USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 69
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The updating of professional skills and the at- tainment of advanced degrees continues to involve a large portion of our staff. At the present time slightly under one half of the staff has been awarded one or more advanced degrees beyond the 4 year college level, which is a truly significant ratio. In addition to the pursuit of individual academic programs, the school system itself sponsors professional training activities from time to time, depending on our current needs. Plans are underway for three in-service training pro- grams which are being sponsored by the Lynnfield
schools. These are in the areas of science, language arts, and audio-visual education. Additional profes- sional development opportunities consist of special study groups and the previously mentioned summer curriculum workshops.
As in the case of most school systems in Massa- chusetts, we have been extensively involved in collec- tive negotiations between teachers and the School Committee over matters of salaries, hours, and other conditions of work. Following months of effort, characterized throughout by a sincere effort by all parties involved to find solutions to conflicting posi- tions, a mutually acceptable contract has been evolved, and it is expected that the final signing will be effected shortly.
School Facilities
As predicted in previous town reports, our elemen- tary school enrollment has continued to expand to the point where seven classes are located in the Junior High School, bringing the total enrollment of that building to a peak capacity of approximately 900 pupils. The School Department has been working very closely with the newly appointed Building Com- mittee in developing educational specifications for the planning additions to the Huckleberry Hill and Summer Street Schools. With the Town's approval on November 5, 1967 of these proposed additions we shall now be in a position to alleviate the present overcrowded conditions without having to introduce double sessions in any of our buildings.
The continued growth of our community, as well as the State Board of Education requirement for provision of a kindergarten program within the next few years, indicates that the end of our need for additional facilities is not yet in sight. In this respect. it would appear wise for Lynnfield to acquire another elementary school site for eventual future use, though the town may not necessarily elect to utilize such site in the next construction phase.
The general pattern of school growth for the last five years is as follows :
Year
Enrollment
Increase
% of Increase
1963
2347
116
5,19
1964
2374
27
1.15
1965
2464
90
3.79
1966
2633
169
6.85
1967
2699
66
2.50
Average % of Increase
3.89%
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Federal Aid to Education
I am certain that the residents of Lynnfield must be well aware that there has been a significant increase in the partnership role of the federal government in supplementing local support of certain school pro- grams. On the whole this assistance has been beneficial to Lynnfield, permitting the introduction of some programs earlier than they might have come other- wise, such as remedial reading on the junior high school level and the coming course in data processing, as well as permitting rather large reductions in bud- gets presented to the town. These advantages are frequently offset to some degree by the growing burden placed upon the system in complying with the very complex administrative requirements which always accompany such efforts, which must be processed through several levels of the state and federal bureau- cratic structure. I believe the results of these efforts, however, represent a commendable accomplishment benefiting both the pupils and, by reducing the bud- get, the tax burden of the community. The record for 1967 reads as follows :
a. Public Law 88-210, Vocational
Educational Act of 1963 $1,100.00
Funds used in the purchase of dictating and listening equipment, programmed shorthand material, and visual trans- parencies for use in bookkeeping and accounting classes.
b. Public Law 85-864, National Defense Act Title III - materials and equipment for mathematics, science, social studies, English and foreign language programs 4,931.28 Title V - guidance program 770.40
c. Public Law 89-10, Elementary and Secondary Education Act of 1965. Title I - covering cost of materials, equipment and salary of teacher for the Junior High School reading pro- gram $13,121.00
Title II - improvement of library and audio-visual resources 4,496.01
d. Public Law 874, Aid to Federally Impacted Areas 35,557.00
Total income received from all federal assistance $59,975.69
Other School Services
In the realm of the "Did you know?" type of information, I would like to call attention to various other services that are rendered by the Lynnfield schools.
Our Adult Education program had a successful fall term this year, with 87 persons participating in the ten sessions held on Monday nights in our Senior High School. Courses given this year included Con- versational French, Furniture Refinishing, Oil Paint- ing, Sewing, and Typing. Reports from participants indicate an enthusiastic response to the worth of this program, and it is our intention to continue the pro- gram next September.
One service we generally take for granted is the truly massive feeding operation that is carried on daily in our schools. A staff of 28 persons, working under the direction of our Cafeteria Supervisor, Mrs. Stella Hawkes, served a total of 322,825 meals in our six schools during the past year. The cost of this entire operation, excluding the cafeteria supervisor's salary, is underwritten by a combination of lunch fees and state and federal assistance.
On occasion it has been remarked that towns like Lynnfield have a large capital investment in a school plant which is only used during the daylight hours, thus realizing only a portion of its potential utiliza- tion. Actually, the facts indicate that this is far from the case, for, even when one discounts all school sponsored evening events such as musical programs, dances, basketball games, and official meetings, it may be surprising to note that our school buildings were utilized on 462 other occasions by 34 different non- school organizations. Fees collected for such use, though minimal, amounted to $5,197.87 which was returned to the general fund of the town.
While on the subject of night use of school facilities, it is hoped that all parents are aware of the fact that our guidance personnel hold "open house" on every Tuesday night when school is in session, thus providing a convenient opportunity for both parents to confer with their child's counselor.
Though many other examples of supplementary school services might be described, I would like to mention only one other service to the community which may not be generally known, that of controlling the issuance of work permits to minors. The School Department reviews and acts upon all applications for work certificates to assure that the type of work, number of hours involved, and the work environment itself are in conformity with the laws of the Com- monwealth permitting the employment of minors. During 1967, 209 applications were passed upon by the Superintendent's office.
In closing, one might look back upon 1967 as a year in which much progress was made in several major areas of our school program. Certain of our
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curriculum offerings have been expanded or improved, new programs in teacher training have been provided, several innovative practices have been introduced, and planning is now underway in providing for needed additions to our school facilities. All of this can only be accomplished through the cooperative action of a great many people and institutions. In this respect I wish to extend a special word of appreciation for the splendid efforts of the School Committee, our teachers and principals, and the community at large. It is only through your continued interest, review, and support of our Lynnfield schools that we can pro- vide the quality of education which our young pupils need for today as well as for the future. For each of them, the opportunity is NOW and it is our shared concern to ensure that we have done all that is reasonably possible for the full development of our youth. Only then can we say that we have begun to discharge our responsibility to them and to the future of our society.
SENIOR HIGH SCHOOL
Henry F. Cotton, Principal
The Class of 1967 chose EXCELLENCE as their theme and endeavored throughout the year to meet the challenge of this high standard.
Graduation exercises were once again blessed with exemplary weather and the statistics compiled by the graduating seniors were just as impressive. For eighty-eight percent of the senior class, gradua- tion was only a prelude to a summer of preparation for the schools in which they had chosen to continue their education, while for the others it meant a ter- mination of formal education for a while as they began to seek experience in full time employment or in the armed services.
Small group instruction in social studies
A number of curriculum projects undertaken in the summer of 1967 were put into effect in September. The most promising of these curriculum changes was the revision of the United States History program to include large group instruction, small group discus- sions and team teaching. Though this program has not, at this point, been totally evaluated, indications are that a number of its promising teaching techniques may find their way into other areas of our curriculum.
Studying seaweed in a Senior High School biology class
We are already pleased with the work of the new staff members added at the beginning of the new school year and doubly pleased that 85% of last year's staff returned to continue their teaching careers in Lynnfield.
Guidance counseling is provided to all secondary school students
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.S
I would be remiss if I did not mention the high quality of leadership provided by our department heads in insuring that the quality of instruction pro- vided is consistent with the willingness of our student body to seek and achieve the high standards set for them.
Learning by experience at Otter Lake Conservation School
I am sure that the community will look back with pride on the accomplishments achieved at its high school in 1967 and can look forward to achievements yet to come, for the town has continued to provide the facilities, the materials, the cooperation, and the fine teachers and willing students that together are the ingredients from which excellence in education is developed.
JUNIOR HIGH SCHOOL Leonard Nihan, Principal
With the recent voter approval of additions to two elementary schools at the November Town Meet- ing, we are looking forward to the eventual ending of overcrowded conditions at the Junior High School. We anticipate total building enrollment to approach one thousand before completion of construction at the two sites.
The Junior High building has received a con- siderable "face-lifting" since the last town report. The gymnasium floor has been resealed, much of the building interior has been repainted, and new ceiling tiles have been installed in the corridors. The school cafeteria has been repainted and partially sound- proofed, and improved lighting has been added.
Use of the control reader in a new Junior High School reading carrel
In addition to building maintenance, one room has been completely equipped with reading consoles, controlled readers, tape recording devices, and other educational materials essential to a remedial reading program. The bulk of the cost of the hardware, as well as the salary of the reading instructor, has been largely underwritten by a federal grant under Title I of E.S.E.A. Approximately eighty students participate in the ten remedial reading classes offered.
Use of tape recorded reading lessons
For the first time Lynnfield Junior High School has been represented at the North Shore division of the Eastern Massachusetts Intermediate Mathematics League. The team is made up of four ninth, four eighth, and two seventh graders. Competing towns in the League include Beverly, Danvers, Hamilton, Saugus, Marblehead, Swampscott, Wakefield and Wenham. The contest categories cover the following topics: number bases, metric geometry, number sen- tence solutions, arithmetic and algebraic operations. School advisor for the "mathathletes" is Mr. Paul Trunfio.
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Another first for the school is the publishing of its own newspaper, the BLUE AND GOLD BUGLE, with Mrs. Paula Chase as faculty advisor. Student response to having their own news media has been most en- thusiastic.
In September the science department introduced the experimental I.P.S. Program to half of the ninth grade while the other half continued with the tradi- tional program. The Introduction to Physical Science program is a new lab-centered course with the emphasis on learning by doing. Lab procedure and technique are stressed and this new approach has been most effective. The I.P.S. Program is being adopted for all ninth grade students next year.
During the summer months a team of junior and senior high school English teachers met to deal with the curriculum problem for the slow-learner. The committee wished to provide the practical, workable tools of the English language for the general student whose formal education would terminate upon gradu- ation from the high school. Such a course of study has been outlined in detail for grades seven through twelve and is now in operation.
The up-dating of curriculum as noted above in the area of English, resulted from one of the workshops held several weeks last summer by Lynnfield teachers. In the two years since these workshops have been in operation, junior high students have benefited from similar studies in science and mathematics. Educa- tional gains are so gratifying that attention has been called again this year to these valuable summer pro- grams.
CENTER SCHOOL
Dr. Nancy Santeusanio, Principal
The Center School opened in September with five first grade classrooms and five second grade class- rooms housed in the Center School building and five third grades in the Junior High elementary wing. In addition, two sixth grades from the South School are in this wing, totalling seven classrooms with Mr. Richard Sullivan acting as head teacher to handle routine matters.
For the first time the primary grades have been set up so that they range in size from twenty five to thirty pupils, while one classroom at each grade level is planned for highly individualized instruction with class size planned for fifteen to twenty students.
On major improvement has been a new cafeteria design which was made possible through the purchase of folding cafeteria tables and benches. This has
kept food preparation, serving and cleanup in the cafeteria itself and has permitted the utilization of the all-purpose room as a dining area at lunchtime. For the first time ten classrooms are being served using two cafeteria sittings rather than three. This provides more comfortable surrounding and permits children to eat lunch at a realistic time.
The most important tool that any primary school can offer its children is a reading program with an emphasis on word attack and reading for meaning skills. In addition to a strong basal reading program, an individualized reading program has been set up at each grade level. More and more books have been programmed by the teachers for individualized read- ing. Some teachers have a reading file with over two hundred programmed while others, new to the staff, are beginning with the minimum ratio of three books per pupil or thirty books programmed for a group of ten pupils.
For the first time grade one has started a modified individualized reading program using easy books pro- grammed by the teacher and setting up the pupil- teacher conferences as a pupil completes a book.
In July a language workshop was conducted to revise and implement the curriculum. A language handbook entitled Give Me an Idea was developed. Give Me an Idea is a sourcebook for the teacher who is concerned with the creative impulse in children. It is the teaching of language through a variety of approaches with one general purpose: to help the teacher spark the creative impulse in children.
Members of the language committee were : Mollie Babcock, Patricia Banks, Veronica Hatch, Dorothy Batty, Eloise Kenney, Virginia Mitchell and Nancy Santeusanio, Chairman.
On February 26, 1967 a Volunteer Teacher Aid Program was initiated at Center School on an experi- mental basis. The program functioned in two phases :
Phase I. Working on the preparation of materials to be used in the classroom.
Phase II. Helping on the playground and in the school cafeteria.
The purpose of the program has been to relieve teachers from non-professional duties and to provide them with MORE TIME TO TEACH. The two phases of the program were initiated with four volun- teers working at lunchtime and four volunteers work- ing for a two-hour time block performing clerical tasks for the teacher.
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The outcome of this program has been :
- Greater parent understanding of the school as a result of mothers working in the school.
- Teachers with more time to teach and to teach better with new teacher aid services.
- An opportunity for other schools in Lynn- field to set up the volunteer aid program in their own building.
Center School is dedicated to a philosophy of continuous growth and provision for individual dif- ferences so that each child may progress according to his own rate and level of ability.
HUCKLEBERRY HILL SCHOOL
Gilbert F. Bulley, Principal
This past year at the Huckleberry Hill School has been a most interesting and exciting one for all the elementary students and faculty. The school is very concerned with the wellbeing of all pupils and their desire to learn in a healthy and lively educational atmosphere. The staff has a deep interest in each individual and tries to bring out the very best in his social and educational experiences.
The school could be thought of as a clock that keeps accurate time, with the teacher as the key person to make it tick. The pupils come inside in the morning, move around during the six hours and then leave in the afternoon. How well the individual func- tions throughout the period of time that he or she lives on this earth depends largely on how well the school does the job of educating the mind of each individual. It is a real challenge to all of us and it is our hope to keep the working parts well oiled so that students, using their own natural ability, will grow into adulthood with a sense of pride and the satisfaction of a job well done.
During the past year many new ideas and signi- ficant changes have reached a reality. Our school library, under the volunteer leadership of Mrs. Elmer Weismantel, has been a great asset to our educational program. Parents and sixth grade students have kept the library open from 8:30 a.m. until 3:30 p.m. each day. This means that a student can be sent to the library at any time and receive help.
A new idea, the Interest Corner, has been the focal point of many exciting items brought to the school and shown to all pupils. It is interesting to watch the enthusiasm with which a youngster brings something of value to the school for others to learn about and enjoy.
What a truly tremendous educational experience for all the fifth graders who attended the Otter Lake Conservation School in Greenfield, New Hampshire. for five days and four nights! Here the youngster learns everything from how to set a table, to the relationship that exists between field, forest, brook and swamp. Spending most of their day out of doors, these fortunate youngsters, guided by teachers, could be seen in small groups digging in the soil to examine the litter layer, humas layer, topsoil and subsoil. All week long they put into practice the skills learned - observe, compare, classify. It was a full week of educational learning in a totally different atmosphere. The hands of this school clock really traveled fast. The science program took an enthusiastic step forward in all grade levels with the help of the new curriculum materials.
P.T.A. members have given many hours of valu- able service to the school and to the students; many projects were successfully completed and the rewards of effort and time went to benefit the school.
The students in Lynnfield have a sincere desire to learn and, as professional educators, we are con- tinually striving to find the best ways possible to obtain the highest results. The new addition to the school is greatly needed. All of us look forward with enthusiasm to the completion of this addition to better serve the educational needs of the Town.
SOUTH SCHOOL
Charles A. Wolski, Principal
The traditional greet "Hello" when good friends meet is being replaced by a cheerful inquire "What's new ?" South School is pleased to take this opportunity to report on "What's new ?"
During the latter part of October, the long awaited parking facilities were completed. The new parking lot for faculty cars frees a large play area for the children during winter months.
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The mystery of muffled sounds of hammering and sawing throughout the school in the early days of November was finally explained. A new storage room was fashioned from a little-used tool shed and became the reading supply center. New lighting is being introduced gradually for the corridors beginning with the foyer. The obsolete desks in the intermediate grades are being replaced with more flexible furniture.
Under the heading of "What's new in instruc- tion?" comes the unique activities period centering around student interests in art, music, and dramatics. One hour a week is devoted to this exciting enrich- ment program. The South School faculty devoted the past year to the evaluation of our reading program. As a result of this study a new basal reading program was launched this year.
During the past year the South School P.T.A. had a very successful and active year under the presidency of Mr. and Mrs. Frederick Andresen. Be- ginning with a humorous and thought provoking lec- ture by Cynthia Parsons, Education Editor of the Christian Science Monitor, continuing through the excitement of a Science Fair, on to the annual all- school musical in the spring, and ending with the highlight of the year, the South School Carnival. Through the generosity of our P.T.A., each classroom is equipped with movie screens, and a record library has been started. In addition to staffing the library, the P.T.A. mothers are supervising the cafeteria in order to provide teachers with a much needed daily half-hour duty free lunch period. For this latest en- deavor, the faculty is most grateful.
Although our staff members are not new, each year they bring professional growth, new ideas, and enthusiasm. The South School is gifted with a staff of highly responsible and creative people, who work closely to provide the best possible educational climate for our children.
SUMMER STREET SCHOOL
George E. Caswell, Principal
Summer Street School is an intermediate elemen- tary school with four classrooms each of grades four, five and six. Plans have been approved for expansion of our present facilities to include six additional class- rooms, a media center, a gymnasium, and larger kitchen space. Present staff members are principal, secretary, twelve classroom teachers, custodian, and three kitchen workers. Teachers and children also
command the services of a nurse, reading consultant, art and music teachers, physical education teacher, and speech therapist. These permanent and itinerant staff members provide the general and special educa- tion of our pupils.
The children are grouped heterogeneously in self-contained classrooms for the major portion of the school day, although they change teachers for mathe- matics instruction and for other special subjects such as art, music, and physical education. The teachers provide for the children's learning differences through various grouping procedures and through individual- ized instruction. A number of instructional materials, commercial or teacher-made, and a variety of planned educational experiences and activities are used to enhance each child's growth pattern.
Curriculum planning and evaluation remain an on-going endeavor. Recently revised social studies units are proving worthwhile to the students. Much enthusiasm has been generated by our current materials in elementary science and especially by our conservation school program where fifth grade students spend a week at Otter Lake with qualified conserva- tion instructors. New materials prepared by a group of teachers in a summer workshop are also creating greater interest and achievement in spelling and lan- guage. Increased use is being made of audio-visual materials as supplementary tools of learning.
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