School Learning Plan
Cooper Mountain Elementary School
History: 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.
Present Day as Comprehensive Distance Learning Model: Cooper Mountain Elementary School has always thrived as a local neighborhood school with a strong sense of community. This year our enrollment numbers have gone down significantly due to students withdrawing for other school options. As of today, we have 397 students in grades Kindergarten through 5th. We have an additional 20 students in our Lower and Upper Social Communication Classrooms. This number is down about 75 students from where we ended in the Spring with 492 students. 6% of our students are English Language Learners with over 23 languages spoken in the home. 18% of our students qualify for Special Education services and 18% of our families qualify for meal benefits.
Cooper Mountain's staff and community are dedicated to establishing a nurturing environment in which each student experiences success in learning and positive self-esteem. We hold the interest of children at the heart of all decision-making. We nurture, instruct and encourage our students toward becoming life-long learners capable of maximizing their potential as responsible, productive citizens.
Although committed to using the workshop model with fidelity in reading, writing and math this school year, the workshop has been implemented with differing levels of fidelity over the past several years. The focus is on understanding individual students as learners, readers, writers, and mathematicians. Teachers use Units of Study to teach and IRLA to assess where students are in their reading progression. They 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. This is still new for many grade levels so there is quite a bit of discomfort with moving forward, as well as many teachers who continue to rely on Engage NY.
As we continue to support student education through the Comprehensive Distance Learning (CDL) Model, we recognize the need for continued staff development on a variety of tools to help support our students’ social and emotional learning. At Cooper Mountain, we have implemented and/or revamped the following structures in the last two years: PBIS (Positive Behavioral Interventions & Supports) system, Zones of Regulation, Sanford Harmony Kits and Restorative Practices. Each classroom has community meetings each morning. Last year, professional development was provided in PBIS and Restorative Practices, Trauma Informed Practices and Tier I/II strategies of dealing with behaviors. The counselor and Student Success Coach share Sanford Harmony lessons with classes each Wednesday.
Despite Comprehensive Distance Learning due to the COVID-19 pandemic, attendance remains a priority at our school. 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. This school year has been more difficult to track attendance because a student can visit one Zoom meeting, turn in one assignment or otherwise have one interaction with the teacher and have that be counted toward attendance. The Behavior Health and Wellness Team is in close contact with teachers about students who are either not attending or not engaging.
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.
Although parent involvement in our school is strong, the PTO and I would love to see a more inclusive representation of parents who are willing to volunteer, to be on the PTO Board and/or participate in community events.
When analyzing data at like schools, Cooper Mountain has opportunities for improvement in both ELA and math student outcomes. In the 2018-19 school year in ELA, as measured by the OSAS, 61% of students we measured as being proficient or advanced.
In math, as measured by the OSAS, 62% of students we measured as being proficient or advanced. Although math results are one percent higher than ELA, we have decided to focus this year’s academic excellence goal in math. This is because, up to this point, Cooper Mountain staff have had very little math professional development to push their skills forward in the teaching of the math workshop.
Date of Last Revision: December 4, 2020
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.