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2017-18 School Year Information
2017-18 School Year Information
2017-2018 School Year Information
Sept. 27- Picture Day, Bus Evacuation Drill
Oct. 6- Character Assembly
Oct. 9- Dental Screenings
Oct. 11- Dental Screenings
Oct. 13- No School for Students
Oct. 16- Hearing Screenings
Oct. 19- Great Shake Out Drill (Earthquake)
Oct. 25- Picture Retakes


Bullying Prevention and Incident Reporting

8 days ago

The Milton-Freewater School District takes bullying seriously.  The district has implemented the research-based Olweus Bullying Prevention Program.  More information about the program can be found at:

http://www.violencepreventionworks.org/public/bullying.page

Bullying is defined as aggressive behavior that is intentional and that involves an imbalance of power. Most often, it is repeated over time.

Goals of the District Program: 

·        reduce existing bullying problems among students

·        prevent the development of new bullying problems

·        achieve better peer relations at school

Safe Schools Alert Tip Line for reporting via phone, text, web and email

Report Tips on:

·       Bullying

·       Intimidation

·       Harassment

·       Weapons

·       Drugs

·       Other

You can also choose to download, print and complete the District Incident Reporting Form:

English | Spanish

District Policies and Administrative Rules

Policy JFCF:

Hazing/Harassment/Intimidation/Bullying/Menacing/Cyberbullying/

Teen Dating Violence/Domestic Violence - Students**

Administrative Rule JFCF:

Hazing/Harassment/Intimidation/Menacing/Bullying/Cyberbullying

Teen Dating Violence Complaint Procedures - Student

Policy GBNA:

Hazing/Harassment/Intimidation/Bullying/Menacing/Cyberbullying – Staff

 

Administrative Rule GBNA:

Hazing/Harassment/Intimidation/Bullying/Menacing/Cyberbullying

Complaint Procedures – Staff

  • Note To Parents/Nota para Padres
    Please watch for your child's Red Thursday Folder. Your child will be bringing this folder home every Thursday. The folder contains important information from the teacher and the school. Please send it back with your child on Friday (or the next scheduled school day).

    Su hijo/a estara traendo a casa una carpeta roja cada Jueves. Esta carpeta tendra informacion importante departe de la maestro de so hijo/a y de la escuela. Porfavor firme cualquier forma que se le mande y regreselo con su hijo/a el siguiente dia de escuela.
  • Transportation Arrangements/Cambios de Transportacion
    To avoid confusion or delays, any transportation changes needing to be made for the day are required to be called in by 12 pm. We ask that you limit the number of changes to no more than three a school year.
    Thank you for your cooperation and your patience!

    Para evitar errores y confusion, cualquier cambio que se tenga que hacer que vaya en acuerdo con la transportacion de su hijo/a tendra que ser hecho antes de las 12 pm. Es preferible que el cambio se haga un dia antes, pero sabemos que hay siertas circunstancias donde no se puede avisar con tiempo.
    Gracias por su paciencia y coperacion!
  • Office Hours/Horas de oficina
    Office Hours are Monday- Friday
    7:15 am-3:45 pm
    Please call us at 541-938-3233 with any questions or concerns.
Student: iReady and STAR Assessment

Principal's Corner

8 days ago

Thank you for entrusting your children to us! The staff at Grove Elementary take on this responsibility with pride, enthusiasm, and joy. Each child who attends Grove is special and deserves the best education possible. Every day the staff set this as their aim, and with your help we will be successful.

Grove staff are always open to your concerns and suggestions. Please feel free to discuss them at your convenience by calling the office or by a visit.

You are encouraged to review the web pages listed at the left. They include important information about Grove School, its staff, and its programs.

Ami Muilenburg
Principal
Grove Elementary School

Safe and Welcoming Schools

8 days ago

Milton-Freewater Schools are a Safe and Welcoming  Place for All

     
  • In light of the recent national conversation around  immigration, we wanted to assure our community that the Milton-Freewater schools are a safe place for students. We recognize the diversity and  worth of all students, individuals and groups, and are committed  to both educating and providing a safe and inclusive environment for everyone, regardless of their immigration status, race, color, religion or any other basis. In fact, MFUSD does not collect or track any information regarding a students’ or their family members’ immigration or citizenship    status. We have been working with local law enforcement partners to develop some talking points and assurances around students’ safety while in our schools, and around the confidentiality of their personal information.

The links  included on this page are intended to help inform students, staff, and families  about our policies and practices around ensuring safe learning spaces for  students, and to provide information about community support that is  available. Please speak with your school principal or counselor if you have  questions, concerns, or if you need to be connected with community organizations  who can help you. 

District  non-discrimination Policy (AC)
  District  Equal Educational Policy (JB)
  District  Anti-Bullying Policy Administrative Rules (JFCF-AR)

Immigration  Resources
    Safe and  Welcoming Schools FAQ (English)
    Safe and  Welcoming Schools FAQ (Spanish)
    Oregon’s  Declaration of Sanctuary State 
    Legal  Resources for Immigrants (English)  
    Recursos legales para inmigrantes  
    Know Your  Rights and What Immigrant Families Should Know 
    ILRC Red  Cards 
    Family  Preparedness Plan (ILRC website) 
Family Preparedness Plan

Las escuelas de  Milton-Freewater son escuelas seguras y da la bienvenida a todos

     
  • En  vista de la reciente conversación nacional acerca de inmigración, queríamos  asegurarle a nuestra comunidad que las escuelas de Milton-Freewater son un  lugar seguro para los estudiantes. Reconocemos la diversidad y el valor de todos  los estudiante, individualmente y grupos, y estamos comprometidos tanto a  educar como a proveer un ambiente seguro e inclusivo para todos,  independientemente de su estatus migratorio, raza, color, religión o cualquier  otra base. De hecho, MFUSD no recopila o rastrea ninguna información  relacionada al estatus inmigratorio o de ciudadanía de sus estudiantes o  familiares. Hemos estado trabajando con socios del orden público local para  desarrollar algunos temas de conversación y garantías acerca de la seguridad de  los estudiantes mientras están en nuestras escuelas, y sobre la  confidencialidad de su información personal.

La  información de la web incluida en esta página tienen la intención de ayudar a  informar a los estudiantes, el personal y a las familias acerca de nuestras  pólizas  y prácticas en garantizar  espacios seguros de aprendizaje para los estudiantes, y para proveer  información sobre el apoyo disponible en la comunidad. Por favor, hable con el  director de su escuela, o consejero, si tiene cualquier pregunta o si tiene  alguna inquietud, o si necesita  conectar  las organizaciones de la comunidad que pueden ayudarle.

Pólizas de no discriminación del distrito (AC)
  Pólizas educativas igualitarias del distrito (JB)
  Reglas Administrativas del Distrito Anti-intimidación  (JFCF-AR)

Recursos de inmigración
  Escuelas Bienvenidas y Seguras FAQ (Inglés)
  Preguntas frecuentes sobre escuelas seguras y  acogedoras
  Declaración de Oregón del estado del santuario 
  Recursos legales para inmigrantes (Inglés)
  Recursos legales para inmigrantes
  Conozca sus derechos y lo que deben saber las familias  de inmigrantes 
  Tarjetas rojas de ILRC
Plan de Preparación Familiar (sitio web de ILRC)
Información para las familias de Oregón prepares en  tiempos de crisis (difíciles) 


How Can I Help My Child Learn to Read?
Parent Involvement: What Skills Need to be Part of a Daily Routine?
Parent involvement in early literacy is directly connected to academic achievement. Children need parents to be their reading role models with daily practice in order to navigate successfully through beginning literacy skills. According to research, parents should focus on the words on the page while reading with their preK reader (Evans, Shaw, Bell, 2000).

Here are some strategies for beginning and seasoned readers' literacy success:

Point to each word on the page as you read. This beginning literacy strategy will assist children with making print/story/illustration connections. This skill also helps build a child's tracking skills from one line of text to the next one.
Read the title and ask your child to make a prediction. Beginning and seasoned readers alike need to make predictions before reading a story. This will go a long way to ensure that a child incorporates previewing and prediction in his or her own reading practices both now and in the future.
Take "picture walks." Help your child use the picture clues in most early readers and picture books to tell the story before reading.
Model fluency while reading, and bring your own energy and excitement for reading to your child. Both new and seasoned readers struggle with varying pitch, intonation and proper fluctuations when they read aloud. Older readers will benefit from shared reading (taking turns).
Ask your child questions after reading every book. Reading comprehension is the reason we read -- to understand. The new CCORE standards assessing U.S. children's readiness for the workplace and college ask children at all grade levels to compare and contrast their understanding of concepts. This takes practice. Help your child explain his or her understanding of any given story in comparison to another. Have your child share a personal experience similar to a problem or theme within a story. Higher-order thinking skills (critical thinking) are skills children are expected to use in both written and oral assessments in school. There is no way for a teacher to ask every child to use a critical thinking skill every day. Parents can.
Connect reading and writing if possible. The connection between reading, writing and discussion should be incorporated with daily literacy practice. Have a young child dictate to a parent who writes in a journal or on a sheet of paper. Modeling the formation of sentences aligned with the words of a story is crucial for a child to begin making a neural interconnectedness between reading and writing. A child's process of drawing pictures brings his or her personal creativity toward the story. Sharing these illustrations of experiences and individual interpretations related to the sentence he or she has created on the page is yet another step toward this early balanced literacy approach.
Beginning and lifelong literacy is transformative and constantly growing. However, the process must begin when initially learning to read, and must be as intuitive to a child as when he or she learned to speak. This can happen through incorporating repetition, proper skills and modeling.

ERIKA BURTON'S PROFILE
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