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Beaverton Schools

School Learning Plan

Scholls Heights Elementary School

Our Story:

Scholls Heights opened in 1999 and currently serves 638 students.  We have 70 dedicated staff to serve 27 classrooms, including 2 Independent Skills Center (ISC) classrooms, and specialists for enrichment programs such as music, physical education, library, technology, and English language development (ELD). 

It has been the privilege of the Scholls Heights staff and community to have two ISC specialized program classrooms for the past 8 years serving students with special needs in an inclusive environment. 

We are a strong community that comes together for the needs of our students.  The staff finds a nice balance between academic rigor and fun.  We are a growing community with new housing developments.  The staff prides themselves on building a feeling of inclusion and we focus on Social Emotional Learning (SEL) as well as academics. 

In our most recent feedback, staff had this to say:

School Climate and Culture: Kids care for each other, Strong Parent Teacher Organization (PTO) and parent involvement, parents are supportive of teachers, ISC Program includes general education kids who volunteer as student staff, perseverance during challenging times.  We are willing to pilot district programs, we have care for our school building and our student-centered spaces, high expectations are consistent and are held to by staff and students alike, strong SEL support by Counselor and Student Success Coach, creativity is valued, and we adhere to social and emotional learning as a school community.

Staff: Very creative, can-do attitude, collaborative, innovative, positive, growth mindset/willing to jump into new learning, adaptable and persevering.

Along with the rest of the Beaverton School District, we have recognized the need to further equip our staff with tools to support and nurture our students’ social emotional learning.  We have made huge gains over the last couple of years in implementing the following structures: morning meeting in each classroom every day, knowledge and use of the Zones of Regulation, fostering a growth mindset, “Peace Places” as calming spaces for students to regulate their emotions, professional development for staff,  Harmony lessons, Kindness in the Classroom and conflict resolution lessons/problem solving for students. 

Our focus on social emotional learning is consistently implemented throughout the entire building including specials.  We believe specials’ subjects (music, PE, library, and technology) have direct, positive impacts on student’s emotional, physical, and academic well-being and brain development.  They  utilize Kindness in the Classroom concepts while teaching their content specific learning targets.  

We use the workshop model for instruction in math, writing, and reading. We focus on knowing the students well as learners, readers, and mathematicians. This  continues to be a primary focus for designing and implementing instruction. Use of the Independent Reading Level Assessment (IRLA)  for reading provides specific guidance on where the students are as readers and what strategies need more refinement. In writing, authentic published writing and continual daily practice provide us with a roadmap for instruction. In math, we use the workshop model and mathematical practices to ensure we are supporting individual learners. Each of these areas necessitates conferring to set up individual goals, and strategic grouping during work time to link instruction to need. 

We continue to focus on equity, anti- bias, and anti-racist practices this year through the lens of Social Emotional Learning and our new Social Studies curriculum.  We have brought together a team of educators to help guide us in this work.  As a staff we are engaging in learning and reflection with the guidance of this committee. We are then planning to do the learning and reflection activities as a school community.  In addition, we are partnering with the BSD Office of Equity and Inclusion to engage the voices of our Black, Indigenous and People of Color (BIPOC) communities as we move forward.


At Scholls Heights, we are proud of our English Language Arts (ELA) work.  We have done intentional work with Units of Study in Reading and Writing.  Our teachers have participated in district PD, as well as school level PD and collaboration.  Our Academic Coach and BSD Teachers on Special Assignment (TOSAs) have helped support this work.  Our staff are using these skills to meet the needs of our diverse learners.

 Social Emotional Learning is also a key component to our core values.  We know that when students believe staff care about them and feel accepted, they work harder thus leading to higher academic success.  We focus on SEL in our daily work.  We know that when students are regulated, all students are better able to learn.  The beginning of our school day is reserved for community work.  During this time teachers build community, empathy, and teach SEL lessons and strategies.  We have a strong staff and parent community that come together to support our kids.


During the pandemic, we know that the level of student participation and success was largely dependent on the age and independence of the child, along with the ability of someone in the family to help support the learning.  This created an equity issue as far as access to education.  Teachers and support staff did everything they could to engage all learners. 

We are concerned with all student growth and the need for learning acceleration. We have always had a range of skill levels in every classroom but the variety in levels in each class and the gap has intensified.

 Action Plan: 

We will continue to implement our district adopted curriculum using the workshop model.  Teachers will be given time to collaborate during a portion of administrator directed professional development time concentrating on implementing consistent curriculum and focusing on student needs.   

We will monitor our schoolwide IRLA and Dreambox data.  We will specifically focus on our students identified for schoolwide intervention services.  These students will receive targeted support by our intervention team along with individualized instruction from the classroom teacher and access to classroom core lessons.

Date of Last Revision: November 2022

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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.
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WE Innovate
  • 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.
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WE Collaborate
  • WE work and learn in teams to understand student needs and improve learning outcomes.
  • WE partner with our community to educate and serve students.