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SCHOOL HOURS
Office Hours 7:00am - 4:00pm
School Hours 8:00am - 3:00pm (12:30pm on Friday's)
Breakfast 7:30am

Office: (541) 938-3233
Fax: (541) 938-2100


  • 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!
Student: iReady and STAR Assessment

Principal's Corner

about 1 year 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

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Bullying Prevention and Incident Reporting

about 1 year ago

SafeOregon

logo: SafeOregon

What?

SafeOregon is a program created for Oregon students, parents, school staff and community members to report and respond to student safety threats. Tips can be submitted through email, phone call or text, mobile app or the web portal. Tips are confidential and can be made anonymously.

What kind of tips?

Tips may include bullying, violence, threat of violence, harassment, intimidation, cyber bullying, self-harm, etc.

Why?

The goal of SafeOregon is to prevent school safety threats from occurring by providing schools and communities with a tool to report potential threats.

How?

Specially trained technicians are available 24 hours a day, 365 days a year for all of Oregon’s public schools Pre-Kindergarten through 12th Grade. The Oregon State Police provides this service through a contracted vendor.

Submit a tip:

Your school district is providing this resource through Oregon HB 4075 as a result of recommendations from the Oregon Task Force on School Safety.

You can get more information by going to: www.safeoregon.com

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

English | Spanish

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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