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Principal –  Terry Hendrikse |  Phone: (920) 564-2392 x4202


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. 

School-Wide Intervention

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.


Elementary School

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.

Elementary School
Elementary School

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.

Elementary School

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!

A child who READS will be an adult who THINKS

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.

Spotlight on STEM at OES

Extracurricular Activities

Featured Activity: DI

Contact Us

    Elementary School
    Oostburg Elementary School
    203 North 7th St.
    Oostburg, WI 53070

    Ph: (920) 564-2392
    Fax: (920) 564-6138

    Elementary School


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