Events & Announcements
First through fifth grade students performed a diverse collection of songs during the annual OES Celebration of the Arts on March 13. Folk songs from around the world, rounds, southern spirituals, and popular classics were featured in both afternoon and evening performances. The gallery walk and chair auction were perfect accompaniments to this beloved fine arts event.
The Business 101 class at the high school will be putting on an entrepreneurial sale for the elementary students on March 20 & 22nd. The students have done some market research and are in the process of creating products for students to purchase on these dates.
All items are designed with a learning benefit in mind as well as cost $1 or less. The class would like students to have to choose between products, so please do not send any more than $2 along for the sale. The class has also learned about the importance of businesses having a positive social impact on the community. The students of Business 101 have decided to set a good example for the younger generation of Oostburg by donating all of their profits to Funds for Fighters, a charity to help fight cancer.
Business students have made elevator pitches, commercials, surveys, and print ads (see below). More information is forthcoming in the Friday Folder. Please contact Mrs. Otte with any questions. Thank you for your support in this cross-school initiative!
In honor of Dr. Seuss’s birthday, the Cat in the Hat took time from his busy mischief-making schedule to visit students at OES and teach them about the author and his books and read a favorite story. It was a PURRfect day!
Friday, March 2nd
- Wear red, black, and white like Cat in the Hat or dress like a Dr. Seuss character to celebrate the 114th birthday of Dr. Seuss.
- Students will participate in the trivia/guessing contest in the library.
- Mr. White may just have something up his sleeve, just wait and see!
Good Morning OES Families! As we begin Homecoming week, I wanted to pass along an opportunity for you to get involved in supporting our school district. The Oostburg Community Education Foundation (OCEF) has been a generous supporter of our school district and school mission for years. They are currently running their largest annual fundraiser, the […]
Last week, the Kindergarten, 1st, and 2nd grade students at Oostburg Elementary School were treated to a visit from Ronald McDonald. During this visit, the students learned about the importance of being an everyday leader. Ronald used some songs, magic tricks, and audience participation to help teach our kids how to LEAD. The kids learned […]
Oostburg Elementary School is a preK-5 community with approximately 475 students and 60 professional staff members. Our school is student centered, has a strong academic record, and has a tradition of high levels of community engagement. At OES we believe the best learning experiences include not only learning academics to prepare for next steps but also positive social, emotional, and behavioral learning. Along with rigorous expectations that include hands-on learning and technology-infused instruction, we also teach students how to serve others, and how to be respectful, responsible, and safe members of a community. Our teachers have very high expectations of our students, and they set high goals for them. We believe that having a school where learning is nurtured and encouraged in students and adults alike provides a great environment in which our children can realize their full potential. We invite you to visit our school and be a part of the great things that are happening at OES.
Positive Behavior Interventions and Supports (PBIS) is a research-based framework for teaching and supporting positive behaviors for ALL students. This school-wide approach to discipline focuses on building a safe and positive environment in which all students can learn. The foundation of PBIS in the Oostburg School District lies in the four fundamental expectations in all of our schools:
Be Respectful – Be Responsible – Be Safe – Be Positive
Throughout the school year, students are taught what it looks like to be respectful, responsible, safe, and positive in every setting during the school day. Acknowledging and reinforcing positive behavior is one of the best ways to encourage appropriate behavior and change inappropriate behavior. Students can earn card/tickets (POPP) awards for meeting behavior expectations. When goals are met, students enjoy school-wide celebrations periodically and other special opportunities.
OES students participate in school wide intervention 30 minutes Monday-Thursday. “What I Need” (WIN) intervention provides students opportunities to get extra practice or intensive intervention in reading, math, or writing. Interventions are also available for students who would benefit from enrichment activities, technology instruction, social skills, or teamwork among others. Intervention groups are fluid and are formed weekly by teachers with the intent to provide students extra learning opportunities outside of the regular curriculum.
In Art class, students explore a variety of mediums and materials throughout the year, including 2D and 3D projects. Students in grades 1-5 have Art once every four days for an hour. Students in Kindergarten have Art twice every four days for 30 minutes. The Art Room is equipped with three sinks, a kiln for clay projects, a SMART Board, and a document camera to enhance learning. The three tables each represent a different artist. Students are encouraged to create art year-round. This can be as simple as using sidewalk chalk!
In the library program, the students in grades K-5 have instructional time twice every four days, with book selection taking place during one of the instructional times approximately every other week. During the library instructional time the students are taught some of the traditional library skills such as the organization of a library according to the Dewey Decimal Classification System and how to use the online library catalog. In addition, the students are taught many technology skills that range from how to evaluate websites for research and information, how to use the various functions of their Google account, as well as internet citizenship and safety. The overall goal of the library program is to instill the desire of lifelong learning and reading.
Our music program primarily follows a Kodaly-based instructional philosophy; children develop music literacy through study of folk music and listening, singing, and moving to music. Students learn not only how to read rhythms and pitches, but also how to identify and use music symbols. In singing, students experience a variety of game/activity-songs, movement songs, story-songs, rounds, and beginning harmony. In dancing, students learn various contra-dance and folk dance formations. Through these activities students become responsible for their own part and learn how their contribution fits in and enhances the work of the class as a whole. By providing varied and high-quality musical experiences, it is hoped that children will develop a wonder and love of dancing, singing, and music that they can nurture throughout their lives and share with future generations.
In our PE program we teach basic movement skills and progress to more complex activities and concepts while keeping each student’s physical, social and emotional development in mind. We create a positive, safe environment in which all students learn through guided practice and trial-and-error. Hands-on, participatory learning experiences allow students to perform skills at their own pace. Developing good sportsmanship and citizenship through cooperation, settling disputes constructively, acknowledging and applauding good play, and taking pride in helping others are all part of the \”golden rule\” of sports. Students are taught to show respect for themselves, teammates, opponents, and equipment. Our goal is to provide a variety of experiences, to promote lifelong fitness, and have movement be a part of their everyday lives.
A school counselor\’s role is to remove any barriers that may be inhibiting learning, working with students on social, emotional, and behavioral skills. This frequently includes being a resource for teachers and parents/guardians to boost student character and achievement. A school counselor conducts individual, small group, and classroom counseling. Individual counseling is short-term and can be requested by a parent, student, or teacher. All information shared with a school counselor is kept confidential; however, a school counselor is required, by law, to report abuse or a student\’s plan to harm others or himself/herself. In addition, the counseling role at OES includes leading PBIS (Positive Behavior Intervention System) and BCT (Behavior Consultation Team).
Reader’s and Writer’s Workshop
Reader’s and writer’s workshops have been shown time and again to be a highly effective instructional approach for teaching literacy. The workshop model allows students to be engaged in authentic experiences designed to move them toward rigorous grade level skills while also fostering a love of reading and writing. Minilessons are the cornerstone of the workshop model. The minilesson in reader’s and writer’s workshops are about 10-12 minutes long. The rest of the workshop time is devoted to getting students engaged in the work; reading and writing for real purposes. Students receive scaffolded support by the teacher along the way. There are four parts, or phases, to a typical workshop minilesson, although not every minilesson will follow this plan.
The video sets below are designed to give you a window into our school day. Each shows a different phase of reader’s and writer’s workshops in action in various classrooms. This series was created to make our literacy curriculum more accessible to the parents and families of Oostburg School District. Enjoy learning alongside our students!
4. The Link Phase
The last phase is the Link. Teachers link the strategy to today’s work and to future literacy experiences, encouraging students to add it to their repertoire of tools to meet grade level expectations and skills in reading and writing.
SOS students spend one lunch per week working on service projects such as Lakeland Food Drive, Kapco Toy Drive, and Jump Rope for Heart. They also help with jobs around the school as needed, including helping with Book Fair. Lastly, they also go to Pine Haven to do activities with residents instead of attending their class parties for holidays. Fifth grade students may apply at the start of the school year. Mrs. Holzer selects students after consulting their teachers.
This is an enrichment art group for ~20 students selected from grades 3-5. These students have demonstrated an ability and interest in art. We complete individual and team projects, including winning 2nd place at last year’s Kohler Gingerbread House contest. Students meet twice a month before school in the OES Art Room from 7:30am-8:15am. Students are selected by Ms. Helmeid, but feel free to contact her or visit her website for more information.
The DI program develops creative problem solving and teamwork skills. Teams of less than seven students work with an adult team manager to solve challenges short term and long term challenges throughout the school year. Teams compete to showcase their work at a regional tournament in March. Teams form in late September, and the season generally ends in late April. Mr. Bretall is the Destination Imagination Coordinator for our district. Visit the Destination Imagination website for more information. Also, view this “snapshot” video.
Featured Activity: DI
Oostburg Elementary School
203 North 7th St.
Oostburg, WI 53070
Ph: (920) 564-2392
Fax: (920) 564-6138