline of the sixth grade (seventh in 1952-1953) . The cumulative records give two clues as to the cause of the poor attainment in this group.
a. The group was unusually large (over forty) in grades one through three; and there were two
1949-1950 Averages - as of May 1950 for Grades 1-7
-99
Vocab- ulary
Compre - hension
Arith. Reas 'g
Arith. Fund .
Grammar
Total
99-
-90
90-
-80
1 -* - x
x
80
-
O
·
*
× - .
_70
٩
*
.60
-
60-
-50
50
-40
40-
.30
30-
-20
Total School Average is 67 %ile
Legend
Grade I . . .. . .
Grade 4
Grade 2 -x-
Grade 5 -
Grade 3 ....
Grade 6 ----
Grade 7 -
0
1 171
-
·
70-
-
-
.
National Norm.
.
...
1
20-
-10
10
x
O
.0
O
.
-.
---
1950-1951 Averages ~ as of Moy 1951 for Grades 1-7
99 .90
Vocab- ulary
Compre - hension
Arith - Reas'g
Arith. Fund.
Grammar
Total
99-
90.
.80
80-
70
×
x
0
OX .
160
60 -
-- 50
50
National Norm.
_40
40-
.30
30
_20
20
Total School Average is 66 % ile Legend
Grade ! . . . . . . .
Grade 4
Grade 2 -+-
Grade 5 -
-
Grade 3 o o o
Grade 6 -
--- -
0-
Grade 7 --.
- X
.
70
-
x020.0
-
*
.
10.
- 0
1951-1952 Averages - as of May 1952 - for Grades 1 - 7
-99
Vocab- ulary
Compre - hension
Arith. Reas'g
Arith. Fund.
Grammar
Spell - ing
To tal
99-
-90
90-
-80
.-
.
* - .
: -.
-
-70
xo
-
-
+
4
-
-
- 60
+
Ox
50
t
National
Norm.
-40
40-
-30
30
Total School Average is 66 %ile
Legend
Grade 1 . ..
Grade 4
Grade 2 ·
Grade 5 --
Grade3 0
O
Grade 6
i -0
Grade 7 ---
0-
/
.
.
.
.
.
70 -
0
.
o
o
.
.
50-
-20
20
-10
10-
X
08
174
EDUCATION AND RECREATION
different teachers in both grades four and five . (a half year each) .
b. There are eleven children who are from five months to a year under age for the grade.
For these reasons the seventh grade will require our special attention during the coming year.
5. The charted graphs for 1951 and 1952 show that grade one of 1951 has gone up from the 67th per- centile to nearly the 76th percentile in grade two for 1952. The median for this same group in 1952 was at the 80th percentile, again showing how the very low scores of a few can pull down a class average. Our special groupings this year no doubt played a great part in this improvement.
The remedial or development reading groups (1951- 1952) were comprised of seventeen pupils in grades five through eight The last half year five first graders were added to the list as we were able to return five of the older pupils to their regular classes Testing in January showed that this move was warranted. Subsequent test- ing in May showed that the attainments of these five older students were not only sustained, but improved upon with one exception
When the results of the May tests were tabulated the following facts were disclosed.
1. The average gain in reading for the group of sev- enteen was 1.9 years. The highest single gain was 4.2 years and the lowest was for one individual who appeared to have made no gain.
2. The average gain in spelling was 1.6 years. The highest single gain here was 4 years (the same individual who appeared to make no gain in read- ing). Only one pupil made less than a year's gain in reading.
In September of 1952 new groups were formed which included seven third graders (who improved so rapidly that they were returned to their regular classes, after
175
SCHOOL COMMITTEE
four months, where they are doing good work as reported by their teachers), six fifth graders, and five sixth graders.
A new group of fourth graders, in need of assistance, will be formed immediately upon their arrival in the new building. They had been receiving help from the primary teachers on Wednesdays until the first grades returned to a regular five-day week.
The seventh grade students are receiving the extra help they need for the development of skills in reading.
Respectfully submitted, Supervisor of Testing and Remediation
Music
To the Superintendent of Schools :
The following report covers the music program for grades 1 through 8 from September 8, 1952 to December 31, 1952.
Music is no longer considered a "frill" in the school of today but a vital part of the educational system. Since education is living as well as preparation for life, the music we study in school today is the music we will be singing when school days are over and we are adult mem- bers of the community, participating in the community chorus and church choir. Or, having grown to love music through pleasant associations in school, the individual will be a more appreciative and ardent listener through- out life.
The program in the primary and elementary grades can be broken down into five divisions, which, of course, are graduated according to level. These are: singing, listening, dancing, creating and reading. At all levels,
176
EDUCATION AND RECREATION
emphasis is placed on the singing of good folk songs, appropriate to the age group, or suitable for all ages. Listening is developed through hearing each other's sing- ing, instrumental music, phonograph records, becoming familiar with the great composers and attending con- certs. Folk dancing has been carried on in Grades I through III and folk and square dancing for Grades IV through VIII. Tonettes introduced in Grade III have proven an aid in learning to read music. Part singing has been started at the fourth grade level.
An attempt is made to stimulate the children's interest wherever possible. Using a wide variety of books from which to draw their songs offers them a more interesting collection of music. Accompanying their singing when possible by the auto-harp or by instrumentalists from their own classes has given them a satisfying experience. Using such percussion instruments as the claves, maracas and dance drum encourages them to digest more readily the rhythmic aspects of music theory. Including several different activities and attempting to initiate new ac- tivities into each lesson has enriched the musical ex- perience.
The instrumental program has been expanded. Six teachers are giving private and group lessons to the school children four afternoons each week, and in addi- tion, one day is devoted to piano lessons for children in the Center School. Instruments being studied are : piano, violin, guitar, auto-harp, recorder, clarinet, flute, trumpet and trombone. Children in Grades II and VIII are par- ticipating in the program, which now includes 70 stu- dents. A beginner's band of 25 has been organized. The instrumentation is fairly well balanced. This group in- cludes children in Grade III through VIII and meets at 8 :30 A.M. for an hour once a week.
The United Nations, Thanksgiving and Christmas pro- grams have given others a chance to enjoy our work. The cooperation of the school staff and parents has been most gratifying. We are looking forward to our Gilbert
.
177
SCHOOL COMMITTEE
and Sullivan opertta, folk festival, instrumental concert and piano recital in the Spring.
It is strongly recommended that a music series be adopted, with the hope that this will enable the children to learn to become better music readers through a plan which is graduated to their particular age level.
Respectfully submitted,
Supervisor of Music
Physical Education and Sports
To the Superintendent of Schools :
A well-rounded program of physical education activities was provided for the pupils of the Lincoln Public Schools. The program was based upon recognition of individual differences, was wide in range, and was adapted to meet the needs and interests of the students. The activities engaged in were based upon seasonal sports with equal use of facilities for boys and girls. Tennis, football, soccer, basketball, kickball, tumbling, softball, baseball, newcombe, badminton, and volleyball were a few of the sports enjoyed by all. Each child has a chance to lead according to his merits, and follow according to his will- ingness. It can honestly be stated that no child had "spectatoritis."
Grades 1 - 3 have one 35-minute period a week with the physical education instructor plus daily play periods with their homeroom teachers. Large muscle-building activities, creative activities fundamentals of catching, throwing, and tumbling are taught. Through these ac- tivities self-confidence, poise, coordination, and the enjoy- ment of physical exercise are acquired.
Grades 4 - 6 have two 45-minute periods a week with the physical education instructor plus play periods with their homeroom teachers. They have games of low or-
.
178
EDUCATION AND RECREATION
ganization such as newcomb, kickball, dodgeball, and other games. Individual games such as ping-pong, bowl- ing, checkers, and chess are provided for the children's enjoyment. Self-testing activities, tumbling, and rhyth- mic activities are provided. Our aim is to develop the large muscles, to improve coordination and agility, and to teach basic skills in some of the sports.
Grades 7 and 8 have two 45-minute periods a week. They have games of higher organization such as baseball, football, soccer, speedball, basketball, volleyball, and the like.
Rhythmic activities, which include square-folk dancing and social dancing are also stressed. Tumbling is car- ried on in a more advanced degree as well as individual sports. We seek to develop sportsmanship, team work, leadership, cooperation, and the enjoyment of play in all our activities.
After school sports are conducted on an intramural basis. Here children have a chance to practice skills learned in their physical education classes. Our intra- murals consisted of football, soccer, kickball, newcombe, and volleyball games. The teams were chosen according to classes.
In inter-scholastic sports Lincoln was fortunate to win the National League Pennant but lost the world series to Concord. Basketball was played by both girls and boys and they did very well, considering the lack of facilities ..
Recommendations :
1. A full time Physical Education instructor for girls.
2. Smaller classes.
3. Field hockey for girls.
4. Building of a sports library.
5. Insurance for all.
Respectfully submitted,
Director of Physical Education
179
SCHOOL COMMITTEE
Report of the Kindergarten
To the Superintendent of Schools :
The Town of Lincoln has had a kindergarten now for nearly a decade. During this time, kindergarten enroll- ment has fluctuated from a beginning of twenty-five pupils to a current enrollment of seventy-two. It has obviously become necessary to have more than one group of children and more than one teacher. Group divisions were effected several years ago. Further division was necessary last year at which time an additional teacher was appointed.
I am familiar with the objectives of the Lincoln kin- dergarten in past years, but it appears safe to assume that they did not differ greatly from our current ones which are helping the child to
1. Think and act for himself
2. Feel at ease with the group
3. Work and play with other children
4. Be able to handle mediums for expression
5. Be ready for first grade experiences.
These are carried out through the activities of the daily program which, though varied and flexible, generally follows this pattern :
1. Conversation period
2. Constructive work
3. Story time
4. Snack and rest
5. Music
6. Outdoor play.
In conversation period the children learn how to take turns talking in group discussions - being patient and thinking of each other are important outcomes. At this time pertinent subject material is brought up by the children which leads to a wealth of experiences, of which the following may be mentioned : the seasons of the year,
180
EDUCATION AND RECREATION
airplanes, trains, buses, and buildings. The topic of the day is generally carried through to the constructive work time, during which children learn how to handle clay, tools and materials required in easel painting, finger painting, and to work at the carpenter's bench. These help in developing small muscles so necessary for later work.
Story time is important as the children become ac- quainted with many characters and situations as well as enrich their vocabulary. Music, stories, and art media: are all closely correlated with the science or social studies being discussed. Simple excursions, such as walks in the surrounding woods, and frequent trips to the beginning construction of the new school addition, gave the children chances for first-hand observations. Throughout the ac- tivities, the children are helped to develop respect for others' ideas, rights, and privileges, cooperativeness, shar- ing in all phases of work and play, self-discipline, think- ing for themselves, listening to and following directions.
The whole program is a readiness program - readiness for the more formalized program involved in adhering- to more definite schedules and following mass patterns of behavior and working by oneself with others in the room participating in various activities, versus the readi- ness program of grade I which is more synonymous with reading. Even in the latter instance, we provide an in- · troduction to reading readiness toward the end of the year as dictated by the needs and abilities of the children at that time. Social and emotional development are closely watched and every effort is made during the kindergarten year to prepare the children for the formal education of the years ahead and the parents for their return to the primary school.
Prior to his entrance and during the kindergarten year every child is given a psychological test and a physical examination. These, along with the information blanks that every parent fills out before school entrance and other pertinent material, constitute the beginning of a
·
181
SCHOOL COMMITTEE
file folder which follows the child through his elementary school years.
Respectfully submitted,
Teachers of Kindergarten
School Nursing and Health
To the Superintendent of Schools :
I hereby submit my annual report of school nursing for the period ending December 31, 1952.
Schools have been visited daily. Weighing and measur- ing was done twice, and scalps were examined frequently. I assisted Dr. Randolph Piper with physical examinations in kindergarten (a.m. group) and grades V. Due to the pressure of work, Dr. Piper was unable to continue physi- cals, although I was expecting and waiting for him on several occasions. Arrangements were made for the en- tire faculty to go to Middlesex Sanitorium for chest x-rays.
Our kindergarten children and those new to first grade attended our Well Child Conference, where they were examined by Dr. John A. V. Davies, and received triple innoculations and vaccination as necessary.
There have been 233 office calls for treatment or advice ; 67 pupils were taken home; and 209 home visits were made to check on causes for absence.
There was no severe injury or accident during this year.
The schools closed two days in March because 143 pupils were absent due to many cases of measles, virus infection, grippe, and severe colds.
During May I had the Massachusetts Vision Chart, also the Maico Audiometer from the State Department of Health: since we could have these for one week only,
182
EDUCATION AND RECREATION
not all pupils were examined. Taken first were those re- ferred by a teacher.
Examined 287
Defects (eyes) 4
Defects corrected 2
Defects (ears) 1
Defects under treatment
1
Among our pupils there have been :
Measles 291
Chicken pox 29
Whooping cough
4
Mumps
2
The dental clinic held two meetings a week. We lost Dr. Harold Ehrlich to the Navy, but were fortunate in having Dr. David Farrell come to us in June. He is carrying on with the very fine work our dental clinic has established.
At present our pupils are enjoying good health. Thanks to a good group of teachers and a fine superintendent to work with, the year's activities have been a pleasure.
Respectfully submitted,
MARION N. OBER, R.N.
183
SCHOOL COMMITTEE
SCHOOL CENSUS
A. Distribution of Minors
by Age and Sex
5 yrs. or over
7 yrs. and under 16
October 1, 1952 and under 7
1. Boys 71
215
2. Girls 62
199
Totals
133
414
B. Distribution: Location
1. In public Day School ... 119
362
2. Other
......
3. In private schools 13
50
4. Not enrolled in schools 1
1
5. Special - Elementary ......
1
133
414
VOCATIONAL SCHOOL ENROLLEES October 1, 1952
1. Arthur A. Hansen Trade School. 1
TUITION PUPILS ATTENDING SECONDARY SCHOOLS Outside of Lincoln October 1, 1952
School
9
10
11
12
Totals
Concord
11
19
17
11
58
Weston
9
10
4
7
30
Other
1
1
1
0
3
21
30
22
18
91
SCHOOL STATISTICS
Membership by Rooms and Grade December 31, 1952
Grade
Teacher-Room
Boys
Girls
Totals
Kdg.
Mrs. Warren
10
11
21
P.M.
Mrs. Warren
8
10
18
A.M.
Miss Owen
9
7
16
P.M.
Miss Owen
9
7
16
71
-
-
-
A.M.
184
EDUCATION AND RECREATION
I
Miss Johnson ....................... 16
12
28
Mrs. Booth
17
14
31
59
II
Miss Wilson ..........
15
12
27
Miss Gavel
13
11
24
51
III Mrs. Heaton
10
7
17
Miss Antonangeli
10
11
21
Mr. Sapienza
11
7
18
56
IV
Mr. Johnson
14
15
29
Miss Fenno
11
15
26
55
V
Mrs. Flagg
12
12
24
Miss Morey
11
12
23
47
VI
Mr. Czarnowski
11
11
22
Mr. Pappas
14
8
22
44
VII
Mr. McVinney
9
13
22
Mrs. Paranya
10
9
19
41
VIII
Mr. Berger .....
16
16
32
32
20
TOTALS
: ............... 236
220
456
TUITION PUPILS ATTENDING SECONDARY SCHOOLS
Outside of Lincoln October 1, 1952
School
9
10
11
12
Totals
Concord
.....
11
19
17
11
58
Weston
9
10
4
7
30
Other
1
1
1
0
3
21
30
22
18
91
AGE - GRADE TABLE October 1, 1952 Ages by Sex
Grade
B
G
BGB
G
BG
B
G
BGB
B G
B
G
B
G
B & B G totals 15 14
4
5
.
73
Kdg. 13
5
23
32
I
4
6
27
20
1
58
II
8
8 18
14
3
2
1
54
III
7
5
24
18
2
1
73
IV
6
8
15
23
2
1
55
4
8
13
16
5
1
47
V
10
3
18
15
2
1
44
VI
2
8
13
13
3
1
1
41
VIII
2
5
11
11
3
32
13
5
27 38 35 28 26 19 33
28
20
33
21
19
26
24
17
19
14
12
4
461
6
7
8
9
10
11
12
13
185
186
EDUCATION AND RECREATION
PER PUPIL COSTS - 1952
1. Population of Town.
2,427 503
2. Average School Membership.
3. Equalized Valuation, per Pupil
$10,184.00
4. Expenditures for Schools
148,471.77
5. Receipts Accredited to School
33,214.17*
6. Net Expenditures from Local Taxation.
115,257.60*
7. Expenditures per Pupil.
295.41
8. Per Pupil Net Expenditures from Local Taxation
229.32*
9. Receipts per Pupil.
66.08
10. Transportation :
Elementary
High School
Total
Number of Pupils
372
89
461
Mileage
25,866
21,164
47,030
Expenditures
$10.111.05
$8,272.67
$18,383.72
Expenditure per
Pupil
$27.18
$92.95
$39.88
* Based on estimated receipts.
SCHOOL EXPENDITURES AND PROPOSED BUDGET FOR 1953
Budget Items
I. General Control:
Expenditure 1951
Expenditure 1952
Recommended 1953
Salaries
$9,158.08 $11,340.87 $12,629.00
Expenses
675.96
313.61
367.00
II. Instruction :
Salaries
55,488.20
68,316.50
84,705.00
Textbooks
2,300.96
2,374.44
4,609.00
Supplementary Books and Materials. .......
3,846.33
3,448.85
4,303.00
III. Operation:
Salaries
4,523.14
4,828.32
7,750.00
Fuel
3,429.91
4,427.50
7,585.00
Supplies
1,459.82
939.47
1,490.00
Utilities
2,184.05
2,579.67
5,501.00
IV. Maintenance :
Repairs and Upkeep ...
2,129.03
1,411.87
3,767.00
New Equipment ..
2,706.51
2,013.50
1,346.00
V. Auxiliary Agencies :
Health
746.03
567.27
885.00
Transportation
12,824.73
18,383.72
28,369.00
Tuition
25,496.10
27,013.67
31,675.00
Miscellaneous
352.17
293.01
407.00
VI. Vocational
169.02
219.50
290.00
Totals
......
$127,490.00 $148,471.77 $195,678.00
187
SCHOOL COMMITTEE
GRADUATED IN JUNE, 1952 Grade VIII
Judith Anderson Christopher Billings Barbara Ann Campobasso John Chales Campobasso, Jr. Matilda Cole Timothy Cole
Andra Olmsted Cowles
David Marbury Donaldson
Allen Raymond Dougherty Geraldine Frences England
Virginia Anne Farnum Sandra Forbes George Michael Gordon Adam John Gradeski
Carole Elaine Hart Ellen Edith Harvey Diana Healey
Katrina Allen Jenney
Joanne Chapman Kane Claudette LeBlanc Murray Mills Daniel Seymour Parish
*Sarah Wood Preston Ann Carleen Ritchie Francis Joseph Smith, Jr. Katherine Henriette Van Leer
Annette Weld Kate Wells
Kathryn How Wilson
Concord High School
Marjorie Bean Richard Brooks Robert Curtis Chapin Frank Domenichella Janet Henley
Christina Kleindienst Sarah MacLea
Ronald McIvor Arthur Mills Dana Murphy
Hans Van Leer
Weston High School
John Olmsted Cowles Philip Playfair Kimball James Carter Kubik
Eleanor C. Nelson Robert Livingston Loud Frederick Baylies Taylor, Jr.
John Pennock Wiley
Honors
Thomas Tuttle, Class of 1953 Marjorie Bean
Richard Brooks Dana Murphy John Olmsted Cowles Frederick Baylies Taylor, Jr. John Pennock Wiley Llewellyn Bigelow, Class of '53
Harvard Prize Book Scholarship --- Peirce Secretarial School
Lincoln Scholarship Lincoln Scholarship 2nd Class Honors
2nd Series Essay Prize 3rd Series Essay Prize Harvard Book Prize
* deCordova Award.
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