School Learning Plan
Cooper Mountain Elementary School
We acknowledge that Cooper Mountain School rests upon the traditional village sites of the Atfalati, Kalapuya, Confederated Tribes of Grand Ronde, and Confederated Tribes of Siletz Indians, who are still present and influential today. We honor these tribes for being the original care-takers and protectors of these lands since time immemorial, and for passing on their teachings and lifeways through past and present generations.
The first Cooper Mountain School was a small one-room building. It was located about two-thirds of a mile west of the present Cooper Mountain School in Beaverton, Oregon. The original building was replaced with a larger one-room school in 1909. The new school was located on the site of the present Cooper Mountain Elementary School. A second classroom was added to the school in 1936, and further improvements were made in 1949 and 1954. In 1957, Cooper Mountain had three classroom teachers and a part-time music instructor.In 1967 and 1970, School District 48 constructed a mostly new, modern 18-classroom elementary school at Cooper Mountain. The old building was remodeled and made a part of the new school. Enrollment at the new school was 403 students in 1972. There were 578 students in grades K-5 in 1999-2000. At Cooper Mountain School, annual terms were six and seven months up until 1905. From 1906 to 1912, they were eight months. After 1913, terms were nine months each year.
Profile: Cooper Mountain Elementary School has always thrived as a local neighborhood school with a strong sense of community. Today, we have 416 students in grades Kindergarten through 5th. We have an additional 15 students in our Social Communication Classrooms. 9% of our students are English Language Learners with over 20 languages spoken in the home. 14% of our students qualify for Special Education services.
Attendance: Classroom teachers and support staff are doing all we can to ensure that families have access and are attending school each and every day. We prioritize attendance as we understand the correlation between students being in the classroom and academic success. The Behavior Health and Wellness Team is in close contact with teachers about students who are either not attending or not engaging in school. As we reflect on the 2020-2021 school year, we know that close teacher and family collaboration is important to both academic and social-emotional success. We continue to prioritize this moving forward.
Behavior: We believe the current hardships in our world highlight the strength and resilience of our students, staff, and community. At Cooper Mountain, we have implemented and/or revamped the following structures in the last two years: Zones of Regulation, Sanford Harmony Kits, and Restorative Practices. Every classroom has community meetings each morning. The School Counselor, School Social Worker, and Student Success Coach share Sanford Harmony lessons with classes throughout the year and lead building work in Social Emotional Learning and equity. We are in the process of examining our current school systems and reflect on changes needing to be made by using an equity lens. These systems include, but are not limited to: practices and procedures related to behavior, staff response to challenging behavior, and discipline.
Curriculum: Grade level teams have worked the last two years aligning their curriculum and pacing. Using consistent curriculum is necessary as we work to create the most equitable opportunities for students. Teachers are using the BSD scope and sequence to teach Units of Study, Fosnot, TWIG, Great Body Shop, and the new social studies adoption.
We continue to utilize formative assessments including IRLA(K-5) and Easy CBM (K-2) to monitor student’s reading progression. Teachers are able to provide specific feedback to students to identify what they need to do in order to meet their current goal as well as what they need to do in order to move forward in their growth. In writing, authentic published writing and continual daily practice provide informed data for next steps in instruction. In math, all teachers are now using the workshop model and mathematical practices to ensure we are supporting the individual learners.
When analyzing data at similar schools, Cooper Mountain has opportunities for improvement in both ELA and math student outcomes. In the 2021-2022 school year in ELA, as measured by the OSAS, 56% of students we measured as being proficient or advanced. For the 2021-2022 school, we have chosen to focus this year’s academic excellence goal in reading. This is due to students being taught through CDL, hybrid and/or a combination of the two since Spring of 2020.
In math, as measured by the OSAS, 51% of students we measured as being proficient or advanced. We know that the pandemic greatly impacted student academic achievement and are working hard to remedy learning loss that students experienced. One way we are doing this as a school is by having monthly schoolwide Collective Efficacy Committee Meetings. Staff are working together to:
-determine a problem of practice
-implement a strategy to address the problem
-analyze data to measure results
-monitor and adjust strategies as needed
We are an integrated model working toward a consulting model with our ELD and classroom teachers to support our English Language Learners. This is a four year roll out plan that began implementation last school year. We have a 0.5 ELD teacher who pushes into classrooms to help support students and teachers. She collaborates with classroom teachers one day per month to help plan lessons and discuss needs. We will work with district TOSA’s to determine areas in which we can support ELL and all students in our classrooms with sheltered practices.
The resource room is an instructional program that fosters learning and growth for students with disabilities. It creates a supportive learning environment that enables acquisition of skills and knowledge, and guides students toward reaching their academic, social, intellectual and physical potential.
The Social Communication Center
The Social Communication Center (SCC) is a specialized program that provides services to students whose IEPs have an emphasis on social communication, academics, emotional regulation, and sensory needs. The program fosters growth through:
Visual systems for work completion, communication, and organization
Structured classroom settings - predictable schedules, consistent expectations, and behavior supports
Carefully planned transitions
Modified environmental stimuli
Students in this program have access to modified academic curriculum, if needed, based on their IEP
Behavior supports are directly related to communication and sensory deficits
Parent Teacher Organization:
Parent involvement is of high value to our school community. Therefore, we understand the importance of diversity and representation on our PTO board. We are working towards creating a climate and culture of inclusivity. In 2020-2021, we established an AAPI Parent Affinity Group to increase connections and elevate the voices of our largest minoritized group. Meetings were devoted to building relationships, connection, and trust. The meeting content is centered around equity learning, family engagement, and feedback to the principal. This year, our goal is to continue gathering on zoom with this work.
Date of Last Revision: December 14, 2021
District Goal: WE empower all students to achieve post-high school success.
WE Expect Excellence
- WE teach students knowledge and skills for our evolving world.
- WE seek, support, and recognize world-class employees.
- WE engage students with a variety of relevant and challenging learning experiences.
- WE create learning environments that promote student achievement.
WE Embrace Equity
- WE build honest, safe, and inclusive relationships with our diverse students and their families.
- WE provide needed support so that every student succeeds.
- WE work and learn in teams to understand student needs and improve learning outcomes.
- WE partner with our community to educate and serve students.