##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[X\] Middle \[ \] High \[ \] K-12 \[ \] Charter

Name of Principal: [Mr. Howard E. Holbrook]{.underline}

Official School Name: [Sandburg Middle School]{.underline}

School Mailing Address: [345 E. St. Charles Road]{.underline}

(If address is P.O. Box, also include street address.)

[Elmhurst]{.underline} [Illinois]{.underline} [60126-3697]{.underline}

City State Zip Code+4 (9 digits total)

County: [DuPage]{.underline} State School Code Number\*
19-022-2050-26-1012

Telephone [( 630 ) 834-4534]{.underline} Fax [( 630 )
617-2380]{.underline}

Web site/URL: [www.elmhurst.k12.il.us]{.underline} E-mail:
[hholbrook@elmhurst.k12.il.us]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent\* [Dr. Lynn Krizic]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name: [Elmhurst Community Unit District \# 205]{.underline}
Tel. [( 630 )834-4530]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson: [Mrs. Susan DeRonne]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**PART I ‑ ELIGIBILITY CERTIFICATION**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: [\_\_8\_\_]{.underline}
Elementary schools

[\_\_3\_\_]{.underline} Middle schools

\_\_\_\_\_ Junior high schools

[\_\_1 \_]{.underline} High schools

[\_\_1\_\_]{.underline} Other\* Madison Early Childhood Center

[\_\_13\_]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\_\_\_\_\_\$10,919\_ (FY
05)]{.underline}

Average State Per Pupil Expenditure: [\_\_\_\_\_\$\_9,099\_ (FY
05)]{.underline}

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[X \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [7]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**                                                  **7**       123       120         243

  **K**                                                     **8**       125       99          224

  **1**                                                     **9**                             

  **2**                                                     **10**                            

  **3**                                                     **11**                            

  **4**                                                     **12**                            

  **5**                                                     **Other**                         

  **6**       121       124                    245                                            

                                    **TOTAL                                                   712
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> ***\[Throughout the document, round numbers 1 or higher to the nearest
> whole number.***
>
> ***Use decimals to one place only if the number is below 1.\]***

6\. Racial/ethnic composition of [88]{.underline} % White

the school: [2]{.underline} % Black or African American

[5]{.underline} % Hispanic or Latino

[4]{.underline} % Asian/Pacific Islander

[0]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[2]{.underline}\_\_\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      5
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      10
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    15
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 724
                            the school as of October 1  

  **(5)**                   Total transferred students  0.0207
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           2.07
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[0.4]{.underline}\_\_%

[\_\_\_3\_\_]{.underline}Total Number Limited English Proficient

Number of languages represented: \_\_[3]{.underline}\_\_\_\_\_

Specify languages:

Spanish, Polish, and Lithuanian

9\. Students eligible for free/reduced-priced meals:
\_\_\_[3]{.underline} \_\_\_%

Total number students who qualify: [\_\_22\_\_\_\_]{.underline}

10\. Students receiving special education services:
\_\_\_\_[12]{.underline}\_\_%

[\_\_\_\_88\_\_]{.underline}Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

[\_\_5\_]{.underline}Autism [\_\_1\_]{.underline}Orthopedic Impairment

\_\_\_\_Deafness [\_\_1\_]{.underline}Other Health Impaired

\_\_\_\_Deaf-Blindness [\_54\_]{.underline}Specific Learning Disability

[\_\_9\_]{.underline}Emotional Disturbance [\_13\_]{.underline}Speech or
Language Impairment

[\_\_1\_]{.underline}Hearing Impairment \_\_\_\_Traumatic Brain Injury

> [\_\_3\_]{.underline}Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> [\_\_1\_]{.underline}Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [\_\_\_2\_\_\_]{.underline}
[\_\_\_0\_\_\_\_]{.underline}

Classroom teachers [\_\_\_29\_\_]{.underline}
[\_\_\_1\_\_\_\_]{.underline}

Special resource teachers/specialists [\_\_\_26\_\_]{.underline}
[\_\_\_0\_\_\_\_]{.underline}

Paraprofessionals [\_\_\_13\_\_]{.underline}
[\_\_\_2\_\_\_\_]{.underline}

> Support staff [\_\_\_14\_]{.underline} [\_\_\_0\_\_\_\_]{.underline}
>
> Total number [\_\_\_84\_\_]{.underline} [\_\_\_3\_\_\_\_]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 [\_24:1\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  96 %        96 %        96 %        96 %        96 %

  Daily teacher attendance  94 %        95 %        97 %        95 %        95 %

  Teacher turnover rate     2 %         5 %         4 %         11 %        14 %

  Student dropout rate      0 %         0 %         0 %         0 %         0 %
  (middle/high)                                                             

  Student drop-off rate     N/A         N/A         N/A         N/A         N/A
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

> For the 2001 - 2002 and 2002 -- 2003 school years teacher turnover was
> slightly higher due to a district and state early retirement incentive
> taking place.

**PART III ‑ SUMMARY**

The Sandburg Middle School community is honored to be nominated as a
Blue Ribbon school. Sandburg is one of the three middle schools in
Elmhurst School District 205 serving students in grades six through
eight.

Elmhurst has a long history of distinguishing itself as a community that
values educational excellence. Families, intergovernmental agencies,
community groups, and parent organizations actively support academic,
athletic, and arts programs. This support is reflected in the successful
passage of three referenda, involvement in mentor programs, attendance
at school activities, and many fundraising efforts. In addition, the
District 205 Foundation for Educational Excellence was created to enrich
the educational experiences for students in the community. Since 1989,
the District 205 Foundation for Educational Excellence has awarded 321
grants totaling \$797,000 to teachers, students, and community
volunteers to supplement programs in science and environmental studies,
technology, art, music, physical education, and language arts.

Creating opportunities to strengthen the connection between students and
staff has been one of the important factors contributing to student
success at Sandburg. From the transition activities for incoming sixth
graders and other new students into the school to the various activities
implemented throughout the year, we have created a strong sense of
community in our school. Students are assigned to grade level teams as a
means of providing the core academic team members with a significant
number of opportunities to better meet individual student needs.

Our parents are actively involved in their child's lives. In an effort
to continue to nurture parental involvement, we have placed a strong
emphasis on developing and maintaining a strong home-school
communication system. As a result of our proactive efforts in
communicating with our parents, we have created a stronger school
community and support system for our students.

Our core academic program includes courses in reading, English,
mathematics, science, and social studies. In addition, students at all
grade levels take coursework in Unified Arts (art, music, family &
consumer science, industrial technology, computers, and guidance) as
well as participate in daily physical education. Students are also
provided with the opportunity to take Spanish or French as an elective
for all three years.

We have a comprehensive special education department for students with
disabilities, a PLUS program for students who are identified as at-risk
in reading and/or mathematics, and a REACH program for our academically
talented students. The student service department includes a guidance
counselor for each grade level, a social worker and a psychologist.
These individuals work collaboratively with one another and with staff
to address additional student needs. Additional support resources
provided to our students include the peer mediation program to assist
students in resolving conflicts, a peer buddies program to help new
students acclimate to the school, and the "Changing Families" program to
support students whose families are in transition.

We believe that extra-curricular activities are an important part of
developing the whole child at Sandburg. Our fine arts department
reflects the community's belief that a quality education includes an
education in the arts. The instrumental and vocal music programs
provided daily serve one fourth of our students. The drama department
puts on two productions a year and involves approximately one hundred
students. Our athletic programs stress the ideals of teamwork and
commitment. The wide array of clubs gives students with different
interests a chance to belong to a group and to pursue their individual
interests. One of the highlights for seventh grade students is the week
long outdoor education program. This program places a strong emphasis on
teambuilding, cooperation, and communication skills

We are able to provide our students with multiple character building
opportunities. *Character Counts* is an initiative involving the entire
Elmhurst community. Each of the academic teams is involved with
community service projects. Our "Helping Hands of Sandburg" students
have raised money for Katrina victims, collected books for inner city
schools, collected food for local food banks, and raked leaves for
elderly community members. Students from Elmhurst College and York High
School come in daily serving as both role models and tutors. The
community mentoring program for students at the middle schools provides
students with academic and social support. Students in our Circle of
Friends group are paired with their special needs peers. This student
partnership program has been designed to provide additional
opportunities for student success in school and in the community. Our
SNOWFLAKE program provides students with information about peer
pressure, communication skills, healthy decision making and problem
solving methods.

Our mission statement reads: *The mission of Sandburg Middle School is
to encourage students to become confident, independent, responsible and
respectful learners by reinforcing and supporting their academic and
co-curricular growth in conjunction with parents and the community.* The
academic success and social-emotional growth of our students is
primarily due to the commitment of all stakeholders to these stated
principles. Here at Sandburg, we are equally proud of the academic
successes of our students and the role we play in helping students grow
into productive members of our community.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

1.  **Assessment Results:** High performing schools use multiple
    measures to determine academic growth. True assessment is an ongoing
    process that drives instruction during each and every lesson and
    will help teachers tailor lessons to the needs of the students. One
    of tools used to measure student achievement is the Illinois
    Standards Achievement Test (ISAT). The Illinois State Board of
    Education and the school district use the ISAT to measure individual
    student achievement relative to the Illinois learning standards. The
    ISAT is the instrument used in Illinois to measure the Annual Yearly
    Progress (AYP) of public elementary and middle schools as required
    under the federal No Child Left Behind legislation.

The ISAT test was re-written by Harcourt for the April 2006 testing and
aligned to the Illinois Assessment Frameworks. The ISAT mathematics and
reading tests are administered to all public students in the third
through eighth grades. (Formerly students took these tests only in
third, fifth, and eighth grades.) A science test is given to students in
fourth and seventh grades. Beginning this year, students in the fifth
and eighth grades will be administered a writing assessment.

The ISAT assess student mastery of the Illinois Learning Standards and
include elements of Stanford Achievement Test (norm referenced
questions), multiple choice questions and extended response questions.
This new format of test and the fact that all grades are taking these
tests will enable schools to be able to develop longitudinal testing
data for each cohort of students. Student test results are categorized
in one of four categories: "Exceeds State Standards," "Meets State
Standards," "Below State Standards," and "Academic Warning." For further
information on the ISAT test may be found at
<http://www.isbe.state.il.us/assessment/isat.htm>.

The assessment results for Sandburg Middle School have been improving
over the past five years. Reading has shown a steady improvement of
around 1% per year. On the test administered in the spring of 2006, 95%
of eighth graders scored in the "Meets" or "Exceeds" categories in
reading. This represented a 7% increase over the prior year's test.
After a dip in scores between the 2003 and 2004 tests, the mathematic
test scores have steadily increased. In mathematics, 95% of our students
scored in the "Meets" or "Exceeds". This represented a 17% increase in
performance over the prior year. We take a great deal of pride in the
fact that our curriculum enabled 52% of our eighth graders to score the
"Exceeds" range on the math test.

We have one subgroup that shows a significant trend and that is the
"Students with Disabilities" subgroup. While this subgroup is not large
enough at Sandburg in any one grade level, such as eighth grade, to
constitute a statistically significant subgroup in the State of
Illinois, this group has scored significantly lower than the school as a
whole. While this might be expected of students, many of whom have
identified learning disabilities in mathematics and reading, we felt
that we needed to take a closer look at how we were working with these
students. As a result, the scores from this group have steadily risen
over the last five years.

Sandburg Middle School eighth grade students also take the EXPLORE test
in late fall of each year. Sandburg's eighth grade students have
consistently scored well above the national average. The scores also
reflect an upward trend in both reading and mathematics.

2.  **Using Assessment Results:** ISAT results have been used to assist
    in making educational decisions at the district, school, and
    individual levels. At the district level, administrators analyze the
    results to identify trends in student performance across the
    district as a means of identifying curriculum strengths and needs.
    As a result of this level of analysis, there has been a
    district-wide effort in developing strategies to improve student's
    reading comprehension and in mathematical problem solving skills.

At the building level, our School Improvement Team analyzes data from
both state and local assessments. The "Just Five Clicks" program has
been a useful tool for sifting through data from multiple sources in
order to help us identify areas of strength and weakness in our
curriculum. Additionally, data analysis has enabled us to identify both
at-risk students and the focus of our school improvement initiatives.

After evaluating assessment data, our School Improvement Team identified
vocabulary was one of the goals necessary to improve student
achievement. The Sandburg staff embraced this goal and created a
curriculum based vocabulary list for all subject areas in order to
enable teachers to make connections between disciplines. The School
Improvement Team also identified a gap in the understanding of geometry
across all grade levels. This lead to articulation reviews between the
grade levels staff members for the purpose of identifying the key
concepts needing further elaboration and review with students.

At the individual student level, we use ISAT data in conjunction with
data from the OLSAT to determine their areas of strength and weakness.
We provide assistance to at risk students, and challenge all students to
stretch themselves and grow. Our PLUS program is designed as an
intervention for at-risk students who are performing below standards.
The REACH program provides both extension and enrichment activities for
students identified as gifted or talented in the areas of reading,
writing, and mathematics.

3.  **Communicating Assessment Results:** ISAT assessment results are
    communicated in a variety of forms to the different stakeholder
    groups in our community. The results are communicated to the staff
    at Sandburg for a general perspective, and an eye toward areas of
    improvement. Complete test results are also presented to the school
    board at an open meeting by the assistant superintendent for
    curriculum. The board is given both district wide data and data for
    individual schools. Results are posted in all three of the major
    metropolitan newspapers, as well as the local Elmhurst newspapers.
    These published results also include results for significant
    subgroups. Each school submits data on assessments, financial
    status, student and staff demographics to the state of Illinois in
    order to produce the annual school and district report cards. These
    report cards are posted online at the district website for each
    school. The Illinois Interactive Report Card <http://iirc.niu.edu/>
    is another avenue that community members or interested parties can
    obtain this information.

The principal presents the results of the tests at a PTA meeting.
Parents are provided with an overview of the trends observed in the data
and are given an explanation as to how the data will drive school
improvement for the following school year. A condensed version of this
information is sent out via the "Sandburg Weekly Update" to over 600
family e-mail addresses on the school's database.

All eighth grade students are given the EXPLORE test. This test is used
to provide students and parents with the information to make planning
decisions for high school, determine foundation skills necessary for
success in the workplace, identify students who show potential for
success, and identify students who may need additional support.

4.  **Sharing Success:** Sandburg is a part of a very interactive unit
    district, and the middle school principals have always worked very
    closely together. Our district is dedicated to the idea of promoting
    excellence for all students and we as principals and staff freely
    share ideas, successes, and resources. We have an annual
    articulation institute day enabling staff to exchange information
    with our feeder grade schools and high school. This opportunity
    gives us continuity of program, forums to share and expand ideas,
    and to search for areas for improvement. One of the keys
    contributing to our success is due in part to how well the
    elementary schools prepare and ready our students for the challenges
    of middle school.

Many of our staff belong to professional organizations including, but
not limited to, the Illinois Principals Association, National Middle
School Association, National Council of Teachers of Mathematics, and
National Council of Teachers of English. Participation in events
sponsored by these organizations affords staff the opportunity to
network and share ideas with other teaching professionals. Both
administrators and teachers serve as presenters at local, state and
national conferences. The cooperative arrangement with Elmhurst College
affords our staff the opportunity to assist prospective teachers obtain
their middle school endorsements.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  **Curriculum:** The Sandburg Middle School curriculum is a
    comprehensive standards based experience that is designed to give
    the students a well rounded education while also striving to meet
    the unique needs of early adolescent students. We consider ourselves
    a middle school that meets the needs of the whole child including
    having a curriculum that is challenging and standards based.

*Science*: Sandburg is in its second year of the modular Holt curriculum
where each grade level studies a physical, a biological and an earth
science module each year. Sixth grade has hands-on experiences in forces
and motion, animals, and weather; seventh, sound and light, plants and
astronomy; and eighth, chemistry, cells / genetics and geology. Our
textbook series also provides an interactive website available to each
student that provides the entire book contents, interactive animated
tutorials, quizzes, puzzles, and links to related websites. This
multimedia approach allows us to successfully meet the needs of our
diverse population of science learners.

*Social Studies*: The social studies curriculum at Sandburg starts with
a study of the five themes of geography, vocabulary, the hemispheres,
and ancient civilizations form Mesopotamia to the Middle Ages during
sixth grade.  Seventh and eighth graders experience a survey of U.S.
History from the French and Indian War through World War II and the
Civil Rights Movement.  All three grade levels use and practice map
skills and research skills with each grade level doing a research
project as well as discussion to prepare critical thinkers.

*World Languages:* World Language is offered to sixth, seventh, and
eighth grade students as an elective; more than 90% of students choose
to take either Spanish or French.  In Spanish and French, over the
course of three years, students will learn grammar and vocabulary
commensurate with a first year language class at the high school level. 
World Language teachers facilitate the students\' mastery of language
skills through the use of engaging and research-based pedagogical
methods which strengthen the students\' confidence in their target
language abilities.  Students in Spanish and French classes are also
encouraged to explore the multifaceted cultures of the Spanish and
French speaking worlds.

*Visual Art*: Visual art at Sandburg Middle School is a six-week class
that touches on four overall global concepts in art: art production, art
criticism, art aesthetics, and art history. Art has a spiraled
curriculum that builds on each previous year, touching upon topics
including elements and principles of art and design along with color
theory. Artworks are created using a variety of media, from drawing and
painting to sculpture, ceramics, printmaking, and multi-media.
Technology is emphasized and utilized extensively in art, not only in
the creation of images, but in video projects as well. Emphasis is
placed upon individual personal expression, problem-solving, and
decision-making skills.

Performing Arts: Sandburg offers students the opportunity to participate
in choir, band, and orchestra. Students may take up to two of the three
activities. Students study performance on both an individual and group
levels.

*Technology:* Computer technology is an integrated, experience-based
instructional program designed to prepare students to be knowledgeable
about technology - its evolution, systems, technologies, utilization,
and social and cultural significance. Students are challenged to
discover, create, solve problems, and construct solutions by using a
variety of tools, machines, computer systems, materials, processes and
technological systems.

*Unified Art*s: In addition to visual arts and technology, Sandburg
students take family and consumer sciences, general music, industrial
technology, and guidance in a spiraled curriculum for six weeks each of
their three years.

*Physical Education and Health:* Health classes at Sandburg Middle
School cover the key points of living a healthy and satisfying life. 
The lessons range from topics on wellness, nutrition, body systems,
diseases, growth and development, safety including first aid and CPR and
finally alcohol and drugs. Physical education covers a mixture of
individual and team sports, and team building, all with an overarching
theme of fitness for life.

*Special Education:* Sandburg's special education program is designed to
meet the unique needs of each child. The majority of students are in the
Resource Program. These students spend the majority of the day in
regular education classes. A Resource Teacher is assigned to each grade
level where they work very closely with the general education teacher in
providing support for these students in their regular education
classroom. We also offer support for those students whose needs can be
best met in our Instructional Program. This program is taught by a
special education teacher and an aide who can provide individual and
small group instruction. Lastly, we have our Multi-Needs Program. This
program serves the needs of those students whose handicapping condition
is such that they need the support of a special education teacher and
multiple aides who can provide one on one support.

*PLUS*: PLUS provides daily academic support to students who have been
identified as at risk in reading and or mathematics through small group
instruction by a certified teacher in lieu of a foreign language class.
The PLUS teacher works with students to teach core reading, writing, and
math skills as well as organizational and study strategies. These study
strategies are applied to content area materials with the expectation
that these behaviors will be brought to each of their classes.

2b. **(Secondary Schools)** English**:** For many years, the Sandburg
English Department has utilized a two period block to deliver a fully
integrated program of instruction which covers all of the areas of
reading and language arts. Inspired by the research of the National
Middle School Association, this integrated program allows students to
utilize reading skills to reinforce writing and writing skills to foster
deeper understanding of what is read. Formal and informal writing are
used to develop higher level thinking skills, such as inferring,
questioning and predicting. Students use writing to investigate issues
presented in authentic readings and inquiry based learning activities.
This use of reading and writing allows students to have a more student
centered learning experience.

We have raised the challenge level of our English curriculum because we
realize that every student, regardless of ability has the right to
access high level thinking activities and challenging curriculum. Our
curriculum development closely follows the philosophy given in
[Understanding by Design]{.underline} by Wiggins and McTighe.

"Curriculum is integrated when it helps students make sense of their
lives and the world around them." This quote from [This We
Believe]{.underline} is the basis of our unit creation. Driven by a need
to help students make sense of their world and community, units of study
are organized as thematic and conceptual units. Some of these units are
organized across subject areas. The development of these units is an
ongoing process, in which all teachers participate. These units bridge
and build off of one another and provide students with essential
questions which engage them in learning.

We have adopted the philosophy that reading and writing should be taught
in context throughout the entire school day across all content areas. As
a result, all teachers view themselves as having the responsibility for
finding opportunities to regularly integrate reading and writing into
activities for students.

3\. **Additional Curriculum Area: Mathematics:** Sandburg Middle
School's mathematics program takes a balanced approach, utilizing
a constructivist model combined with the expectation of mastery of basic
skills.  Students inductively develop new concepts including algebraic
concepts, data collection, probability, geometry, measurement, and
number sense.  Problem solving and communicating mathematically are the
essential components of our math program across grade and ability
levels.  Students regularly connect mathematics within mathematics, in
addition to connecting mathematics to other content areas and real life
situations. Special education teachers and PLUS teachers collaborate
with the mathematics teachers on a regular basis to discuss
instructional strategies that best suit the needs of students in this
program.

Our regular mathematics program reflects high expectations for all
students. [Connected Mathematics]{.underline}, a NSF program, provides
rigor, while keeping students actively engaged in the mathematics
classroom with high interest problems. Students are involved real life
situations and make connections to their own lives. At the same time,
[Scott Foresman, Middle School Math]{.underline} is used to supplement
the [Connected Mathematics]{.underline} program to insure students have
appropriate basic skills. This course provides pacing and support that
challenges our students who are working at grade level.

In order to challenge our high performing student population, 50% of the
students in seventh grade and 45% of the eighth grade students are
enrolled in an accelerated mathematics course. Multiple measures are
used to identify students for the accelerated program. In recent years
the number of students who have qualified for the accelerated course has
increased significantly due to increased test scores. [Impact
Mathematics]{.underline}, [Course 2 and 3]{.underline} go beyond the
scope of a typical algebra course. At the seventh and eight grade level,
careful instruction with graphing calculators allow students to make
conjectures, predictions, and generalizations.

Sandburg's identified gifted and talented students, about 15% of the
student population; work at an even higher level. Students use [Impact
Course 2 and 3]{.underline} in sixth and seventh grade and continue with
a college algebra course which incorporates statistics and technology in
eighth grade. Middle school teachers worked closely with the York High
School Mathematics Department to create a gifted level course that
complements this high school program.

4\. **Instructional Methods:** The staff at Sandburg Middle School uses
a variety of instructional strategies striving to meet the needs of each
of its students. Our goal is to see that each student is being pushed to
grow in each of their content areas as well as their social emotional
development. The students at the middle school level are going through
one of the greatest physical and social emotional growth periods in
their lives. Each of these students go through this growth in their own
ways, and because of this, we must strive to connect with each student
through employing multiple models of instruction.

Instructional goals are based upon learning standards and current best
practice in each field. Having teachers who are content area specialists
allows these teachers to take that content knowledge and develop their
instruction methodology based upon the needs of the students. Our staff
strives to develop lessons that engage all students to use activities
from within all facets of the multiple intelligence model as well as
differentiation for the varying ability levels of their students.
Teachers use a number of approaches that include: small and large group
work, lecture, hands on kinesthetic activities, visual presentations,
projects, problem based learning, critical thinking exercises, discovery
learning, students as instructors, and reading circles to name a few.
Use of technology in the classroom is opening up many new avenues of
instruction such as Active board technology for student interaction and
data collection, teacher developed web quests and team developed
thematic units of study that allow students to use their knowledge and
technology skills to develop a variety of products that demonstrate
their learning.

Ongoing formative assessment is a key to instructional success. Teachers
begin by assessing the prior knowledge and needs of their students, and
use assessment on an ongoing basis during the lesson to determine if the
students are making progress toward the goals for the lesson. Teachers
then adapt their lessons to the needs of individuals and groups in their
classroom. Support staff such as special education teachers, PLUS
teachers, and instructional assistants are also key players in making
sure the individual needs of each student is met.

5.  **Professional Development:** Sandburg Middle School has a dedicated
    staff that prides itself on being active learners. 58% of the
    teachers hold a masters degree or higher. Most of the teachers take
    course work during the summer months and five teach at the
    university level. Professional development is a very important
    component of why Sandburg Middle School consistently performs as
    high as it does.

New staff members at Sandburg are a part of a two year mentoring program
that is set up by the district. New teachers are assigned a mentor,
usually within their subject area and their own building, who assist
these teachers in understanding both the curriculum and the workings of
Sandburg Middle School. The district holds in-services for these
teachers that focus on acclimation to their position in their first year
and differentiation of instruction in their second year.

Due to budget constraints, fiscal resources for staff development have
been limited in Elmhurst School District 205 for the last four years. As
a result, we have had to be creative in our use staff development money
in order to best maximize the impact professional development has on
student learning. During the last several years, our school improvement
team identified the training programs aimed at having the greatest
impact on our pedagogical approaches. Non-fiction reading, reading
within the content areas, vocabulary development, technology, and brain
research have been areas of focus for our school. We have used the
"train the trainer" model by sending staff members to both in district
and out of district in-services and staff development opportunities.
These staff members came back and were the on staff resources for these
areas. This has worked particularly well in the area of technology. The
Technology Lab offers professional development every Tuesday morning for
any subject requested, with a monthly subject specific session. These
Tech Tuesday sessions have had an emphasis on integrating technology
into the lives of students and staff.

Many staff members have used their summers to develop curriculum, take
classes, and conduct research in industry. Several of our staff members
have undergone training in brain research and in the optimal learning
cycle conducted by Bonnie Benesh. The information gained through this
training was particularly important for the implementation of a modified
block schedule comprised of seventy-seven minute class periods.

**PART VII - ASSESSMENT RESULTS**

**[ISAT Reading Scores for Sandburg Middle School Eighth
Grade.]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       April       April

  **SCHOOL SCORES\***                                                                  

  \% "Meeting" plus "Exceeding" State  95          88          88          87          89
  Standards                                                                            

  \% "Exceeding" State Standards       20          22          20          23          26

  Number of students tested            257         243         212         236         227

  Percent of total students tested     100         100         99          100         100

  Number of students alternatively     2           0           1           1           3
  assessed                                                                             

  Percent of students alternatively    0.8         0           0.5         0.4         1
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **1. Students with Disabilities**                                                    

  \% "Meeting" plus "Exceeding" State  67          62          59          44          67
  Standards                                                                            

  \% "Exceeding" State Standards       0           0           0           0           0

  Number of students tested            24          25          32          23          21

  **2. Economically Disadvantaged**                                                    

  \% "Meeting" plus "Exceeding" State  \*          40          \*          \*          \*
  Standards                                                                            

  \% "Exceeding" State Standards       \*          0           \*          \*          \*

  Number of students tested            \*          10          \*          \*          \*

  **3. Hispanic**                                                                      

  \% "Meeting" plus "Exceeding" State  \*          58          70          \*          \*
  Standards                                                                            

  \% "Exceeding" State Standards       \*          0           0           \*          \*

  Number of students tested            \*          12          10          \*          \*

  **4. Asian/Pacific Islander**                                                        

  \% "Meeting" plus "Exceeding" State  \*          93          \*          \*          100
  Standards                                                                            

  \% "Exceeding" State Standards       \*          27          \*          \*          55

  Number of students tested            \*          15          \*          \*          11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Designates a category that had less than 10 students in a sub-group.

**[ISAT Mathematics Scores for Sandburg Middle School Eighth
Grade]{.underline}**

  ------------------------------------ ----------- ----------- ----------- ----------- -----------
                                       2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Testing month                        March       March       March       April       April

  **SCHOOL SCORES**                                                                    

  \% "Meeting" plus "Exceeding" State  95          77          73          80          80
  Standards                                                                            

  \% "Exceeding" State Standards       51          28          20          30          40

  Number of students tested            257         243         212         236         227

  Percent of total students tested     100         100         99          100         100

  Number of students alternatively     2           0           1           1           3
  assessed                                                                             

  Percent of students alternatively    0.8         0           0.5         0.4         1
  assessed                                                                             

                                                                                       

  SUBGROUP SCORES                                                                      

  **1. Students with Disabilities**                                                    

  \% "Meeting" plus "Exceeding" State  63          36          31          27          33
  Standards                                                                            

  \% "Exceeding" State Standards       4           4           0           0           0

  Number of students tested            24          25          32          23          21

  **2. Economically Disadvantaged**                                                    

  \% "Meeting" plus "Exceeding" State  \*          40          \*          \*          \*
  Standards                                                                            

  \% "Exceeding" State Standards       \*          10          \*          \*          \*

  Number of students tested            \*          10          \*          \*          \*

  **3. Hispanic**                                                                      

  \% "Meeting" plus "Exceeding" State  \*          33          50          \*          \*
  Standards                                                                            

  \% "Exceeding" State Standards       \*          8           0           \*          \*

  Number of students tested            \*          12          10          \*          \*

  **4. Asian/Pacific Islander**                                                        

  \% "Meeting" plus "Exceeding" State  \*          86          \*          \*          100
  Standards                                                                            

  \% "Exceeding" State Standards       \*          33          \*          \*          82

  Number of students tested            \*          15          \*          \*          11
  ------------------------------------ ----------- ----------- ----------- ----------- -----------

\* Designates a category that had less than 10 students in a sub-group

**[ISAT Reading Scores for Sandburg Middle School Seventh
Grade.]{.underline}**

2005 - 2006 was the first year in which sixth and seventh graders in the
State of Illinois were administered the reading and mathematic ISAT
tests.

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES**                                           

  \% "Meeting" plus "Exceeding" State Standards               89

  \% "Exceeding" State Standards                              31

  Number of students tested                                   218

  Percent of total students tested                            100

  Number of students alternatively assessed                   2

  Percent of students alternatively assessed                  0.9

                                                              

  SUBGROUP SCORES                                             

  **1. Students with Disabilities**                           

  \% "Meeting" plus "Exceeding" State Standards               61

  \% "Exceeding" State Standards                              4

  Number of students tested                                   28

  **2. Economically Disadvantaged**                           

  \% "Meeting" plus "Exceeding" State Standards               60

  \% "Exceeding" State Standards                              20

  Number of students tested                                   10

  **3. Hispanic**                                             

  \% "Meeting" plus "Exceeding" State Standards               64

  \% "Exceeding" State Standards                              18

  Number of students tested                                   11

  **4. Asian/Pacific Islander**                               

  \% "Meeting" plus "Exceeding" State Standards               92

  \% "Exceeding" State Standards                              17

  Number of students tested                                   12
  ----------------------------------------------------------- -----------

\* Designates a category that had less than 10 students in a sub-group

**[ISAT Mathematics Scores for Sandburg Middle School Seventh
Grade]{.underline}**

2005 - 2006 was the first year in which sixth and seventh graders in the
State of Illinois were administered the reading and mathematic ISAT
tests.

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES**                                           

  \% "Meeting" plus "Exceeding" State Standards               93

  \% "Exceeding" State Standards                              37

  Number of students tested                                   218

  Percent of total students tested                            99

  Number of students alternatively assessed                   2

  Percent of students alternatively assessed                  0.9

                                                              

  SUBGROUP SCORES                                             

  **1. Students with Disabilities**                           

  \% "Meeting" plus "Exceeding" State Standards               61

  \% "Exceeding" State Standards                              4

  Number of students tested                                   28

  **2. Economically Disadvantaged**                           

  \% "Meeting" plus "Exceeding" State Standards               80

  \% "Exceeding" State Standards                              20

  Number of students tested                                   10

  **3. Hispanic**                                             

  \% "Meeting" plus "Exceeding" State Standards               82

  \% "Exceeding" State Standards                              18

  Number of students tested                                   11

  **4. Asian/Pacific Islander**                               

  \% "Meeting" plus "Exceeding" State Standards               92

  \% "Exceeding" State Standards                              42

  Number of students tested                                   12
  ----------------------------------------------------------- -----------

\* Designates a category that had less than 10 students in a sub-group

**[ISAT Reading Scores for Sandburg Middle School Sixth
Grade.]{.underline}**

2005 - 2006 was the first year in which sixth and seventh graders in the
State of Illinois were administered the reading and mathematic ISAT
tests.

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES**                                           

  \% "Meeting" plus "Exceeding" State Standards               95

  \% "Exceeding" State Standards                              40

  Number of students tested                                   240

  Percent of total students tested                            100

  Number of students alternatively assessed                   2

  Percent of students alternatively assessed                  0.8

                                                              

  SUBGROUP SCORES                                             

  **1. Students with Disabilities**                           

  \% "Meeting" plus "Exceeding" State Standards               71

  \% "Exceeding" State Standards                              11

  Number of students tested                                   28

  **2. Economically Disadvantaged**                           

  \% "Meeting" plus "Exceeding" State Standards               70

  \% "Exceeding" State Standards                              0

  Number of students tested                                   10

  **3. Hispanic**                                             

  \% "Meeting" plus "Exceeding" State Standards               90

  \% "Exceeding" State Standards                              30

  Number of students tested                                   10

  **4. Asian/Pacific Islander**                               

  \% "Meeting" plus "Exceeding" State Standards               \*

  \% "Exceeding" State Standards                              \*

  Number of students tested                                   \*
  ----------------------------------------------------------- -----------

\* Designates a category that had less than 10 students in a sub-group

**[ISAT Mathematics Scores for Sandburg Middle School Sixth
Grade]{.underline}**

2005 - 2006 was the first year in which sixth and seventh graders in the
State of Illinois were administered the reading and mathematic ISAT
tests.

  ----------------------------------------------------------- -----------
                                                              2005-2006

  Testing month                                               March

  **SCHOOL SCORES**                                           

  \% "Meeting" plus "Exceeding" State Standards               95

  \% "Exceeding" State Standards                              34

  Number of students tested                                   239

  Percent of total students tested                            99

  Number of students alternatively assessed                   2

  Percent of students alternatively assessed                  0.8

                                                              

  SUBGROUP SCORES                                             

  **1. Students with Disabilities**                           

  \% "Meeting" plus "Exceeding" State Standards               64

  \% "Exceeding" State Standards                              7

  Number of students tested                                   28

  **2. Economically Disadvantaged**                           

  \% "Meeting" plus "Exceeding" State Standards               70

  \% "Exceeding" State Standards                              0

  Number of students tested                                   10

  **3. Hispanic**                                             

  \% "Meeting" plus "Exceeding" State Standards               90

  \% "Exceeding" State Standards                              30

  Number of students tested                                   10

  **4. Asian/Pacific Islander**                               

  \% "Meeting" plus "Exceeding" State Standards               \*

  \% "Exceeding" State Standards                              \*

  Number of students tested                                   \*
  ----------------------------------------------------------- -----------

\* Designates a category that had less than 10 students in a sub-group

**[EXPLORE - ACT Reading and Mathematics Scores]{.underline}**

**[Sandburg Middle School]{.underline}**

**[Eighth Grade]{.underline}**

Scores are reported here as Scaled scores.

  ---------------------------- --------------- --------------- --------------- ---------------
  **Testing Year**             **2005-2006**   **2004-2005**   **2003-2004**   **2002-2003**

  Testing Month                November        November        November        November

  Sandburg Composite Score     18.4            17.5            17.4            17.4

  National Composite           14.7            14.7            14.7            14.7

  National Standard Deviation  3.0             3.0             3.0             3.0

  Sandburg Math Score          18.1            17.7            17.1            17.6

  National Math Mean Score     14.4            14.4            14.4            14.4

  National Standard Deviation  3.5             3.5             3.5             3.5
  Math                                                                         

  Sandburg Reading Score       17.7            16.9            16.8            16.9

  National Reading Score       13.9            13.9            13.9            13.9

  National Standard Deviation  3.6             3.6             3.6             3.6
  Reading                                                                      

  Number of Students Tested    258             224             208             231

  Percent of total students    99              97              98              98
  tested                                                                       

  Number of students           0               0               0               0
  alternatively assessed                                                       

  Percentage of students       0               0               0               0
  alternatively assessed                                                       
  ---------------------------- --------------- --------------- --------------- ---------------