School Learning Plan
Montclair Elementary School
Montclair Elementary is a small neighborhood school with a total population of 284 students. Our community is a tight knit community providing a large degree of parent/guardian volunteerism, and extra curricular activities that enhance what the school is able to offer. Montclair students feed into Whitford Middle School and Southridge High School. Our school boundaries border Portland Public Schools and the community views Montclair as an entry point for families moving into BSD.
Diversity is celebrated at Montclair, a school with 11 different languages spoken. For the 2022-23 school year, we have seen a slight increase in our ethnic make up, with our caucasian population dropping from 70% to 68%. More and more we’re recognizing the school serves as a community center and resource access point. This school year has seen a dramatic increase from the previous two years in our students with disability populations, and a higher percentage of students designated in need with our intervention program. This data is what our team focused on when developing our school wide learning plan.
5% of our students are English language learners
1% African American; 2% Asian; 11% Hispanic; 13% Multicultural, 1% Native American, 4% Hawaiian/Pacific Islander
6% Receive Special Education Services
9% of students qualify as Talented and Gifted
Montclair currently has 2 classrooms at each grade level and our Specials program includes physical education, music, technology and library. Average class size is 23, with our largest classes (3rd grade) at 29 students each.
Our curious, innovative and aspiring future leaders have an array of passions and interests represented in their
work. We’re especially proud of our students’ writing capabilities, and have excelled with the Units of Study English Language Arts workshop model. We have invested heavily in reading as a focused achievement area; our intervention supports, both pull-out and push-in are centered around reading.
Through our efforts we strive to provide a rich, engaging and student focused environment where building relationships and understanding student needs go hand in hand with analysis of our academic achievements and challenges. We all share the concerted effort to get to know our students, and have made Gholdy Muhammad’s framework and new Social Sciences Curriculum, specifically the element of identity, to be a central theme in our work.
In focusing on reading, through our intervention program, we’ve recognized the high demand for phonics/phonemic awareness instruction at all levels. Historically, we’ve not seen a great demand in our 3-5 program for explicit phonics instruction, but given the lapse in traditional instruction due to comprehensive distant learning, the need is profound. Hence, our commitment is to intertwine both our equity work of identity and reading achievement, specifically phonemic awareness best practices.
Date of Last Revision: October 1, 2019
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.