##### *2005-2006 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \_\_ Elementary
\_\_ Middle X High \_\_ K-12 \_\_Charter

Name of Principal Mr. Robert A. Hassett

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name Lynnfield High School

(As it should appear in the official records)

School Mailing Address 275 Essex Street
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
\_

(If address is P.O. Box, also include street address)

[Lynnfield MA 01940-1789]{.underline}

City State Zip Code+4 (9 digits total)

County [Essex]{.underline} State School Code
Number\*\_\_[0164-0505]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

Telephone [( 781 ) 334-5820]{.underline} Fax [( 781 )
334-7207]{.underline}

Website/URL [www.lynnfield.k12.ma.us/lhs]{.underline} E-mail
hassettr@lynnfield.k12.ma.us

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Richard J. Palermo]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Lynnfield Public Schools]{.underline} Tel. [( 781 )
334-5800]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson Mrs. Dorothy Presser

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this package, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

The signatures on the first page of this application certify that each
of the statements below concerning the school\'s eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools with one principal, even K-12 schools, must apply as an
    entire school.)

2.  The school has not been in school improvement status or been
    identified by the state as \"persistently dangerous\" within the
    last two years. To meet final eligibility, the school must meet the
    state's adequate yearly progress requirement in the 2005-2006 school
    year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2000 and has not received the 2003, 2004, or 2005
    *No Child Left Behind -- Blue Ribbon Schools Award.*

5.  The nominated school or district is not refusing the OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  The OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    the OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school, or the school district as a whole, has
    violated one or more of the civil rights statutes or the
    Constitution\'s equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_[2]{.underline}\_\_
Elementary schools

\_\_[1]{.underline}\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_[1]{.underline}\_\_ High schools

\_\_\_\_\_ Other

\_\_[4]{.underline}\_\_ TOTAL

2\. District Per Pupil Expenditure: \_\_[\$7989]{.underline}\_\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_[\$8591]{.underline}\_\_\_\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ x \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [4]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**                             

  **K**                                                     **8**                             

  **1**                                                     **9**       80        80          160

  **2**                                                     **10**      77        86          163

  **3**                                                     **11**      68        63          131

  **4**                                                     **12**      55        68          123

  **5**                                                     **Other**                         

  **6**                                                                                       

                                    **TOTAL                                                   577
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

***\[Throughout the document, round numbers to avoid decimals.\]***

6\. Racial/ethnic composition of [93]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[1]{.underline} % Hispanic or Latino

[4]{.underline} % Asian/Pacific Islander

[1]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_\_[3]{.underline}\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1) 7**                 Number of students who      
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2) 9**                 Number of students who      
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3) 16**                Total of all transferred    
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4) 552**               Total number of students in 
                            the school as of October 1  

  **(5)**                   Total transferred students  .0289
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2.89
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_\_[0]{.underline}\_\_%

\_\_\_\_[0]{.underline}\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[0]{.underline}\_\_\_\_

Specify languages:

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_[2]{.underline}\_\_\_%

Total number students who qualify: \_\_\_[10]{.underline}\_\_\_

> If this method does not produce an accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_\_[10]{.underline}\_\_\_%

\_\_\_[61]{.underline}\_\_\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_[7]{.underline}\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[40]{.underline}\_Specific Learning Disability

\_[9]{.underline}\_\_Emotional Disturbance \_\_\_\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_[1]{.underline}\_\_Traumatic Brain Injury

> \_[2]{.underline}\_\_Mental Retardation \_[1]{.underline}\_\_Visual
> Impairment Including Blindness
>
> \_[1]{.underline}\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) \_\_\_[2]{.underline}\_\_\_
\_\_\_\_[8]{.underline}\_\_\_

Classroom teachers \_\_[38]{.underline}\_\_\_
\_\_\_\_[7]{.underline}\_\_\_

Special resource teachers/specialists \_\_\_[9]{.underline}\_\_\_
\_\_\_\_[1]{.underline}\_\_\_

Paraprofessionals \_\_\_[5]{.underline}\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[6]{.underline}\_\_\_
> \_\_\_\_[1]{.underline}\_\_\_
>
> Total number \_\_[60]{.underline}\_\_\_ \_\_\_[17]{.underline}\_\_\_

12. Average school student-"classroom teacher" ratio, that is, the
    number of

students in the school divided by the FTE of classroom teachers:
\_\_\_[14]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates and only high schools need to supply drop-off rates.

  -------------------------- ----------- ----------- ----------- ----------- -----------
                             2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Daily student attendance   95 %        95 %        96 %        95 %        95 %

  Daily teacher attendance   98 %        98 %        98 %        98 %        N/A %

  Teacher turnover rate      16 %        16 %        5 %         N/A %       N/A %

  Student dropout rate       0 %         1 %         0 %         N/A %       N/A %
  (middle/high)                                                              

  Student drop-off rate      2 %         2 %         3 %         3 %         N/A %
  (high school)                                                              
  -------------------------- ----------- ----------- ----------- ----------- -----------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2004 are doing as of September 2004.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \        |
|                                                         | _[121]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\      |
|                                                         | _[79]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[11]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[10]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

**PART III ‑ SUMMARY**

Lynnfield High School is located in a suburban community fifteen miles
north of Boston. 2004 Census figures report a population of 11,640
people. The enrollment of the high school is 577 students. LHS is a
Grade 9-12 high school with a demanding core curriculum of required
courses. Academic graduation requirements include four years of English,
three years of Mathematics, Science and Social Studies, two years of
Physical Education/Health, one semester of Unified Arts, and one
semester of Business/Technology.

LHS operates on a seven-day cycle with a rotating class schedule.
Students enroll in a minimum of 27.5 credit hours per year combined
between required courses and electives. While Mathematics, Science and
Social Studies have a minimum requirement of three years, almost all LHS
students take four full-year courses in those disciplines. In addition,
all freshmen are assigned a foreign language and approximately 75% of
students enroll in three years of a foreign language.

Students are involved in the community of Lynnfield High School.
Approximately 85% of LHS students participate in athletic and/or
extracurricular activities. All students are required to complete 35
hours of community service for graduation. The goal of the LHS community
service program is to empower students to strengthen their character, to
improve citizenship skills and to contribute to the community.

The mission of LHS is "to create a community of learners where students
can gain knowledge and master skills necessary for success in life." The
LHS community of teachers, administrators, students and staff work to
create an atmosphere that "encourages students to be responsible
citizens, competent problem solvers, independent thinkers, and effective
communicators in order to become life-long learners." In order to
accomplish this mission, LHS has seven clearly defined expectations for
student learning. Rubrics are written for each expectation and these
expectations have been linked to the curriculum of each course taught at
the high school.

The LHS Mission Statement also expresses the belief that "mutual
respect, responsibility, and ethical behavior" are essential social
elements of the high school. LHS expects that all students will develop
respect for themselves and others and acquire a knowledge and
understanding of a variety of cultures.

LHS enjoys strong parent and community support. The PTO is an active
organization that meets on a regular basis with the principal and offers
strong input and support on school programs. The Lynnfield Business
Coalition works with the schools to provide students the opportunity to
take part in local internships and career shadowing days. The Lynnfield
Athletic Association strongly supports athletics through a variety of
fundraisers to purchase letter jackets for athletes, fund club sports,
and provide additional support material for teams. The Lynnfield
Education Trust provides grants to teachers for research, development of
classroom programs, and underwriting speakers, theatre groups and
writers.

In the recent renovation of LHS, the community strongly supported the
inclusion of funding to develop electronic classrooms. Each classroom in
the high school contains a SmartBoard, projector, laptop computer, audio
and video devices and access to a variety of teacher and student drives.
In addition, mathematics and science classrooms have graphing
calculators and scientific probes. Teachers and students have the use of
four computer labs and three portable laptop carts. Teachers and
administrators from over twenty communities have visited LHS to view and
discuss the school's use of technology in the classroom.

Student MCAS scores have remained consistently among the top scores in
the state. In 2004 and 2005, 91% of LHS students scored in
Advanced/Proficient in ELA and 89% scored in Advanced/Proficient in
Mathematics. With 98% of seniors taking the SAT's in 2005, LHS seniors
scored 541 in Verbal (33 points above the state average) and 545 in
Mathematics (25 points above the state average). In 2005, 41% of the
senior class took at least one Advanced Placement examination.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:**

Lynnfield High School students in Grade 10 are required to pass two
assessments in order to graduate. These assessments are the Mathematics
and English Language Arts components of the Massachusetts Comprehensive
Assessment System (MCAS.) Results are reported by individual, school and
district. Scores of the MCAS range from 200-280 with scores less than
220 classified as failing; 220 to 238 are classified as Needs
Improvement; 240 to 258 are classified as Proficient and 260 to 280 are
classified as Advanced. Lynnfield's scores can be viewed at the
Massachusetts Department of Education website under School and District
Profiles ([www.doe.mass.edu](http://www.doe.mass.edu/)).

There are five strands tested on the MCAS Mathematics Exam: Number
Sense; Patterns, Relations and Algebra; Data Analysis; Geometry and
Measurement. The test is comprised of thirty-two multiple choice
questions, four short answer questions and six open response questions.
Over the past four years our school scores have steadily improved and in
the last two years between 88% and 90% of the students scored in the
Proficient and Advanced categories. On the Spring 2005 exam, 2% failed
as compared to the state average of 15%; 10% earned Needs Improvement as
compared to the 24% state average; 24% earned Proficient as compared to
the state average of 27% and 64% scored Advanced as compared to the
state average of 34%. For the past three years, our special education
students have met AYP.

In the English Language Arts frameworks, there are four strands:
Language; Reading and Literature; Composition and Media. The MCAS exam
consists of one Long Composition, four Open Response writing questions
and thirty-six multiple choice questions. Over the past four years our
school scores have been very consistent with between 88% and 93% of our
students scoring in the Advanced and Proficient category each of these
years. On the Spring 2005 exam, 2% failed as compared to the state
average of 10%; 6% earned Needs Improvement as compared to the 25% state
average; 45% earned Proficient as compared to the state average of 42%
and 47% scored at the Advanced level with the state at 23%. For the past
three years, our special education students have met the ELA AYP.

An analysis of test results comparing similar districts is done in many
ways within the state. *The Boston Globe* has compared communities based
on percentages of students scoring Proficient or Advanced and both the
Mathematics and English scores of LHS have been rated in the top 10 in
the state for the past two years. The Massachusetts Business Alliance
for Education website Just4Kids
([www.just4kids.org](http://www.just4kids.org/)) have ranked our ELA and
Math scores one of the tops in the state for the past two years with
Math ranking #1 in 2004 and English one of the best in 2003. These
results and continued improvement earned LHS a "Compass School"
designation during the 2004 school year by the Massachusetts Department
of Education.

2.  **Using Assessment Results:**

Assessment results are used by the teachers and administrators at LHS to
evaluate and modify curriculum and instruction on a regular basis. Each
year, English and mathematics department heads closely analyze MCAS
results and break down these results into a variety of aggregate
categories. The software Test Wiz, provided by the Massachusetts
Department of Education, is used in the analysis of MCAS results.
Department heads then meet with their departments and analyze the MCAS
exams question by question. Areas of improvement are targeted by the
teachers and modifications in curriculum and instruction are identified
to insure that any areas identified for improvement are addressed. These
curriculum meetings take place throughout the year during monthly
department meetings, Professional Release Days, and the Summer Institute
in June. Both departments now have several years of accumulated data
that are examined for trends and patterns of performance.

Over the past several years, LHS has worked across curriculums to
develop school-wide and individual department rubrics. Rubrics have been
written for a variety of assessments. These rubrics are used by teachers
to insure consistent grading standards across courses. Students use the
rubrics to gain a clear understanding of teacher grading expectations.
The English Department has written rubrics for the narrative essay, the
descriptive essay, the persuasive essay, the expository essay, the
analytical essay, the reaction paper to live performance and electronic
media, the maintaining of student notebooks, student classroom
presentations and performance in group work. Teachers employ a wide
range of assessment methods including a variety of writing assignments,
tests, quizzes, projects, classroom presentations, web quests, and
research papers. Teachers are committed to employing a variety of
assessment strategies to allow all students an opportunity to
demonstrate their understanding and application of the curriculum.

3.  **Communicating Assessment Results:**

LHS communicates with students and parents on a frequent basis. Each
quarter, parents receive one mid-quarter assessment and one final
quarter assessment for a total of eight Academic Progress Reports each
year. MCAS results are mailed home to parents, presented at a public
school committee meeting, and reported in local and school newspapers.
The principal communicates regularly with parents through a monthly
newsletter that is available on the school's website. In the newsletter,
the principal recognizes the academic, athletic and extra-curricular
accomplishments of the students. Academic honor rolls are published in
community newspapers and posted in the high school.

Each teacher maintains a website that includes course descriptions,
course expectations, contact information and outlines. Teachers contact
parents directly through phone calls and e-mail and keep parents
informed of student progress.

Student accomplishments are recognized on a daily basis through
school-wide announcements. Academic, athletic, extracurricular and
individual successes are reported to the school over the public address
system. Each month, the faculty recognizes two students through the
Pioneer Pride program; students are chosen by the faculty in recognition
of a positive contribution to the school community. These students'
names and pictures are displayed prominently in the main lobby of the
school. Each spring, the school hosts an Underclass Awards Night in
which the academic accomplishments of students in all disciplines,
grades and levels are recognized. Graduating seniors are similarly
identified as a major part of graduation ceremonies.

Effectively communicating with parents and the community is an important
goal of Lynnfield High School. The school employs a variety of means to
accomplish this goal -- newsletters, home mailings, websites, community
newspapers, in-school public address and displays and school committee
meetings. The faculty and administration at LHS are constantly looking
to identify and publicly recognize the accomplishments of the students.

4.  **Sharing Success:**

Lynnfield High School's recent renovation completed during the 2002-2003
school year allowed LHS to include in the project an upgrade and
expansion of its technology equipment and use. This expansion came about
through the joint efforts of teachers, administrators and community
members supporting the need to empower teachers with the technology
needed to transform their classrooms. Each teacher received a laptop
computer and a SmartBoard and projector in the classroom as well as any
other technology needed for a teacher's specific field.

During the past few years, we have had teachers, administrators, and
school board members from many communities taking tours of the school
and sitting in on classes. Lynnfield High School is also involved in the
Salem State Collaborative. The collaborative offers professional
development workshops for teachers in over twenty communities in the
North Shore of Boston. Lynnfield High School is the location for many of
these workshops and Lynnfield teachers are among the vast majority of
the presenter pool of the collaborative. During the past three years,
teachers from each academic area at LHS have offered workshops on how
technology has transformed how they teach.

Five mathematics and special education teachers at Lynnfield High School
have completed the nine-day Train-the-Trainer Technology Program offered
by Texas Instruments. Two of these teachers are currently certified
Texas Instruments Regional Trainers who are sharing what they have
learned and what they have incorporated into their classrooms with
mathematics and special education teachers from around the state. LHS's
assessment results have been presented at the National Council of
Teachers of Mathematics Annual Conventions as well as the Regional
Conventions in both 2004 and 2005. Recently the Math Department Head
offered a series of workshops on working with at-risk students to middle
school math and special education teachers from local communities.

Additionally, Lynnfield High School has hosted meetings of the North
Shore Math Supervisors and the North Shore Science Supervisors. At these
meetings, our department heads offer tours of the facilities and discuss
strategies that we have used to be successful on the high stakes exams
that our students take. We will continue to share our experiences as we
move forward.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:**

Writing is the key component of the four years of English that students
are required to take. Each grade level focuses on the strands of
writing, literary analysis, grammar and usage, vocabulary development
and standardized test preparation. Starting in Grade 9, students engage
in process writing moving through descriptive, narrative and expository
essays. In Grade 10, students progress to analytical essays in response
to the literature. In Grade 11, students continue to develop analytical
writing skills and complete a quarter-long research paper. In Grade 12,
students examine a variety of genres in world literature as they develop
personal interpretive skills. Frequent writing assignments, detailed
rubrics and an emphasis on process writing insure that high standards
are maintained throughout the department.

Students are required to take three years of science, with the vast
majority taking four. Most incoming freshmen will begin with a year of
Natural Science. Following this, students generally take a course each
in biology and chemistry. Alternatively, those students entering the
high school on the honors track begin their studies with a rigorous
course in biology followed by similarly challenging courses in chemistry
and physics. All students in the upper grades have the opportunity to
take multiple electives including such courses as Marine Science,
Anatomy, Bioethics, Forensic Science, and Advanced Placement Biology or
Chemistry. All students in science are held minimally to the standards
set by the Massachusetts Department of Education, and all courses stress
the importance of scientific investigation through a significant amount
of laboratory work and the writing of formal laboratory reports.

The mathematics curriculum at LHS is designed to provide all students
with a college-based mathematics curriculum. The courses are divided
into two levels, Honors and College Preparatory. All students must
complete three years of mathematics which must include Algebra 2. Over
80% of the students encounter topics covered in beginning college
calculus. The classes are standards-based and discovery oriented.
Students are expected to own a graphing calculator. The technology used
in the curriculum has transformed how topics are introduced to students.
Students have access to high power mathematics software in two computer
labs in the mathematics wing.

The aim of the Social Studies program at LHS is to prepare students for
informed participation in our free and democratic society. In order to
realize that goal, the department offers a carefully sequenced
curriculum that provides knowledge and skills in world and United States
history, geography, American government, psychology, sociology, and
current issues. Social Studies course offerings in Grades 9, 10, and 11
examine the legacy of the past, world geography, and the
responsibilities of American citizenship in accordance with our state
and federal constitutions. The elective program offers further
opportunities to investigate specific disciplines within social science.

Latin, Spanish, and French programs are available to all students, each
offering a sequence of study that can be followed through four or five
years. All three languages may be used to satisfy entrance requirements
for college. The Latin program concentrates on developing reading skills
for the purposes of comprehension and analysis. The Spanish and French
programs seek to develop proficiency in listening, speaking, reading,
and writing. The content of each program also promotes understanding and
appreciation of the culture and contributions of Spanish and
French-speaking peoples.

Students at Lynnfield High School are required to complete a semester
course in the Unified Arts Department for graduation. Art, Photography
and Computer Design classes are all offered at introductory, advanced
and portfolio levels. The primary focus of these sequential courses is
to teach students the tools they need to creatively express themselves.
The curriculum is centered on the ten standards in the Massachusetts
Arts Curriculum Frameworks. All classes are introduced to a broad range
of materials, techniques, technology, art history, art criticism and
aesthetics. Students are required to critically analyze and reflect on
their own work and that of others. Critiques, rubrics, self evaluations
and peer evaluations are used for assessment.

2b. **(Secondary Schools)** **English:**

The English curriculum is spiraled in design and builds from the
previous year. Each grade and level is composed of writing, literary
analysis, grammar, vocabulary and standardized test preparation. These
components are focused on the writing process and strengthening
thinking, analytical and research skills. Detailed curriculum maps have
been written for each course and are updated annually.

Grade 9 English gives students a foundation in writing, literary
analysis and grammar skills. Writing instruction stresses process.
Literary analysis focuses on the use of literary terms and the study of
literary genres. Grammar study emphasizes writing styles and daily
usage.

In Grade 10 English, students continue to strengthen the foundations in
writing, literature and grammar. As students progress to analytical
essays, the writing process stresses clear thesis statements,
organization and the development of ideas.

In Grade 11 English, college preparatory students are engaged in the
study of American Literature. Students may elect an American Humanities
interdisciplinary course that combines the study of American literature
and American history and is team taught by an English and a Social
Studies teacher. Students in the honors level study American and world
literature. One quarter of the Junior year is devoted to the writing of
a literary Research Paper required for graduation. Students examine a
work of literature, do extensive research in literary criticism, and
write a 2,000 word research paper.

In Grade 12 English, students undertake the study of world literature.
Personal interpretive skills are emphasized in the writing of analytical
essays. Advanced Placement English is offered to students through
departmental approval.

Each grade level offers courses at the honors level and the college
preparatory level. In Grade 9, there is an English course co-taught by
an English teacher and a Special Education teacher for students who need
strengthening in reading and writing skills. This course continues into
Grade 10 where the Special Education teacher comes into the classroom
three days each cycle.

3.  **Mathematics, Science, Art, Etc.:**

The mathematics curriculum at Lynnfield High School offers a full
four-year program for students ranging from Algebra 1 to AP Calculus and
AP Statistics. The mathematics curriculum is divided into two levels,
honors and college preparatory with approximately 35% of the students
enrolled at the honors level and the remaining students at the college
prep level. The college prep program is divided into two curriculum
choices, the first being a more traditional program using the University
of Chicago Mathematics Program as its foundation and the other a more
standards-based approach using the Math Connections program, originally
devised and funded by the NSF. All students at Lynnfield High School are
required to complete three years of mathematics which must include
Algebra 2. Additionally, over 80% of our students will be exposed to
topics in calculus by the time they graduate. On average, 98% of the
students take four years of mathematics.

The department believes in a standards-based student-centered approach
to learning. Skills are taught in context rather than isolation;
technology is integrated into the daily routine of learning, and
cooperative learning is encouraged. This approach ties in with the
belief within the department that "all" students can learn mathematics
if it is presented properly. Students are regularly given real-life
problems and are encouraged to use multiple approaches in solving these
problems.

All students are encouraged to own their own TI Graphing Calculator but
calculators are provided by the school for those who cannot afford one.
Mathematics software has been purchased so that every student has access
either in school or at home to a graphically based software program that
allows students to visualize the equations and mathematics with which
they are working. Instructions on how to use this technology to
visualize mathematics is embedded in the classroom instruction.

Teachers in the department are encouraged to attend professional
development programs to help them incorporate new strategies and
techniques into their instruction and transform how they teach
mathematics to students of all ability levels.

4.  **Instructional Methods:**

Teachers at Lynnfield High School employ a variety of instructional
techniques to improve student learning. The use of technology has made
significant changes in instructional practices at Lynnfield High School.
The availability of SmartBoards in every classroom has encouraged the
use of technology in all aspects of instruction in all academic
departments. These include the use of PowerPoint presentations,
interactive programs, and the ability of teachers to display student
work from a "shared" school drive.

Students have a wide variety of technology to assist their learning. The
library media center at Lynnfield High School has eighteen computer
stations and access to a state-certified librarian with extensive
knowledge of, and expertise in, online educational resources. Teachers
also have the use of three computer laptop carts and three computer labs
to increase students' ability to use Internet sources. Examples of
student learning opportunities include the use of "web quests" in
English and Social Studies classes that require students to solve
problems and progress to more advanced stages of learning. "Web quests"
are available through a variety of educationally-based foundations that
include sources from Public Broadcasting and National Public Radio as
well as several universities and national governmental and educational
organizations.

In addition to the use of technology, Lynnfield High School teachers
focus much of their instruction on student-centered learning. These
include the frequent use of "seminar" style discussions, especially in
English and Social Studies, cooperative assignments that encourage
student creativity for problem solving, and extended lab periods for all
science courses. Traditional methods of teaching - discussion, lecture,
modeling - have been enhanced and supplemented by the integration of
technology into the daily structure of the classroom.

5.  **Professional Development:**

Lynnfield High School consistently provides professional development to
enhance teachers' competence in instructional and assessment strategies
with a goal toward improving student achievement. Beginning teachers are
provided with mentors with whom they meet regularly to discuss lesson
planning and strategies to improve their work with students of all
abilities. New teachers engage in frequent peer observations. The
mentoring program also provides workshops for new teachers on topics
that include instruction and assessment of students with Individual
Education Plans, teaching students dealing with mental health issues,
and using cooperative learning effectively. While these workshops are
geared toward new teachers, they are open to and frequently attended by
more experienced teachers as well.

The annual Summer Institute offers teachers many opportunities to
advance their skills. During the past five years, teachers have been
provided with a variety of workshops that have focused on instruction
and assessment. These workshops have included strategies for using
SmartBoard technology, effectively integrating Microsoft Office Programs
for classroom use, improving students' reading skills, and several
seminars to aid teachers working with students coping with Attention
Deficit Disorder, Asperger's Syndrome, and other special education
issues. The Summer Institute also allows teachers the opportunity to
collaborate with other teachers to plan lessons and develop
rubrics-based assessments. Teachers are financially compensated and
submit "products" that reflect cooperative work from two to ten hours of
lesson and assessment development.

Lynnfield High School continues to engage teachers in collaborative
learning opportunities through the professional common planning periods.
All teachers, during either their first or second semesters, meet with
four or five other colleagues, usually from different academic
departments, to discuss current educational issues that affect their
teaching. In the past two years, these common planning periods have
concentrated on the integration of curriculum and shared technology as
well as engaging in peer observations and developing interdisciplinary
lessons.

In addition, the Lynnfield Public School District is a member of the
Salem State Collaborative for Math and Science. Teachers at Lynnfield
High School have participated in courses as students and teachers
focusing on TI calculator use, Intel training, and using technology to
teach mathematics. Science teachers have attended the collaborative to
meet state requirements for Highly Qualified in areas other than their
certification. For the past three years, teachers have been offered the
opportunity to take John Saphier's [Skillful]{.underline}
[Teacher]{.underline} course.

**PART VII - ASSESSMENT RESULTS**

**STATE CRITERION-REFERENCED TESTS**

**MCAS RESULTS**

Subject\_\_\_[English]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_[10]{.underline}\_\_\_\_\_

Test\_\_\_[Massachusetts Comprehensive Assessment System
(MCAS)]{.underline}\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        5/05        5/04        5/03        5/02        5/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Needs Improvement     98          99          100         99          96

  \% At or above Proficient            92          91          93          90          75

  \% At or above Advanced              47          44          42          47          28

  Number of students tested            124         133         131         123         115

  Percent of total students tested     100         100         100         100         98

  Number of students alternatively     0           0           0           0           3
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           2
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     82          100         N/A         N/A         78

  \% At or Above Proficient            59          62          N/A         N/A         30

  \% At or Above Advanced              6           0           N/A         N/A         0

  Number of students tested            17          13          N/A         N/A         23

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     90          90          88          86          82

  \% At or Above Proficient            64          63          61          59          45

  \% At or Above Advanced              22          19          20          19          15
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**STATE CRITERION-REFERENCED TESTS**

**MCAS RESULTS**

Subject\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_
Grade\_[10]{.underline}\_\_\_\_\_

Test\_\_\_[Massachusetts Comprehensive Assessment System
(MCAS)]{.underline}\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                        5/05        5/04        5/03        5/02        5/01

  **SCHOOL SCORES\***                                                                  

  \% At or Above Needs Improvement     98          99          100         95          90

  \% At or above Proficient            88          90          83          73          63

  \% At or above Advanced              64          69          51          41          30

  Number of students tested            124         133         131         123         117

  Percent of total students tested     100         100         100         100         99

  Number of students alternatively     0           0           0           0           1
  assessed                                                                             

  Percent of students alternatively    0           0           0           0           1
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  1\. Students with Disabilities                                                       

  \% At or Above Needs Improvement     88          92          N/A         N/A         68

  \% At or Above Proficient            41          54          N/A         N/A         27

  \% At or Above Advanced              6           8           N/A         N/A         9

  Number of students tested            17          13          N/A         N/A         22

                                                                                       

  **STATE SCORES**                                                                     

  \% At or Above Needs Improvement     86          85          79          75          75

  \% At or Above Proficient            62          57          51          44          45

  \% At or Above Advanced              35          29          24          20          18
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**NATIONAL CRITERION-REFERENCED TESTS**

**SAT RESULTS**

Subject\_\_\_[Mathematics]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  Total Score                          545         556         537         545         537

  Number of students tested            135         114         106         111         135

  Percent of total students tested     98          94          99          98          94

  National Mean Score                  520         518         519         516         515
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

**NATIONAL CRITERION-REFERENCED TESTS**

**SAT RESULTS**

Subject\_\_\_[Verbal]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2004-2005   2003-2004   2002-2003   2001-2002   2000-2001

  Testing month                                                                        

  **SCHOOL SCORES\***                                                                  

  Total Score                          541         546         533         541         529

  Number of students tested            135         114         106         111         135

  Percent of total students tested     98          94          99          98          94

  National Mean Score                  508         508         507         504         506
  ------------------------------------ ----------- ----------- ----------- ----------- -----------