USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 107
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We have had a full year using our new facilities provided by the townspeople when they authorized an addition of six classrooms, a media center, and a gymnasi- um. This building expansion modernized our plant and stimulated teachers and students to work in new ways in the various curriculum areas. Exposure to films, filmstrips, records, tapes, slides, television, school trips, lectures, resource people and to multiple books has helped many children learn the most mature and exciting ideas they are capable of understanding. At a time when some critics of the public schools are calling the schools "oppressive" and "grim," when the curriculum is described as "banal" and "trivial," and when teachers and students are supposedly "victimized by the system," it is refreshing to view the many kinds of independent and group work children are doing in the media center and in the classrooms. The media specialist continues in her supportive role, working closely with teachers and pupils to help them locate materials and resources, to suggest better ways of using resources, and to help in obtaining needed new materials that cater to curriculum guides or to special student interests.
Many parents have continued to help our school in a variety of ways. We value the service provided by those working in our media center and the inspiration engendered by resource persons who have helped in a number of classroom units of work. The Parent Teacher Association serves as our prime vehicle for communication with the public on educational objectives, while continuing to serve youth by sponsoring Cub Scout Pack 52, to offer twelve weeks of art classes in the winter months, and to help recruit children interested in the Youth Symphony Con- certs.
Several of our teachers are enrolled in a workshop which is introducing the elements of film-making, slide-tape presentation, and video-recording; techniques which are important today as we attempt to make better use of educational technology. Other members of our staff are participating in a reading workshop conducted by Mrs. Frances Carpenter, reading consultant for Lynnfield. Still another group of our teachers is investigating ways to report pupil progress to parents, ways which truly reflect the concern about children as individuals with differing patterns of growth.
As we attempt to improve our school environment and our school offerings on a broad scale, we continually remind ourselves that the individual child is our starting and our end point. Encouragement from parents and pupils, coupled with continued financial and other support from public-minded citizens of our town, will enable us to meet these important human and educational objectives.
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CENTER SCHOOL Dr. Nancy C. Santeusanio, Principal
The Center School currently operates in a 1-2 grade configuration, housing five first grade classrooms and five second grade classrooms. However, the rooms themselves reflect only part of the area where pupils work and live. As school philosophy changes, more and more children work independently or in small groups outside of the classroom. If you were to walk through the building, you would see pupils working in the halls, in the media center, or in the all-purpose room.
The theme is involvement-people learning through active participation. Teachers plan each learning situation so that children are responding actively, because then, and only then, is a message sent to the brain which demands a response on the part of the learner as opposed to the passive learner who sits, listens, and raises his hand, hopefully to be called upon to answer a question. However, in a traditional classroom of twenty-five pupils which utilizes much "take your turn" reciting rather than every- pupil response techniques, his chances of responding are only one out of twenty-five!
At Center School the primary concern is to increase the amount and quality of learning-in other words, to obtain more and better learning per hour of instruction. The school climate permits much interaction and acknowledges the desire of pupils to work together and to move about the building freely. Often the question is asked, "But what about noise?" Working noise pervades the building. But working noise seldom bothers pupils or teachers. Teachers and student teachers move among groups giving individual assistance and very often providing direct instruction to small groups of children at the point when it is needed.
The program is reinforced by a strong back-up team consisting of school aides and a number of outstanding volunteers who work behind the scenes in the preparation of materials. The volunteer teacher aide program was initiated at Center School in 1967 under the direction of Mrs. William Mosher and still continues to function as an integral part of the school.
In a technological age more and more emphasis is being placed on media in the classroom. Individual filmstrip previewers, tape recorders, and record players have become part of the classroom. It is not unusual to see a group of children equipped with headsets sitting at the tape recorder. They might be listening to a prerecorded teaching tape, following directions on the tape, and completing a study guide. Once again this is an active learning experience stimulating the children to participate as they listen.
Another group might be improving their oral reading as they listen to a play on the record player and, line by line, "echo" the voice on the record. After listening to the play,
recorded on a 12-inch longplay record, the children hear the lines of the play read separately as they follow in the printed text; and then echo the dramatic expression.
The second grade social studies program does an in-depth study of three different types of communities- rural, suburban and urban. Under a grant from the U.S. Office of Education, the Boston Children's Museum devel- oped a self-contained multi-media kit entitled "The City." Recently the Center School purchased this kit so that it operates on a rotating basis among the second grade classrooms. The MATCH Box (Materials and Activities for Teachers and Children) primarily consists of real objects combined with films, pictures, recordings, models, maps, and books. This material, accompanied by teacher-planned activities, provides for in-depth study and involvement in order that children will learn that the city, any city, is a product of many forces. The MATCH Unit is not planned to teach specific facts about cities, but rather is planned to emphasize characteristics about cities.
One of the most popular places in the building continues to be the school's media center. Children are free to go down to the center, browse through hundreds and hundreds of books, use a wide range of cassettes and view an increasing number of filmloops. This very inviting center has been enhanced by newly intalled carpeting and draper- ies. The operation of the center is under the direction of Miss Patricia Banks with Mrs. Henry Flickinger serving as coordinator of volunteer services.
But the key to the success of the entire program at Center School is the teacher; the teacher with a team of people cooperating and working with her to provide a climate for helping children to learn how to learn, and, as a counterpart, a school system which offers the opportunity to purchase worthwhile materials for good teachers to use in developing a total school program.
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HUCKLEBERRY HILL SCHOOL Charles A. Wolski, Principal
What's new at Huckleberry Hill School? Modern Math is permanently entrenched; the linguistic approach to language is three years old; a new science program begun in grade one has not yet reached our lowest grade level; Social Studies is being considered for revision. A new basal and enrichment program has been launched this year as a result of faculty study and recommendation. Much of what is new at our school is not in curriculum change but in our approach to teaching and learning.
There has been some change in school organization. As the staff sees it, the ideal organizational pattern should comprise at least these components :
Our reading emphasizes the continuous progress plan. By continuous progress, we mean that a child will have those curriculum experiences for which he is ready- experiences or lessons which flow naturally and comfor- tably in sequence. This is done very well in the areas of reading and spelling; it needs to be done in the area of mathematics.
In the intermediate grades the completely self- contained classroom has been abandoned. Here at Huckle- berry we change classes for reading and mathematics; specialists teach art, gym, and music. In addition, library techniques, motivation, and inspiration for reading, as well as research skills, are taught by the media specialists. The remainder of the subjects are taught in the homeroom.
This we feel is a good arrangement. We give the child an opportunity to change his environment during the course of a school day. Such an arrangement makes it possible for a series of interactions within the school. If children are to make sense out of life, they must associate with each other; they need to interact with various adult personalities. Adults are models for children and the more models the better. On the other hand, it is much better for a child to be viewed by a team of professionals than just one teacher. Sharing of insights by a group of teachers enables a more complete and valid picture of the child to emerge in the minds of the staff.
The next component of our organizational pattern has to do with the kinds of pupil membership that we arrange within the classroom or groups. Research and experience have found that homogeneous, or ability, grouping can sometimes become a detriment to certain pupils if imple- mented too rigidly or permanently. Yet, we do know that children sometimes need to be in association with children who are tuned in on a similar wave length and with whom they can compete. We hopefully fulfill these needs of children by having ability grouping in reading and mathe- matics, and heterogeneous grouping in science and social studies. In two skill subjects children work according to ability, whereas in other subject areas which are social in
nature the bright stimulate and learn to lead while the weaker students have a model or a standard to follow.
The next component does not deal with children but with teachers. We attempt to achieve some kind of staff collaboration or co-operative teaching. Teachers need to have the opportunity to communicate with adults who are of their profession. They need to share their talents. They need to learn from one another. This sharing we call co-operative teaching. Why should five teachers at a given grade level develop the same unit in science? Wouldn't it be better if each teacher developed a different unit of study and shared it with his colleagues?
Another change which is gradually occurring can be attributed to our Media Center. The Center has greatly modified the approach to teaching and learning. The library skills program is emphasized in grades three and four. Students at the third grade level receive formal skills instruction introducing them to the media facilities. Our purpose is to emphasize books and materials, and to motivate for reading through story hours, films on favorite stories, introduction of classic stories and famous authors.
The third grade program is continued in grade four with introduction to simple research techniques toward the end of the school year.
In grade five, formal research techniques are developed and stressed whereas in grade six, these research skills are refined.
Certainly, the excellent collection of audio-visual materials is improving and enriching instruction.
Here in the elementary school, the bases for present and future learning are established. Here the elementary child forms his attitude toward learning and toward himself as a learner-attitudes that will deeply affect his present studies and future development.
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SECONDARY GUIDANCE
William J. Coughlin, Director
Guidance personnel must be concerned with the educational and economic changes in our society, so swiftly do these variables affect the students in high school. Rapid media communication causes the thought of yesterday to become the reality of today. Never before in education has there been so much change in so short a time.
What has happened in the past year that affects our students in Lynnfield? Primarily, there is an input to our educational process which seems to be directing that it is not the number of years we study in a school building but rather what skills and value we derive from our experience. For a long time in high school we have been concerned with generally preparing students for education beyond high school, and thus delaying many of the saleable skills that our economy requires.
Emphasis has been on how many years we could spend in education and what degrees could be amassed so that our worth when entering the job market would be impressive. Now business seems to be saying what can you produce rather than how many years have you stayed in school. Or,
in another sense, it is your total experience level that counts not your educational level of competence measured solely by years in school.
General education has long been a forte of secondary educational strength but technical, commercial, and practi- cal job skills are now being stressed as being desirable products of a high school education. Perhaps we can interpret this as being a change in thought away from the tradition of twelve years of education to an education that consists of quality, content, and meaning, no matter the length.
Relating these changes to students is the function of the guidance counselor so that our students may be ready to meet the future with a good understanding of their role in society. Besides their duties in counseling, placement, follow-up, occupational information, and testing, counse- lors must be aware of change so that our high school graduates will be better prepared for entrance into the job market. Change not only is inevitable but also nearer than we might like to think.
AUDIO VISUAL EDUCATION
Robert A. Cox, Coordinator
This year our emphasis has been to continue to provide quality service to our staff. Probably the greatest accomp- lishment of this department is the increased use and awareness of audio and visual materials and the roles that they can play in assisting the teacher in developing concepts.
Our long range plans call for the establishment of multimedia centers at each school. Huckleberry Hill and Summer Street Schools are complete; South and Center and Junior High are in transition, partially supplied with the necessary equipment and materials; and plans are formed to include a similar complex as part of the Senior High School addition. Such creation of centers can be costly and, recognizing this, we are phasing into them slowly.
Joint planning has been underway with the Senior High School librarian for the General Learning Center and Audiovisual Production Center for the proposed new addition. To correct a weakness in the program, we are both concentrating on providing more effective service to the student as well as to the teaching staff.
The newest innovation introduced this year is video- tape recording for later playback and live programming. Interest has sharply increased at all levels but mostly at the secondary level. Programs of value are off-air videotaped and later played back whenever needed as part of the classroom instruction. Live programs are planned, rehearsed, and videotaped. They are then available for later use in the classroom. As this part of the program, video, proves itself further expansion will be considered.
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SCHOOL HEALTH PROGRAM
Mrs. Priscilla Burnham, R.N., Coordinator
The school Health Program has two primary objectives; health appraisal of each student and health education. Health appraisal includes all the screening programs con- ducted by the school nurses and the school physician such as hearing and vision tests, skin test for tuberculosis, and physical examinations, to mention a few. The school nurses bring health education into the classroom in the form of resource material such as models, lectures, films, demon- strations, etc. These serve to reinforce the health unit the classroom teacher is presenting.
In addition to providing appraisal and educational programs, the school nurses have had a busy year in the first-aid rooms. This past year over 7600 first-aid and illness cases have been treated; over 900 of those treated were from our teaching staff.
Two new programs were added to the school health services this past year, a Dental Educational Program and a Rubella Clinic for German Measles.
In February, Dr. Michael Rowan, a dentist in Marble- head interested in dental education, sponsored and organi- zed dental health lectures involving the local dentists in many North Shore Communities. In Lynnfield, all third graders enjoyed a dental health talk and demonstration by Dr. Devaney, Dr. Gerard, Dr. Skreslet and Dr. Mahoney.
The awareness of good dental hygiene has been manifested by the increasing percentage of dental certificates returned to the school nurses.
In April, a clinic for the administration of the German Measles Vaccine was conducted by Dr. Charles Worthen, the school physician and Dr. George Robinson, director of Public Health. This vaccine was offered by the State, free of charge, to all students in grades one through three. A total of 567 students received the vaccine out of a potential of 700.
In January 1971, the eleventh grade will be added to the skin testing program for tuberculosis. At present this program is offered to grades 1-4-9 and the special classes. The school system wishes to thank Mrs. Jean Taylor, public health nurse, for her interest and help in obtaining these vaccines from the State.
This fall representatives from Malden Hospital School of Nursing, New England Deaconess Hospital, Salem Hospi- tal School of Nursing and the Health Careers Mobile Unit have met with students at the High School who were interested in nursing or one of its many allied fields. Mrs. Cole, the High School nurse, expresses disappointment in finding so few young people interested in medical careers.
101
NET COST OF SCHOOLS
Appropriations at Town Meeting
$2,665,698.09
State Funds
Chapter 506 Acts of 1966 (METCO Program) Approval has been re- ceived for a grant of $28,335
Balance - January 1, 1970 $2,498.63
Receipts - January 1-31, 1970 31,828.20
$34,326.83
Payments January 1 - December 31, 1970
Transfer to Budget $7,000.00
Transportation
12,977.32
Other Costs
3,463.18
Total Payments
$23,440.50 $10,886.33
ANALYSIS OF SCHOOL OPERATIONAL COSTS
Instruction 76.6%
Operation and Maintenance of Plant
11.7%
Other School Services
6.9%
Administration Expenses
3.3%
All Other Expenses
1.5%
Junior High 19,570.09
Summer Street 11,340.48
Junior High Addition
26,801.43
Huckleberry Hill
30,504.58
Senior High 60,617.96
Elementary School Additions 25,230.00
Total $181,326.74
Grand Total Reimbursements:
School Operations
$496,449.70
School Buildings
181,326.74
Total
$677,776.44
Federal Grants:
National Defense Education Act
Title III - Public Law 85-864
6,566.83
Title V - Public Law 85-864
1,130.29
Other:
Title I - Public Law 874
31,042.00
Title I - Elementary and Secondary Education Act
12,232.00
Title II - Elementary and Secondary Education Act
2,502.10
Total Federal Funds Received
$53,473.22
Credits:
Chapter 70 - School Aid
$385,086.37
Chapter 69 and 71 -
Special Education
22,271.00
Summer Recreation
136.04
Transportation
70,504.28
Driver Education
7,169.00
School Rental Fees
2,206.24
Summer School Tuition
5,485.70
Miscellaneous
1,914.07
Chapter 74 - Vocational
1,677.00
Total Credits
496,449.70
Net Cost
$2,195,384.37
School Building Reimbursement during 1970:
South School
$7,262.20
EXPLANATION OF ABOVE GRAPH
Instruction
Salaries of teachers, principals, specialists, coaches, substitute teachers, and office personnel, as well as textbooks, supplies, testing and various instruction materials.
Operation and Maintenance of Plant
Custodial salaries and supplies, fuel, light and power, gas, telephones, and the maintenance and recondition- ing of equipment.
Other School Services
Transportation costs, athletics, and salaries of the school doctor, nurses, athletic coordinator, and bus drivers.
Administration
The business and educational administration of the schools, including central office expenses and salaries.
All Other Expenses Capital outlay and tuition costs.
102
Transfer from Public Law 864
7,388.75
Transfer from Public Law 874
12,554.16
Transfer from Chapter 506
7,000.00
Transfer from Reserve Fund
7,216.48
Total Available Funds
$2,699,857.48
Less - Unexpended Balance December 31, 1970
8,023.41
Total Expenditures
$2,691,834.07
Balance December 31, 1970
TOWN OF LYNNFIELD
Civic Participation Questionnaire Good Government Starts With You
If you are interested in serving on a town committee, please fill out this form and mail to Secretary, Board of Selectmen, Lynnfield, Mass. The filling out of this form in no way commits you nor does it assure appointment. All committee vacancies will be filled by citizens considered most qualified to serve in a particu- lar capacity.
Name
Home Telephone
Address
Interested in what Town Committees
Present Business Affiliation and Work
Business Experience
Education or Special Training
Date Appointed
Town Offices Held (In Lynnfield or Elsewhere)
Term Expired
Remarks
NOPT
JAN
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