USA > Massachusetts > Middlesex County > Lincoln > Town Report on Lincoln 1963-1965 > Part 9
Note: The text from this book was generated using artificial intelligence so there may be some errors. The full pages can be found on Archive.org (link on the Part 1 page).
Part 1 | Part 2 | Part 3 | Part 4 | Part 5 | Part 6 | Part 7 | Part 8 | Part 9 | Part 10 | Part 11 | Part 12 | Part 13 | Part 14 | Part 15 | Part 16 | Part 17 | Part 18 | Part 19 | Part 20 | Part 21 | Part 22 | Part 23 | Part 24 | Part 25 | Part 26 | Part 27 | Part 28 | Part 29 | Part 30 | Part 31 | Part 32 | Part 33 | Part 34 | Part 35 | Part 36 | Part 37 | Part 38 | Part 39 | Part 40 | Part 41 | Part 42 | Part 43 | Part 44 | Part 45 | Part 46 | Part 47 | Part 48 | Part 49 | Part 50 | Part 51
The teaching of mathematics is another area of the
134
SCHOOLS, LIBRARY AND RECREATION
curriculum which has undergone extensive change. As many as five years ago, Lincoln became aware of the great need to up-date the teaching of mathematics. During a summer workshop, the faculty had the opportunity of meeting with Dr. Robert B. Davis of the Madison Mathematics Project and with Dr. David Page of the University of Illinois Mathe- matics Program to discuss developments in the field of mathematics instruction. As a result of these meetings
and extensive in-service education of the staff, some new approaches to mathematics were introduced. levels, the greater Cleveland Mathematics Program was put into operation. This was supplemented by the Illinois Mathematics Program and the use of Cuisenaire rods. This latter device was introduced to the Lincoln primary teach- ers by Mr. William Hull of the Shady Hill School in Cam- bridge and members of his faculty. At the junior high level, many aspects of modern math were introduced with heavy emphasis on the Madison approach. Within the past
At the primary
two years, the Lincoln schools have received financial grants from the Madison Project for in-service education of the staff. This continues at the present time.
One of the major changes in the past five years is the reorganization of the lower school on the basis of non- grading and team teaching. In 1958, the staff, realizing that many children could progress beyond the traditionally graded subject matter material agreed to carry each child as far as he could go in the various skills subjects. For example, children in first grade who could read books of the second or third grade were permitted to read these books. The same was true of other skills subjects. This
The Director of Test-
was the beginning of a wide reaching effort to meet the instructional needs of children more effectively. This type of teaching has extended itself throughout the entire school system with excellent results. Not only are the faster moving pupils permitted to move along, but the slow- er moving pupils are greatly helped. ing reports that in 1963 there were striking gains made by the slower moving groups in all areas. Team teaching, initiated by Lincoln four years ago, has permitted better utilization of teachers' time and talents. Traditionally, one teacher in a self-contained classroom was required to teach all subjects to the children. With team teaching, each teacher has no more than three basic preparations. Under this system, teachers feel they can prepare better for their lessons and, as a result, their teaching has im- proved. When Lincoln began non-grading and team teaching, there were no more than fifty schools in the country en- gaged in this kind of program. Today this number has been
135
SCHOOLS
multiplied several times over and these ideas are very much in evidence in the major school systems throughout the United States.
Other changes which have taken place relate to the teaching of English, Science, Art, Music, Physical Educa- tion and History. All of these subjects have received considerable attention at the national level where there has been a ferment for change. The Lincoln English staff has been concerned with the introduction of linguistics in
the teaching of English. The Science staff has been iden- tified with the "discovery" approach to teaching Science as expounded by Jerome Bruner of Harvard. Recently, Lincoln has been identified with a program developed by the Nation- al Science Foundation for the teaching of Science in this way in the primary school. Lincoln was early identified with the teaching of French in the elementary school. £ As
a result, many of its students are placed in advanced French classes when they enter high school and college.
The elementary school library started as a result of an interested citizenry five years ago and has become an integral part of the school program. Its services are closely identified with instruction within the classrooms and its librarians function as librarian-teachers working directly with the teaching staff and children. From a collection of one hundred and twenty-five books, the li- brary has grown almost to the minimum standard established by the National Library Association of ten books per child; roughly nine thousand books. The school library has been recognized as a leader in the field of elementary school libraries and was used last summer as the center for a Boston University Summer School course: Elementary School Libraries.
While the teaching staff and the educational program are the most important part of a school system, the build- ings which house teachers and children contribute a great deal to the effectiveness of the program.
Lincoln's school buildings have adapted themselves well to the changes which have taken place. In the most recent buildings -- the Hartwell Additions, the Hanscom School and the new Upper School currently under construct- ion -- many of the ideas which were developed have been recognized nationally. These have served as prototypes for many buildings now under construction in the United States. The movable walls, the flexibility of classroom spaces, the adaptability of buildings to various age
136
SCHOOLS, LIBRARY AND RECREATION
groups and the campus plan of the schools all are ideas taking form now in other parts of the country. It is in- teresting to observe that because of the great flexibility of its classrooms and the ingenuity of its staff, Lincoln has been able to accommodate many more children than that number which was designed for the original classroom spaces.
As the schools move on into the sixties, a staff which is constantly examining what it does in terms of its quality and its effect on boys and girls will find ways of better performing the teaching job.
PRINCIPALS, SMITH, CENTER AND HARTWELL SCHOOLS
Joan B. Warren, Principal, Hartwell School Stefan Vogel, Principal, Smith and Center Schools
STAFF
The Hartwell School faculty consists of thirty-one full and part-time teachers. Twenty-six are assigned to teams, three are specialists (music, art, physical educa- tion), and two are part-time (reading consultant and li- brarian).
The teaching staff of Smith and Center Schools con- sists of thirty-three teachers. Thirty of these are full- time and three are part-time teachers. Seven of the faculty represent replacements for last year's full-time faculty members and one represents the creation of a full- time position in math from a part-time position last year. In addition, Mr. Weinberg, speech therapist for the schools, is available to Smith and Center Schools on a part-time basis.
UTILIZATION OF BUILDINGS
319 pupils (Teams R, Y, B) are housed in Hartwell main building; 113 pupils (Team O) in Unit A, and 130 pup- ils (Team G) in Unit B. This latter unit continues to be extremely crowded.
The Audio-Visual Room is used regularly for reading and math groups as well as offices for music and art teach- ers and storage of audio-visual equipment. The Conference Room is used as an office and classroom for our Reading
137
SCHOOLS
Consultant and Speech Therapist. This room is also used four mornings a week for children receiving individual tutoring. Two offices in the additions are used for in- dividual tutoring on a daily basis. The Multi-Purpose Room houses two reading groups simultaneously for the first part of the day and physical education classes for the re- mainder of the time.
113 children are housed at Center School (Team N) and 299 children are housed at Smith School (Grades 6, 7, 8). It should be noted that the special rooms such as science labs and art room are being utilized as homerooms because of lack of space. The south lobby has been set up as a study hall and needed teacher office space has been pro- vided through remodeling of a storage area.
ORGANIZATION
This marks the third year that Hartwell School has been organized on a non-graded team teaching basis.
In- formal evaluations made during last year (including summer school) indicate the general success of this design for both children and faculty. The number of children in a team ranges from 93 (Team R) to 130 (Team G) and from 3 to 6 teachers are assigned to a team. Mrs. Jane Stewart is now Leader for Team R and Mrs. Marguerite Maloney replaced Mr. Stefan Vogel as Leader in Team O. Team Leaders meet with the Principal weekly and with their own team teachers at least once a week.
Team N continues as a teaching team at Center School. Mr. Joseph Lessard was appointed as Team Leader with Mrs. Phyllis McKenney as senior teacher. Their work during the summer session resulted in an improved program in terms of teacher utilization and effectiveness.
Sixth grade is organized as a departmentalized teach- ing team under the direction of Mrs. Ruth Zollinger (Team Leader) and Mr. David Conrad (Senior Teacher) . An evalua- tion of the team plan will take place in the Spring. With the exception of two English teachers, all major subject teachers in this team are both homeroom and subject teach- ers for sixth graders.
Grades 7 and 8 continue on a departmentalized basis. For the first time, the teachers in these levels teach only 7th and 8th grade sections rather than 6th, 7th and 8th. Mrs. Ann Paranya and Mrs. Ruth Mahoney are grade level chairmen for grades 8 and 7 respectively.
138
SCHOOLS, LIBRARY AND RECREATION
The above organizational practices are expected to re- sult in improved communication regarding children and more effective coordination of the instructional program.
INSTRUCTIONAL PROGRAM
In teams Y, G, B, O and N, children are grouped homo- geneously for reading and for math, but remain in hetero- geneous groups for Science, Social Studies, Art, Music and Physical Education. The flexibility in grouping and the opportunity for teachers to do some specialization of sub- ject matter are two of the most important features in pro- viding a better education of each child.
As our library resources and services increase, they become more and more valuable to our total program. Both Mrs. Jones and Mrs. Tonseth do some teaching in conjunction with their regular duties.
-
Mr. Donald Ford, Director of Science, was invited to participate in an American Association for the Advancement of Science Project during last summer from which came a tentative Science Curriculum for grades K-3. Lincoln was chosen as one of the ten school systems in the United States to participate in the use and refinement of this material for the current school year. Mr. Ford, in addition to his duties at Smith School meets weekly with the four teachers (one each from Teams R, Y, B and G) who are teaching the units. A formal evaluation will be made at the end of the school year, but the teachers and children involved seem to be most enthusiastic.
New positions at Smith School have resulted in a more effective and increased instructional program in music and art. A new series of art offerings (ceramics, enamelling, sculpture, etc.) have been incorporated into the program. For the first time in recent years, Center School is now completely serviced by Smith School personnel in both art and music. This in turn has provided a more effective program in these areas at Hartwell.
The "language laboratory" was installed early in the 1963-64 school year, and is being used regularly by the French Department. This is an excellent device, and holds much promise for areas other than French. It will be used more extensively as materials are developed.
Work with the Madison Project mathematics continues with the part time services of Mrs. Marianne Ockerbloom.
139
SCHOOLS
This is a demonstration and in-service training program.
A somewhat more flexible schedule developed as a re- sult of last year's planning at Smith School. One or more double periods per week are now being given in the follow- ing subjects: English, History, Art, Shop, Home Economics, Science and Music. This has proved to be beneficial in providing time for activities which require much prepara- tion of materials and for occasional work with large and small groups.
In October, the sixth grade students again participa- ted in the school camping program. Due to the numbers of children involved, and the space limitations of Sargent Camp, the operation extended over a two-week period and was held in conjunction with Hanscom School. An excellent science program was developed by Smith School faculty mem- bers, but had to be curtailed to an extent at the last min- ute due to a fire ban in the New Hampshire woods. An eval- uation of the school camping program is expected to take place in the Spring.
Study periods were instituted at Smith School this year as a means of providing students with the chance to receive supervised study and library time during the school day. Children receive, on the average, five 40-minute periods per week. This appears to be beneficial in that homework is better prepared and more often completed on time than in the past.
Another result of the study peri- ods is a greatly increased use of the school library, with which Mrs. Catherine Jones, School Librarian, and many volunteer mothers have admirably coped. Also, increasing types of individual projects and special help periods have been made available by the scheduling of study periods.
FUTURE PLANS
The necessary building additions to the Lincoln Schools expected last September are now planned ready for occupancy in September, 1964.
The new Hartwell Unit should alleviate presently crowded conditions and provide needed additional multi- purpose space.
Hartwell School will continue to house Teams R, Y, B, G and O. With the completion of the new upper school building, the group which has been housed in Center School will be located in Smith School.
140
SCHOOLS, LIBRARY AND RECREATION
This move will be immediately beneficial to all child- ren in the upper school. It has been difficult in the past three years to deal with the needs of children at Cen- ter and Smith in certain areas due to building location. Personnel serving both schools had, in some respects, to curtail aspects of their program for both groups due to travel time. Therefore, with all groups located on a central campus, the services in Art, Music, Library and Physical Education should be improved.
In anticipation of the new buildings, faculty plan- ning and discussion continues in curriculum, grouping and scheduling. Certain changes are expected as the result of the pending move to new facilities. These should serve to continue making education in Lincoln, for teachers as well as children, a richly varied, challenging and ex- cellent experience.
Mr. Donald Ford, Director of Science, will have broader supervisory responsibilities beginning in 1964. This will strengthen the science program at Hartwell, Smith and Hanscom. He will work actively in the direction, im- plementation and refining of the new methods being adopted into the curriculum.
A new physical education teacher has been needed in order to give a better experience to children in the 9 to 12-year age groups. Such a person will be employed for the 1964 school year.
PRINCIPAL, HANSCOM SCHOOL
Robert A. Leach
The past year at Hanscom School has been marked by an increase in enrollment that has filled the building to near capacity. We now have between 580 and 590 students. (Building capacity is rated at 600 pupils.)
It is interesting to note that, as our enrollment has increased, the staff has doubled in size since the opening of the school five years ago. Our present staff numbers thirty-six full and part-time teachers. It is now the largest single school operation in our system and there is every indication of still further growth.
A major objective this past year has been to develop team-teaching and a diversified grouping approach at the
141
SCHOOLS
upper levels, grades six through eight.
During the summer workshop key staff members developed an instructional program to utilize effectively the flexi- ble classroom spaces in the new addition completed last spring. As a result, children at these grade levels are grouped and scheduled in a manner that allows instruction at different ability levels in major subject areas. In
large group situations the children meet as entire age- level groups for lessons designed for this approach. Ess- entially, this is a continuation of the non-graded or level approach which has been in operation for the past few years in the lower elementary and primary grade levels.
The implementation of an organizational pattern of this type has been dependent on two major factors. First, it was necessary to have the flexible classroom facilities in which to operate. Second, it has been most important to have a teaching staff capable of planning and working together as effective team units. Our new unit, F. Cluster, and a seasoned well-qualified group of teachers, have made this departure from a less-flexible program pos- sible.
For the second year, we have enjoyed an affiliation with Harvard University as a participating school in the M. A. T. interne program. Practice teachers from Boston University, Harvard and Springfield College have been trained by our staff during the past year.
The increased enrollment this year has necessitated the addition of two full time classroom teachers and two special teachers assigned on a part time basis.
Our six through eleven-year-old pupils are grouped at sixteen ability levels in math and reading. This has pro- vided the flexibility needed to cope with the diversified backgrounds of our students. The classroom experiences of these children, while at Hanscom, range from a solid math program embracing elements of modern math, to an ex- panding program in the area of individualized reading. The basic planning for the individualized reading approach was formulated in the summer workshop. An excellent li- brary, now containing approximately four thousand books, contributes to this program.
It seems to be characteristic of Hanscom, as well as
: most schools, that the great bulge in our school popula- tion is occurring in the younger age groups. Currently,
142
SCHOOLS, LIBRARY AND RECREATION
we are experiencing rather crowded conditions in our six and seven-year-old classrooms. We have experimented this year with a plan to meet this situation. Our six-year - olds were released at 2 P.M. each day until the mid-year vacation. The D. Cluster team, which works with this age group, was then made available for special tutoring of seven-year-olds for the last hour of the school day.
This utilization of four extra rooms and teachers has been very helpful in meeting the problem of larger than average classes housed in sections of the building where no space is available for large group instruction. We hope to continue this plan next year.
Hanscom School enjoys a close working relationship with Bedford High School. Our classes attending Bedford High seem to be well prepared for the curriculum offered there. In the area of mathematics, Bedford has recently adopted the SMSG program in the ninth grade. This pro- vides continuity for the experiences gained at Hanscom, where elements of the SMSG program are being taught start- ing at the fourth grade level. Similarly, English, his- tory and French courses of study are geared at the high school level to provide for the matriculation of Hanscom students.
From the standpoint of future growth, the picture at Hanscom is an interesting one. Next year we anticipate an increase of fifty students. If the current enrollment figures remain at present levels, our enrollment next Fall should be in the vicinity of 650 children. At this writ- ing, it seems quite evident that the Base Housing will in- crease by some 200 units by 1965. The impact of this building, if it does occur, will result in the construction of more classrooms at Hanscom. Currently we envision a separate building adjacent to our present kindergarten wing. This unit will contain flexible instructional spaces to accommodate approximately 240 pupils, with a gymnasium and office spaces.
As Hanscom continues to grow and develop, we hope to maintain our identity with the Lincoln School system and its forward looking efforts to provide the most effective educational program for all of our children.
143
SCHOOLS
SCHOOL NURSE
Alice E. Garrison, R. N.
In September all children, kindergarten through 8th grade, were weighed and measured with the assistance of Mrs. Torode, Mrs. Iosue and Mr. Reed, our physical educa- tion teachers.
Children entering kindergarten had the State required physical examination, including small pox vaccination. The majority were seen by their own family doctor. Twenty- three were examined by Dr. John Davies at the Well Child Conference.
During October and November school-wide dental screen- ing was done by Dr. William Tingey, our school dentist. Three hundred and sixty-six children were referred for den- tal treatment or orthodontia. This year it was the de- cision of the Selectmen and the Board of Health that the services of the Lincoln Dental Clinic would be confined to a yearly examination of the children's teeth in the Hart- well, Center and Smith Schools. The Dental Clinic which had offered actual care, i.e., fillings, extractions and prophylaxis has been discontinued. The decision to dis- continue the Clinic as a dental care service was indicated for several reasons : 1. The relatively small number using the Clinic made it expensive to operate in terms of both money and time spent by a dentist; 2. The equipment is old and some of it is obsolete, needing to be repaired or re- placed, all of which is extremely costly; 3. It is not practical to keep the older children away from their class- rooms when dental treatment is needed over a period of time. However, the Board of Health is desirous that all Lincoln children should receive adequate dental care. In cases where financial help is needed, treatment can be arranged by a private dentist appointed by the Board of Health. Any parent desiring further information should call Mrs. Garrison at the Smith School between 9:00 a.m. and 10:00 a.m. 259-9407.
In October and November with the help of volunteers trained by the Department of Public Health, the annual hearing testing program was completed. There were twenty- six failures. Several of these were children with known hearing disabilities who have been under medical supervis- ion. The new cases were discussed with the parents and further testing by an ear specialist advised.
-- -
-
144
SCHOOLS, LIBRARY AND RECREATION
In December in line with recommendations of the Divi- sion of Tuberculosis Control, tuberculin testing was done at the six-year-old level. There were four reactors, and these children were seen for health appraisal and chest X- ray at the Middlesex Sanatorium and follow-up was done on close contacts. This testing program is an entirely vol- untary measure and it is gratifying to be able to report that we have almost one hundred per cent return on our per- mission slips from parents. The Mantoux tuberculin test is offered at the same time to all school personnel includ- ing bus drivers so that they can comply with the State reg- ulation of having either a negative tuberculin test or chest X-ray every three years.
In January and February the annual vision screening was done. We now have a new Bausch and Lomb vision tester and it is very satisfactory and easy to use. There were forty-seven failures. Parents were notified and advised to have children seen by an eye doctor. As in the hearing testing program the initial testing is done by trained vol- unteers. The failures are retested by Mrs. Garrison and then referred for medical examination.
The Sabin Oral Polio vaccine clinics for giving of Type #2 took place in the schools in March, 1963. Types #1 and #3 had been given to children of all ages in the Town in May and June, 1962. Clinics were also held for pre-school and high school children and adults and a more complete report on the Sabin polio immunization program will be found under the Board of Health report.
The Mental Health Program in the schools has continued under the supervision of Mrs. Rogers from the Walden Clinic in Concord. Mrs. Rogers is in the Lincoln schools every Thursday from 9:00 a.m. to 12:00 noon. She sees teachers by appointment, has group meetings with teachers, and con- ferences with parents when requested. The principals and teachers of the various schools feel that this professional direction is of great value in advising them how best to help children with behavior problems or emotionally dis- turbed children.
Mrs. Iosue, Mrs. Torode and Mr. Reed have an excellent after-school sports program for boys and girls. The Smith School girls play hockey in the fall, basketball in the win- ter and softball in the spring. The boys play soccer, basketball and baseball. The emphasis is on intramural teams so that the largest possible number can compete, as well as having selected teams play other schools.
Need help finding more records? Try our genealogical records directory which has more than 1 million sources to help you more easily locate the available records.