The district formed a school-community leadership group in the fall of 1993. This group researched trends in education and the things schools should be focusing on to help prepare students for the future. The group gave surveys, conducted focus groups, read current literature, viewed videos concerning the future of education and then made conclusions. They also reviewed student achievement data in the areas of ITBS, ITED’s, and other locally administered tests.

Each building created student profiles during the 1995-96 school year. They compiled data concerning climate, demographics and achievement of students. They also used surveys, interviews, walkabouts, and data in student records. This was all compiled into profile reports (see 1995-96 280.18 report).

In the spring of 2000 a District Improvement Team retreat was held involving parents, staff, board members and administrators. The District’s purpose statements and belief statements were revisited. At this meeting, a new organizational model was discussed and adopted. The model has three primary purposes:

  • Provide structure and consistency across the district
  • Represent the realistic complexity of a school system
  • Assist with communication (both internally and externally)

This model divides school improvement initiatives into five interconnected domains. They are: Curriculum; Instruction; Assessment; Technology and Organization / Learning Environment.

It was discussed at length that each of these domains were not ends in themselves but should collectively become a means to a greater end, which is student achievement. Action plans, in each or any one of these domains can and should have a profound, measurable impact on student achievement.

In addition to adopting this model, belief statements were developed in each of the domains at the Spring District Improvement retreat. The belief statements in the assessment domain were incorporated into the other four domains because it was the consensus of the team that assessment should be an ongoing process and an integral component of every school improvement initiative. As discussions continue, this model will be refined and revised to better reflect the practices and emerging needs of students, the staff and community.

Purpose Statement

The Maquoketa Community School District, in full partnership with the community, is committed to providing life-long learning opportunities which enable all learners to develop their potential. All students will learn to communicate, work both independently and with others, and manage change.

Building Mission Statements

Briggs Elementary

At Briggs Elementary school children come first! In a caring environment students will feel secure, find learning can be fun, and experience success.

Cardinal Elementary

Community, families, and staff work together at Cardinal Elementary as partners in education to develop the future.

Middle School

The mission of the Maquoketa Middle School is to provide opportunities during this transitional period that foster success, self-esteem, and personal integrity by building upon academic and social skills.

High School

Our mission is to equip students to be life-long learners and caring, productive citizens.

Belief Statements


  • Instructional strategies should fit the needs of the learners and challenge their growth emotionally, socially and academically.
  • Instructional strategies will model life-long learning.
  • Instructional strategies will support student development as independent learners and provide opportunities to interact effectively and productively with others.
  • Teachers will utilize a wide variety of instructional strategies throughout the curriculum to meet needs of diverse learners.
  • Instructional strategies used should encourage the development of skills, processes and knowledge.
  • Assessment is an integral part of good instruction. It should provide motivation, be ongoing and clearly linked to instructional strategies.
  • Quality assessments will inform students, parents and teachers and provide feedback that can be utilized to improve instruction.


  • The use of technology is an essential part of life-long learning.
  • Technology is an essential tool that can improve student learning and enhance creativity.
  • Students and staff will utilize technology in a responsible and ethical manner.
  • Technology is not limited to computers, but includes calculators, TV, VCR, telephones, digital cameras, scanners, etc.
  • Technology based learning will enhance opportunities for community involvement and expand or improve avenues of communication.
  • Ongoing support from the district and staff development in the area of technology is essential for continuous growth and improvement.
  • Technological skills, applications, processes and products will be assessed for growth.


  • Students will learn to solve problems and manage change by themselves and with others.
  • Knowledge, skills, processes and character development are spiraled EC-12.
  • Staff development will focus on pedagogy and best practices.
  • The curriculum is rigorous and relevant to the students and provides the opportunity for choice.
  • The curriculum requires students, parents, school employees, community members and the business community to participate actively in the connected learning process.
  • Assessment and feedback of student learning is interwoven throughout the teaching and learning experience. Skills, processes and products will be assessed.
  • Curriculum development is an ongoing process that requires communication.


  • The atmosphere will be free of fear, prejudice and discrimination of all kinds.
  • A safe, orderly and supportive learning environment will be provided for all students, staff and community members.
  • An appreciation of diversity, tolerance, and mutual respect are the basis of positive working relationships for both students and adults.
  • Planned opportunities for involvement of the entire community in the educational process will be provided continuously.
  • Students will feel safe and secure in the school environment due to having adequate physical facilities and continuous emotional support.
  • Students will be supported as they transition throughout the school system, developing confidence and independence commensurate with their age and maturity.
  • Scheduling and staffing decisions will be based upon providing maximum learning opportunities for students.