USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 57
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One important conclusion should be noted from the fore-mentioned and that is that the federal government has very much become a partner in the local educational enterprise, and from all portents its role will continue to grow in the future.
The Instructional Program. The scope and quality of our school curriculum is, of course, extremely crucial to the prospect of sound learn- ing outcomes for our Lynnfield pupils; therefore, we must be always mindful of the need for careful assessment and improvement of our pro- gram and instructional methods. All of those responsible for the Lynnfield schools - the pro- fessional staff, school administration, and the School Committee - share this concern and have taken several important steps in fulfilling this responsibility.
Probably the most significant improvement in this area has been the institution of a formal program utilizing school personnel and some outside consultants in a major effort of curricu- lum improvement during the months of July and August. Thirteen teachers, working under the direction of principals and department heads, reviewed and revised our science and mathe- matics programs on both the elementary and junior high school levels, and several interested citizens assisted us with specialized knowledge in botany and conservation education. This type of in-depth approach, carried on at a time when school personnel can contribute a full-time effort in effecting curriculum improvement, has resulted in significant updating of our science and mathe- mates program, and accomplishment which would have taken at least two normal school years in the past. These improvements, described in greater detail in other portions of this report, have resulted in the planned continuance of this program for the coming year.
One of the most interesting and promising developments planned for our science program is the opportunity for some of our elementary pupils to have 41/2 days of direct learning experience in Nature's own classroom at the Otter Lake Con- servation School in Greenfield, New Hampshire. Living and working under the direction of our own teachers and the specialists of the conserva- tion school, our fifth grade pupils will, through such techniques as observing, recording, discuss- ing, and doing private research, have the oppor- tunity to learn a wide variety of basic nature study and conservation concepts in a first-hand manner not possible to duplicate in the classroom. This is not a camping program but, rather, a "week of school away from school," and one which will bear a direct relationship to our expanded science program on the elementary level. Meet- ings will be held in the future to enable parents
and interested members of the community to learn more of this coming program.
Other recent changes in our school curriculum include the establishment of World Problems as a required course for all senior high school students, the addition of a creative writing course to our secondary English program, and the in- clusion of power mechanics in the industrial arts course.
Libraries. A most vital adjunct to all phases of our instructional program is the provision of a full, high quality, school library program serving all grade levels. A narrow curriculum, one which restricts pupils to a single textbook source of knowledge and which does not provide for a vast array of differing pupil study needs has no place in today's schools, and, more and more, compre- hensive school libraries staffed by competent professionals are evolving into a most central position in the total school program. Several important steps have been taken in progressing toward that goal in our Lynnfield schools includ- ing such improvements as the establishment of the nucleus of future libraries in each of our elementary schools, the increasing of our budget- ary expenditures for libraries, and the involve- ment of parents and teachers in a study of our school library services in comparison to recog- nized standards of excellence. Two full-time professionally trained librarians serve our junior and senior high school library needs, and elemen- tary teachers, administrators, and volunteer parents provide for our library services in grades 1-6. A major step in improving our library serv- ice has come about through the obtaining of slightly over $25,000 in federal funds under the auspices of Title II, Elementary and Secondary Schools Education Act, to be spent in improving library services over this and the next four years.
In closing, it should be said that the true heart of our school program will not really be found in any of the descriptive material in this progress report. Changes in curriculum programs, school facilities concerns, noted improvements, funds expended and gained, personnel considerations and like matters, vitally important as they indeed are, are merely pale reflections of the living school program represented by teachers and pupils together exploring the whole gamut of concepts, skills, knowledge, and understandings which result eventually and hopefully in what we term an education, and herein is the true heart of your Lynnfied schools. May our efforts as citizens and educators always be devoted to- ward that which is truly meaningful in the accomplishment of our basic goal in education - · effective learning on the part of every pupil in our charge.
BERNARD A. HUNTLEY Superintendent of Schools
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SENIOR HIGH SCHOOL
Henry F. Cotton, Principal
The key word at Lynnfield High School in 1966 had to be the word "new" since a number of significant new programs were put into opera- tion. Particular emphasis was placed on the development of the creative arts; among the new projects were a school musical (the much ac- claimed "Carnival"), a literary magazine (REVELATIONS), a course in power mechanics, and a course in creative writing as well as the addition of a record collection and high fidelity equipment for the music listening room.
POWER MECHANICS SHOP
The Class of 1966 lived up to its early record of achievement by graduating with 25% of the class on the honor roll. Graduation provided one of the high points of the year as ver 2,000 citizens turned out on a warm Sunday afternoon to wit- ness the first graduation exercise held at the Essex Street High School. One hundred and sixty-two graduates divided their choices between colleges, nursing schools, business, technical and vocational schools, work, and the armed services, with over 87% choosing to continue their educa- tion. A great deal of credit for the high level of achievement and school morale in 1966 must go to our student leaders who contributed energy and ledership beyond the normal expectation. This, added to the willing cooperation of our student body and the consistent high quality of work accomplished by the teaching staff made 1966 a memorable year for Lynnfield High School and set a standard by which we will be proud to measure our future accomplishments.
JUNIOR HIGH SCHOOL
Leonard Nihan, Principal
Student enrollment increased six percent in grades 7-9 in 1966 and two additional third grades were added to the two previously housed at the Junior High School. Tentative plans call for ad- ditional elementary classes next year to handle the increased numbers at the elementary level. Increasing the daily periods from six to seven will help to make this additional space available. However, projected enrollment figures indicate that in September of 1967 we shall have reached the saturation point at the Junior High and the problem of school housing will become increas- ingly critical.
The gap between the American Library Association standards and our school library has diminished considerably. Increased local expendi- tures as well as federal funds received under Title II of the Elementary and Secondary School Act have resulted in the addition to our library of approximately 800 volumes.
Efforts to aid the slow reader are being con- : tinued in the English department. The use of simplified classic novels has proved successful as they provide a high interest level with a simplified vocabulary.
The Social Studies department has designated 1966 as the "Year of the Slow Learner." Teachers and pupils alike are enthusiastic about the newly adopted series of texts introduced this year for slow learners in eighth grade American History and seventh grade geography classes. Results in these sections have been most gratifying.
I feel excellent educational dividends are now being received and will continue to be received by Lynnfield's investment this past summer in a curriculum workshop. Recommended by the Superintendent and approved by the School Committee, a group of elementary and secondary teachers met daily for a six week period during the summer months. Areas under study at the junior high level were science and mathematics.
At the seventh grade level a science course has been outlined in detail with a half year of biology and a half year of physical science. Both are laboratory centered courses with the em- phasis on "doing" simple experiments. At the eighth grade level the Earth Science course in- cludes study in the areas of astronomy, earth chemistry, physical geology, paleontology and oceanography. This course is also laboratory
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centered with more complex experiments and with definite training in laboratory procedure.
The mathematics committee has developed a program which is more meningful to students at all levels of ability. In addition to outlining specific goals for each level, the committee has also developed a philosophy and outlined ob- jectives for all mathematics courses taught at the junior high level.
LANGUAGE ARTS IN THE ELEMENTARY SCHOOL
Dr. Nancy Santeusanio Principal, Center School
The language arts program encompass four phases of the school curriculum; namely, reading, language, spelling and handwriting. It provides for the intake of ideas through thinking, listening and reading and the outgo of ideas through speaking and writing.
The teaching of reading is one of the major responsibilities of the elementary grades. The reading program is designed to prevent reading failures through careful diagnosis and well- planned instruction according to the needs of the child.
In grade one it begins with diagnostic testing in order to ascertain the needs and most desirable grouping for each child. The child's ability to hear beginning sounds in words, to see likenesses and differences in letters and words as well as his knowledge of letter names are all part of the diagnostic phase. During this initial period the teacher also observes and notes the ability to follow simple group directions and to complete a task.
Last September 133 first grade children were enrolled in grade one. Rather than being as- signed permanent placement as they entered school, they received a temporary assignment. During the half-day sessions in September the five first grade teachers planned their daily pro- grams together, with provision for diagnostic testing and very careful observation, using an anecdotal record to note information about each child. For part of the morning the children, on
a rotational plan, worked with more than one teacher thus enabling all of the first grade teach- ers to know all of the children entering first grade and to identify more closely with them.
At the end of this three-week period, the five first grade teachers, the principal and the reading consultant evaluated the results of this prgram with respect to diagnostic reading tests and anec- dotal records. Each child's individual differences were carefully considered, and the children were given a permanent teacher assignment.
The classes were arranged so that groups of children with differing ability would be in the same classroom. In other words, each first grade classroom was set up with one group of children who were already beginning to read or whose diagnostic test results indicated they were ready to begin; another group in the same classroom consisted of children who needed some work with prereading skills but were essentially ready to to read; and a third group of children who needed much work in order to develop their prereading skills. In this way each classroom had groups of children with differing ability arranged in workable groups for reading instruction.
While it is not possible to highlight all facets of the reading program, it does seem important to describe the central school library as a vital factor in the reading program.
The growth in the number of volumes at Cen- ter School has almost doubled over a two-year period with a total of 2,110 volumes consisting of 1,064 nonfiction and 1,046 fiction. This increase in volumes has been made possible by the aware- ness on the part of the Superintendent and the Lynnfield School Committee to increase library funds.
In addition to books, the school library has 577 back issues of National Geographic with a subscription from Mr. Robert Rourke in memory of Mildred Parkhurst Rourke.
While there is a real need for much more ade- quate library space and a staff member trained in school library services, the central school li- brary has been recognized as an integral part of the school program.
At the beginning of this report, it was stated that the language arts program was four-pronged, dealing with a large block of instruction includ- ing reading, language, spelling and handwriting. It is not possible to describe each phase of the language arts program in detail, but only to say that this block of instruction gives the child his basic learning tools in the art of communication.
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SOCIAL STUDIES IN THE ELEMENTARY SCHOOL
Charles A. Wolski Principal, South School
Social Studies is a term applied to that area of the elementary school curriculum which has theh primary responsibility of helping children develop skills in and the understanding of human relationships. The social studies deal with the study of man.
The new guide developed by Lynnfield ele- mentary teachers draws from all of the social sciences. Elements of geography, history, sociol- ogy, economics, and even anthropology are in- cluded. The guide puts emphasis on cultures.
What are the objectives of the new program? We expect the new curriculum to do at least the following: first, it is to teach our students about human behavior. The student learns about the varying systems of cultures. Everyone will agree that the adult of the future must be acquainted with all the other peoples of he world! Units of study have been developed at each grade level to fulfill this objective.
Since it is not feasible to teach all of the cul- tures of the world, certain areas and their people have been chosen for in-depth study.
The second objective is to give the student knowledge about the history of mankind, espe- cially the traditions of his own country. Though the teaching of American Heritage has always been an important function of the social studies, the new guide puts greater emphasis on the study of our country. In grade three, the child is intro- duced to communities in various parts of the United States. The fifth year is devoted to a comprehensive study of the history and geography of the United States, while the development of Western Civilization is taught in grade six.
Next, social studies must teach skills and cul- tivate certain attitudes. Man has accumulated such a vast amount of knowledge during the past two decades that it is not possible to teach it all. What can we do? To enable a child to gain knowledge concerning his society, we can teach him how to research the information needed; teach him to think reflectively about problems and issues, and to apply his thinking in construc- tive action. Teaching the skills such as map and globe reading, organizing and evaluating skills, and research skills, is an important adjunct of the program.
The final objective is to develop group partici- pation and human relations skills. A meaningful definition of group particiption and human re-
lations skills is derived from the first and fore- most tenet of American democracy: a belief in the dignty and worth of the individual human personality. This is what we strive to teach our youngsters-that each person is unique, that each person possesses distinct capabilities, that each is entitled to basic human rights and liberties and the respect of others.
The social studies curriculum is receiving new impetus in the schools. Survival in the nuclear age depends far more on progress in human re- lationships than on technology. What good is the knowledge gained if man does not have that com- mon ingredient necessary for society-the un- derstanding of and respect for his fellow man?
ELEMENTARY SCHOOL MATHEMATICS
George E. Caswell Principal, Summer Street School
DOING RESEARCH WORK FOURTH GRADERS, SUMMER STREET SCHOOL
Means for improving and evaluting the mathe- matics curriculum this year was provded by the School Committee, through the efforts of the Superintendent, when they authorized a mathe- matics workshop to be conducted during the sum- mer months. Participating in the workshop were three elementary school teachers, two junior high school mathematics teachers, the mathematics de- partment chairman, and an elementary school principal. Also available to the group as con- sultant was Mr. Michael Antone, director of mathematics for the City of Medford and former mathematics chairman at Salem State College.
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Initially the workshop group considered the new mathematics objectives and the articulation between elementary and junior high schools, fol- lowing which the groups worked on independent projects. The elementary school members planned teaching suggestions to help teachers better meet the needs of different groups of pupils, and also made a detailed examination of the topics and teaching aids in the best of the published materi- als currently available. The junior high school teachers prepared specific course outlines for grades seven, eight, and nine.
The workshop members agreed with the ob- jectives of leading mathematicians and educators who want to present mathematcs as a way of thinking and resoning while providing the pupil with desirable mathematical skills. A number of newer programs being developed by the publish- ing companies and the continued research by in- fluential groups were cited by our consultant as concrete evidence of the acceptance of the newer objectives throughout the country. Content or- ganization in most of the newer programs uses a spiral approach in which similar topics appear at different levels and with increasing complex- ity and rigor. Teachers still must be allowed the freedom to delete, supplement, and enrich this content in mathematics according to the needs of their students while they seek the fine line between challenge to the student and the op- portunity for successful learning.
Evaluation of our present program leads us to believe that we have generated greater interest and enthusiasm for learning mathematics. In analyzing our standardized test results for the past several years we have found a significant gain in reasoning and in understading mathe- matical concepts, but no appreciable gain in com- putational skill. We must still seek ways to im- prove our units of work and our teaching abilities. We plan to continue to evaluate our teaching and learning in mathematics as we attempt to meet the demands of our modern society.
ELEMENTARY SCHOOL SCIENCE
Gilbert F. Bulley Principal, Huckleberry Hill School
During the past summer a science workshop committee, comprising four elementary teachers and an elementary principal, spent four weeks on a serious study of the science program in the elementary schools. This committee investigated the latest science texts and the thinking of recog- nized experts in the field of science education,
keeping in mind the followng goals as they pre- pared material for the guide:
1. To develop a better understanding of the natural physical world.
2. To gain some understanding of the methods used in the sciences.
3. To learn more about the needs of living things, including the needs of the human body.
4. To take part in the exciting adventures that lie ahead in science and technology.
5. To prepare for effective citizenship.
This guide was put in the hands of all the ele- mentary teachers by early October and each teacher was asked to follow the guide according to the science program in his or her grade. This new systems approach to teaching elementary science relates material from six science areas: the solar system and beyond, matter and energy, the biological sciences, exploring the earth, the physical environment, exploring space. The depth approach gives time for investigation and the question approach will guide children in discov- ery through inductive thinking. This new pro- gram provides opportunities for pupils to learn and use sciences processes: observing, comparing, hypothesizing, etc. The science material is con- sistently presented as open-ended, with unsolved problems.
علبة
HANDWRITING LESSON, HUCKLEBERRY HILL SCHOOL
A section of the guide was devoted to nature study. The committee felt strongly that children should develop an awareness and appreciation of their natural surroundings through a program of nature study within the the schools. A suggested
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nature trail was mapped out behind each school with the hope that all classes would take a na- ture study walk sometime during the school year. The Massachusetts Audubon Society and the Lynnfield Conservation Commission helped great- ly in this area of study.
The workshop commttee asked that one person in each building be appointed to act as the head science teacher. This person would assist all phases of the program by keeping science materi- als together in a central area within the building.
The Lynnfield School Committee is presently studyng a recommendation by the workshop com- mittee to send each fifth grade in the town to a conservation school in New Hampshire for a week of first-hand science experiences in outdoor liv- ing. This program has been in operation for the last eighteen years and has been used success- fully by several Massachusetts communities.
We feel that the new elementary science pro- gram is in high gear and that results of an evalua- tion planned at the end of the school year will stregthen it further.
GUIDANCE
William J. Coughlin, Director
Each student at the secondary grade level has available the counseling services of the guidance staff for any problem, whether it be personal or educational. In addition, there is a complete and informative collection of occupational and voca- tional materials at both the junior and senior high school facilities.
STUDENTS IN GUIDANCE OFFICE LISTENING TO TAPE OF "CAREER OPPORTUNITIES"
A unique occupational tapes room has been added this year where students may listen to the Northeastern University Library recordings on occupational careers. There has been an en- thusiastic response to the venture and it is planned to broaden this resource.
During the school year the Guidance Depart- ment schedules fifteen career conferences at which adults well informed about their special- ties speak to interested students concerning career fields. The schedule for this year includes junior or community colleges, job interviews, chemistry, teaching, hospital work, retailing, physical edu- cation, drafting, radio and television, technical schools, social work, art, engineering technology, data processing, and nursing.
Other friends that return each year are the admissions officers of the numerous colleges, busi- ness schools, and technical institutes, who provide our students with first-hand information. We are indebted also to those people in Lynnfield and other nearby communities who invite our pupils to admissions lectures and similar activities. We are proud to be able to cooperate with such public-spirited citizens.
We are indeed fortunate to have fine facilities and interested adults available to aid in the vocational education of our future citizens. We are also grateful to the civic clubs and other groups which annually provide scholarships for our graduates. Every year the value and num- ber of these scholarships rise and the recipients are most grateful for the expanded opportunities available as a result.
MUSIC
Michael E. Cooney, Jr., Director
The year 1966 has been a fruitful one for the music department, not only in terms of musical accomplishments but also by way of offering addi- tional performance groups for students at all levels-we have satisfied the ever-increasing de- mand for music outlets, both instrumental and vocal.
This year marked a high point in the partici- ption of this town in all star muscal groups. Sev- enteen vocalists and instrumentalists were ac- cepted for the Northeat District Concert; five were re-auditioned and performed at the Massa- chustts All State Concert. At the New England Festival Auditions, Lynnfield students won seven- teen places in the New Engald Band, Chorus and Orchestra that performed in Falmouth, Massa-
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