Students, teachers, parents and the community share a responsibility for individual student achievement of standards for excellence aligned across schools and grades.  Students and adults continually evaluate progress to guide the next steps for learning by using a variety of assessment strategies.  Learning activities are based on strategies proven by research and experience to promote each individual's bet performance.

We will teach the district curriculum and use the evidence of our results to continuously improve.

Values
Teaching/Learning: We will provide the conditions for each child, we come in contact with, to learn.

Safe Environment: We will provide a safe and nurturing climate that is conducive to learning throughout the school.

Curriculum/Assessment: We will teach to the agreed upon state standards and district objectives and provide evidence of each student’s achievement.

Teamwork: We will treat all members of the school community with respect.

Communication/Collaboration: We will communicate and collaborate with the members of the school community.

Mission
Dirksen Primary School’s mission is to provide a nurturing and collaborative learning environment that enables all learners to be successful.

Vision
Dirksen Primary School’s vision is a school devoted to children. Staff works together to provide learning opportunities for children. Parents and teachers collaborate to promote, honor, and celebrate the success of each child. The future starts here!

Goals
SCHOOL GOAL AREA—Student Achievement: We will improve student achievement in language arts (reading and writing) on district and state assessments.

We have determined our standard for performance to be 80% as a short term outcome.
We have determined our standard for performance to be 90% as a long term outcome.
Strategies:

We encourage children’s participation in the breakfast program.
We have identified a team to participate in developmentally appropriate/best practice activities and quality tools for instruction
We are participating in cycles of assessment.
We use peer tutoring (BJHS and PCHS) as appropriate.
We provide positive reinforcement through the "I Care" program.
We have identifed/used support services within the school and outside the school to assist all learners.

COMMUNITY /GRADE LEVEL GOAL AREA—Student Achievement: Each learning community and grade level will implement activities for advancing student achievement across the grade levels in language arts (reading and writing). Special focus will be at the third grade level.

Strategies:

We have developed a schedule of weekly and monthly meetings for grade level and school planning.
We have developed a process for planning together—facilitator, timekeeper, and summary writer.
We have implemented PDSA to gather information and support planning.

Align student improvement plans
Align district, school, classroom and student improvement plans and report results on the district and school web sites.

Literacy Study
Conduct a literacy study to improve the teaching and learning of language arts and mathematics standards.

Foreign language
Investigate the possibility of a foreign language program.

School ISAT Performance Comparisons - 1999-2001

1. Develop a continuum of learner standards that:
• ensures mastery of essential skills
• meets or exceeds national and state standards
• provides exit level standards for grades 3, 6, and 8
2. Implement a continuum of learner standards by:
• involving staff, parents and students
• encouraging and supporting best practices for instruction of each subject area
• setting and achieving school goals to improve student achievement.
• achieving at each school a state accreditation rating of "exceeds"
3. Assess and evaluate a continuum of learner standards by:
• developing a strategy for using multiple forms of assessment
• applying assessment results to instruction and School Improvement Process
4. Communicate student progress to students, parents, teachers, the community and state agencies by:
• designing and implementing a system of multiple methods for reporting student progress.
5. Engage in a district-wide SIP process that ensures program improvement at the school and district level.
6. Determine whether to add foreign language as an essential skill and if so, develop a plan to implement a foreign language program