We will increase student performance
through the school improvement process
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| School Contact Information:
Address 501 Maywood, Pekin, IL 61554
Phone 309/477-4711
FAX 309/347-7436
URL http://www.pekin.net/pekin108/dirksen/index.html
School Goal:
1.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.
Community/Grade Level Goal:
1.Each learning community and
grade level will implement activities for advancing student achievement
across the grade levels in language arts (reading and writing).
- We have developed weekly and
monthly schedules for grade level and school planning.
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School Goal (Specifically,
what will you accomplish?)
1. We will improve
student achievement in language arts (reading and writing)
on the district and state assessments through an aligned
school improvement effort.
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District Goal (The school
goal aligns with what district goals?)
Goal One (2001-2002):
We will increase student performance through the school
improvement process.
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| Data-Driven
Rationale: The district adopted a change in the language arts
curriculum and assessment. The staff realized the change in
curriculum, assessment system, and further realized a need
to develop a common criteria. Staff has also determined from
previous data that language arts (reading and writing) should
be the area of concentration. Staff has identified individual
targeted objectives that have been mastered and not mastered
by a comparison of previous results. |
| Leadership:
Dirksen Instructional Leadership Team, Quality Tools/SIP Team,
Technology Team, Budget Team, and Principal |
| Evaluation
Strategy: We will compare student data on the district/state
assessments with past performance to observe annual improvements
by reviewing grade level performance with previous grade level
performance. |
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Start
Date:
August, 2001
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Review
Date:
January, 2002
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Evaluation
Date:
May, 2002
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Action
Plan
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Action
(What are the critical elements
of the goal?)
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Indicators
of Success
(How will we
measure progress?)
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Enterprise
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Text
Reall.
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Bldg
Budget
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Other
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| Data collection
and analysis |
Targeted outcomes
with achievement in the subjects
of Reading/Writing |
Test data |
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X
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Staff development
training involving differentiated instruction, quality tools
(key
instruction strategies), and objective-based lesson planning |
Fulfillment of
school professional
development plans and the use of an enhanced lesson plan format
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On-site training,
workshops,
conferences, and
professional
literature |
X
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X
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Grade Level Goals: to implement
opportunities
for increasing student achievement across the
grade levels in language arts.
Prekindergarten
Standard—The student
will be able to tell a story using pictures to share beginning,
middle, and end.
Indicators—Be
able to hold the book correctly; be able to track from left
to right; be
able to describe pictures; be able to form letters and key
words, and be able to know the role of an author and illustrator
Strategies—Use
of experience stories and
whole class books; create/read individual books at school
and home; role-playing a story; retelling a story in own
words; sequence 3 pictures
Kindergarten
Standard—The student
will be able to tell a story orally sharing beginning, middle,
and end; also, expressing the main idea of the story both
orally and and in written form
Indicators—Be
able to hold the book correctly; be able to track from left
to right; be
able to point out key words; be able to write a sentence
showing main idea of the story; know the role of the an
author and illustrator; be able
to tell a story orally using props
Strategies—Experience
stories and whole class books; creating and reading individual
books at school and at home; role-playing a
story part—beginning, middle, or end; invented writings
in journals; storyboards to identify characters, main ideas,
beginning, middle, and
end of a story
First
Grade
Standard—The student
will be able to read
independently using the "essential strategies for
developing independent readers of the beginning, middle,
and end parts of a story.
Indicators—Be
able to hold the book correctly; be able to track from left
to right; be
able to look at picture clues; be able to recognize key
words; be able to reread for
information; be able to retell a story’s beginning,
middle, end; be able to write a story
using complete sentences and grade level spelling words
Strategies—Experience
stories and whole class books; creating/reading individual
books at school and home; role-playing a story;
individual journal and reflection; graphic organizers; peer
tutoring (BJHS); using
computers to support writing of stories; familiarity with
and use of a writing rubric
Second
Grade
Standard—The student
will be able to read independently using the "essential
strategies for developing independent readers" and
be able to
communicate in sentence/paragraph form story parts and main
idea.
Indicators—Be
able to tell where the story took place; be able to tell
about the main
characters in the story; be able to use sentence
mechanics to communicate effectively in writing; be able
to write a paragraph/essay with a beginning, middle, and
end and extensions; be
able to write in the correct mode
Strategies—Creating/writing
individual books at school and home; role-playing a story;
individual journal/reflection writing; small group
instruction and practice reading; graphic organizers; partner
reading; peer tutoring
(BJHS); familiarity with and use of a writing rubric
Third
Grade
Standard—The
student will be able to read independently using the "essential
strategies for developing independent readers" and
be able to
communicate in essay form beginning, middle and end through
the use of narrative,
persuasive, and expository writings
Indicators—Be
able to tell where the story took place; be able to tell
about the main
characters in the story; be able to tell the plot of the
story; be able to use sentence mechanics to
communicate effectively in written expression; be able to
write an essay with a beginning, middle, and end in narrative,
expository,
persuasive form
Strategies—Creating/reading
individual books at home and school; role-playing a story;
individual journal/reflection writing, graphic organizers;
small group instruction/reading, and
partner reading; peer tutoring (BJHS); weekly evaluated
essays using a writing rubric
(individually, partner, teacher-student)
Targeted
Outcomes:
Kindergarten
- Tell what I think is going
to happen in a story
and why with 90% mastery (85%)
- Decide if what was read
is a story or a poem
with 85% mastery (80%).
First Grade
- Tell the main idea in a
story with 80% mastery
(49%).
- I check that I understand
what I read with 85% mastery (81%).
- Write about a topic adding
details with 85%
mastery (84%).
Second Grade
- I can tell what a story
is about in order with
80% mastery (71%).
- I can edit my writing with
80% mastery (76%).
- I can figure out new words
when I read with
85% mastery (83%).
Third Grade
- I can figure out new words
when I read with
85% mastery (80%).
- Identify common themes
from different stories
with 90% mastery (85%)
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Lesson
plans, meeting summaries, student samples |
Substitute
staff, volunteers |
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X
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| Guided reading:
match children and books |
Reading recovery
profiles
(running records/records of oral reading); classroom charts;
comprehension checks |
Reading recovery
teachers |
X
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| Guided writing:
writing for different purposes |
Work sample completion |
Portfolios |
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X
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| Support materials
purchase/implementation |
Learning center
inventory lists;
learning community purchase orders; technology support
equipment/supplies |
Learning center
teacher and
assistant |
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X
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Parent involvement:
communications and
collaborations with families supporting reading and writing
activities at home |
Parent coordinator
review; PACT activities summaries;
feedback about teacher
newsletters; feedback about
school newsletters; number of hits to classroom and school
websites |
Community-family
educators |
X
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Feedback of Results
from 00-01 to consider for 01-02
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Evidence/Knowledge
of Results
(What did we learn?)
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Recommendations
(What do we need to do now?)
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| Posters of standards/objectives
were posted in each classroom and in the main foyer and
serve as on-going reference. |
Regularly communicate posters
to parents through classroom newsletters/website and at
Curriculum Night and Parent Conferences. |
| 3—district
grade level focus meetings (after school 3:30-5 PM) were
held to enhance alignment communications. |
- Recommend focus meetings
be changed to School Improvement Days or Institute Days
to improve quality of discussion due to earlier time
frame in day.
- At focus meetings, continue
to review language of "I Can Do It" sheets
so that they are perceived as user friendly.
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| 8—building
grade level and multi-grade level focus meetings were held
to enhance alignment and communications. |
Improve structure
of lesson plans to address SAI development and documentation |
| Grade
level vocabulary/spelling word lists were developed and
implemented. |
Make
copies of student work samples to support/clarify a standard. |
| "I
Can Do It" self-assessment sheets were implemented
at each grade level to promote student responsibility for
learning in language arts and mathematics. |
- Involve the students
sooner to fill out their own sheets.
- Develop more consistency
with blue tub usage to support information on "I
Can Do It" sheets.
- Determine what needs
to be collected; school-wide articulation of writing
expectations/products for each grade level
- Utilize substitute teachers
if necessary to allow for individual assessments and
completion of "I Can Do It" sheets
- Inform parents early
(Curriculum Night) the purpose of "I Can Do It"
sheets.
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8—Team
Planning Sessions were scheduled to include support resource
people—Connections teacher, Reading Recovery Teacher,
Speech Teacher, Learning Center Teacher, Special Education
Resource Teacher, Language Assistant—to enhance alignment
and
consistency of skill development and problem-solving experiences. |
- Write objective/standard
at the top of student product or attach a label of the
standard/objective and/or
- Incorporate objective/standard
into lesson plan
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| Development
and implementation of a writing rubric was finalized for
each grade level to understand writing expectations for
each grade level. |
Collect
writing samples—beginning, middle, and end of year |
| 4—school
improvement release ½ days were utilized to evaluate
standards, assessments, and instruction process components. |
- Emphasize more collaboration
with Learning Center staff, Title I, Physical Education,
and Music staff to improve instructional activities
(e.g. counting by 2’s, find the sphere in Music
and PE, etc.)
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| Coordinated
language arts activities/themes to accompany writing standards
were developed by the grade levels and/or within the learning
communities. |
- Share successes of activities
and themes at planning sessions
- Secure additional teaching
aids, software, etc. as appropriate
- Expand themes into all-school
theme development
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| Beginning
assessments helped children to get going at the start of
the year and also gave teachers important start-of-the year
information; end of the year assessments provided individual
student information and instructional information for the
next school year. |
- Contintue to share ISAT
and ITBS assessments with all grade levels so that all
can see expectations; third grade teachers coordinate
with other grade levels their expectations for preparing
students for state assessments
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| Professional
development occurred as identified to support the SAI process,
language arts instruction, and use of technology in the
classroom. |
Individual
workshops or staff development on targeted objectives (e.g.
instruction on narrative, persuasive, expository writing
development for primary school students; scoring writing
assessments with consistency) |
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| Vision
[ help
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| School
is a place where students learn and apply skills, knowledge and
practices essential in a diverse and changing society.
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.
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| Values
[ help
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We
will teach the district curriculum and use the evidence of our results
to continuously improve.
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| 2000-2001
Action Plan [ help
] [ top ] |
VALUES, MISSION, VISION, GOALS
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.
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| Results
[ help
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School ISAT Performance Comparisons - 1999-2001
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| 5
Year Action Plan [ help
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Essential Skills Strategy
To
ensure accountability for continuous student progress in district,
state and national standards in language arts, mathematics, social
studies, biological and physical sciences, fine arts, and physical
development and health, we will...
- 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
- 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"
- 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
- 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.
- Engage
in a district-wide SIP process that ensures program improvement
at the school and district level.
- Determine
whether to add foreign language as an essential skill and if
so, develop a plan to implement a foreign language program
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