Located on beautiful Orcas Island, Orcas Island Elementary School is a K-5 school with an enrollment of approximately 175 students. The Nellie S. Milton Building was erected in 1949 to house all grades, K-12.  In 1980 a new high school reduced the space to a K-8 building and then in 1992, with a growing population, more building took place and the present elementary school was completely remodeled with a new addition to the north. We believe our beautiful maple tree was planted in 1905. We have no idea how many children have climbed its branches!

Our purpose is to prepare students for the future through providing academic rigor and support – fostering critical thinking and problem solving and – encouraging ownership of their learning and self.  Our desire is to challenge students to learn through hands-on, cooperative group experiences, while raising the bar academically through integrated outside projects and experiences. 

OIES also places tremendous emphasis on the “whole” child, helping each child grow to reach their fullest potential while being safe, respectful and responsible.  We strive to individually meet each child through a variety of social and emotional supports such as social skills groups, PIP, and social/emotional learning in all classrooms.

Beyond the basic academic programs offered to all OIES students, the school also features music education (including band and strings for 5th grade students), physical education, Creative Arts (A-OK Art and bucket drumming), and a unique Farm-to-Classroom program.

Orcas Island Elementary features an experienced and highly educated teaching staff with an average of 16 years teaching experience, and more than half of the teachers hold masters' degrees.  Our educators bring a wealth of expertise to support high levels of student engagement and learning across all subject areas. Our classrooms are thriving environments where children succeed.

More about our Elementary School...

1. We understand that children of different ages have different needs and abilities. We study child development theory and make sure that our classrooms have developmentally appropriate activities and expectations. 

2. We observe our children. The child has so much to teach us about learning. By watching closely, we can modify our lessons and materials to best suit the child's interests and growth. 

3. We model grace and courtesy (good manners), treating our children as we wish ourselves to be treated. We use calm voices when teaching and speak with respect in regard to the children's feelings. We carry ourselves with poise and handle objects with care. We believe that the children are acutely observing us even when we aren't aware of it, and they will mimic our behaviors and attitudes. We know that humans aren't perfect, but we really try to bring out the best in ourselves.

4. We recognize that children are unique individuals who are not likely to master the exact same concepts or have the same interests at the same time. We celebrate this uniqueness and allow each child to develop at his or her pace. We believe that learning is a natural process that develops spontaneously. When we place our trust in the child, we are often surprised at the immense amount of learning that takes place through the child's interaction with his or her world.

5. We believe that each child is on the way to developing self-discipline and that the rewards should be intrinsic (within oneself) rather than externally imposed. When a child misbehaves, we first examine the reasons why the child is exhibiting those behaviors (hungry? tired? overstimulated? testing boundaries?) and then we contemplate whether a change in the prepared environment would help or if we need to teach certain problem-solving skills to prevent another occurrence. We try to help the child understand appropriate behavior in a social context in a gentle, firm manner. 

6. We believe that children learn best when they are free to move their bodies throughout the day. We encourage this independence, but also teach respect for others. No one's freedom should infringe upon another's right to concentrate.

7. We believe that the materials a child works with should be carefully chosen to support the current developmental stage. Concrete experiences are always offered first and abstract thinking presented later, when the child has a firm grasp on the concept. 

8. We believe that education can change the world for the better. We are advocates for peace. We feel that the work we do as educators, guiding children toward self reliance and compassion, is incredibly important in the grand scheme of future life on Earth. We are humbled by the great possibilities that exist within the tiniest of humans, and we respect their inner wisdom.

Schoolwide Title One

OIES is a schoolwide Title 1 school. This is a federally funded program that targets service for those students who are in need of some special academic attention. Sometimes interventionists will “push in” to a classroom to assist and sometimes, small groups of students will be “pulled out” for additional targeted services.  At OIES specific academic support is given in reading and math. Being a school wide title 1 school has a few requirements, which include: 

• Develop and implement a Parent and Family Engagement Plan (highlighted in the Parent/Guardian Involvement section of this handbook)

• Develop and maintain a school improvement team that consists of teachers, staff and parents.  

• Develop and implement a school improvement plan with school improvement goals. 

  • Updated Goal #1:  OIES will focus on building school connections (Food, Fun and Togetherness)  through a variety of activities for families and staff.  This goal will be assessed in two ways: 

1) The PBIS annual staff survey growth from 5/12 questions “in place”  to 10/12 questions “in place” 

2) Each class will have a minimum of 50% of their families attend the family events.

Family Activities:

1. Class Game Nights - 1 per year 

2. Family STEM / Reading Night - Teachers/Classes can choose

3. Classroom Cultural Celebrations within the School Day - Facts shared in Cafeteria - Schoolwide Lunch Potluck 

4. Talent Show - In 2024, do in Winter 2024

• • Updated Goal #2:  OIES will focus on academic growth in ELA through a variety of activities in writing and vocabulary.  Academic growth will be measured by a 5% increase in the following sub categories from spring 2023 to spring 2024 ELA smarter balanced assessments:  low income, hispanic, and students with disabilities AND 5% growth from spring 2023 cohorts to spring 2024 ELA Fastbridge cohorts.

Family Engagement Focus:

At Home - OIES parents joined staff to develop ideas about how families can support students’ success in reading and math.  Some of our key at-home activities are:

• • • • Use the school website and classroom sites. 

      • Use the daily/weekly folders to discuss my child’s learning and use the materials sent home to support my child’s learning.

      • Read with my child every day and talk about how the story connects with things that he or she has experienced.

      • Attend parent opportunities to learn and practice new ways to support my child academically and emotionally.

      • Connect with the teacher RIGHT AWAY as questions and concerns arise.  Parent - Teacher regular communication is vital for student success.  Email your child’s teacher to identify the best way to regularly stay connected.

In Our Classrooms - Teachers will work with families to support students’ success in meeting grade level standards for reading and math.  Some of our key connections with families will be:

• • • • School Website, Weekly Newsletter, Classroom Sites are regularly updated with important information.

      • Use of 1 to 1 chrome books to integrate technology into classroom learning.

      • Daily/Weekly folders to go home.

      • Develop School-Parent Compact During October Conferences - Student, Parents and Teacher will create personal goals in reading and possibly math.  Everyone attending the conference will reflect on the goals and identify at least one strategy to assist the student. This will be recorded on a goal setting form and the parents will receive a copy. At the March student-led conference everyone will reflect on the goals and make changes as needed.

      • Practical ideas for supporting student learning goals at home for parents will be sent via updated classroom site, classroom newsletters, and specifically from teachers as needed.

Positive Behavior Intervention Supports

Positive Behavior Intervention and Supports (PBIS) - As a result of our commitment to help students achieve high academic and behavioral standards, we have restructured the school’s discipline plan to reflect the research, training, and work of the Positive Behavior Team at OIES.  The plan celebrates the positive actions of students and explicitly teaches appropriate behavior decisions when a student makes an inappropriate choice.

The main part of our plan is centered on the “Orcas Big Three” school-wide rules that have been established for use in all areas of the school.  The staff has established specific behavior guidelines for all locations on campus based on the “Big Three.”

• BE SAFE

• BE RESPECTFUL

• BE RESPONSIBLE

In order for your child to do his/her best, the parents and the school must work together. With discipline and self-control, your child can be successful and enjoy school.

Positive Recognitions - At OIES we have a variety of opportunities to recognize students who are following the expectations, “making a good decision”. 

• High 5 Stickers

  • Students can collect 5 High 5 Stickers for 1 High 5 Slip

• High 5 Slips – a different color each month

  • Students can collect 10 high 5 slips for a “Golden Ticket”

  • Drawing every Monday

• Golden Tickets

  • Earned by saving High 5 slips

  • Earned by going Above and Beyond

  • Positive Phone Call Home

  • Student gets to choose:

    • 5 minutes extra lunch recess

    • Go to front of lunch line

    • An extra time in the library

    • Read to a kinder student