School Improvement Team:

(Your school improvement team should consist of a variety of stakeholders within your school community including parents)

Instructional Overview  

Provide descriptive information related to the curriculum, instructional programs, professional learning and existing interventions utilizing a Response to Intervention approach to support the academic needs of students.

Provide explicit connections to your  school’s instructional overview and how it supports and aligns with GOAL 1: Empowered Students of the LCPS Strategic Plan and Goal 2.1 Offer high-quality Ongoing Growth and Development available to all staff; 2.2 Develop dedicated resources to improve Professional Collaboration across schools and the division

Elementary Reading & Writing: Elementary Reading and Writing instruction is grounded in the science of reading and utilizes evidence based literacy practices that reflect the five pillars of literacy: Phonemic Awareness, Phonics and Word Study, Fluency, Vocabulary, and Comprehension, in addition to Writing.  Instruction across all areas of literacy should be explicit and systematic, and align to the Virginia Standards of Learning (SOLs).  All classrooms are provided with state-approved resources consistent with the expectations of the Virginia Literacy Act.  Students are empowered through the integration of Houghton Mifflin Harcourt's Into Reading as the core instructional resource that supports each of the five pillars of literacy.  Teachers are provided with continuous professional development to support implementation of best practices for literacy instruction.  Each student’s literacy progress is monitored through state provided assessments (Virginia Language and Literacy Screener [VALLS]) or through the use of Measures of Academic Progress (MAP).  Students who have identified areas of need are provided with differentiated classroom instruction and/or evidence-based intervention.  Using the LCPS decision trees as guidance, tiered supports are provided to students that align with expectations outlined in the Virginia Literacy Act.  All teachers are provided with professional learning on specific intervention strategies and programs.  To support this collective and ongoing effort of providing high-quality literacy instruction, and intervention, all teachers engage in Literacy CLT/PLCs with their grade-level teams.  During these instances, teachers are able to collaborate and share student progress, strategize, and plan instruction for all students. 

At Sanders Corner, students are engaged in core English instruction in an inclusive, general education classroom. The reading and writing instruction provided:

• Is based on the requirements set forth in the Virginia Standards of Learning.
• Is grounded in the Science of Reading
• Uses evidence-based literacy practices that reflect phonemic awareness, phonics/word study, fluency, vocabulary development, comprehension, and writing.
• Is differentiated and allows for tiered supports and interventions based on the use of the LCPS Decision Trees for guidance. Such support is carried out by the classroom teacher, teacher assistants, reading specialist, VALLS tutor, parent volunteers, digital content, and the gifted/talented teacher.
• Is implemented using a variety of strategies, including personalized learning, small group/differentiation, and enrichment.
• Allows for students to take educational risks in their learning.
• Allows for students to be critical thinkers in their work.
• Contains state-approved resources consistent with the expectations of the Virginia Literacy Act.
• Is backed with professional development of all classroom and special education teachers in the planning and implementation of best practices for literacy instruction.
• Is monitored at the classroom level through formative and summative assessments, and at higher levels through standardized assessments, such as the Virginia Literacy Leveled Screener (VALLS) and Virginia Standards of Learning testing (SOLs), and Measures of Academic Progress (MAP).

Teachers are able to work collaboratively as part of the Collaborative Learning Teams to plan and implement instruction, analyze data from assessments, and make data-driven decisions for interventions and enrichment for all students.

Math: LCPS Math Curriculum and instruction uses a math workshop structure and focuses on student-centered learning activities that include daily number sense routines and reflection.  Teachers plan small-group targeted instruction, varying the groups regularly.  Instruction prioritizes hands-on, inquiry-based learning focusing on conceptual understanding using representations and models/manipulatives.   Instruction also emphasizes the implementation of the Process Goals and the 5Cs through student collaboration, reasoning, communicating, making connections, and problem-solving.  Students who have identified areas of need are provided with differentiated classroom instruction and/or explicitly taught, evidenced-based intervention.

At Sanders Corner, students are engaged in core Math instruction in an inclusive, general education classroom. The math provided:

• Is based on the requirements set forth in the Virginia Standards of Learning.
• Allows students to develop an understanding of mathematical principles, content vocabulary, and problem solving.
• Contains a daily Number Talk that helps provide opportunities for review and/or make a connection to the new learning of the day.
• Is differentiated and allows for tiered supports and interventions based on the use of the LCPS Decision Trees for guidance. Such support is carried out by the classroom teacher, teacher assistants, special education teachers, parent volunteers, digital content, and the gifted/talented teacher.
• Is implemented using a variety of strategies, including personalized learning, small group/differentiation, and enrichment.
• Allows for students to take educational risks in their learning. Students are aware that there is more than one pathway toward a solution, and they are encouraged to articulate their thinking as part of the learning process.
• Allows for students to be critical thinkers in their work.
• Contains resources consistent with developing students as critical thinkers, and opportunities for presenting representations of mathematical thinking.
• Is backed with professional development of all classroom and special education teachers in the planning and implementation of best practices for math instruction.
• Is monitored at the classroom level through formative and summative assessments, and at higher levels through standardized assessments, such as the Virginia Kindergarten Readiness Program (VKRP) and Virginia Standards of Learning testing (SOLs), and Measures of Academic Progress (MAP).

Science: LCPS science programs are designed to actively engage students in the process of science and use reasoning processes that build scientific thinking. These programs teach students to know, use, and interpret scientific explanations of the natural world; to generate and evaluate scientific evidence and explanations; to understand the nature and development of scientific knowledge; and to participate productively in scientific practices and discourse.

Science instruction at Sanders Corner focuses on the scientific process as well as content knowledge mastery.   Vocabulary is explicitly taught in each unit. The scientific method is used to help develop predictable thought processes where students learn through observation, collaboration, and experiment analysis.

At Sanders Corner, students are engaged in core science instruction in an inclusive, general education classroom. The science instruction provided:

• Is based on the requirements set forth in the Virginia Standards of Learning.
• Allows students to develop an understanding of scientific concepts through observation, reasoning, and interpretation of data.
• Each unit contains opportunities to engage, explore, explain, elaborate, and evaluate.
• Is differentiated and allows for tiered support and interventions from the classroom teacher, teacher assistants, special education teachers, English Learner teacher, and the gifted/talented teacher.
• Is implemented using a variety of strategies, including personalized learning, small group project-based learning, and enrichment.
• Allows for student discourse while investigating scientific principles.
• Allows for students to be critical thinkers in their work.
• Is backed with professional development of all classroom and special education teachers in the planning and implementation of best practices for science instruction.
• Is monitored at the classroom level through formative and summative assessments.

Social Sciences & Global Studies: Social Science and Global Studies instruction in LCPS is grounded in a culturally responsive approach to the content in a way that elevates multiple perspectives. Students are empowered through authentic, inquiry-based learning experiences that promote students' development of  historical thinking skills and provide opportunities to make their thinking visible.  Students demonstrate their understanding, knowledge and skills through authentic performance tasks.

At Sanders Corner, students are engaged in core social science instruction in an inclusive, general education classroom. The instruction provided:

• Is based on the requirements set forth in the Virginia Standards of Learning.
• Allows students to develop an understanding of community, understanding a safe and nurturing environment, connections and learning about people from other cultures, and the historical significance of certain events that have shaped the development of Virginia, the United States, and global history.
• Each unit contains opportunities for students to glean information from multiple perspectives.
• Is differentiated and allows for tiered support and interventions from the classroom teacher, teacher assistants, special education teachers, English Learner teacher, and the gifted/talented teacher.
• Is implemented using a variety of strategies, including personalized learning, small group project-based learning, and enrichment.
• Allows for student discourse during inquiry-based learning opportunities.
• Allows for students to be critical thinkers in their work.
• Is monitored at the classroom level through formative and summative assessments.

Comprehensive Needs Assessment

Academic Achievement

A summary providing evidence of analysis of trends, patterns, proficiency, and growth in student academic achievement data.  Provide a clear connection between outcomes and contributing factors.

At Sanders Corner, reading and writing instruction as well as math instruction are labeled as fully accredited by the Virginia Department of Education based on the 2024 measures of accreditation. The following reflect the overall data points that led to this full accreditation rating:

*= The number of students from this category taking this test was considered too small to measure as a percentage by the State of Virginia.

In addition, the Measures of Academic Progress (MAP) were given in grades 2-5 (also in grade 1 for math) that helped to provide a predictor for passing the state Standards of Learning tests. The data below is as follows:

The Virginia Leveled Literacy Screening (VALLS) was technically a pilot program for the 2023-24 school year. Students were categorized as low risk if they achieved expected benchmarks, moderate risk if they fell short of some of the benchmarks, and high risk if they scored low on many benchmarks. The data below is as follows:

• Low risk: 65%
• Moderate risk: 14%
• High risk: 20%

Students in the moderate and high risk categories were provided interventions to help overcome challenges that were reflected in individual student data points.

At Sanders Corner, science instruction is labeled as fully accredited by the Virginia Department of Education based on the 2024 measures of accreditation. The data reflected from the Virginia Standards of Learning tests indicate that 73.3% of 5th grade students passed this test in 2024. Over the last three years, 78.9% of 5th grade students that took the Science Standards of Learning tests passed with a score of 400 or higher. The breakdown of the last three years is as follows:

• 2024: 73.3%
• 2023: 83%
• 2022: 80%

Achievement in social science & global studies instruction at Sanders Corner is measured through the Virginia Studies Standards of Learning tests. Data for the last three years shows proficient pass rates ranging from 91%-92% over the last three testing years.

Comprehensive Needs Assessment

Student Engagement

A summary of trends, patterns, strengths and areas for growth in student engagement data, including attendance, discipline, perceptual data, and graduation data (HS only).

Sanders Corner improved its chronic absenteeism rate from 14.85% in 2022-23 to 8.9% in 2023-24. The improvement can be connected to reinforcement of attendance policies by Sanders Corner Elementary School in conjunction with state accreditation standards. As was the case in the 2022-23 school year, Sanders Corner earned a Level 1 Accreditation for keeping Chronic Absenteeism below the 15% threshold in 2023-24.

Other data points for student engagement include:

• SEL Implementation: 82% in 2023-24 (up from 73% in 22-23)
• Student engagement questions on the 2024 Student Climate Survey reflected little change in three of the questions, and an increase of 5% for the question “I want to learn as much as I can at school.” See below for the graph:

Extended Learning and Engagement Opportunities

Provide information to describe extended learning and engagement opportunities for students, families, and community including what events you have planned or are considering hosting.

Provide explicit connections to your school’s extended learning and engagement opportunities and how they support and align with GOAL 4: Engaged Community of the LCPS Strategic Plan, especially GOAL 4.1 Deepen Family Engagement by offering inclusive opportunities for conversation across the division.

Extended Learning:

Sanders Corner Elementary School actively engages teachers in opportunities for professional learning and development focused on the 5Cs and Deeper Learning, implementation of the Personalized Learning framework, student goal setting and reflection, social-emotional learning, support in the development of Professional Learning Communities, and equity training (featuring awareness, discussions, and practices to promote family engagement). The school’s focus is on the implementation of the Dual Language Immersion program, providing high levels of parent engagement, and the development of 21st century learning skills that promote the Profile of an LCPS Graduate. This is supported through the implementation of the 5Cs of students being a communicator, collaborator, creator, contributor, and critical thinker.

Students have opportunities of extended learning through the After School Enrichment Clubs. These clubs are run by Sanders Corner Staff members and outside vendors where appropriate, and provide students with a variety of scientific, artistic, and athletic learning opportunities. Students also have opportunities for STEM type of classes as well as service classes. Small group instruction during the workshop models in both language arts and math also provide opportunities for students to apply newly learned skills, as well as practice accelerated learning where appropriate.

Family and Community Engagement Opportunities:

For Families, literacy nights, specialists instruction and presentations at PTA meetings, and teacher presentations through in-person and digital means allow for families to learn additional academic and social strategies to help their children succeed at school. The development of the Family Engagement Team is meant to expand on these opportunities, as well as extend the outreach to families in more non-traditional methods.

Climate and Culture

Provide a description of strategies that address the needs of all children in the school, but particularly the needs of those at risk of not meeting the challenging state academic standards, through activities such as counseling, social emotional learning and mental health programs, and PBIS implementation.

Make explicit connections to the LCPS Strategic Plan goals of 1.3 Prioritize Care for Students by

ensuring a safe and affirming learning environment for all;  

At Sanders Corner, staff members work to ensure that the whole student is recognized. In addition to providing for academic needs, staff members take great care in ensuring that the social and emotional needs of students are met. Data collected in family engagement surveys indicate that they and their students always feel welcome at Sanders Corner, that they feel safe in our school, and are able to learn about and are comfortable with participating in learning about cultures and customs other than their own.

Positive Behavioral Interventions and Supports (PBIS): PBIS is a systemic approach for establishing a safe and supportive learning environment. Through the implementation of a consistent vision, language, and practices, school staff promote social, behavioral, and academic success for all students.  

Successful implementation of PBIS can lead to a positive school climate, improved classroom management, increased understanding of schoolwide expectations, strengthened relationships, increased positive behaviors, academic achievement and equitable learning experiences, and decreased office referrals and suspensions. To support implementation, the PBIS team meets regularly to evaluate behavioral data, provide behavioral lessons based on identified needs, and share resources.

The Sanders Corner Promise is said each day by all students during the morning announcements as a reminder of how to treat themselves and others. This promise reads: At Sanders Corner, I will…

• Respect others and be respected
• Exhibit a positive attitude
• Always behave in a safe manner
• Do my very best TODAY

This Sanders Corner PBIS Team began a process to refresh the Sanders Corner Promise. This work is expected to be ongoing for the 2024-25 school year. In addition, this acronym is used to provide behavioral expectations for the classroom, cafeteria, hallway, bus, playground, and restrooms.

Social Emotional Learning (SEL): The social-emotional learning framework provides students with explicit SEL instruction, practice and reinforcement of skills through academic integration, and a supportive environment that cultivates relationships, belonging, safety and a student-centered approach. The framework is supported by the involvement of all community members, including staff, students, families and community partners.  

At Sanders Corner, we support and teach SEL through the Second Step curriculum during morning meetings each day. In addition, resources are sent home via the weekly newsletter This Week at Sanders Corner. A weekly theme/notice is read to the school at the beginning of each week during the morning announcements.