School Learning Plan

Cooper Mountain Elementary School

Our Story:
 

History:

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.

Present Day
Profile: Cooper Mountain Elementary School has always thrived as a local neighborhood school with a strong sense of community. Today, we have 417 students in grades Kindergarten through 5th. 7% of our students are emerging bilinguals with over 23 languages spoken in the home. 13% 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 last few school years, we know that close teacher and family collaboration is important to both academic and social-emotional success.

Behavior:  We believe the hardships of the past two years  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: Kindness in the Classroom, Zones of Regulation, Sanford Harmony Kits, and Restorative Practices. Every classroom has community meetings each morning as well as peace places in their classrooms for students to take a break without missing instruction. The School Counselor, School Social Worker, and Student Success Coach share 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 reflecting 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 several years aligning their curriculum and pacing. Using a consistent curriculum is necessary as we work to create the most equitable opportunities for students.  Teachers are using the Beaverton School District (BSD) scope and sequence to teach Units of Study, Fosnot, Twig Science, Great Body Shop, and the Kindness in the Classroom.  During Back to School Night, classroom teachers share the Syllabus for the school year with families.

We continue to utilize formative assessments including Independent Reading Leveling Assessment (IRLA) (K-5), Easy Curriculum Based Outcome Measures (Easy CBM) (timed) (K-2) and Core Phonics Screener (not timed) (can be used for all grades, but focus is mostly on 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 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 English Language Arts (ELA) and Math student outcomes. In the 2021-2022 school year in ELA, as measured by the Oregon Statewide Assessment System (OSAS), 56% of students were measured as being proficient or advanced. For the 2022-2023 school, we have chosen to focus our 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 were measured as 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 school wide 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

ELL:
We are an integrated/consulting model with our English Language Development teacher and classroom teachers collaborating to support our emerging bilingual students.  This is a four year roll out plan that began implementation in 2019-2020. We have a 0.5 ELD teacher who works with students in classrooms.  She collaborates with classroom teachers one day per month to help plan lessons and discuss needs.

Special Education: 
The resource classroom offers 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
●      Social-cognitive instruction
●      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. We are working towards creating a climate and culture of inclusivity. We understand the importance of diversity and representation on our PTO board.

In 2019-2020, we established an Asian American Pacific Islander Parent Affinity Group to increase connections and elevate the voices of our largest minoritized group. Meetings have been 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 with this work and to partner with Hiteon & Cedar Mill Elementary Schools. We are advocating for continued Equity Education with our PTO.

 

Date of Last Revision: November 21, 2022

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District Goal: WE empower all students to achieve post-high school success.