##### U.S. Department of Education November 2002

**2002-2003 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal [Mr.\_James F.
Metoyer\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [James Charles Sanderson
Elementary\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

(As it should appear in the official records)

School Mailing Address [7115 Lockwood Drive
\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

[Houston \_ \_\_\_\_\_\_\_\_\_\_\_\_\_\_Texas
\_\_\_\_\_\_\_77016-7027\_\_\_\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [( 713) 636-6480]{.underline} Fax [( 713 ) 636 -6488]{.underline}

Website/URL [houstonisd.org]{.underline} [Email
jmetoyer@houstonisd.org\_\_\_\_\_\_\_\_\_\_\_\_]{.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)

# Private Schools: If the information requested is not applicable, write N/A in the space.\_\_\_\_\_\_\_\_\_

Name of Superintendent [Ms. Kaye
Stripling\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

District Name [Houston Independent School District]{.underline} Tel. [(
713 ) 892-6000\_\_\_\_\_\_\_\_]{.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 [Mr. Kevin
Hoffman\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

[\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}
Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

**[PART II ‑ DEMOGRAPHIC DATA]{.underline}**

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

1\. Number of schools in the district: \_[211]{.underline}\_ Elementary
schools

\_\_[49]{.underline}\_ Middle schools

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

\_\_[36]{.underline}\_ High schools

\_[296]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_[\$5,291]{.underline}\_\_\_\_\_\_\_\_\_

Average State Per Pupil Expenditure:
[\_\$4,929\_\_\_\_\_\_\_\_]{.underline}

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

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

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

4\. [Five]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       21        31                     **52**       **7**                             

  **1**       33        33                     **66**       **8**                             

  **2**       22        24                     **46**       **9**                             

  **3**       22        40                     **62**       **10**                            

  **4**       23        23                     **46**       **11**                            

  **5**       25        30                     **55**       **12**                            

  **6**                                                     Other\*\*   20        20          40

                                    **TOTAL                                                   367
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of % White

the students in the school: [75.7]{.underline} % Black or African
American

[24.3]{.underline} % Hispanic or Latino

\% Asian/Pacific Islander

\% American Indian/Alaskan Native

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  ----------- ---------------------------------- ------------------------
  **(1)**     Number of students who transferred 49
              ***to*** the school after October  
              1 until the end of the year.       

  **(2)**     Number of students who transferred 63
              ***from*** the school after        
              October 1 until the end of the     
              year.                              

  **(3)**     Subtotal of all transferred        112
              students \[sum of rows (1) and     
              (2)\]                              

  **(4)**     Total number of students in the    376
              school as of October 1             

  **(5)**     Subtotal in row (3) divided by     .29
              total in row (4)                   

  **(6)**     Amount in row (5) multiplied by    29
              100                                
  ----------- ---------------------------------- ------------------------

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

[51]{.underline}\_\_\_Total Limited English Proficient

Number of languages represented: \_[1\_]{.underline}\_\_\_\_

Specify languages: Spanish

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

\_[364]{.underline}\_\_\_Total Number Students Who Qualify

> If this method is not a reasonably accurate estimate of the percentage
> of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services: \_\_\_11.6\_\_\_%

\_\_\_[43]{.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.

\_\_\_\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_\_\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[30\_]{.underline}Specific Learning Disability

\_\_[5]{.underline}\_Emotionally Disturbed \_\_7_Speech or Language
Impairment

\_\_\_\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

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) [\_\_\_1\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Classroom teachers [\_\_17\_\_\_]{.underline} \_\_\_\_\_\_\_\_

Special resource teachers/specialists [\_\_8\_\_\_\_]{.underline}
\_\_\_\_\_\_\_\_

Paraprofessionals [\_\_\_3\_\_\_]{.underline} \_\_\_\_\_\_\_\_

> Support staff [\_\_\_9\_\_\_]{.underline} \_\_\_\_\_\_\_\_
>
> Total number [\_\_\_38\_\_]{.underline} \_\_\_\_\_\_\_\_

12\. Student-"classroom teacher" ratio: [\_16:1\_\_\_\_]{.underline}

13\. Show the attendance patterns of teachers and students. The student
drop-off rate is the difference between the number of entering students
and the number of exiting students from the same cohort. (From the same
cohort, subtract the number of exiting students from the number of
entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout and drop-off rates.

  ------------------------ --------------------- -------------------- -------------------- -------------------- --------------------
                           2001-2002             2000-2001            1999-2000            1998-1999            1997-1998

  Daily student attendance [96.12]{.underline}   [95.0]{.underline}   [96.0]{.underline}   [95.7]{.underline}   [95.4]{.underline}

  Daily teacher attendance [97]{.underline}      [95]{.underline}     [98]{.underline}     [96]{.underline}     [95]{.underline}

  Teacher turnover rate    [5.0]{.underline}     [8.0]{.underline}    [10.0]{.underline}   [10.0]{.underline}   [10.0]{.underline}

  Student dropout rate                                                                                          

  Student drop-off rate                                                                                         
  ------------------------ --------------------- -------------------- -------------------- -------------------- --------------------

**[PART III ‑ SUMMARY]{.underline}**

**Provide a brief, coherent narrative snapshot of the school in one page
(approximately 475 words). Include at least a summary of the school's
mission or vision in the statement and begin the first sentence with the
school's name, city, and state.**

J.C. Sanderson Elementary School is located in the northeast area of
Houston, Texas. It has served our community for over 65 years. The
original structure was a two-room wooden schoolhouse. Initially, the
late Stella Collins was the only teacher and administrator. Ms. Falbia
Turner was soon recruited. Since this was the only school for black
students in the northeast section of Houston at the time, enrollment
grew quickly. In 1951, the current brick structure was built. The
Trinity Gardens School was renamed for James Charles Sanderson, a civic
and religious leader and former administrator for the Houston
Independent School District.

Above the front doors of the school are these words: "Through these
doors pass the world's greatest students, parents, and teachers." The
school's motto is, "Success Starts Here." The mission of J. C. Sanderson
Elementary is to provide a balanced education in a secure learning
environment so that our children can succeed in life. We will motivate
every student to achieve to his or her full instructional potential. The
positive, cooperative, capable attitude indicated in these words
continues as the rallying cry for all at Sanderson. Among former
students are: State Board of Education member Dr. Alma Allen, State
Representatives Al Edwards and Senfronia Thompson, NASA minority
contractor Pearl Wright, along with teachers, bankers, businessmen,
attorneys, peace officers, military personnel, musicians, artists,
photojournalists, and parents.

Humble beginnings have never limited the dreams at Sanderson.
Principals' Mrs. Stella Collins, Mrs. Beatrice Mackey, Mrs. Iris
Ashley-Sally and Mr. James Metoyer have all been innovative,
progressive, hard working and caring. They expected the same from the
staff and students. Each person here at Sanderson knows he or she is a
part of a proud family. Everyone works together so that they are all
productive. So each can proclaim what they have done rather than lament
what they never have been.

Through the years African Americans, Hispanic, Cambodian, Native
American and Caucasian children have walked the halls of Sanderson.
Always it has been our mission to have these children well prepared to
continue forward successfully as they leave this little corner of the
world. We know all people smile the same language when a job is well
done. There are many beaming with pride because success started here.

**[PART IV- INDICATORS AND ACADEMIC SUCCESS]{.underline}**

> **1. The school must show assessment results in reading (language arts
> or English) and mathematics for at least the last three years using
> the criteria determined by the CSSO for the state accountability
> system. For formatting, if possible use the sample tables (no charts
> or graphs) at the end of this application. Limit the narrative to one
> page and describe the meaning of the results in such a way that
> someone not intimately familiar with the tests can easily understand
> them. If the state allows the use of the SAT or ACT as part of its
> accountability system, at least 90 percent of the students in the
> appropriate classes must take the tests. If fewer than 90 percent take
> the tests, do not report the data.**

J. C. Sanderson Elementary pride's itself on the improvement that has
been made over the past years. The data shows that the test scores have
continually climbed the last four years. The data also shows that the
gap between the state average for all groups has decreased and by the
year 2002 has surpassed all state averages. We are please to announce
that our school has received the highest rating of Exemplary from the
Texas Education Agency. The school had a goal to improve every year and
to close the gap between our sub groups. We also were required to test
more students every year until now all students are tested. At J. C.
Sanderson we realize that all students have to function in society and
always believed that we should test all of our students. We take several
intervention steps before we refer our students for formal special
education testing. We utilize our intervention team and it has been very
successful in helping struggling students. We are please to see that the
number of students in the special education continues to decrease. We
are especially please that state labeled Economically Disadvantage
students is just a name at Sanderson. We expect performance from all of
our students and don't believe in using labels as excuses for
achievement. The charts that were created compare the school passing
percentage with the state passing percentage for each of the last four
years. The last four columns also show the difference in passing
percentage when you compare the school with the state. The minuses (-)
indicating the percentage the school was behind the state while the
pluses (+) indicate the amount the school was above the state passing
percentage. We always believed in comparing our results with the state
average for each of our sub-groups and never bought into stereotypes.
Our philosophy has always been you get what you expect and our students
know that a lot is expected from them. IF you look at the last column of
the charts in the appendix you will see that all of our averages are now
above the state average for that sub-group and most are double digits
above the state average.

2.  **Show in one-half page (approximately 200 words) how the school
    uses assessment data to understand and improve student and school
    performance.**

Assessment is the one of the most important tools we use to analyze our
students. We use several pieces of assessment data to ensure our
instructional program matches the students needs. Each student is
evaluated at the beginning of school to make sure the curriculum will
address student weakness. Historical data is also used to determine if
there is a pattern of weakness for students on grade level objectives
and to determine if a particular teacher has a trend on a particular
objective. This data is used in grade level planning meetings and to
determine professional development calendar. Once the data is fully
analyzed the curriculum is created to address those weaknesses. Teachers
discuss strategies for different objectives as well as give feedback on
previously taught objectives. The school also utilizes school and
district generated assessments to analyze student results. The school
has a schedule to implement benchmark test for on-going monitoring of
instruction. The district also provides the school with benchmark test
that are scored and placed on the districts created PASS Program which
monitors and tracks each student. The teacher and administrator can
generate different reports on each student to address areas of weakness.
The students are then grouped by areas of weaknesses and receive
afterschool tutoring on these particular areas.

3.  **Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.**

Teachers, students, and parents must be clear about the scope of
instruction, types of assessments, what marks mean, and what the
promotion standards are. The Houston Independent School District sends
out newsletters with general information. The Texas Education Agency
requires a school report card that details academic performance. This
report is published in the local newspaper.

What is happening at Sanderson can be found on our website, on the
outdoor marquee, in school newsletters, at PAC-PTO meetings, grade level
parent meetings, exhibits, displays and activities for the community
health fair, open house, black history, and Hispanic heritage. Specific
information about each child comes through progress reports given
mid-cycle, calls home, daily conference periods, report cards with room
for additional notes. The upper grade children take frequent snap shot
tests on scantron sheets that give immediate feedback on student
performance. Every child taking a state mandated or national normed test
is given a copy of their score sheet with an explanation for parents.
The principal has Super Bee awards, meals with the principal, and
personal notes to acknowledge outstanding progress. Open lines of
communication are essential for the success of the children.

4.  **Describe in one-half page how the school will share its successes
    with other schools**.

When it comes to education, no matter where you are from, or what facet
of the educational arena you're in, we should all share a belief in and
push for student success. At Sanderson Elementary we pride ourselves in
sharing strategies that result in student success. There are several
ways, in which J.C. Sanderson has and will share its successes with
other schools. First, we have teachers that have been chosen by the
Houston Independent School District to present successful mathematics
strategies to other educators throughout the city. Next, we also conduct
an annual health fair in which schools from the surrounding Feeder
Pattern attend and receive valuable health tips that can be used on
their campus as well as home. Our school website provides model lessons
that can be employed by other educators at other campuses. Via the
school's website, our staff is able to respond to other educators who
pose questions about model lessons or other educational topics. We also
take part in online conferencing with other educators through First
Class, a program designed for educators who are looking to better
themselves in the classroom. First Class allows Sanderson's teachers a
vehicle to assisting fellow educators with various educational concerns.
Sanderson has also hosted campus tours for area principals that are
looking for tips in which to enhance their respective campuses. J.C.
Sanderson has an open door policy in regard to assisting and
collaborating with other schools\-\--we are always willing to help. Our
campus has also hosted and will continue to host beginning teachers from
other campuses who are required to monitor and possibly adopt strategies
from our magnificent teachers. Because J.C. Sanderson is an "Exemplary
campus" other schools as well as individual educators are eager to
obtain "success tips" that can be transferred over to their respective
campuses. Be that as it may, we here at J.C. Sanderson are very
cognizant of the importance of word-of-mouth in regard to sharing our
successes at in-services, conferences, or educational summits.

**[PART V -- CURRICULUM AND INSTRUCTION]{.underline}**

1.  **Describe in one page the school's curriculum, including foreign
    languages (foreign language instruction is an eligibility
    requirement for middle, junior high, and high schools), and show how
    all students are engaged with significant content, based on high
    standards.**

"Every student can learn" is far more than a slogan. It is the oath of
American educators, especially those who choose to instruct at J. C.
Sanderson Elementary. As we persevere toward a high technological,
facilitating society we must focus on curriculum and instruction. In
planning the curriculum at every level, our legislature mandates
specific items to be taught. Our legislators further mandate that
instruction involve careful planning. Curriculum and instruction discuss
both what is to be taught AND the learning outcome. J. C. Sanderson\'s
curriculum concentrates on a coherent pedagogical approach, which
imposes order on what would otherwise be a maze of different
philosophies. This coherence facilitates student mastery of the
requirements of middle, junior high, or high school, and enables them to
become productive citizens of our United States.

As the students engage in this quest, there are several stops that they
will necessarily encounter throughout Sanderson\'s school-wide
curriculum. The curriculum standards are so students will meet specific
objectives and build on them, creating a pyramid of knowledge. Houston
Independent School District has established an online approach to
curriculum. CLEAR, Clarifying Learning to Enhance Academic Results, is
our foundation for curriculum. It provides administrators and teachers
help in negotiating the ins and outs of the maze, which leads to
academic success by aligning local instruction with state standards. .
Our teachers simply log on to the HISD Portal and follow the outlines
for all content areas.

Although CLEAR provides a detailed list of required objectives, we go
beyond the call of Houston ISD by requiring our instructors to climb
above the walls of the maze and look out over it to see what is
necessary to actively engage all students in this curriculum. We include
a multicultural approach within all programs, especially reading and
writing. In this approach, curriculum is addressed from the custodial
staff to the cafeteria employees and from parents to the principal. All
of our staff members are involved in the success of the students of this
economically disadvantaged Houston community. Teachers wear many hats:
coordinating programs such as DARE, drug awareness, computer program,
art, music, and dance. In each of these programs, the coordinating
teacher requires that students meet the highest standards.

The aforementioned curriculum approach will keep students abreast of the
millennial pathway of life. By the end of the maze the students are sure
to select the road less traveled, for, not only is that the exit from
the maze, it is the road to success.

2.  (**Elementary Schools**) **Describe in one-half page the school's
    reading curriculum, including a description of why the school chose
    this particular approach to reading.**

Sanderson's reading curriculum is based on critical aspects identified
for the Houston Independent School District's schools and is outlined by
the District's C.L.E.A.R. (Clarifying Learning to Enhance Achievement
Results) objectives. Sanderson has further defined those elements from
Stanford 9, TAKS (Texas Assessment of Knowledge and Skills), and TPRI
(Texas Primary Reading Inventory) and teacher evaluations to further
identify areas needing explicit, consistent, and effective strategies
for reading development. The Open Court Reading Program was chosen as
the core instruction component based on our needs for a balanced
approach for reading instruction with a phonics component.

According to Judith Birsh (1999) research shows that early and
appropriate intervention can make a difference in our students'
achievement. There is evidence that deficits in phonological awareness
can be detected as early as kindergarten and first grade. Language for
Learning (McGraw-Hill) is being used as a supplement in
Pre-Kindergarten, because of its strong oral language component. The ESL
Pre-Kindergarten class also utilizes the Start-to-Read-Build a Future
Program, a collaboration between the Houston Independent School District
and The University of Houston.

Sanderson's reading program emphasizes balances between reading and
written expressive language, decoding and comprehension, mechanics and
composition and direct instruction. These balances for the reading
program are attained through multisensory, explicit, and guided
instruction. Sanderson also implements the D.E.A.R. program to emphasize
the independent component of reading. This balanced approach helps the
staff at Sanderson develop successful life-long readers.

> (**Secondary Schools**) Describe in one-half page the school's English
> language curriculum, including efforts the school makes to improve the
> reading skills of students who read below grade level.

3.  **Describe in one-half page one other curriculum area of the
    school's choice and show how it relates to essential skills and
    knowledge based on the school's mission.**

Sanderson's curriculum enforces a strong strategic awareness of
knowledge for Sanderson's best, but as well as mathematics. A solid
foundation in mathematics is paramount for every child. We pride
ourselves in the well-rounded instruction that our students receive each
year. Base on skills identified through formal testing and teacher
assessment, we provide a challenging instructional program, which is
relevant and fully prepares students for higher education. Teachers
provide a balanced education to increase students' success while
motivating students to achieve their full instructional potential, which
is the school's mission. Teachers are highly qualified professionals
that receive an ongoing abundance of professional development to
continue implementation of district, State Texas Essential Knowledge and
Skills and National standards in Mathematics. Teachers are well suited
to encourage exploration of the connections between Math Technology and
other content areas. Our staff attends meaningful professional
development meetings such as Region IV's Mathematics Academy, Eisenhower
Mathematics and the Mathematics Summit. Train the Trainer modules
involving mathematics are given by many of Sander's teachers throughout
out feeder pattern and the school district. Most teachers are members of
prestigious organizations such as NCTM (National Council of Teachers of
Mathematics) and the Benjamin Banneker Association. Great emphasis is
placed on mathematics instruction because it will be essential for
students to utilize math in their every day lives, in the work place,
and in future educational endeavors.

To further emphasize to students the importance of mathematics
education, various daily activities and competitions are used to
increase student motivation. Teachers employ the use of manipulatives
and a variety of hands-on activities to enhance the students' foundation
in mathematics. Additionally, mathematics is integrated into other
content areas. While participating in enrichment curriculum (i.e.,
physical education, dance, computer), students required to complete
mathematics related activities that aid regular classroom instruction.
Parental involvement is key and plays an important role in students'
success in content area. During our school-wide Math with parents
meetings, parents are taught how to effectively communicate with,
instruct, and assess homework assignments of students.

Sanderson also welcomes community-based instruction, which includes
volunteers assisting tutors in a variety of areas including mathematics.
Furthermore, students are encouraged to compete and showcase learned
skills by participating in the Mathematics Fact Competition, Algebra
Initiative, other district-wide competitions, and educational field
trips. Nonetheless, continued support and teacher expectations continue
to be the foundation of success at Sanderson Elementary. By continuing
to research effective ways of mathematics instruction, we remain active
participants in the wider mathematics community. Insistence on mastery
of basic skills, critical and higher order thinking, communication,
decision-making skills and problem solving continues to be underlying
factors of Sanderson's success in the area of mathematics.

4.  **Describe in one-half page the different instructional methods the
    school uses to improve student learning.**

There are several instructional methods the school uses in order to
improve student learning: Direct Instruction, Suchman Theory,
Cooperative Learning, Concept Attainment, and the Synectic Model. We set
the foundation for the students to be academically successfully. The
foundation is necessary for the students to build a firm foundation for
success in life. However, the majority of our teachers use direct
instruction as created by Madeline Hunter. When she created this method
of instruction in 1984, Sanderson teachers began its complete
implementation. Hunter developed a direct instruction model which
comprises seven steps: (1) anticipatory set, (2) objectives and purpose,
(3) modeling, (4) checking for understanding, (5) guided practice, (6)
independent practice, and (7) instructional input.

In addition to instructional methods, our teachers are required to
identify students' learning styles. We have found that most of our
students are tactile/kinesthetic and visual learning. Therefore, our
instruction is geared in that direction. Some students require
prescriptive teaching as well as modifications. These Individualized
Educational Plans, IEP, are necessary for student productivity.

In utilizing these varied instructional methods and adhering to students
various learning styles, Sanderson teachers set the foundation for
students by placing the concrete for the bridge to academic success. It
is up to the students to build a sturdy bridge, which they can later use
to cross over to successful living.

5.  **Describe in one-half page the school's professional development
    program and its impact on improving student achievement.**

Our Sanderson teachers are encouraged to attend training sessions and
workshops whenever they are offered in order to be more effective in
their efforts to help each child achieve. The courses are wide-ranging
and help us build our knowledge, increase our expertise and make us more
aware of current and future educational trends. Our Site-Based Decision
Making Committee (SBDMC) also makes professional development plans that
correlate with the needs indicated in our School Improvement Plan (SIP).
Our lead teachers present information, provide technical assistance and
training. Our teachers are well prepared to observe, diagnose and
remedy.

Our children are gifted and talented and developmentally delayed. They
are at-risk, dyslexic and have attention deficit disorder. Our children
learn in many ways and are English language learners. A highly qualified
staff provided with successful research based instructional materials
helps ensure that there are equal opportunities for all students. The
impressive record of improved student achievement is a fine testament to
the motivational techniques, the communication skills, the flexibility
and collaborative effort that has been developed among our staff and
with our parents and children.

## Appendix

+--------------+----+----+-----+------+-----+-------+------+-------+
| Heading      | 1  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|              | 99 | 99 | 000 | --   | ff. |       | iff. |       |
|              | 8- | 9- | --  |      |     | S     |      | S     |
|              |    |    |     | 2002 | Sch | chool | Sc   | chool |
|              | 19 | 20 | 2   |      | ool |       | hool |       |
|              | 99 | 00 | 001 |      |     | &     |      | &     |
|              |    |    |     |      | &   | State | &    | State |
|              |    |    |     |      | St  |       | S    |       |
|              |    |    |     |      | ate | 1999- | tate | 2001- |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 19  | 2000  | 2    | 2002  |
|              |    |    |     |      | 98- |       | 000- |       |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 1   |       | 2001 |       |
|              |    |    |     |      | 999 |       |      |       |
+==============+====+====+=====+======+=====+=======+======+=======+
| All School/  | 7  | 8  | 79  | 9    | -15 | -2    | -7   | +6    |
| State        | 3/ | 5/ | /86 | 3/87 |     |       |      |       |
|              | 88 | 87 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| African      | 6  | 8  | 79  | 9    | -8  | +8    | +2   | +13   |
| American     | 8/ | 7/ | /77 | 3/80 |     |       |      |       |
|              | 76 | 79 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Hispanic     | 8  | 8  | 80  | 9    | +4  | -1    | -2   | +10   |
|              | 9/ | 2/ | /82 | 3/83 |     |       |      |       |
|              | 84 | 83 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Economically | 7  | 8  | 79  | 9    | -8  | +4    | -1   | +12   |
|              | 3/ | 5/ | /80 | 3/81 |     |       |      |       |
| D            | 81 | 81 |     |      |     |       |      |       |
| isadvantaged |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| ESL          | 8  | 7  | 80  | 10   | +3  | -1    | +5   | +23   |
|              | 3/ | 5/ | /75 | 0/77 |     |       |      |       |
|              | 80 | 76 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Number of    | 45 | 45 | 48  | 42   |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Percent      | 9  | 9  | 1   | 9    |     |       |      |       |
| tested       | 5. | 5. | 00% | 7.6% |     |       |      |       |
|              | 7% | 7% |     |      |     |       |      |       |
| Each year    |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+

+-------------+-----+----+-----+------+-----+-------+------+-------+
| Heading     | 19  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|             | 98- | 99 | 000 | --   | ff. |       | iff. |       |
|             |     | 9- | --  |      |     | S     |      | S     |
|             | 1   |    |     | 2002 | Sch | chool | Sc   | chool |
|             | 999 | 20 | 2   |      | ool |       | hool |       |
|             |     | 00 | 001 |      |     | &     |      | &     |
|             |     |    |     |      | &   | State | &    | State |
|             |     |    |     |      | St  |       | S    |       |
|             |     |    |     |      | ate | 1999- | tate | 2001- |
|             |     |    |     |      |     |       |      |       |
|             |     |    |     |      | 19  | 2000  | 2    | 2002  |
|             |     |    |     |      | 98- |       | 000- |       |
|             |     |    |     |      |     |       |      |       |
|             |     |    |     |      | 1   |       | 2001 |       |
|             |     |    |     |      | 999 |       |      |       |
+=============+=====+====+=====+======+=====+=======+======+=======+
| All School/ | 61  | 8  | 81  | 9    | -21 | 0     | -1   | +3    |
| State       | /82 | 0/ | /82 | 0/87 |     |       |      |       |
|             |     | 80 |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| African     | 50  | 8  | 79  | 8    | -15 | +17   | +10  | +13   |
| American    | /65 | 2/ | /69 | 9/76 |     |       |      |       |
|             |     | 65 |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| Hispanic    | 100 | 7  | 90  | 9    | +21 | -2    | +12  | +10   |
|             | /79 | 3/ | /78 | 3/83 |     |       |      |       |
|             |     | 75 |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| E           | 62  | 7  | 81  | 9    | -13 | +7    | +6   | +9    |
| conomically | /75 | 9/ | /75 | 0/81 |     |       |      |       |
|             |     | 72 |     |      |     |       |      |       |
| Di          |     |    |     |      |     |       |      |       |
| sadvantaged |     |    |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| ESL         | 100 | 6  | 80  | 8    | +23 | -7    | +6   | +3    |
|             | /77 | 3/ | /74 | 3/80 |     |       |      |       |
|             |     | 70 |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| Number of   | 46  | 45 | 48  | 43   |     |       |      |       |
| Students    |     |    |     |      |     |       |      |       |
|             |     |    |     |      |     |       |      |       |
| Tested      |     |    |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+
| Percent of  | 97  | 9  | 1   | 100% |     |       |      |       |
| Students    | .8% | 5. | 00% |      |     |       |      |       |
|             |     | 7% |     |      |     |       |      |       |
| Tested      |     |    |     |      |     |       |      |       |
+-------------+-----+----+-----+------+-----+-------+------+-------+

+--------------+----+----+-----+------+-----+-------+------+-------+
| Heading      | 1  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|              | 99 | 99 | 000 | --   | ff. |       | iff. |       |
|              | 8- | 9- | --  |      |     | S     |      | S     |
|              |    |    |     | 2002 | Sch | chool | Sc   | chool |
|              | 19 | 20 | 2   |      | ool |       | hool |       |
|              | 99 | 00 | 001 |      |     | &     |      | &     |
|              |    |    |     |      | &   | State | &    | State |
|              |    |    |     |      | St  |       | S    |       |
|              |    |    |     |      | ate | 1999- | tate | 2001- |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 19  | 2000  | 2    | 2002  |
|              |    |    |     |      | 98- |       | 000- |       |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 1   |       | 2001 |       |
|              |    |    |     |      | 999 |       |      |       |
+==============+====+====+=====+======+=====+=======+======+=======+
| All School/  | 7  | 8  | 84  | 10   | -18 | -3    | -6   | +8    |
| State        | 0/ | 6/ | /90 | 0/92 |     |       |      |       |
|              | 88 | 89 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| African      | 7  | 9  | 89  | 10   | -6  | +11   | +6   | +12   |
| American     | 3/ | 3/ | /83 | 0/86 |     |       |      |       |
|              | 79 | 82 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Hispanic     | 6  | 7  | 67  | 10   | -22 | -10   | -20  | +11   |
|              | 2/ | 5/ | /87 | 0/89 |     |       |      |       |
|              | 84 | 85 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Economically | 6  | 8  | 84  | 10   | -15 | +2    | -1   | +12   |
|              | 7/ | 6/ | /85 | 0/88 |     |       |      |       |
| D            | 82 | 84 |     |      |     |       |      |       |
| isadvantaged |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| ESL/Not      |    |    |     |      |     |       |      |       |
| Enough       |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Students on  |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Campus for   |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Significance |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Number of    | 49 | 37 | 45  | 35   |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Percentage   | 9  | 8  | 1   | 9    |     |       |      |       |
| of           | 0. | 8% | 00% | 7.2% |     |       |      |       |
|              | 7% |    |     |      |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+

+--------------+----+----+-----+------+-----+-------+------+-------+
| Heading      | 1  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|              | 99 | 99 | 000 | --   | ff. |       | iff. |       |
|              | 8- | 9- | --  |      |     | S     |      | S     |
|              |    |    |     | 2002 | Sch | chool | Sc   | chool |
|              | 19 | 20 | 2   |      | ool |       | hool |       |
|              | 99 | 00 | 001 |      |     | &     |      | &     |
|              |    |    |     |      | &   | State | &    | State |
|              |    |    |     |      | St  |       | S    |       |
|              |    |    |     |      | ate | 1999- | tate | 2001- |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 19  | 2000  | 2    | 2002  |
|              |    |    |     |      | 98- |       | 000- |       |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 1   |       | 2001 |       |
|              |    |    |     |      | 999 |       |      |       |
+==============+====+====+=====+======+=====+=======+======+=======+
| All School/  | 6  | 6  | 84  | 10   | -27 | -19   | -7   | +6    |
| State        | 0/ | 8/ | /91 | 0/94 |     |       |      |       |
|              | 87 | 87 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| African      | 6  | 6  | 86  | 10   | -11 | -7    | +4   | +12   |
| American     | 2/ | 8/ | /82 | 0/88 |     |       |      |       |
|              | 73 | 75 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Hispanic     | 5  | 7  | 78  | 10   | -30 | -8    | -11  | +8    |
|              | 4/ | 5/ | /89 | 0/92 |     |       |      |       |
|              | 84 | 83 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Economically | 5  | 6  | 84  | 10   | -23 | -12   | -3   | +9    |
|              | 8/ | 6/ | /87 | 0/91 |     |       |      |       |
| D            | 81 | 80 |     |      |     |       |      |       |
| isadvantaged |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| ESL/ Not     |    |    |     |      |     |       |      |       |
| enough       |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Students to  |    |    |     |      |     |       |      |       |
| be           |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| significant  |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Number of    | 51 | 40 | 45  | 36   |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Percentage   | 9  | 9  | 1   | 100% |     |       |      |       |
| of           | 4. | 5. | 00% |      |     |       |      |       |
|              | 4% | 2% |     |      |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+

+--------------+----+----+-----+------+-----+-------+------+-------+
| Heading      | 1  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|              | 99 | 99 | 000 | --   | ff. |       | iff. |       |
|              | 8- | 9- | --  |      |     | S     |      | S     |
|              |    |    |     | 2002 | Sch | chool | Sc   | chool |
|              | 19 | 20 | 2   |      | ool |       | hool |       |
|              | 99 | 00 | 001 |      |     | &     |      | &     |
|              |    |    |     |      | &   | State | &    | State |
|              |    |    |     |      | St  |       | S    |       |
|              |    |    |     |      | ate | 1999- | tate | 2001- |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 19  | 2000  | 2    | 2002  |
|              |    |    |     |      | 98- |       | 000- |       |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 1   |       | 2001 |       |
|              |    |    |     |      | 999 |       |      |       |
+==============+====+====+=====+======+=====+=======+======+=======+
| All School/  | 7  | 8  | 91  | 10   | -20 | -6    | -3   | +4    |
| State        | 0/ | 6/ | /94 | 0/96 |     |       |      |       |
|              | 90 | 92 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| African      | 7  | 8  | 87  | 10   | -6  | -4    | -2   | +8    |
| American     | 2/ | 9/ | /89 | 0/92 |     |       |      |       |
|              | 78 | 83 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Hispanic     | 6  | 8  | 100 | 10   | -24 | -9    | +7   | +5    |
|              | 3/ | 0/ | /93 | 0/95 |     |       |      |       |
|              | 87 | 89 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Economically | 7  | 8  | 91  | 10   | -14 | -3    | 0    | +6    |
|              | 0/ | 5/ | /91 | 0/94 |     |       |      |       |
| D            | 84 | 88 |     |      |     |       |      |       |
| isadvantaged |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| ESL          | 5  | 6  | 100 | 10   | -21 | -11   | +15  | +11   |
|              | 7/ | 8/ | /85 | 0/89 |     |       |      |       |
|              | 78 | 79 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Number of    | 36 | 43 | 31  | 42   |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Percentage   | 9  | 9  | 96  | 100% |     |       |      |       |
| of           | 2. | 7. | .8% |      |     |       |      |       |
|              | 3% | 7% |     |      |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+

+--------------+----+----+-----+------+-----+-------+------+-------+
| Heading      | 1  | 1  | 2   | 2001 | Di  | Diff. | D    | Diff. |
|              | 99 | 99 | 000 | --   | ff. |       | iff. |       |
|              | 8- | 9- | --  |      |     | S     |      | S     |
|              |    |    |     | 2002 | Sch | chool | Sc   | chool |
|              | 19 | 20 | 2   |      | ool |       | hool |       |
|              | 99 | 00 | 001 |      |     | &     |      | &     |
|              |    |    |     |      | &   | State | &    | State |
|              |    |    |     |      | St  |       | S    |       |
|              |    |    |     |      | ate | 1999- | tate | 2001- |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 19  | 2000  | 2    | 2002  |
|              |    |    |     |      | 98- |       | 000- |       |
|              |    |    |     |      |     |       |      |       |
|              |    |    |     |      | 1   |       | 2001 |       |
|              |    |    |     |      | 999 |       |      |       |
+==============+====+====+=====+======+=====+=======+======+=======+
| All School/  | 6  | 8  | 91  | 10   | -17 | -1    | +1   | +8    |
| State        | 9/ | 6/ | /90 | 0/92 |     |       |      |       |
|              | 86 | 87 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| African      | 7  | 8  | 87  | 10   | -1  | +10   | +4   | +13   |
| American     | 5/ | 9/ | /83 | 0/87 |     |       |      |       |
|              | 76 | 79 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Hispanic     | 5  | 8  | 100 | 10   | -29 | -2    | +14  | +10   |
|              | 0/ | 0/ | /86 | 0/90 |     |       |      |       |
|              | 79 | 82 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Economically | 6  | 8  | 91  | 10   | -9  | +4    | +7   | +12   |
|              | 9/ | 5/ | /84 | 0/88 |     |       |      |       |
| D            | 78 | 81 |     |      |     |       |      |       |
| isadvantaged |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| ESL          | 4  | 6  | 100 | 10   | -16 | -1    | +34  | +26   |
|              | 3/ | 0/ | /66 | 0/74 |     |       |      |       |
|              | 59 | 61 |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Number of    | 37 | 44 | 31  | 42   |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
|              |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+
| Percentage   | 9  | 10 | 96  | 100% |     |       |      |       |
| of           | 4. | 0% | .8% |      |     |       |      |       |
|              | 8% |    |     |      |     |       |      |       |
| Students     |    |    |     |      |     |       |      |       |
| Tested       |    |    |     |      |     |       |      |       |
+--------------+----+----+-----+------+-----+-------+------+-------+