WELCOME TO GRANT
Grant Elementary School, which is located in the south-central part of Fremont, Nebraska, is a K-4 setting which uses an alternative calendar in order to extend learning opportunities to students, lessen ‘summer learning loss’, and increase achievement. It is a School wide Title I building. Programs that are offered to our 120 students include Title I, Reading Recovery and Special Education. The staff includes 7 classroom teachers, a special education teacher, and a Reading Recovery/Title I teacher, along with a variety of special area personnel. The PTA is very active in supporting school purposes. Grant School has been certified by the National PTA as a Parent Involvement School of Excellence. Brent Cudly is the current principal.
The school’s ‘continuous learning calendar’ is based on a modified single-track, 45/15 (45 days of school, 15 days break) schedule. Each quarter is approximately 41-42 days in length followed by an intersession break of 10-15 days. Intersession breaks offer optional ‘extended learning opportunities’ and vacation to our students. Note: ‘Morning Extended learning Opportunities’ are offered for a total of 10 days throughout the year.
Morning (8:00–11:00) intersession activities are available to approximately 40 eligible students in grades one through four. Eligibility is determined by using a triangulation of data process using assessment, classroom performance, and teacher recommendation. Prioritization occurs when more than 40 students meet the criteria for eligibility. Registration letters are sent to the parent/s of eligible students. Participation is optional, but if the parent/s register the child, daily attendance is expected. Extended learning opportunities focus on readers workshop, writers workshop, spelling and math skill-building in a multi-age environment. Certified teachers and instructional para-professionals are able to provide this service through flexible scheduling.
Data indicates positive signs of achievement growth. Teachers have indicated that they have spent less time reviewing, are further ahead in the curriculum than previous years, and that students seem ready to learn after each intersession break.