Attleboro Public Schools knows that Parents are our key partners in helping students to bring excellence to learning.
A Violence Prevention Curriculum
Preschool – Grade 4
Research shows that social and emotional learning is a key to
academic achievement. Twenty years of research has shown that children
need social and emotional competence to succeed in school. Students who
are socially and emotionally skilled score higher on standardized tests,
and social and emotional competence leads to greater academic
competence over time.
Second Step: A Violence Prevention Curriculum is a prevention program
that reduces problem behaviors in children and increases their level of
social competence. It does this by teaching skills in empathy, impulse
control and problem solving, and emotion/anger management.
The engaging photo-lesson cards show adults and children expressing
emotions and solving problems in real-life situations. Lively classroom
videos also spark discussion, enriching students’ learning of important
social and emotional skills. Second Step lessons provide tools to help
children become socially skilled and develop strong bonds to school
Reduce Bullying and Improve School Climate
The research-based STEPS
TO RESPECT program teaches grade 3-6 students to recognize, refuse, and
report bullying, be assertive, and build friendships. In fact, a recent
study found that the program led to a 31 percent decline in bullying and a 70 percent cut in destructive bystander behavior.
STEPS TO RESPECT lessons can help kids feel safe and supported by the
adults around them, so they can build stronger bonds to school and
focus on academic achievement. Everyone works together to build a safe environment free from bullying.
For more information, please click on the link www.cfchildren.org/programs/str/overview
Aggressors, Victims, and Bystanders
Aggressors, Victims, and Bystanders: Thinking and Acting to Prevent
Violence is a curriculum designed to prevent or reduce violence by
altering patterns of thought and action among youth in grades 7 and 8.
The foundation of the curriculum is the think-first model that teaches
youth to deal with stressful situations by first taking a moment to
deliberately remain calm, consider the situation in order to ensure they
are accurately interpreting it, and decide on a way to respond to the
situation that is non-aggressive. Through engaging classroom activities,
students explore the think-first model in depth and practice the skills
needed to carry out each step effectively in real-world conflict
Aggressors, Victims, and Bystanders has been extensively field-tested
with students in urban, suburban, and small-city school districts. In
schools in communities at risk for violence, the curriculum changed
students' thoughts and actions away from support of violence to
· beliefs that aggression in not a desirable response
· intentions to resolve conflicts without aggression
· attempts to avoid violence and seek relevant information
· withdrawal of bystander acceptance
Before and After School Child-care Program has been established in all
of the kindergarten, elementary and middle schools (after-school only)
in the Attleboro Public School System. The program is located on site in
the particular school your child/children attends (except for the
The program will serve children on school days only. Additional
Child-care services may be available during school vacations, as a
separate service, at additional cost. Child-care will not be provided on
state or federal holidays, nor on days when school is canceled.
high quality education, support and outreach for families with children
pre-natal – 5 years of age is the primary mission of Project Connect.
Project Connect also coordinates and collaborates with early childhood
providers to offer programs that strengthen families and the community.
Project Connect is made possible by grants from the MA Dept. of Early
Education and Care, Massachusetts PIRC at the Federation for Children
with Special Needs and the MA Children’s Trust Fund.
For more information, you can click on the link above, or you can directly contact the the Coordinator:
Katherine A. Sullivan, Coordinator
908 Oak HIll Avenue
Attleboro, MA 02703
508-226-2883 or 508-223-3244
Delayed Openings and Early Dismissal of Students
school is to be dismissed due to inclement weather or an emergency
prior to the opening of school, announcements will be made on the
district website and the following radio and TV stations. As there could
be a delay in posting the announcement once the station has been
notified, please check more than one station if you feel school might be
closed or delayed.
Radio Stations, TV Stations, and Cable Channels for Attleboro:
WPRO Providence 630 AM, WBZ Boston 1030 AM; Channels 4, 5, 6, 10, 12 Educational Access - 9, Local Access - 15
school is to be dismissed after the opening of school, the following
procedures will be followed: Arrangements should be made ahead of time
by parents who will not be at home to inform their child of a place to
go in the neighborhood in the event of an emergency. In an emergency or
inclement weather, an announcement to that effect regarding early
dismissal will be made on the previously listed stations. In any other
emergency that indicates a significant safety risk to our students,
students may be sent home immediately or to another designated school.
Parents and students should have an emergency plan in the event of an
emergency early dismissal.
Students will report to designated area where attendance will be
taken. Students are to remain with their educator until the recall is
In case it is determined that more time is needed to search the
building, school busses will be notified and students will be relocated
to a designated school. The telephone number of appropriate relocation
will be posted on the front door of the school building.
Title I Schoolwide Program
Title I, Part A of the Elementary and Secondary Education Act of
1965, as amended (ESEA) provides supplemental financial assistance to
local educational agencies (LEAs) and schools with high numbers or high
percentages of children from low-income families to help ensure that all
children meet challenging state academic standards. The goal of
Schoolwide Title I is to ensure a high quality education for all
students, particularly those who are low achieving on local and state
academic achievement standards.
In SY2016 Attleboro services students in English Language Arts (ELA)
at Hyman Fine and Willett, and ELA and Math at Studley, and Thacher.
The primary objectives of Title I is to:
- Assist schools in meeting the goal of consistent growth in student achievement.
- Support schools in the implementation of high quality, research-based literacy and math programs.
- High quality education for all students
- To provide staff professional development
- To provide parents with parent involvement opportunities and strategies to support their children at home
Components of a Title I Schoolwide program are
- Highly qualified teachers in all core content area classes
- High quality and ongoing professional development for teachers, principals and paraprofessionals
- Strategies to increase parent involvement
- Title I supplemental small group instruction provides direct service
instruction in ELA and/or Math to students working below grade level by
highly qualified teachers and paraprofessionals.
- Title I services are in addition to what students are receiving, not instead of. The program is supplemental.
Components of Title I Parent Involvement:
- A parent involvement plan is distributed each year
- A parent/school compact is developed, distributed and signed by the school and the parents each year
- An annual Title I parent meeting is held in the Fall to provide
parents with key information regarding the school’s Title I program
- Opportunities are provided for parent involvement workshops that provide training for parents
- Spring needs assessment surveys are completed to receive feedback from all Title I parents
Getting Involved as Families
You can influence the success your child has in school by becoming an
active participant in parent involvement activities. Attend school
events, visit your child's classroom, volunteer, join PTO, attend
parent/educator conferences and go to Title I workshops.
Research shows that the most accurate predictor of a student's
achievement in school is not income or social status, but the extent to
which that student's family gets involved in their education. You can
become more involved by:
- Creating a home environment that encourages learning
- Expressing high (but not unrealistic) expectations for your children's achievement.
- Become more involved in your child's education at school and in the community.
- Have effective home/school communication by writing notes, phone calls, e-mails…etc.
See the link to the right for the Title 1 monthly newsletters.
K-8 Reading and Language Arts Program
Core Reading Program K – 6
The core reading program for the Attleboro Public Schools is Scott
Foresman’s Reading Street. This program provides educators with a
primary instructional tool that addresses the instructional needs of the
majority of students in the school district. The acquisition of a core
reading program demonstrates Attleboro’s commitment to providing the
children of Attleboro with reading instruction that is carefully
designed and implemented for effective learning.
How does the program support our students?
- Literature is organized around themes
- Five core areas of instruction prioritized across the grades
- Student progress is monitored
- Instruction is differentiated during group time
- Reading support provided through reading interventions & leveled texts
Year one of an implementation process can presents many challenges
and a strong implementation plan is essential for success. With the
assistance of Core Literacy Coaches, professional development sessions,
embedded professional development, and classroom visits, educators have
developed an enthusiasm for the program and are impressed by the level
of success their students are experiencing. The implementation plan for
year two will help educators to fine tune their skills in the areas of
assessment and developing writing.
Each of the five elementary and three middle schools has the software
program Accelerated Reader. It is used regularly by classroom educators
(often times in conjunction with the library assistant) to monitor and
manage student independent reading practice.
Everyday Mathematics Everyday Mathematics is a comprehensive
Pre-Kindergarten through sixth grade mathematics curriculum embracing
many of the traditional goals of school mathematics as well as two
ambitious goals for the 21st century:
- To substantially raise expectations regarding the amount and range of mathematics that children can learn;
- To support educators and children with the materials necessary to enable the children to meet these higher expectations.
Everyday Mathematics was developed by the University of Chicago
School Mathematics Project based on research about how students learn
and develop mathematical power. The Everyday Mathematics program is a
problem-solving approach based on everyday situations that build on
student interest and connect to their experiences. An important piece to
the Everyday Mathematics program is the spiral approach that revisits
concepts regularly. Mastery is developed over time. Lessons are based on
activities and discussions. Students are encouraged to solve problems
in multiple ways, creating flexibility of thinking. There is frequent
practice of basic skills, often through mathematical games, but the
focus is on understanding the concepts behind the basic facts, as well
as mastery of the facts. Students receive instruction in all major areas
of mathematics: number sense, data analysis, geometry, measurement,
algebra, and probability.
The Connected Mathematics Project (CMP) was founded by the National
Science Foundation to develop a mathematics curriculum for grades 6, 7,
and 8. Connected Mathematics helps students develop understanding of
important concepts, skills, procedures, and ways of thinking and
reasoning in number, geometry, measurement, algebra, probability, and
In CMP important mathematical ideas are identified. Each
idea is studied in depth within a unit and then used throughout the
remaining units. These mathematical ideas are embedded in the context of
interesting problems. As students explore a series of connected
problems, they develop understanding of the embedded ideas and with the
aid of the educator, abstract powerful mathematical ideas, and
problem-solving strategies. CMP students are developing mathematical
habits of mind: solving problems, reflecting on solution methods,
examining why the methods work, comparing methods, generalizing methods,
and relating methods to those used in previous situations. Every
problem in Connected Mathematics satisfies all of the following
- It contains important, useful mathematics.
- It requires higher-level thinking and problem solving.
- It contributes to students' conceptual development.
- It connects to other important mathematical ideas.
- It promotes the skillful use of mathematics.
- Students can approach it in multiple ways, using different solution strategies.
- It provides an opportunity to practice important skills.
- It engages students and encourages discourse.
- It has various solution methods or allows different decisions or positions to be taken and defended.
- It creates an opportunity for the educator to assess what students are learning and where they may be experiencing difficulty
English Language Arts (ELA) Grades 7 and 8
Grade 7 & 8 English Language Arts educators use the following
materials and resources to develop units of study that address the
Massachusetts State ELA Curriculum Frameworks.
Grade 7: Anthology: Elements of Literature, First Course (Holt); Day
Book of Critical Reading and Writing 7 (Great Source); Junior Great
Books Series 7; Teacher selected novels (appendix A & B, and
others), Daily Language Workouts; 7 (Great Source)
Craft (Houghton Mifflin); LINKS (Graphic Organizers), John Collin’s
Writing Program; Critical Handbook of Children’s Literature
Grade 8: Anthology: Elements of Literature, Second Course (Holt); Day
Book of Critical Reading and Writing 8 (Great Source); Junior Great
Books Series 8; Persuasion (College of William & Mary, Kendall
Hunt); Teacher selected novels (appendix A & B and others); Daily
Language Workouts, 8 (Great Source)
Writing Writer’s Craft (Houghton
Mifflin); LINKS (Graphic Organizers); John Collin’s Writing Program;
Critical Handbook of Children’s Literature, Lukens; In the Middle,
We hope you find these links and document resources helpful. If you
are looking for something that you think should be here, please let us
know at the Info address.
Parent's Guides to Student Success
These guides help parents
learn about the new 2011 Frameworks including key content, activities
to do at home, and how to talk with teachers.
National Parent Teacher Association (PTA) www.pta.org/4446.htm
Bullying Prevention and Intervention
Family Health Services
Attleboro's Health Services Main Page
Adequate Yearly Progress (AYP) Data
2014 District Report Card
District Adequate Yearly Progress (AYP)Report
Hill-Roberts AYP Data
Hyman Fine AYP Data
Studley AYP Data
Thacher AYP Data
Willett AYP Data
Brennan AYP Data
Coelho AYP Data
Wamsutta AYP Data
Attleboro High AYP Data
School Profiles for Families
Massachusetts Department of Elementary and Secondary Education
The Massachusetts Department of Elementary and Secondary Education Directory Profiles for Attleboro Schools can be found at:
Attleboro - Directory Information
Early Learning Center - Directory Information
Hill-Roberts Elementary - Directory Information
Hyman Fine Elementary - Directory Information
Studley Elementary - Directory InformationThacher Elementary - Directory Information
Willett Elementary - Directory Information
Brennan Middle - Directory Information
Coelho Middle - Directory Information
Wamsutta Middle - Directory Information
Attleboro High - Directory Information
School Registration Documents for All Schools