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Grantsburg Elementary School is a wonderful place to work and learn. It is currently home to about 200 first, second and third graders, each classroom has 15-20 students. Having such a nice teacher to students ratio allows our teachers to really get to know their pupils and differentiate instruction so that all students are challenged.  We also have teachers for physical education, art, and music. Students visit the school library four times in a six day rotation, have access to a full computer lab, 1 to 1  iPads in the classroom and computer stations in each classroom.

Nelson Primary and Grantsburg Elementary use Bridges for regular math instruction. Bridges help students to develop a deep understanding of how math works and why they use the processes and formulas to solve mathematical problems. Do you remember memorizing how to do a math problem in school, but now can't remember what it was or when you would use it? Students at GES are learning how and why math works the way that it does. This method of math instruction creates math students that can apply their knowledge and really use it. 
Language Arts
We have a balanced literacy curriculum that supports students reading and writing at their own level. Here at GES and Nelson, students are given a diagnostic reading assessment to find out what their instructional reading level is then, teachers and students select books at their "just right level" to help them grow and develop at readers. The best part of this type of reading program is that students can move through the level as quickly or slowly as they need to in order to be successful.
We can effectively teach appropriate behavior to all children. All PBIS practices are founded on the assumption and belief that all children can exhibit appropriate behavior. As a result, it is our responsibility to identify the contextual setting events and environmental conditions that enable exhibition of appropriate behavior. We then must determine the means and systems to provide those resources.
  1. Intervene early. It is best practices to intervene before targeted behaviors occur. If we intervene before problematic behaviors escalate, the interventions are much more manageable. Highly effective universal interventions in the early stages of implementation which are informed by time-sensitive continuous progress monitoring, enjoy strong empirical support for their effectiveness with at-risk students.
  2. Use of a multi-tier model of service delivery. PBIS uses an efficient, needs-driven resource deployment system to match behavioral resources with student need. To achieve high rates of student success for all students, instruction in the schools must be differentiated in both nature and intensity. To efficiently differentiate behavioral instruction for all students. PBIS uses tiered models of service delivery.
  3. Use research-based, scientifically validated interventions to the extent available. No Child Left Behind requires the use of scientifically based curricula and interventions. The purpose of this requirement is to ensure that students are exposed to curriculum and teaching that has demonstrated effectiveness for the type of student and the setting. Research-based, scientifically validated interventions provide our best opportunity at implementing strategies that will be effective for a large majority of students.
  4. Monitor student progress to inform interventions. The only method to determine if a student is improving is to monitor the student's progress. The use of assessments that can be collected frequently and that are sensitive to small changes in student behavior is recommended. Determining the effectiveness (or lack of) an intervention early is important to maximize the impact of that intervention for the student.
  5. Use data to make decisions. A data-based decision regarding student response to the interventions is central to PBIS practices. Decisions in PBIS practices are based on professional judgment informed directly by student office discipline referral data and performance data. This principle requires that ongoing data collection systems are in place and that resulting data are used to make informed behavioral intervention planning decisions.
  6. Use assessment for three different purposes. In PBIS, three types of assessments are used: 1) screening of data comparison per day per month for total office discipline referrals, 2) diagnostic determination of data by time of day, problem behavior, and location and 3) progress monitoring to determine if the behavioral interventions are producing the desired effects.
  7. Primary prevention is significant- in that it -moves the structural framework of each educational unit from reactive approaches to proactive systems change performance. This effort cohesively unites all the adults in using 1) common language, 2) common practices, and 3) consistent application of positive and negative reinforcement.