School Learning Plan
Terra Linda Elementary School
Terra Linda is a community of educators, students, and families who demonstrate care for each and every
student every day. We have 310 K-5 students. 10% of our students qualify for ELL services, 32% qualify for Meal
Benefits, and our families speak 14 different languages.
Our demographics are changing. Last year we had 371 students with 13% qualifying food ELL services and 38%
qualifying for Meal Benefits. We still have 14 different languages spoken by families.
We also have two Structured Routines Center classrooms serving 20 students. In a typical year, we host several
community events sponsored by our PTC. We used to charge admission six years ago, but our PTC has now
transitioned to offering free events where every student receives the same basic items. Additional items may
be available for purchase. We are proud that families have equitable access to community events. We also host
several Multilingual Family Nights each year so that any family who speaks a language other than English at home can
come and connect with other families. Interpreters are available to support any family’s language needs. These
events are tricky on Zoom but were well-attended in person.
Equity was a primary focus for our staff last year and continues this year as we focus on a collective understanding of our roles and responsibilities as anti-racist educators. Last year, our staff read the first six chapters in Zaretta Hammond’s Culturally Responsive Teaching & the Brain . Our equity team requested additional PD from our TOSAs and Administrator for Equity which gave staff an opportunity to engage in some reflection about race and privilege. We also participated in PD from Bahia Overton, executive director for the Black Parent Initiative, a Portland nonprofit established in 2006 to help local African American families. She focused on the difference between intent and impact and provided our staff with some context for the experiences of our Black students and families. Our staff continued to learn together during Remote Learning last spring. This year, teachers are focusing on taking anti-bias/anti-racist actions in their classrooms, and our staff is continuing to learn ways to be equitable educators. We plan to finish the book we started last year as well.
We are committed to academic growth as well as social-emotional growth. Over the past four years, we have
been working to improve our skills as teachers of reading, writing, and math. We have partnered with ELA and
Math TOSAs for Professional Development as a full staff and in grade level teams. Teachers in each of our K-5
classrooms use the workshop model for instruction in reading, writing, and math and teach all of the required
units using district-adopted curriculum. Through our use of whole group instruction, individual conferences and small groups in each content area, we are able to know our students well as readers, writers, and
mathematicians and to differentiate our instruction based on their individual needs. Last year we partnered
with staff developers at Teachers College who provided each teacher with 2 hours of PD on three separate days
focused on Reading and Writing instruction. Teachers then used additional time during PD days to put what
they learned into practice. Teachers created conferring notebooks to enhance their one-on-one time with
students and created lessons for small groups focused on specific skills. Through this partnership with TC, our
teachers had more tools to differentiate for the literacy needs of our students. This fall, we have successfully
transitioned our instruction to Zoom and are doing our best to adhere to our core beliefs about how students
learn to become strong readers, writers, and mathematicians.
The social emotional needs of our students continue to be a priority for our staff. Terra Linda was an early
adopter of Culture of Care in the spring of 2016 when a team was trained about the social emotional needs of
students. We then shared those strategies with our staff for the 16-17 school year and have continued
implementation of different structures, skills and strategies since that time, including community circles,
calming spaces, restorative practices, zones of regulation, and lessons from Sanford Harmony. We are
continuing to use these practices during CDL.
We are supporting our English Language learners by keeping them in their assigned classrooms where they
have full access to grade level instruction. Our full-time ELD teacher provides additional support by co-teaching
during writing. She also meets with each team weekly to discuss strategies and structures that can support our
language learners as well as all students who are still learning academic language.
40 Terra Linda students participated in Camp Achieve, a summer program that has been running for at least
seven years. This past summer we shifted to a fully-online model with a focus on keeping students reading,
writing, and thinking mathematically all summer. Our data shows that most participating students are able to
maintain their skills over the summer. As an extension of this summer program, we participated in Camp
Connect, an outreach program for our families to help them get set up with technology and other needs
prior to the start of school. We then continued our outreach during the first two weeks to make sure students
were able to join classes and participate. Students in all ten of our families participated in school the first two
weeks. We will be able to continue this outreach beginning in November through support from the Beaverton
Education Foundation and BSD’s Community Involvement which is supporting all 34 elementary schools.
When we had in-person instruction, we also offered Tiger Club, an after school reading and math program
designed to give students who are just below grade level time after school to read and practice math in a
supportive, positive environment. Our data shows that students who participate grow about one year in
reading as compared to similar students who only grow about one-third of a year. We hope to continue this
program as a supplement to our instructional school day once we return to in-person school.
Date of Last Revision: October 1, 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.