School Information

Mission Statement
At Sanders School, we are passionate about equipping our students with skills needed to develop self-awareness, self- regulation, and self-advocacy for self-realization. Our work enlightens others that our students are more than just their behavior. We understand that behavior communicates need for support. It is our job to cultivate our students’ strengths and skills to assist them in fulfillment of their goals.

Beliefs — We believe our students will develop, within a positive school setting focused on a proactive and collaborative approach involving the student, family, and student champions:

the ability to recognize the required social problem-solving strategies/actions to effectively meet their needs (Self-Awareness)
the ability to identify their emotional state and employ successful strategies to self-regulate (Self-Regulation)
skills in proactively communicating their social, emotional, and academic strengths and deficits to address their needs (Self-Advocacy)
an understanding of self and socially appropriate ways of being that utilize self-awareness, self-regulation, and self-advocacy to maximize their potential (Self-Realization)

Grades Served — Sanders School is the special day program serving students in kindergarten through age 22 through West Central Joint Services, a five-school district cooperative. Students are placed in the program through case conference committee decisions according to guidelines in Article 7. Students who attend Sanders School need a smaller, more structured environment to meet behavior and emotional needs. Sanders serves students from five school districts: the Metropolitan School District of Wayne Township, the Danville Community School Corporation, the Monroe-Gregg School District, Mooresville Schools, and Speedway Schools.

Facility — The school, originally built in 1958, was remodeled and reopened in August 1995. Sanders School is a K-12+ learning facility that utilizes a gym, art/music room, computer/technology lab, dedicated sensory rooms and independent living labs.

School Hours —
Student Hours: 8:40 a.m. – 3:30 p.m.
Office Hours: 7:30 a.m. – 4:30 p.m.

Enrollment — As of 2022-23, 59 students

Staff — The staff includes one principal, one assistant principal, 15 classroom teachers, a myriad of paraprofessionals based on student need, a social worker, four behavior specialists, one building substitute, a school resource officer, one nurse, one technology teacher, a physical education teacher, and one art/music teacher. A speech therapist, occupational therapist, and physical therapist are available, along with teachers of students with orthopedic impairment, traumatic brain injuries, low vision/blindness, or who are deaf or hard of hearing. An ESL teacher is also available. Some of the students also have additional 1-1 support staff funded by their home school district and/or the Indiana Department of Education to assist in meeting their individual goals.

Programs — The instructional program is designed to assess student academic and environmental needs, to teach students to manage their own behavior independently, and to take ownership of their choices through becoming self-aware, learning to self-regulate, and practicing self-advocacy to realize the goals they have for themselves. The curriculum is based upon the essential skills needed for achievement in academics, daily living, and employable job skills. It is the goal that students learn the skills necessary to move to a less restrictive setting; however, students can graduate or exit Sanders School by earning requirements for a certificate of completion or a high school diploma (issued from their home school corporation).

Behavior Management — The behavior management component of Sanders School is a significant strength. The entire staff participates in Pro-Act training to support students with behavioral challenges. This philosophy behind this training can be found at http://www.proacttraining.com. Sanders has a three-tiered positive behavior support plan based on universal interventions, targeted individual or group interventions, and intensive individual interventions. Students progress through these tiers as they exercise the skills in self-awareness, self-regulation, and self-advocacy as evident through extensive data analysis and individual student study.

Student Activities — In addition to their academic curriculum, students are enrolled in affective education programs with their classroom and in small group setting. These programs include anger management, feelings, problem solving initiatives, personal development, and challenge education. Students and their families also have the opportunity to participate in extracurricular activities including staff-student boundary ball, staff-student basketball, open house, and a graduation celebration for those graduating or exiting Sanders to conclude formal public school. Students participate in student council activities including raising funds for Kids Caring and Sharing for Riley Hospital and Relay for Life. Students and families also have opportunities to participate in track and field day, quarterly awards programs, talent shows, quarterly perfect attendance breakfasts, field trips, and service learning in the community. Students in life skills classes also take part in community based instruction.

Parent/Student Handbook
View 2022-23 Handbook

Dress Code Guidelines
View Guidelines

Directions to Sanders
View Directions

MSD of Wayne Township K-8 Grading Scale

Grade Level Standards	Scoring Guide	Percent Based	Letter Grade	Description of Achievement Level on the Applicable Standards
Exemplary	4	100	A+	The student demonstrates mastery at or above the 90% level on the appropriate state standards.
		93-99	A
		90-92	A-
Proficient	3	87-89	B+	The student demonstrates mastery at or above the 80% level on the appropriate state standards.
		83-86	B
		80-82	B-
Progressing	2	77-79	C+	The student demonstrates mastery at or above the 70% level on the appropriate state standards.
		73-76	C
		70-72	C-
Not Yet Meeting Standard	1	Below 70	F*	The grade of F indicates that the student did not demonstrate achievement at or above the 70% level on the appropriate state standards.

*Note: The grade of F will not be given for midterm reports. If a student’s performance indicates that the student does not yet demonstrate mastery at the 70% level on the appropriate state standards, a grade of I will be given. The grade of I means that specific “intervention” is planned to assist the student in meeting the standards by the end of the grading period. When the grade of I is given, the teacher will list the intervention(s) to be used on the midterm report.

MSD of Wayne Township High School Grading Scale

Grade Level Standards	Scoring Guide	Value on a 4-Point Scale	Percent Based	Letter Grade	Description of Achievement Level on the Applicable Standards
Exemplary	4	4.00	93-100	A	The student demonstrates mastery at or above the 90% level on the appropriate state standards as evidenced on the district or school common assessments.
Exemplary	4	3.67	90-92	A-
Proficient	3	3.33	87-89	B+	The student demonstrates mastery at or above the 80% level on the appropriate state standards as evidenced on the district or school common assessments.
		3.00	83-86	B
		2.67	80-82	B-
Progressing	2	2.33	77-79	C+	The student demonstrates mastery at or above the 70% level on the appropriate state standards as evidenced on the district or school common assessments.
		2.00	73-76	C
		1.67	70-72	C-
Danger of Failing	1	1.67	65-69	D	The student demonstrates mastery at or above the 65% level on the appropriate state standards as evidenced on the district or school common assessments.
Failing	0	0	0-64	F	The student does not exhibit mastery at or above the 65% level on the appropriate state standards as evidenced on the district or school common assessments. Students who fall below 65% at the end of a semester will receive an F.