About Sandidge School

Ron Gonser, Principal

Welcome to Sandidge School which is located in Tinley Park. Currently, our building serves grades one through five in the Fulton/Sandidge attendance area.

Sandidge School opened in 1964 and was named after Helen B. Sandidge, who was a dedicated District 146 teacher for twenty eight years.

The State of Illinois Goals for Learning along with those adopted by our Board of Education provide the guidelines for our curriculum. Our Sandidge Core Leadership Team is the collaborative structure that facilitates the school improvement planning process.

Our students strive for excellence in their learning and student achievement. This is fostered through teaching excellence and supportive parents. Our Fulton/Sandidge P.T.A. provides many exciting activities and opportunities for our students.

Sincerely,

Ron Gonser,  Principal

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Sandidge School Mission Statement
Sandidge School provides a nurturing and safe environment that values individual differences, facilitates effective communication, and encourages personal growth and academic excellence in order for all students to become responsible citizens and life-long learners.

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Character Standards
The need for standards in the behavioral realm developed as a result of our District Mission Statement. Our character standards were adapted from The Basic School by Ernest Boyer, and they are integrated into our Sandidge School environment. Each month we highlight one of the standards. The character standards and some of the indicators are listed below.

Dear Parents and Students,
The need for standards in the behavioral realm developed as a result of our District Mission Statement. Our character standards were adapted from The Basic School by Ernest Boyer. Each month we highlight one of the standards. The character standards and some of the indicators are listed below.
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September

Respect:
Students are expected to treat others in a safe and respectful manner. Indicators for students to develop include the following:

• accept individual differences and interact appropriately
• show courtesy and politeness
• be cooperative with others

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October

Self-Discipline:
Students are expected to exercise control over their words and actions. Indicators for students to develop include the following:

• display positive decision making skills
• display self control in relationship with others
• establish goals and use effective organizational skills

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November and December

Giving:
Students will show appreciation for others and be of service to others. Indicators for students to develop include the following:

• give sincere and genuine compliments to others
• share with others
• volunteer time to help others without expecting a reward

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January

Responsibility:
Students will display excellence in interactions with others and school work. Students will be held accountable for their actions. Indicators for students to develop include the following:

• be dependable
• think before acting and consider the consequences
  follow through on commitments
• practice safety for self and others at all times

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February

Honesty:
Students will understand and display trustworthiness, integrity, and honesty. Indicators for students to develop include the following:

• demonstrate honesty
• follow through on commitments
• acknowledge and take ownership for their actions
• refrain from taking property from others

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March and April

Perseverance:
Students will keep trying to do his/her best in interacting with others and in schoolwork. Indicators for students to develop include the following:

• learn and grow from positive and negative experiences
• willingness to keep trying even when the situation may seem difficult
• pursue excellence

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May and June

Compassion:
Students will display caring and empathy for others. Indicators for students to develop include the following:

• welcome new students into the classroom and school community
• reach out in a positive way to others in need
• speak kind words to others and be kind in the way he/she treats others
• try to think how he/she might feel feel in a similar situation