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1、145Sharon City SD District Level Plan07/01/2015 - 06/30/2018District ProfileDemographics215 Forker BlvdSharon, PA 16146(724)983-4000Superintendent: Michael CallaDirector of Special Education: Gary McElfreshPlanning ProcessPreparation for PlanningThe Sharon City School District, through a process aut
2、horized by the Board of School Directors, has developed its Comprehensive Plan for the2015-2018 cycle. This plan provides for a continuation of the initiatives begun in previous plans and a transition into areas for future development. The previous plan emphasized meeting the needs of all students,
3、building on our strengths as a system, and improving communication between and among all district stake-holders. Those themes were also evident in the development of this revised comprehensive plan.The districthad been in a state oftransition during the 2013-14 school year with both the Superintende
4、nt and High School Principal submitting their resignations. The Board of Education named both an Acting Superintendent and Acting High School Principal while chosing not to replace those who were named therefore reducing the Administrative team by two full time members. Because of this situation the
5、 District requested and was granted an extension for filing the Phase III Comprehensive Plan. The planning process began during the fall of 2014, with a district team of33 memberswho were acceptedby the Board of School Directors. The team included students, parents, community members, staff, faculty
6、, administrators, and school directors. The student, parent, and community members were selected to assure balanced representation among groups and diversity of background, experience, and interest. As required by state regulations, the faculty members were elected by the faculty; administrators wer
7、e elected by administrators; and school directors were chosen by school directors.Activities and Schedule of the Leadership TeamThe members of the leadership team were introduced to the task and process for developing the strategic plan at a meeting held on October 1, 2014. Thefall work sessions wer
8、e held during twice monthly meetings held in October, November, and December 2014. In November, 2014 consensus was reached to maintain the districts strong set of mission, belief (shared values), and vision statements. The process included review of the current mission statement, beliefs (shared val
9、ues), vision and discussionregarding possible revision. The team completed an internal needs analysis of district strengths and weaknesses based on theComprehensive Planningdata book. This resource provided information on both student performance indicators (e.g. test scores, post-high school plans,
10、 school profiles, special needs and Title 1 enrollments, referrals and suspensions, and dropout data) and district performance indicators (e.g. enrollment history and projections, class size, facilities studies, budget summaries, and staffing distribution). In addition, the team was briefed on the a
11、ccomplishments of the prior strategic plan.The team also conducted an external needs analysis focused on social, demographic, political, economic, technological, and educational trends, identifying those factors that may have an impact on the district .A third source of information came through a re
12、view of information collected from students, parents, community members, faculty/staff, administration and members of the Board of Education related to perceptions of the district. The compiled results of the responses collected were shared with the leadership team during theDecember planning sessio
13、ns. As a result of these internal and external assessments, critical issues were identified. Working from the critical issues, the planning team formulated six district goals around which strategies and activities were subsequently developed. The discussions of the strategic planning team were focus
14、ed, involved, and energetic, with diverse points of view offered and considered. Through a systematic, and sometimes challenging, group decision-making process, the participants remained committed to achieving consensus throughout their deliberations.Action Plan DevelopmentThe second phase of the st
15、rategic planning process, the formation of action planning teams to address the goals, occurred in December 2014. The Comprehensive Planning team met to develop draft plans organized around thesix (6)goals. The team gathered and reviewed pertinent information, brainstormed opportunities, assessed pr
16、oblems, and finally, generated action plans. The members of the action planning teams contributed many hours during these three months of concentrated work. The results of their work can be viewed in the Goals section of this plan. The enthusiasm for and commitment to their tasks were apparent in ea
17、ch report.Additional Information on the Comprehensive Strategic PlanAdditional district subcommittees collected data and provided to areas of the plan throughout the process. In 2014 the Special Education Plan was presented to the Board of School Directors in conjunction with state and federal time
18、frames. The Induction Plan, Professional Education Plan (Act 48 Plan), and the Technology Plan are scheduled for presentation to the Board of School Directors at their January 2015 meeting in and will be submitted to the Department of Education following a 20 day public review process and formal Boa
19、rd approval according to the required timelines.Adoption of the2015-18 Strategic PlanThe comprehensive plan is scheduled for action during the regular meeting of the Board of School Directors in February 2015 following the period of public review.Annual updates will be scheduled to report on the pro
20、gress in implementing the plans and to revise and update the plans as indicated.Mission StatementIt is the mission of the Sharon City School District, in partnership with families and the community, to provide educational opportunities through a balanced, rigorous and relevant curriculum, delivered
21、by a highly qualified professional staff to prepare our students to make a positive contribution to society.Vision StatementThe Sharon City School District is dedicated to a vision that ensures that all students experience the highest quality educational program. The cornerstones of our program incl
22、ude value for learning, quality performance among students and staff, sound educational practices and transition for students to a productive and responsible participation in society.It is our vision that our graduates will be. Proficient in all areas of the Commonwealth standards. Productive, respo
23、nsible and self-reliant adults. Enthusiastic toward learning and the lifelong pursuit of knowledge with an appreciation for the arts, sciences and humanities. Respectful and responsible to family, community, country and personal integrity.Shared ValuesThe Sharon City School District believes: the di
24、strict, the students, the parents and the community share the responsibility for the education of all students. learning is a lifelong process. everyone has the right to succeed and that successful experiences lead to heightened self-worth and accomplishment. every student is entitled to a quality e
25、ducation to reach his or her highest potential. in creating an atmosphere conducive to learning.The Sharon City School District believes in this shared set of values: Civic responsibility and Citizenship Honesty Loyalty Respect for self, others and their property Responsibility Courtesy Justice Patr
26、iotism Personal WellnessEducational CommunityGeneral InformationThe Sharon City School District (SCSD) is located in the southwestern corner of Mercer County, Pennsylvania. The district is the largest of the five (5) school districts which service the greater Shenango Valley area. Consisting of four
27、 (4) square miles, the City of Sharon is characterized as an urban center within a rural county. The City maintains a population ofapproximately 13,000residents who represent many and varied ethnicities and socio-economic backgrounds. The SCSD is home to astudent population of 2063 in grades K-12 wi
28、th an additional 120 studentsserviced within the existing Pre-K Counts and Head Start classrooms.School OrganizationThe organizational structure of the school district is elementary (K-6); middle school (7-8); and high school (9-12). Middle school and high school students (7-12)are housedwithinthe s
29、ame building. In addition, students in grades six (6) through twelve (12) who are not experiencing success within the regular education program may be assigned to an on-campus alternative education program until they are once again ready to function successfully in the regular school program.Element
30、ary ProgramsWithin the elementary structure, students are assigned to full-day kindergarten and grades one (1) through six (6). The districts three elementary schools pride themselves on: Emphasizing respect for self and others Celebrating diversity Providing a nurturing environment with active pare
31、nt involvement Holding children to high academic and behavioral standards Providing an elementary academic support program (eSAP) Promoting excellence for all childrenEach of the districts elementary buildings have been recognized for academic achievement including West Hill Elementary Schools desig
32、nation as a No Child Left Behind Blue Ribbon school in 2006, C. M. Musser Elementary Schools designation as a Governors School for Academic Excellence in 2004 and Case Avenue Elementary Schools designation as a No Child Left Behind Blue Ribbon school in 2012.Middle Level/ High SchoolInstruction in g
33、rades seven (7) through twelve (12) is delivered at a joint Middle/High School predominately by interdisciplinary teams of teachers to heterogeneous groups of learners. To ease the transition into the middle school, the sixth grade provides a bridge from the elementary self-contained classrooms into
34、 the seventh grade interdisciplinary teams.At the middle school level, in addition to the core curriculum, students engage in: Exploratory courses in family and consumer sciences and technology education World languages (Spanish, and French) Technology competencies which integrated throughout the cu
35、rriculum English as a Second Language program (offered at all levels)The secondary curriculum provides courses in the academic, vocational, and business areas. The English, social studies, math and science departments provide courses of differing degrees of difficulty. Students are encouraged to pla
36、n their high school programs to best fit their individual interests, abilities, and goals.World Languages instruction is offered in French andSpanish. Offerings in the fine arts include choir, orchestra and instrumental music. A full complement of elective courses rounds out the curriculum. Numerous
37、 computer labs are available throughout the building and technology is integrated into many courses.Students participate in a large number of faculty-supervised extracurricular activities, such as student government, special interest and service clubs, dramatic performances, literary publications, a
38、nd interscholastic/intramural athletics.In addition, students in grade twelve (12) who meet academic requirements may choose to enroll in the Dual Enrollment program, an educational option which currently serves about 25 students. The Dual Enrollment program allows students to earn college credits t
39、hrough Penn State Universitys Shenango Campus, Clarion University of Pennsylvania, Butler County Community College and Westminster College.District-wide ProgramsComputer technology is integrated system-wide to enhance teaching, learning, and operations at all levels. Furthermore, to support student
40、learning of essential technology skills, technology courses have been integrated into the curriculum.The Special Education Department provides programs and services in accordance with the Individuals with Disabilities Education Act (IDEA 2004) and PA Chapter 14 Special Education Programs for student
41、s with disabilities. The district provides a variety of opportunities for screening and evaluation of students thought to have disabilities. In kindergarten all students receive screenings on readiness as well as standardized indicators of early literacy. All elementary schools in the district have
42、an identified and trained Elementary Student Assistance Teams (eSAP) The Instructional Support Team works with school staff to provide screening for students in various areas (cognitive, emotional, social, motor, vision, and hearing).At the middle and high school levels, these teams are in the form
43、of Student Assistance Teams. In addition, the district conducts screenings to identify students who may need special education through universal screens, health screens, group intelligence tests, and achievement tests.The districts Academic Support program (QUEST/ENCORE) provides differentiated lear
44、ning experiences for students identified as academically gifted in gradesKindergarten through twelve (12). The QUEST/ENCORE programs follow the guidelines found in PA Chapter 16. Services are offered as general exploratory activities to all students, as group training activities to sharpen students
45、problem solving and research skills, and as individual and small group investigations to address similar areas of interest, knowledge, and creative ideas.The English as a Second Language Program provides services to students whose first language is not English and those who are not yet proficient in
46、 English. All students upon registering with the school district are screened using the Home Language Survey. If the results of this survey indicate a large language influence other than English, an English as a Second Language teacher reviews the student records and information to determine if supp
47、ort for learning English is needed and, if so, what level of support is appropriate.The district supportsactive community education programmingin conjunction with the local Intermediate Unit.GED classes and testing are offered on-site at the districtHigh School. Additional courses are available onli
48、nethroughMidwestern Intermediate Unit4.Courses offered range from basic computer skill instruction to workforce education programs. Services to youth are provided through the districts intramural and interscholastic athletic programs, the community youth football and soccer programs and the local recreational club (F. H. Buhl Club). The Sharon Family Center offers programming and support to children and their families in the birth to age five (5) range.Overview of Curriculum and InstructionThe planned courses of instruction and assessment programs at the elementary