The appropriate placement supports and implements a different philosophy than that of the traditional graded concept. It demands a continual focus of instruction with the child and his/her needs as an individual learner. One of the basic ideas of the appropriate placement approach is the recognition that children differ in their rate of growth and development. No two children are exactly alike.

We know that each child has his/her own pace of development. Just as children develop at different rates physically, their rate of social and academic development also differ. Some children learn the fundamental skills and concepts quickly, while others need more time. Each child is capable and needs to progress at his/her own individual rate of achievement.

Children at our school are often placed in small groups for instruction according to individual needs and to the extent practical. We also encourage independent work in which the learner assumes more responsibility for his/her own learning.

Curricular Elements:

Sheffield Elementary School adheres to all components of the Massachusetts Curriculum Frameworks. The following subject areas constitute the elementary curriculum, grades 3-6, for all of our students:

Language Arts:

The language arts encompass the curriculum activities that utilize langage - listening, speaking, reading, and writing. The acquisition of these skills follows a hierarchy of development:1. Listening; 2. Speaking; 3. Reading; 4. Writing.

Furthermore, a firm foundation must exist at each language arts level prior to moving on to the next skill, otherwise the succeeding tasks cannot be effectively added or integrated. The elements of listening and speaking, therefore, are necessary prerequisites to the development of reading. Any delay or disorder in either of these language arts components affects a child's reading ability.

Mathematics:

Children discover mathematics concepts through opportunitites to manipulate concrete materials over time. The mathematical concepts are built up gradually. When the concepts are firmly established, then abstract symbols and terminology can be introduced to the child. Children need opportunities to appply the concepts they have already learned to their environment.

In order to foster the development of mathematical concepts, it is
necessary to establish an atmosphere of creative thinking and positive experiences. The primary curriculum has been designed to allow for the introduction of many mathematical concepts while keeping in mind individual differences in children's learning styles and rate of learning. The individual needs of the students can be met through the use of a wide variety of manipulative materials. Therefore, the primary program is designed to be a hands-on approach to learning, where an emphasis is placed on the process involved. This approach blends in with the basic skills fundamentals learned best by traditional strategies in later grades.

Social Studies:

Social Studies investigates mankind, one's relationship with others, and one's environment. Content begins with local consideration
and progresses simultaneously with the child's development, to national and global concerns.

Our goals are that Social Studies be taught on three equal levels:
1. Immediate and everyday; 2. Historical and Political;
3. Geographical.

Immediate and everyday needs of children are to succeed in the classroom, school and community. Children must learn to reflect on themselves and understand their place in relationships with others before they can resolve conflicts. Children learn tolerance and acceptance when they appreciate similarities and differences in people and come to know a variety of customs. A curriculum which focuses on the communities in which children live, from the classroom to school, from neighborhood to town, enhances
interpersonal skills to allow children to deal with conflict and its
resolution.

Children must become increasingly knowledgeable and able to weigh political and historical issues as they mature. Children will become competent and involved citizens through learning about local, regional and national geography, history, economic and political systems.

Through learning map skills and viewing the land, children will be able to locate themselves in their geographical place in the world.

Science:

The elementary science curriculum provides instruction and
"hands-on" experiences in Life, Physical, Earth and Environmental Science. The program is sequential and also provides for students to utilize a variety of approaches in applying the scientific method of thinking and inquiry.

Computer Education:

All elementary students will receive basic instruction in the use of computers in order to gain familiarity and skills in the use of programs and equipment. By the end of sixth grade, each student should know the fundamentals of typing and word processing and uses of the computer, and be able to operate a variety of programs.

Art:

By developing an understanding of how we see the world, students are taught to see things differently and reflect that new perspective in creative work in art class. It is strongly suggested that students do not wear their best school attire on Art days, as many art materials can stain or leave marks on clothing. It is also recommended that a smock or oversized shirt, marked with the student's name, be sent in to the student's classroom.

Music:

Exposes students to a variety of music children find in his/her own
surroundings. Our goal is to have the student appreciate music as a part of his/her daily life. Instrumental music instruction in offered in grades 4-6.

Physical Education:

Students at Sheffield Elementary School participate in Physical Education twice weekly. In order to have a safe and educational
learning environment, students must follow these points:

• -Students are expected to be active participants during each class.
• Students will treat all equipment with care using equipment properly and safely according to instructions given by the teacher.
• Students will wear appropriate clothing and sneakers to class
• Students will work individually, in groups and with a team in a
  cooperative atmosphere.

Library:

Children will have access to library books and other materials
through scheduled visits with their class and teacher. Parents are asked to cooperate in helping to see that all library books taken home are returned at the specific time. Any book(s) that are lost or damaged must be paid for by the student/parent.

D.A.R.E.:

Project D.A.R.E. (Drug Abuse Resistance Education) is a joint
project of the Montague Police Department and the school district to prevent drug abuse in children and youth. The emphasis of D.A.R.E. is to help students recognize and resist the many pressures that influence them to experiment with alcohol and drugs. In addition, the project focuses on feelings related to self-esteem, interpersonal and communication skills, decision making, and positive alternatives to drug abuse behavior.

Title I:

Remedial programs in reading and math are conducted in school for
children who are a year or more below expected achievement level. Services are provided under the federally funded Title I program. The remedial program is conducted in grades 3-6. The basic goals of the program are to improve reading comprehension and mathematics computation skills.

Report Cards:

Report cards are issued three times a year in November, March
and June. Report cards convey to parents how well their children are performing in specific skill areas with a provision for narrative
reporting, analysis of the students' social and emotional growth and
development and work habits. Report cards are sent home with students for parent signature and return.

Assessment: