USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 29
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To effect this individualized program, the counselor reviews the elementary and secondary record to notice any educational strengths or weaknesses. From this perspective investigation, the counse- lor makes effective recommendations to the teacher, student, or parent. Safe it is to state that the
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educational learning placements are being continually evaluated so that the student may best profit from a class most conducive to his educational progress.
The teacher acts as the instrument to implement the learning process. The counselor works with indi- vidual students, but also consults with individual teachers. All counselors have had classroom teach- ing experience, thus enabling them to analyze problems and situations and effectively guide students. into wise decisions. To increase the understanding between pupils and counselors, our policy is to have each pupil assigned to the same counselor for a period of two to three years.
For the benefit of those students with special problems, we are continuing our relationship with the Lynn Child Guidance Center. A consultant visits Lynnfield for a school day weekly and speaks to administrators, counselors, teachers, and health officials. The information gathered from these consultations have been most helpful to school authorities and parents in effectively guiding the student. For those parents willing, there is an opportunity to have a complete evaluation done at the Lynn office.
Cooperation between the parent and the school is essential. To cooperate, parents must under- stand our programs and for this purpose we have invited parents to informative meetings on col- lege information and the meaning and scope of our testing program.
A great interest and confidence in our guidance program was evidenced by the large percen- tage of parents attending the junior class meeting held last winter. Because of this splendid re- sponse, this program will continue.
An innovation this year was a tea held in August to welcome students new to the Lynnfield schools, to explain the school program, and to allow the boys and girls to visit their classrooms before the opening of school. Parents new to Lynnfield appreciated this program.
We are proud of the accomplishments of the Class of 1963, especially in the maturity and wisdom shown in the selection of their vocations and the institutions they are attending. In brief some of their honors are: two full Naval Reserve Officers Training Corps scholarships, Greater Lynn Scholarship winner, many early admissions, college and local scholarships, and three Letters of Commendation from the National Merit Scholarship Corporation.
The follow-up study of the Class of 1962 verifies our four year percentage figures of approxi- mately 50% attending four year colleges and 85% continuing with their formal education. We are, in addition, reasonably certain that many of our graduates will continue on to graduate schools. It is pleasing to note the fine records many of our students are making in college, and this depart- ment acknowledges gratefully the cooperation of the graduates in filling out our questionnaires. Many students indicate that their preparation compares favorably with that of students from other schools. Any interested townsman may procure at the guidance office a copy of the follow-up study of our graduates.
If we may be of assistance educationally to any town resident, please do contact us.
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Secondary Art
Library Research
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ELEMENTARY MATHEMATICS George C. Caswell, Principal Summer Street School
The nation-wide concern for more effective teaching and learning in mathematics has been reflected in current changes in the curriculum - at the elementary school level. Through the im- petus of many groups, among them the School Mathematics Study Group at Yale University, the University of Illinois Committee on School Mathematics, the University of Maryland Mathe- matics Project, the Madison Project at Syracuse Elementary Mathematics University, and the Educational Research Coun- cil's Greater Cleveland Mathematics Program, materials in "modern" or "new" mathematics have been developed for colleges, secondary schools, and for elementary schools. Many changes have been brought about by these well-financed groups that have utilized the resources of hundreds of scholars and specialists to produce teaching materials and to establish large-scale tryouts on a pilot program basis. While no new mathematical develop- ments are presented at the elementary school level, children are helped to learn the usual mathe- matics of the elementary school program through a better understanding of its structure, its laws and principles, its sequence and order.
As a part of the reformation, elementary school mathematics in Lynnfield is currently receiv- ing considerable emphasis. Very early in the year all the elementary school teachers and the junior high school mathematics teachers completed a university level course in the "new" mathematics. Compensated for by the town, the course was conducted by a leading specialist and mathematics educator in the area, Dr. J. Fred Weaver of Boston University. The new directions in math were fascinating to read about and to discuss with colleagues. It was in the classroom, however, that teachers were further excited when they saw the enthusiastic participation of the students engen- dered by the new approaches to mathematics.
Teachers and pupils worked with number lines, mathematical sentences, modular or "clock" arithmetic, factors and primes, ratios, equations of equality and inequality, and number powers. These extensions and applications of familiar topics promoted better understanding of our decimal numeration system. Pupils discussed different ways to arrive at the solutions to problems with more emphasis placed on estimation and mental arithmetic to decide if solutions were reasonable. Use of a variety of practice procedures required for the maintenance of skills fostered much pupil in- terest and provided for new learning at the same time.
In addition to the material teachers were able to use with their pupils as a result of the new knowledge they had gained from their professional reading and the course work, a selected group of classrooms in the various schools were chosen to use some of the newer programs that had been published recently. Most companies are developing new programs in elementary school mathe- matics or are revising their regular textural materials to include the newer emphasis. Others have available supplementary materials on a variety of topics to enrich the math program or to pro- vide stimulation for more able learners. Trying out such material enabled the teachers to study the content, determine the necessary mathematical background needed for successful teaching, and eval- uate pupil's daily and long-term interest and learning.
Following completion of the course work with Dr. Weaver, a group of teachers met regularly in committee sessions to examine the available mathematical materials in detail. Publishing houses furnished consultants and examination copies of their programs. Monographs, professional articles on elementary mathematics, and local math experts kept the elementary teachers in contact with new developments. It was evident from the work in this committee that Lynnfield would profit from a new program for all the elementary school children. The committee decided to use the materials originally developed by the Educational Research Council of Greater Cleveland and now published by Science Research Associates, Inc.
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Personnel involved in the development and field testing of the Greater Cleveland Mathematics Program materials included mathematicians, mathematics educators, consultants in mathematics, classroom teachers, elementary mathematics supervisors, and administrators. Over 100,000 pupils using these materials in experimental editions for three years made important gains over pupils using conventional methods and materials.
Lynnfield is currently using the Greater Cleveland Mathematics Program materials in grades one through four. The materials for grades five and six have been promised for 1964. Meanwhile, children in grades five and six are using supplementary materials, along with their regular texts, which are designed to teach the elements commonly included in the newer programs.
A series of films were purchased that explain the Greater Cleveland Mathematics Program ma- terials. The films relate the need for the newer emphasis in mathematics as well as showing how the four fundamental operations are taught in an atmosphere of inquiry and discovery. These films gave teachers further insight into the program and were also used in a series of meetings to help orient parent groups and other interested citizens.
Events to come include continuous evaluation of the teaching and learning progress associated with the new mathematics program. Newer materials will be examined as they become available from the publishing firms. Continued articulation with the Junior High School will be vital to in- sure that children will receive a broadened mathematics background appropriate for the individual's capabilities, interests, and future educational requirements. Consensus is this is a challenging time for all those involved in the teaching and learning of mathematics.
ELEMENTARY LANGUAGE ARTS Dr. Nancy C. Santeusanio, Principal Center School
The reading program in the elementary school begins with early diagnostic testing and placement of students on the proper reading level.
In grade one diagnostic testing consists of an early check of letter names, the ability to hear beginning sounds in words, and the ability to note likenesses and differences in letters and words. Learning rate is also determined in order that the teacher may know how many words Elementary Language Arts can be taught to the child at a given time. After a careful analysis of these results, children are grouped for instruction. Children who come to school knowing how to read are given advanced in- struction, while those who need a complete prereading program are taught letter names and given training in listening to beginning sounds in words.
The phonics program is started as soon as knowledge of letter names is mastered. Children identify phonemes or separate sounds in spoken words and immediately relate the sound to print in whole words. Each new phoneme is applied to the solving of new words so that application is im- mediate and meaningful.
This year Lynnfield students in grade one have been selected to participate in the Speech-to- Print Phonics program - phonics foundation for beginning reading. The lessons combine many of the linguistic principles with techniques of high efficiency in learning. The program is reinforced through the Phonics TV-Sounds to say which follows the same sequence as Speech-to-Print Phonics.
One technique used to improve efficiency in learning at all levels is the every-pupil-response technique. "Wait-your-turn" reciting is kept to a minimum when every-pupil response cards are in operation, and the teacher is using every available opportunity to have multiple response rather than one child giving an answer while the others wait.
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In an effort to provide for individual differences in reading ability, the teacher plans the kind of reading program that will enable each child to make progress. Obviously, this cannot be done through a "rubber-stamp" uniform instruction approach. Through testing in September the teacher analyzes the reading level of her pupils and then puts them into workable groups or teams. In a typical elementary classroom three or four different basic readers are being used simultaneously by different groups. Sometimes the children work with the teacher in groups, other times they work alone or in pairs.
The reading program extends far beyond the basal reader and encompasses other approaches to reading through the use of reading laboratories, individualized reading, reading machines, and newspapers. Emphasis is always placed on level, rate, and skills instruction.
The elementary reading consultant assists teachers in planning for reading instruction, in using various organizational patterns, and introducing new materials. In some buildings she works ex- clusively in the classroom, and in others she combines classroom help with remedial instruction. However, it is becoming more and more apparent that the most effective work is done by the reading consultant in the classroom with a smaller number of children needing remedial help. It is interesting to note that most of the true remedial work is done with children new to the system and below grade level in reading.
An outgrowth of the reading program is the pupil specialty report prepared by students in grades five and six. Not only are the reading reference skills brought to play but also the organi- zation of materials, outlining, notetaking, preparation of display material, and the presentation of the specialty constitutes the culmination of the reading-study skills job.
To enhance this kind of activity a Study Center has been set up at Huckleberry Hill School. Study skills material is available in the content areas, and programmed material to develop vocabu- lary at an advanced level is also in the Center. The requisite is that a student should have a min- imum of one-half hour and a maximum of one hour to spend in the Study Center. The work is largely self-directing with the principal or teacher checking periodically to note progress or give help. The Center is used primarily by intermediate grade students and is open during designated school hours and after school.
The South School has access to the South Branch Library. The faculty is in the process of organizing a centralized science library and study center for the intermediate grades.
The Summer Street and Center School have set up school libraries which are staffed and cata- logued by volunteer help.
While a good central school library consists of at least 6,000 carefully-selected books, both schools have initiated the central elementary school library plan and at present house about 1,000 books in each respective library.
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AFS Student Pamela French returns home
High School Science Laboratory
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Children use the library both for reference work, study, and interest-centered readings. Each class has a scheduled library period at least once a week, and the entire program of instruction has been upgraded through the circulation of well-chosen books, both fiction and nonfiction.
Teachers, consultants, and administrators know that the quality of the reading program in Lynnfield will be maintained through a continual seeking for new and worthwhile techniques, a periodic re-evaluation of the program, and the availability of the best reading and resource materials.
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ELEMENTARY SOCIAL STUDIES Charles A. Wolski, Principal South School
Alexander Pope stated, "The proper study --- -- --- - --- of mankind is man." The social studies are pri- marily concerned with the study of man and his relationships with his environment, both physical and social, as he satisfies his basic needs. Science is concerned with things; mathe- matics with symbols; language with communi- cation. The social studies concentrate on human beings and their inter-relationships. Since there Elementary Social Studies are many kinds and varieties of human rela- tionships, various categories have been devised for classification. The most prominent categories are: sociology, economics, civics, geography, and history. In the elementary grades our curriculum includes all of these, commensurate with the child's level of ability to learn, with emphasis on history and geography.
From the very beginning, in grade one, the social studies is a matter of inquiring about man.
Social Studies instruction in Lynnfield follows a pattern of "widening horizons." The primary grade units of instruction begin with the child's immediate environment, the home and school, and extend to the local community and then to the wider community of the city, state, and country.
The intermediate grades further expand the child's world. Fourth grade studies focus on the influence of climate and environment on the way people live in various parts of the world. Children learn that although cultures vary, the basic needs of people are similar.
In the fifth grade, the child is given the opportunity to understand and appreciate his own country - the people who have built our nation and are building it today, the great natural resour- ces which contribute to our progress, and the ideals which have made it a refuge for millions throughout its history. The program introduces the child to our neighbors in Canada and Latin America.
The child's global concepts are completed in grade six where he surveys the cultural develop- ment of man from earliest times to the present.
Though the teaching of American Heritage has always been an important function of the social studies program, there is evidence that society expects increased emphasis. Therefore, a committee of Lynnfield teachers developed a supplementary reference guide to be used in our schools. Educators have a moral responsibility to society, and this portion of the program is expected to teach the values of good behavior, cooperation, and patriotism. Our teachers also use the study of history as a convenient vehicle for teaching these values.
It can be seen that social studies holds a key position in the elementary school program. This area of the curriculum helps the child understand his social and physical environment. It includes the past but gives emphasis to the present and the foreseeable future. At the same time, it has the responsibility of furthering the child's social development and growth toward good citizenship.
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There is renewed interest in the social studies as taught in our schools which will make dra- matic changes. This movement is nation-wide and has behind it sufficient funds to research, develop, and test new programs which will have great impact on elementary social studies in future years. In the meantime, the Lynnfield Social Studies Curriculum Committee has been reactivated and is evaluating the current program.
MUSIC Michael E. Cooney, Jr. - Director
Elementary vocal instruction and music ap- preciation is given to each elementary grade student once a week by one of the music teachers.
The music department has maintained all of its teaching activities and organizations in spite of the scheduling problems created by the double-session program. The staff has been most cooperative in working long hours in order to accomplish this.
The musical organizations, operating at the present time together with membership in each are as follows :
Elementary Music
High School Band
65 and 10 majorettes 72
Junior High Band
102
Dance Band
17
Brass Choir
14
Woodwind Choir
12
Woodwind Quintet
5
High School Chorus
75
Junior High Chorus
45
Elementary Chorus
130
Mixed Sextet
6
In the category of student participation we have the following accomplishment :
1. Two members of High School Band are now members of Greater Boston Youth Symphony.
2. Nine students elected by auditions to All New England Concert Festival.
3. Nine (out of fourteen who auditioned) were accepted for Massachusetts District All State Concert in January.
In both the New England and the Massachusetts District All State, more than 75% of the musicians auditioning from Lynnfield were accepted and ultimately per- formed in the Concert.
4. Twelve out of fifteen who auditioned for All New England Solo and Ensemble Festi- val at Boston University were awarded either first or second ribbons.
Two members of our staff were chosen as adjudicators at the Massachusetts District All State auditions; Mr. Cooney for flutes and Mr. Schmidt for trombones. In addition Mr. Cooney and Mr. D'Amico will serve as adjudicators at the New Hampshire All State Music Festival.
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Elementary Band
Audio Visual Aid
AUDIO VISUAL AID Robert A. Cox, Director
During this past year the Audio Visual Department was able to fill many of the equip- ment gaps that had existed in the various school buildings. The 1963 year saw the purchase of two opaque projectors and one tape recorder for the elementary schools and one TV set with stand, a tape recorder, two overhead projectors and two filmstrip projectors for the junior- senior building. This brings our total per build- ing equipment to a point above the recommended state minimum,
This year has also enabled the department to correct some of the film requirements of the junior-senior high school. We have added four physics, four chemistry and three biology films to our film library. Future plans include the purchase of more 16mm training films in all subject areas and a subsequent reduction in our overall film rentals. Much of the equipment and all of the films were purchased under the provisions of the National Defense Education Act of matching funds, This has kept the cost to the town to a minimum.
The Audio Visual Department in conjunction with the building principals has done extensive in- vestigation in the new area of programmed learning. It is our opinion that programmed learning on a large scale is a definite consideration, but it also is our judgment that extensive usage in the Lynnfield schools should be delayed. This is based on the belief that while much material is avail- able also much of it is of questionable value. We cannot feel justified in recommending large scale changes in the existing curriculum without complete assurance that the new replacements will be an improvement.
We feel that more statistical evaluation is necessary before we make large scale use of this new method of instruction. Meanwhile we are using some, but only on a limited scale, as supple- mentary study work.
A student study center has been established at the Huckleberry Hill School, and it is being used extensively by the student body.
Future plans stress the equipping of a graphics art center eventually to be located at the new senior high school. Such a center will provide space and materials for the individual teacher to make her own projectuals, geared to her own class needs. With the increased costs of education such as they are, the center can provide substantial saving by being able to produce many of the needed visuals rather than purchasing them,
In summary the Audio Visual Department has again made substantial gains in equipment. supplies and teacher services, and future planning calls for additional services to be provided.
SUMMER SCHOOL Robert E. Chalmers, Director
In 1963, there were 131 students enrolled in the elementary school classes, and 151 in the high school groups. This was a total increase in enrollment over 1962 of 107 students.
Arithematic, Reading and Typewriting were offered in elementary classes, while courses in Eng- lish, Mathematics, Science and French were offered to senior high students.
High school students received mid-summer and final written progress reports. At the elemen- tary level, both written reports and parents conferences were used for reporting achievement.
After deducting the tuition received from the total cost of operating the summer school, we find that the actual cost to taxpayers was approximately $3 per student. This is certainly not ex- cessive as some communities make no tuition charge and underwrite the entire cost.
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HIGH SCHOOL HEALTH
Florence C. Romanchuk, R. N. - Nurse
Just as the primary function of the school is education, the function of the school nurse is Health Education. The testing programs carried on each year are to help detect any problems which may hinder the students in their school programs. If a boy or girl has a vision or hear- ing problem or any other health problem, it is difficult for him to achieve the maximum in his school work.
The parents are promptly notified when a High School Health child fails any of the health screening programs, and are asked to take the child to a doctor for diagnosis and treatment. The school doctor and nurses are on duty in case of illness or accidents that take place during the school day, not for anything that happens at home or away from the school. There is a nurse on duty during both sessions of the Junior-Senior High School.
The Lions Club donation of the Bausch & Lomb Vision Testor is greatly appreciated and it is sincerely hoped that another machine of this type will be supplied so that each nurse will have one for her testing program.
LYNNFIELD STUDENT DRIVER CO Courtoi of DODGE-TOWN FAMILY MOTO 21 MAIN ST. - ROUTE 20 . WALTHAM
Student Driver Training
DRIVER TRAINING Roy E. Harbour, Director
Driver education at Lynnfield High School has grown considerably in the past year. Last school year five separate classes were required to process the registration. For the first time it was necessary to conduct road instruction during the summer months in order to keep up with the increased registration.
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