Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970, Part 88

Author: Lynnfield (Mass.)
Publication date: 1961-1970
Publisher: The Town
Number of Pages: 1002

USA > Massachusetts > Essex County > Lynnfield > Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970 > Part 88

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In addition to the provision of needed facilities for a growing school population, it is important that the community periodically review its existing grade or- ganization in order to insure that (1) it is the best one for serving the educational needs of the students, and (2) that it reflects a concern for sound economic plan- ning for the future construction and utilization of school facilities. Upon the recommendation of the Superin- tendent of Schools the School Committee appointed a special task force of professional and lay persons to carry out a comprehensive study of this whole subject. This group, chaired by the Superintendent, carried out its work during the December through May 1969 per- iod, culminating its efforts in a comprehensive "Report of the Study Committee on School Organization," sub- mitted to the School Committee on May 5, 1969. The major recommendations of this group, arrived at through detailed analysis as described in the report, in- cluded the establishment of a four year high school program, and the incorporation of grades six, seven, and eight in a middle school program. The elementary structure under this plan would consist of kindergarten through grade 5. The expansion of our present Senior High School to its full 1200 pupil capacity was viewed as the most logical first step in providing for the future facilities and program needs of our pupils. If the sug-

gested target date of 1973 is realized, this construction could provide sufficient school space for the simultan- eous opening of public kindergartens as mandated by the State Board of Education. Interested citizens who may wish to learn more on this subject may borrow copies of this significant school report from either the Town Library or the Superintendent's Office.

School Personnel: A total of 31 new teachers were hired during the past year, these being divided approxi- mately evenly between the elementary and secondary school levels. We continue to be pleased with the re- turns of our intensive recruiting efforts and our newest teachers are already contributing a great deal to our program. A profile of these thirty-one new teachers revealed that over one-fourth already have earned an advanced degree, over one half were married, 40% were males, and, of particular interest, the group had an average teaching experience factor of over three years. The selection of new personnel is a major res- ponsibility of the Superintendent, aided by the Director of Curriculum, Principals, and the Department Heads. Through personal interviews, review of college and ex- perience records, and the perusal of professional refer- ences, we devote a major share of our annual adminis- trative effort to obtaining well-qualified teachers for our Lynnfield schools. The value of this effort cannot be overestimated for it represents the greatest opportu- nity the Superintendent has for directly influencing the quality of our Lynnfield schools. As we all know, ex- cellent facilities, a first rate program, and the provision of necessary teaching supplies and equipment are all important, but they pale in comparison to seeing that the right teacher is placed before our students. This emphasis will indeed continue.

Again, I encourage the reader to review the in- dividual reports which follow for they provide a most interesting and informative review of this complex or- ganization that is the Lynnfield Schools. No single pub- lic activity of the community surpasses the importance of providing the highest quality education possible for its youth. Similarly, no public activity calls for a greater share of the hard earned tax dollar of the community members. As Superintendent of Schools I can assure you of the continued effort on the part of all of our school personnel to see that we gain the maximum educational gain from the resources which the community has pro- vided. It is hoped that through your review of this sec- tion of the Town Report you will have a full under- standing of the many activities and accomplishments that represent our school record for the closing year of this decade. Through your continued support we look forward to the further progress of your Lynnfield schools in the seventies.

Dr. Bernard A. Huntley

Superintendent of Schools

.. ....

Lynnfield School Committee, (seated L. to R.) William J. Schultz, Dr. Thomas E. Devaney, Chairman, and Mrs. Barbara B. Tufts Standing (L. to R.) Dr. Bernard A. Huntley, Superintendent of Schools; Dr. Louis D. Savage, and Carl F. Bennekom.

CURRICULUM

Gilbert F. Bulley, Director

The curriculum program within any given com- munity is not only exciting, but forever changing with new ideas and improvements. During this past year the curriculum program in the town has produced some innovative ideas mainly from the highly qualified teach- ing staff. It has been said many times that the school system is only as strong as the professionalism of the teachers in the classroom. This I believe to be one hun- dred percent true and Lynnfield need not take a back step to any community in this regard. It is through in- terested and devoted teachers that the improvements in curriculum take place. I am proud of the way our teachers have responded to the various curriculum changes during the past year.

It would be difficult to report all the happenings within the curriculum program so I will restrict my re- marks to some of the highlights. This past summer nearly thirty teachers worked to keep abreast of curri- culum innovations to determine means of strengthening present course offerings, to consider course additions and to work for greater articulation between grade levels. Faculties of all schools were asked to submit suggestions for study and responses were received from more than seventy teachers. After careful screening, the following areas were selected for summer workshops:

1. Health Education (grades 1-12)

2. Library Media Skills (grades 1-8)

3. High School Biology (team teaching)

4. World Cultures (new course in 9th grade)

5. Junior High School French (curriculum change)

6. High School English (new course - Legends)

7. High School General Curriculum Innovations

The Health Education Committee has continued to meet throughout the school year with the main em-

phasis on Drug Education. This group worked very closely with the Interfaith Council's Drug Action Com- mittee in helping to put together the special adult pro- gram on drug abuse. It is interesting to know that 29 teachers and administrators attended this six week course at the high school. The Health Education Com- mittee is planning programs for teachers and students throughout this present school year.

At the start of the new school year in September thirty seven teachers were involved in three in-service courses. Sixteen teachers (grades 1-4) enrolled in a Primary Reading Workshop under the direction of Mrs. Frances Carpenter, Elementary Reading Consultant. This program has produced excellent results and the primary reading goals have been strengthened through- out the system. Also, sixteen teachers from various grade levels enrolled in a new course called "Introduc- tion to Basics of Picture Taking," with Mr. George Manna, Lynnfield Junior High School Science Teacher, as the instructor. His extensive background in this medium proved to be highly valuable to various areas of the curriculum. The third course was given by Mrs. Susan Wallace, Speech Therapist, for primary teachers desiring to learn methods of helping pupils in the class- room. This direct help from teacher to pupil is most desirable for students with speech problems.

A newly formed Curriculum Council with over twenty staff members met recently to "think curricu- lum", grades 1-12. The present thinking is for this group to meet two or three times a year with the main purpose being to set curiculum priorities for future study and review. As areas of immediate attention un- fold a small group of interested people will be asked to try and suggest various means to improve present con- ditions.

At the writing of this report over forty people within and outside the town have been listed as Com- munity Resource People. These are persons who have expressed a desire to offer their talents and time to a given grade or classroom any time during the school year. The plan is to keep an up-to-date listing of all Community Resource People and any person interested in this program is requested to call 334-4305 for addi- tional information. The school system is most grateful to these resources people and thanks them for their sin- cere efforts in behalf of the students in our school sys- tem.

As the coordinator for the fifteen junior high school students from METCO (Metropolitan Council for Educational Opportunity) it is pleasing to watch the successes made by most of these young people. The academic gains have been most noticeable and this ac- complishment pleases everyone connected with the pro- gram. The students have taken an active part in many of the school programs and a few have taken major roles of responsibility. Next year about half of these

students will be entering the high school and the school system looks forward to helping these youngsters make educational and social gains for their future success in life.

As a final part of my report I would like to recog- nize the sincere efforts of a large group of dedicated staff members that come under the category of special- ists. Each one of these people serves many schools in our system and most of the time works alone with an individual student or with small groups. When a dif- ficult educational problem presents itself usually one or more of these specialists becomes involved in trying to successfully work out a solution.

Helping youngsters to succeed in a given task is the real joy of a specialist at work. The next few para- graphs will give you a better understanding of what some of these people accomplish during the school year.

A full time teacher for the children with specific learning disabilities, sometimes called perceptually han- dicapped children, has been added to the specialist staff. This school program is designed to help such children have a successful school experience. These children have average to high intelligence, adequate hearing and vision, and adequate emotional adjust- ment, but they cannot learn in the usual manner. If these children do not get help to overcome their prob- lems they develop poor self-concepts and may end up as dropouts. We are attempting to prevent this waste of human potential by providing an individualized tu- torial program for these children before they become emotionally disabled.

The elementary guidance counselor's time is sched- uled between the four elementary schools on a weekly basis. The greater part of the counselor's time is devoted to individual and small group counseling or play-thera- py sessions. The program for each school may vary somewhat as it is designed to meet the individual child's needs at the present time in his or her developmental sequence. Evaluations of an academic and psychological emotional nature are also given and interpreted. Pro- viding children with additional help in the form of: tutoring supported by periodic counseling, meetings with teachers, principals, student observation and in- terviews with parents comprise another aspect of the service. The counselor must maintain liaison between home, school and outside agencies such as: doctors, mental halth clinics, evaluative agencies, private prac- tioners and hospitals to which children are referred for further study.

The ultimate aims of the elementary physical edu- cation program is that the student, when he leaves the school, will have a lasting interest in physical activity, that he should have a basic knowledge of as many acti- vities as possible, and that he be given the opportunity to acquire a specialized knowledge in the activities for which he has particular aptitude and interest. Instruc-

Scenes in the New Media Center

tion is centered around the student and consists of a basic course that is common to all students, plus addi- tional specialized sports and after school activities.

The gym show held April 2, 1969, sponsored by the Center School Parent Teachers Association high- lighted the elementary physical education program for the academic year 1968-1969. The show opened with square and folk dancing by Grades 1 and 2. Tumbling and gymnastics beneath giant parachutes proved the most entertaining act of the show. Demonstrations of various skills learned in normal class periods were in- cluded. The finale was the entire complement of third grade classes carrying out synchronized calisthentics. A circus motif was carried out throughout the entire show with clowns (6th grade students) and circus music, the title of the show being "Under the Gym Top."

During this school year at Summer Street School, the physical education program included large group activities as well as team sports. The President's Physi- cal Fitness Test was administered with good results. It is, of course, possible to offer a more challenging pro- gram with varying degrees of accomplishment to Grades 4 through 6 and the students mastered these with no difficulty.

The Art Program is on the move. Changes take place in all subjects with art joining the rest. New ma- terials used are burlap, and yarn for modern stitchery. Felts for Christmas decorations, and wall hangings are popular in upper grades. Collages of "found or junk" materials by well known mdoern artists has set the scene with ideas for us to follow. The vivid colors of "payons", "crayons", tissue paper, and "Sketcho's" are all excellent for those who like to "draw a picture". This year the new Media Center with excellent art books, film strips and loops give the pupil an opportun- ity to broaden his knowledge and interest in Art.

One of the highlights from the art program at Huc- kleberry Hill School was the all-school Christmas show entitled "Christmas in Mosaic". The idea originated when a student commented that she associated the mosaic art work we were then studying with the Christ- mas theme. After discussion of the use of mosaics in

cathedrals, and in mural work as modern as that at the University of Mexico, we explored the possibilities of expressing our own feelings in the mosaic art form, also. Cut paper was to represent the ceramic tiles, and a space of paper would represent the "grout" or adhesive that attaches the mosaic to its wall or floor surface. Many of the children wished to share their art work as a gift to the community, so an Open House was de- clared, and the members of the Town of Lynnfield, and in particular the student's parents were invited. We had a great many guests and their gracious comments made every child feel the worth of his contribution to art - and art's contribution to enhancing his sense of worth in return.

Speech and hearing services are centered in the ele- mentary schools this year. In a caseload of 99 students, over half are in the first grade alone (52). Because of this heavy concentration of problems in the first grade, we have implemented two new programs and a third one is on its way.

1. Speech Education classes are held in the class- rooms with the greatest need, focusing on lis- tening skills, auditory discrimination and com- munication.

2. A Speech Workshop for teachers has begun with emphasis on language development.

3. In January we hope to start a Parent Work- shop, the details of which have yet to be wor- ked out.

During this past school year two full-time media specialists were hired for the elementary schools with each specialist responsible for two schools.

Prior to the opening of our new elementary school media centers at the Huckleberry Hill and Summer Street Schools, all teachers from grades 3-6 took part in a workshop under the direction of Miss Lavinia Mur- phy from Boston University. Teachers developed units of study for pupils, using the many materials available in our centers as well as learning new media production techniques.

Also in preparation for the fall opening of the Media Centers, a summer workshop was held for the purpose of developing a sequential program of library skills to be taught to the puipls. The effective utiliza- tion of the Media Center by pupils presupposes know- ledge in certain fundamental library skills.

During the Media Center periods, in addition to taking out books, students have been given instruction, urged to look up references on topics they were study- ing, and introduced to new and old book collections through literature periods.

Audio-visual equipment has been demonstrated to the students and is competently used by them within the Center. The teachers also make wide use of equip- ment and materials which are available individually, or

for special curriculum areas used by a grade level, in a central collection.

The library is kept open all day, with the help of volunteers. During this time, the students have been using the Center for independent work and research. Guidance is given when needed.

There is no 'date due" or "fine" system in the Media Center. Books are taken on a revolving basis. No one is restricted to his library period to return or choose a book. The Center is open at all times for this pur- pose, and the student may use it at any time. Students are certainly taking advantage of this privilege, as proved by the fact that, in the first two weeks of op- eration 1,007 books were circulated in the Summer Street School alone.

Reading is probably the most useful and enjoyable academic skill we acquire, and in Lynnfield every effort is made to teach each child to read as well as he can. Individual differences and needs are always considered and children are encouraged to progress at their own rates of development. Pupils are grouped for instruction, provided with appropriate and interesting materials and taught by methods suited to their immediate needs. Most pupils read at or above grade level. A few who have specific difficulties are given special help which is preventive in nature and involves a team effort on the part of pupil, teacher, consultant and principal.

With the growth in town library facilities, pupils are increasing their reading and enriching classroom ac- tivities appreciably. The public library summer reading program is very popular and definitely contributes in stimulating a continuing interest in reading for many children.

Pupils who could profit from special help in read- ing or want to prevent loss of skills during the summer months may attend classes held for six weeks during July and August. These reading classes are kept small in size in order to give as much individual help as pos- sible.

It is hoped that the above Specialists' reports have given you a better understanding of the importance of these people to the school educational program. Our earnest desire is to help each individual student reach his potential in fulllling his goals in education.

New Media Center

SENIOR HIGH SCHOOL

Stanley I. Robinson, Principal

Choral Group

The key word to describe Lynnfield High School for the year 1969 is growth. Growth in the student en- rollment, the faculty, and the educational program have all been influential during the past year.

Student enrollment increased aproximately 9% and we found for the first time that certain areas of the building were becoming overtaxed. A third section was added to our cafeteria scheduled to facilitate serving. In isolated instances, science classes had to be scheduled in non-laboratory classrooms. In a few situations, stu- dents were not able to have the elective of their choice because of limits on class size. We can anticipate an in- crease in these problems as we await construction of an addition to accomodate added students. Our faculty was increased by two teachers, one in Technical Arts and one in Physical Education and Science. We also elected three other new teachers as replacements. A total of five new teachers, three of them being replace- ments, reflects a stable faculty situation. This in con- junction with the fact that excellent candidates were available for these openings reflects credit upon the community of Lynnfield and its school system.

Another fringe benefit of increased enrollment is the opportunity to expand curriculum. This year we added electives in Speech, Legends, Music, Art, and Dra- matics. Our Science Department also initiated an am- bitious new program for Biology. In addition to large group lectures, students have small group laboratory work and library research.

Throughout the year, a faculty committee has been evaluating our curriculum particularly in light of the needs of the terminal or non-college preparatory stu- dent. Recommendations from this study group may re- sult in some changes in our present offerings as well as some new additions. However, limited space is now a major factor to be considered in curriculum develop- ment.

Another curriculum area coming under intense study in Health Education. Drug education received the

emphasis this past year with a successful adult educa- tion program being featured. A faculty committee is continuing to study health education in all of its as- pects. The future will undoubtedly see a formal pro- gram instituted at the high school.

The school staff and school committee are continu- ing to seek solutions to the deterioration of outdoor athletic fields and recreational areas at the High School- A major problem is the inability to water the fields during the summer months. As a result, the application of seed, fertilizer, and top soil is generally unproductive. Again, with increased enrollment at both the Junior and Senior high schools, field use is more and more in de- mand.

Student activism continued to be a national issue with a marked increase in incidents at the high school level. The best solution appears to be full and open communications between the institution and the stu- dents. At Lynnfield High, parent-student-teacher dis- cussion groups have successfully been sponsored and a principal's advisory council has been organized com- prised of representatives from the faculty and student body. Greater student involvement is apparent at the High School.

The Class of 1968 voted to hold graduation at the Junior High field where a capacity crowd filled the bleachers It was an impressive ceremony highlighted by granting of diplomas by School Committee Chairman, Dr. Thomas Devaney.

The Class of 1968 was the first to participate in grants from the Lynnfield Scholarship Foundation. With more than 80% of the class going on to further education, financial assistance from the Scholarship Foundation and other sposnors was greatly appreciated.

Home Economics

JUNIOR HIGH SCHOOL

Leonard Nihan, Principal

This year marks the return of all classrooms to the Junior High School that have been "on loan" to ele- mentary students for the past four years. With the ad- ditional classrooms we have been able to decrease the number of periods and increase the length of periods. The result has been an additional hour of class time each week in all major subjects as well as the reduction of study halls to a minimum. Class sizes have been re- duced through additional staffing and utilizing the windfall of additional space.

Though a great deal of time and effort of the teaching staff have been spent on the improvement of curriculum, I shall mention these only briefly. These in- clude:

(a) The adoption of an excellent Foundations of Algebra text that has made the course more meaning- ful by the strengthening of basic fundamentals and the introducing of algebraic abstractions at a slower pace.

(b) The expansion of the corrective and develop- mental reading program for all seventh grade students.

(c) Following a summer workshop by members of the Social Studies Department, the introduction of World Cultures to the Junior High as part of a two year Junior-Senior High sequential course.

(d) Expansion of the French program to include all eighth grade students who wish to elect a language.

(e) Offering Metal Technology to all ninth grade students.

I have mentioned added building space, course additions, and curriculum improvement rather quickly in order to discuss the importance of extra-curricular programs in the school program. Our responsibilities to the students at the Junior High include but extend be- yond the academic preparation for the high school. Through the athletic programs, intramural and inter- scholastic, the drama club, school newspaper, band, chorus, math team, marshall board, student council, science fairs, and talent shows "with cast of thousands", we try to give every boy and girl an opportunity to get recognition, to "be someone" in the eyes of his parents and his classmates. Before the rigors of high school we attempt to provide something more than academics alone so that ten or twenty years hence when our former students have long forgotten the imperfect tense in French, the meaning of gerund, the theorems of geometry, they might look back reflectively and say, "I worked hard but I had some great times when I was in the Lynnfield Junior High School and I made a lot of friends."

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Town of Lynnfield, Essex County, Commonwealth of Massachusetts, annual report 1961-1970, Part 88

Author: Lynnfield (Mass.) Publication date: 1961-1970 Publisher: The Town Number of Pages: 1002

Author: Lynnfield (Mass.)
Publication date: 1961-1970
Publisher: The Town
Number of Pages: 1002