The
School Charter Plan:
4. SCHOOL DESIGN
4.1 School Mission
4.2. Goals and Objectives
4.3. Educational Program
4.4. SVRCS/Pennsylvania State University
Partnership
4.5. Extracurricular Activities
4.6. School Accountability
4.7. Student Evaluation
4.8. School Community
4.9. Conflict Resolution
Reference: Education Program
Outline and Curricula for the SVRCS (Attachment B ) SVRCS Policy Manual
(Partial) (Attachment C) SVRCS Development and Support (Attachment D)
4.1. School Mission
The mission of the Sugar Valley Rural Charter School
is to provide a rural, community-oriented lifelong learning center which
both reflects and helps to shape the best of Sugar Valley's social,
cultural and educational heritage as embodied in its citizens' knowledge,
values and skills. Striving for a continued zero dropout rate; high
academic achievements; and 100% post-secondary continuing education,
Sugar Valley Rural Charter School extends the conventional K-12 classroom
teaching/learning boundaries to include varied educational endeavors,
employing multiple mediums, settings and locations to model and promote
the practice of lifelong learning.
To accomplish this mission, Sugar Valley Rural Charter
School will have:
1. A school atmosphere that encourages school attendance
and academic achievement, recognizes the importance of hard work and
personal responsibility and holds out high expectations for every student
and teacher - while fostering fairness, a respect for others and for
the rights and responsibilities of citizenship in a democratic society;
2. Rigorous curricula, with well-defined outcomes in line with state,
national and international standards that focus on cumulative acquisition
of knowledge and skills in academic and vocational areas;
3. Instruction that provides children the support and challenges they
need to master grade-appropriate skills, ideas and facts in every subject
area;
4. Integrated formal and informal assessments to confirm student progress,
promptly identify situations that require intervention or greater challenge
and to guarantee accountability of the school; and
5. Timely and complete communication with parents about their children's
progress.
4.2. Goals and Objectives
The overall goal of SVRCS will be to establish a community
of learners: teachers, students, parents and community who will support
and celebrate each other's giftedness, creativity and strengths on a
daily basis.
4.2.1. Goals
Academic goals of the Sugar Valley Rural Charter School
are to:
· Ensure that all students and parents realize
the value of education and the importance of completing formal education;
· Practice standards for excellence which will produce students
who are able to demonstrate knowledge, skills and proficiency in academic
and non-academic goals;
· Enable students to meet challenges of a rapidly
changing society grounded in an awareness of their own societal and
cultural roots;
· Maximize the greatest potential of each student
in regard to personal and academic achievement;
· Provide integrative, flexible delivery of services
which meets the needs of the population served;
· Provide students with course offerings needed
to become well-educated, responsible members of their community;
· Provide relevant assessment that supplies information
for adaptation and modifications through holistic evaluation; and
· Include the 9 goals of quality education as
delineated by the state of Pennsylvania which address attainment of
53 learning outcomes.
Non-academic goals of the Sugar Valley Rural Charter
School are to:
· Acknowledge the perspectives and opinions of
others; celebrate the uniqueness and diversity inherent in each individual,
family and culture; and an awareness of one's own heritage and roots;
Instill the qualities of integrity; civility; friendship; empathy; kindness;
supportiveness; and personal, social and civic responsibility;
· Instill the merits of collaboration, cooperation,
conflict resolution and consensus decision-making as evidenced by the
union of home, school and community; and
· Uphold the highest expectations and standards
for staff; interns; volunteers and students; and value and provide the
models for truth; justice; freedom; and personal, social and civic responsibility
through service.
4.2.2. Objectives
Specific objectives of the educational program at the
Sugar Valley Rural Charter School include:
· Students will develop clear and effective written
and oral communication skills using standard English;
· Students will acquire a strong foundation in mathematical reasoning,
skills and applications;
· Students will learn about the political, economic, cultural,
geographic and technological forces which have shaped the history of
the world and of the United States;
· Students will acquire knowledge and skills in the sciences
and will be able to conduct inquiries using the scientific method;
· Students will develop an informed appreciation of the arts
and participate in creative endeavors;
· Students will be able to speak, read and write in a language
other than English;
· Students will learn the essentials necessary for a healthy,
safe and physically fit life;
· Students will recognize the importance of hard work, personal
responsibility and respect for others;
· Students from all demographic groups will perform at comparably
high achievement levels;
· Students all have special needs, possess unique talents and
abilities and diligent efforts will be made to accommodate all students;
and
· Students will be given opportunities to participate in extra
curricular activities and community programs.
4.3. Educational Program
The educational program of the SVRCS will prepare students
for academic success in their further education; will empower students
to have a broad spectrum of options available for their future endeavors;
and will enable and encourage them to become responsible and productive
citizens.
Sugar Valley Rural Charter School will provide students
an early and thorough grounding in reading, writing, mathematics, history,
science, foreign language and the arts, so as not to foreclose their
future choice of academic specialty or professional career. The school
will focus on core knowledge and essential skills so that children may
achieve the mastery on which further learning will build. The SVRCS
education program also includes comprehensive health and physical education.
The core SVRCS outcomes meet the Commonwealth of Pennsylvania Chapter
5 Content Standards and are defined, in part, by referring to existing
national and international standards.
In order to prepare students for the future, SVRCS will
foster a range of attitudes and behaviors such as hard work, personal
responsibility, constructive engagement in activities, self-discipline
to tackle various assignments, a sense of fairness and respect for others.
In the course of their studies, students in SVRCS will
be expected to develop and hone the skills necessary to formulate questions
and define issues. They will find relevant information using appropriate
tools and evaluate it through critical thinking and quantitative analysis.
They will solve problems and make decisions based on available information
and organize and present their work both orally and in written or graphic
form.
Sugar Valley Rural Charter School will strive to lead
every student to these accomplishments, which are essential to future
success in school and at work, to the responsibilities of citizenship
and family and to the satisfaction of a cultivated mind.
Interest in rigorous education crosses all demographic
boundaries. Sugar Valley Rural Charter School will seek a diverse student
body and offer those students both excellence and equity in education.
The school's strong academic program will reduce achievement gaps by
eliminating an important cause - the insufficient mastery of basic knowledge
and skills required for further academic achievement.
Sugar Valley Rural Charter School will use a variety
of teaching methods to ensure mastery of appropriate skills, ideas and
knowledge for all students, regardless of race, gender, or family's
socioeconomic and educational background. Since knowledge and skills
are acquired cumulatively and systematically, it will be essential to
detect any learning difficulties early and to intervene before proceeding
to the next level. Regular assessments integrated with the curriculum
will help to evaluate how well students are learning and to identify
those areas that need more support or greater challenge.
Sugar Valley Rural Charter School, aided by active participation
of parents, will be responsible to satisfy the educational needs of
its students. Beyond its core program, SVRCS will be dedicated to challenging
and stimulating every child. A modified program will be provided for
those children with diagnosed disabilities which require adjusted teaching
strategies or definitions of success, all within the general framework
of SVRCS's education goals.
SVRCS has adopted a curriculum model which integrates
traditional subject matter and skills with activities appropriate to
each child's stage of development and learning modalities. While maintaining
the highest academic standards, rigor and expectations, SVRCS embraces
an integrated process that places learning, ideas and experimentation
in a real life context that requires interdisciplinary thinking and
application. The home, school, community and the global community become
the frame for these endeavors. SVRCS promotes the reciprocal bonds that
tie home, school and community to breach the confines of theoretic learning
and expands learning into tangible, hands-on applications that accentuate
the rich diversity of local resources.
The lens of the educational program of SVRCS is trained
on instilling a sense of belonging which empowers all participants to
be valued as stakeholders in education excellence. It is the contention
of SVRCS that, based on Maslow's theories, learning takes place best
when basic needs to "belong" are met. The community of caring
and nurturing partnerships cultivated between home, school and community
fulfills this need. Students are not veiled in anonymity, but are known
and valued assets within the social context.
SVRCS does not underplay belonging - having a social
context - as a powerful requisite for the development of self-esteem
and self-confidence. The essential importance of belonging is a precursor
to the development of self-esteem and the motivation to pursue education.
It is not uncommon for educators to work from the premise that achievement
and mastery, rather than belonging, are the primary if not the sole
precursors for self-esteem. This inversion of Maslow's hierarchy has
dissected needs so that belonging has been transformed from an unconditional
need and right of all people into something that is earned. Maslow's
hierarchy of needs serves as a potent reminder of how essential it is
for people to live and work within the context of community.
Maslow's hierarchy also illustrates that self-actualization
implies that every person has abilities that warrant specific development
within themselves. In espousing this premise, SVRCS seeks to provide
the ability for students to work and concentrate in areas in which they
naturally excel. Educational elements are grouped under Intellectual,
Social, Personal and Creative components which allow equity in education
choices, personal development and appeal to diverse learning needs and
modalities. Each component is divided into four cycles with benchmarks
which enable students to strive for concrete goals and experience success
while achieving high standards in a manner commensurate with individual
abilities.
The hallmark of SVRCS is a significant focus on knowledge
and skills in conjunction with exploration and experiential learning
spun from the richness of community resources. This serves to increase
opportunities to maximize the individual potential of every student
in all social and cultural settings. In every field of human endeavor,
achievement involves experience and, from experience, evolves problem
solving skills, inquiry and discovery. To write well, it is necessary
to write frequently, for varying purposes, while utilizing the tools
and devices of exemplary authors. This is true in all fields of study
- exposure and experiences to apply knowledge and skills internalize
learning and ensure mastery.
Service is an integral part of the learning experience
and community-building of SVRCS. Students are encouraged to participate
in school improvement projects and may propose projects of their own.
The school will cultivate a number of meaningful community service relationships
so that students may experience the satisfaction of contributing beyond
the school setting.
SVRCS extends this foundation into school to work programs
to enable students to explore and gain experience from almost thirty
community businesses, providing a working resource laboratory and learning
environment that reiterates the extent of community involvement and
commitment and substantiates a sense of belonging for students in a
larger context.
Because belonging is an inherent right of being human,
belonging and acceptance is not viewed as conditional upon achievement
in limited spheres. A casualty of limiting these spheres, and inversion
of Maslow's hierarchy, is the exclusion of diversity. To redress this
casualty, often manifested in high drop-out rates, SVRCS seeks to personalize
interest and cultivate abilities of young people and provide experiences
and appropriate expressions of diversity which value all individuals
and their right to belong.
4.3.1. Teaching Methods and Pedagogy
At the theoretical level, it is acknowledged that all
individuals cannot be profitably arrayed on a single intellectual dimension.
At the practical level, it is acknowledged that any uniform educational
approach is likely to serve only a minority of children. In its efforts
to "personalize education", SVRCS endorses an ensemble of
propositions: we are not all the same; we do not all have the same kinds
of minds; education works most effectively for most individuals if these
differences in mentation and strengths are taken into account rather
than denied or ignored. Teaching strategies and pedagogy center on creating
a learning environment with the following characteristics: differences
among youngsters are taken seriously; knowledge about differences is
shared with children and parents; children gradually assume responsibility
for their own learning; and materials that are presented in ways that
afford each child the maximum opportunity to master those materials
and to show others (and themselves) what they have learned and understood.
SVRCS articulates three basic premises which undergird
teaching philosophy and practice.
Premise: Young people are powerful learners.
Positive affirmation will enhance students' abilities
to develop their own learning style at their own pace, while concurrently
supporting and encouraging independent, creative and thoughtful learning
Practice: Young people will be viewed and affirmed as
capable, intelligent and powerful learners. As much as possible, young
people will be empowered to direct and design their own learning, both
individually and in groups.
Premise: Authentic learning excites "perpetual
curiosity".
Young people learn best when they are actively involved
in meaningful pursuits.
Practice: Learning will be active and "hands-on";
young people will pursue real research and applications in a relevant
context as much as possible.
Premise: Maintain a learning community
Learning is solidified and enhanced when many adults,
(teachers, parents and community members), model and participate together
with young people. All are immersed in the continuing process of growth
and learning.
Practice: Learning will be cooperative and interactive.
Students, teachers, parents and community members will participate together
as learners.
4.3.2. Innovative Tools for Practice
To uphold the premises cited above, creation of a device
referred to as HELP (Holistic Educational Learning Plan) will become
the tool through which each student will be empowered to direct their
own learning; refine their strengths; build weaknesses to a position
of strength; define the individual's role in the learning process; and
facilitate and expand the role into broader spheres. This plan will
be developed upon entrance to SVRCS, contain input from the individual,
parents/care givers, teachers/staff and, will be revised regularly.
The plan will include, but not be limited to, student generated learning
goals, interest areas, steps/objectives to achieve stated goals, input
and facilitating roles of adults involved and, as appropriate, career/post-graduate
aspirations and direction to bring aspirations and goals to fruition.
The HELP document will become a part of the portfolio
and be used as a tool to assess learning growth and development as thoughtful
practitioners. Students are challenged to utilize, refine and enhance
skills and resources for cumulative growth. Documentation of MASH participation
and projects will also become part of the portfolio and be used to determine
progress and development of non-academic goals.
HELP component - To exemplify the premises that students
can monitor and direct their own learning and thought processes and
to perpetuate the natural curiosity of young people, a model to be named
KWL + 1 (What I know, what I need to know, what I have learned and how
is this learning applicable and valuable), will be incorporated into
the HELP document to aid in personal assessment and evaluation of thinking
and learning processes.
Many Active School Helpers (MASH) - MASH will be the
tool through which a learning community will be built, supported by
students, teachers, parents and community members. Through cooperative,
interactive participation as learners together, MASH becomes the device
which solidifies non-academic and academic goals which encourage responsibility
and cooperation building through school and community projects.
In addition to the more personalized HELP component
and the community-building aspects of MASH, a feature of the SVRCS program
that distinguishes it from most public schools is that early intervention
is provided so that children do not experience frustration and fall
irremediably behind. Numerous tools for practice are used to promote
achievement for all students:
1. Staff tutoring - During daily half hour periods,
students may receive tutoring from the staff. The use of tutoring is
designed to enhance support or enrichment for every student. All students
benefit from this kind of one-on-one instruction.
2. Peer tutoring - An integral part of the program at SVRCS is encouraging
students to participate fully in the learning environment. Students'
learning is enhanced when they themselves teach others. Older students
will lend learning support to peers and younger students as determined
by the staff.
3. Block Scheduling - SVRCS will implement a block scheduling format
to reduce fragmentation of learning and to extend opportunities to "absorb"
the interdisciplinary nature of learning. Block scheduling maximizes
instructional time and reduces non-productive time devoted to moving
from class to class. This scheduling format will reduce disruptions
which can occur in the school environment.
4. Flex schedule adjustments - The school views all content areas as
important, but success in communication skills and mathematics is especially
vital, particularly for younger students to ensure successful progression.
If a daily tutoring session proves inadequate, the staff, in consultation
with parents, may adjust the student's academic schedule to afford additional
instructional time. This accommodation may be made for students who
require additional support or enrichment. An appropriately modified
program is provided for any student with an individual educational plan
or HELP which requires it.
5. Flexible and Mobile groupings - When appropriate, the teacher may
use either achievement level or special interest groupings as a tool
to ensure that all students receive appropriate and stimulating instruction
and experiences.
6. The staff establishes public milestones to punctuate a student's
progress and to give students and the community an opportunity to celebrate
achievement. Milestones are not competitive. These milestones represent
those goals that student, teacher and parent have set for the student
which have been successfully met. These milestones may stem from creative
endeavors (e.g., art, or musical or dramatic performances) of from the
presentation of reports; science projects, research or original stories
and poems.
7. Active breaks are incorporated into the schedule to allow students
to release energy, socialize and exercise to increase attentiveness
during instructional time.
8. The curriculum minimizes fragmentation of disciplines into independent
and unrelated units. The emphasis is to explore, experience and apply
multi-discipline learning to enhance further learning and discovery.
9. Assessment is integrated with curriculum to identify students for
whom additional support or challenges may be appropriate. Assessment
is also used to evaluate the effectiveness of different teaching methods
and curriculum materials.
4.3.3. Mathematics Curriculum Overview (K-12)
The learning expectations for mathematics identify academic
content for essential components of the mathematics curriculum at different
levels (cycles). Standards (expectations) are identified for each cycle
(level) and throughout a student's schooling, specific content strands
or topics are included. These content strands are Number and Number
Sense; and Computation and Estimation; Measurement; Geometry; Probability
and Statistics; and Patterns, Functions and Algebra. The expectations
(standards) for each strand progress in complexity at each level (cycle)
and throughout other courses of study.
The standards of learning (expectations) are not intended
to encompass the entire curriculum for a given level (cycle) or course
or to prescribe how the content should be taught. Teachers are encouraged
to go beyond the standards and to select instructional strategies and
assessment methods appropriate for their students. Students are also
encouraged to stretch their mathematical prowess.
GOALS
Students today require stronger mathematical knowledge
and skills to pursue higher education; to compete in a technologically
oriented workforce; and to be informed citizens. Students must gain
an understanding of fundamental ideas in arithmetic; measurement; geometry;
probability; data analysis and statistics; and algebra and functions,
and must develop proficiency in mathematical skills. In addition, students
must learn to use a variety of methods and tools to compute, including
paper and pencil, mental arithmetic, estimation and calculators. Graphing
utilities, spreadsheets, calculators, computers and other forms of electronic
information technology are now standard tools for mathematical problem
solving in science, engineering, business and industry, government and
practical affairs. It is imperative that the use of technology must
be an integral part of teaching and learning. However, the use of technology
shall not be regarded as a substitute for a student's understanding
of quantitative concepts and relationships or for proficiency in basic
computations.
The content of the mathematics standards (expectations)
is intended to support the following four goals for students:
1. Become mathematical problem solvers;
2. Communicate mathematically;
3. Reason mathematically; and
4. Make mathematical connections
Problem Solving
Students will apply mathematical concepts and skills
and the relationships among them to solve problem situations of varying
complexities. Students also will recognize and create problems from
real-life data and situations within and outside mathematics and then
apply appropriate strategies to find an acceptable solution. To accomplish
this goal, students will need to develop a repertoire of skills and
strategies for solving a variety of problem types. A major goal of the
mathematics program is to help become competent mathematical problem
solvers.
Mathematical Communication
Students will use the language of mathematics, including
specialized vocabulary and symbols, to represent and describe mathematical
ideas, generalizations and relationships. Representing, discussing,
reading, writing and listening to mathematics will help students to
clarify their thinking and deepen their understanding of the mathematics
being studied.
Mathematical Reasoning
Students will learn and apply inductive and deductive
reasoning skills to make, test and evaluate mathematical statements
and to justify steps in mathematical procedures. Students will use logical
reasoning to analyze and argument and to determine whether conclusions
are valid. In addition, students will learn to apply proportional and
spatial reasoning from graphs.
Mathematical Connections
Students will relate concepts and procedures from different
topics in mathematics to one another, using a variety of representations
- graphical, numerical, algebraic, verbal and physical. Through the
application of content, students will make connections between different
areas of mathematics and between mathematics and other disciplines,
especially science.
4.3.4. Science Curriculum Overview (K-12)
GOALS
The purposes of scientific investigation and discovery
are to satisfy humankind's quest for knowledge and understanding and
to preserve and enhance the quality of the human experience. As a result
of science instruction, students will be able to:
1. Develop and use an experimental design in scientific
inquiry
2. Use the language of science to communicate understanding
3. Investigate phenomena using technology
4. Apply scientific concepts, skills and processes to everyday experiences
5. Experience the richness and excitement of scientific discovery of
the natural world through the historical and collaborative quest for
knowledge and understanding
6. Make informed decisions regarding contemporary issues taking into
account the following:
· public policy and legislation;
· economic costs/benefits;
· validation from scientific data and the use of scientific reasoning
and logic;
· respect for living things
· personal responsibility; and
· history of scientific discovery
7. Develop scientific dispositions and habits of mind including:
· curiosity;
· demand for verification;
· respect for logic and rational thinking;
· consideration of premises and consequences;
· respect for historical contributions;
· attention to accuracy and precision; and
· patience and persistence.
SVRCS instructors may consider altering the sequence
of sciences taught and may embed environmental issues and stewardship,
as appropriate, provided students are progressing toward achievement
of the standards for learning. Many of the learning expectations for
the Health/Medical learning outcomes are nested within the science curriculum.
Level I (K-3) Primary
Introductions to life, physical, earth sciences, scientific
thinking and environmental stewardship.
Level II (4-6) Intermediate
Scientific methods and investigation, life, physical,
earth sciences, chemistry, biological processes, earth/space sciences
and environmental stewardship.
Level III (7-9) Middle
· Life sciences
· Physical sciences
· Earth sciences
· Environmental Stewardship
Level IV (10-12) High
· Biology
· Chemistry
· Physics
4.3.5. Social Sciences Curriculum Overview (K-12)
GOALS
The study of history and the social sciences is vital
in a democratic society. All students need to know and understand our
national heritage in order to become informed participants in shaping
our nation's future. The History and Social Science Standards of Learning
are designed to :
1. Develop the knowledge and skills of history, geography,
civics and economics that enable students to place the people, ideas
and events that have shaped our state and our nation in perspective;
2. Enable students to understand the basic values, principles and operations
of American constitutional democracy;
3. Prepare students for informed and responsible citizenship; develop
students' skills in debate, discussion and writing; and
4. Provide students with a framework for continuing education in history
and the social sciences..
History
History should be the integrative core of the social
sciences curriculum, in which both the humanities (such as art and literature)
and the social sciences (political science, economics and geography
) come to life. Through the study of history, students can better understand
their own society as well as others. By better understanding the relationship
between past and present, students will be better equipped to deal with
the problems that might arise in the future. Students will understand
chronological thinking, the connection between causes and effects and
between continuity and change. History enables students to see how people
in other times and places have grappled with the fundamental questions
of truth, justice and personal responsibility; to understand that ideas
have real consequences; and to realize that events are shaped both by
ideas and the actions of individuals.
Geography
The goal of geography instruction is to provide an understanding
of the human and physical characteristics of the earth's places and
regions, how people of different cultural backgrounds interact with
their environment and how the United States and the student's home community
are affected by conditions and events in distant places. Geographic
themes include location, place, human environment, movement and region.
Geographic skills include the ability to use maps, globes and aerial
imagery; to interpret graphs, tables, diagrams and pictures; to observe
and record information; and to assess information from various sources.
Civics
The goal of civics instruction is to develop in all
students the requisite knowledge and skills for informed, responsible
participation in public life. Civics instruction should provide regular
opportunities at each level for students to develop a basic understanding
of politics and government and to practice the skills of good citizenship.
Students should develop an understanding of the values and principles
of American constitutional democracy. They should be aware of their
rights; be willing to fulfill their responsibilities; be able to obtain,
understand and evaluate information relating to the performance of public
officials; and be willing to hold those officials accountable.
Economics
The United States is recognized as a leader among the
nations of the world in large part because of its economic strength.
In order to maintain that strength, American citizens must understand
the basic economic principles that underlie the market economy. It is
necessary to understand how our own economic system works, as well as
how other systems work. It is also necessary to learn to make wise economic
decisions about their own lives and become diligent consumers, employers
and workers. A solid grounding in economics will help students prepare
for the global marketplace.
Organizational Framework
Achievement of the History and Social Science Standards
will be enhanced by close coordination with the Communications curriculum.
The Communication standards require that a high percentage of required
reading relate to topics studied in history and the social sciences.
SVRCS believes that these standards can best be achieved
in a curriculum organized along the lines of the framework outlined
below. It is recognized, however, that SVRCS instructors may wish to
adopt a different organizational framework as long as students are able
to make progress toward achieving the standards.
Level I (K-3) Primary
Introduction to History and the Social Sciences
Level II (4-6) Intermediate
· Pennsylvania studies: from founding to present
· United States History to 1877
· United States History: 1877 to present
Level III (7-9) Middle
· Civics and Economics
· World History to 1000 A. D.
· World History: 1000 A. D. to Present
Level IV (10-12) High
· World Geography
· United States History
· United States History and Pennsylvania Government
4.3.6. Communications Curriculum Overview (K-12)
GOALS
The goals of communication education are to prepare
students to participate in society as literate citizens, equipped with
the ability to communicate effectively in their communities, in the
work place and in postsecondary education. As students progress through
the school years, they will become active and involved listeners and
will develop a full command of the English language, evidenced by their
use of rich speaking and writing vocabularies.
Students will become familiar with exemplary authors
and literary works through a sustained and structured study of literature.
Students will read selections which encompass all literary types and
exemplify universal themes; that transcend time and place; and encourage
students to acquire a lifelong love of reading. A significant percentage
of readings at each level will be literary classics, that is, poems,
stories, essays, plays and books that have withstood the test of time.
Proficient use of the English language will enable students to explore
and articulate the complex issues and ideas encountered in public and
personal life. Students will acquire the ability to make full and effective
use of the written language in their future educational, occupational
and personal endeavors.
Organization
Standards for each level are organized in four related
strands: oral language, reading/literature, writing and research. Each
level is preceded by an overview that describes the major concepts and
skills that each student will be expected to understand and demonstrate.
The standards reflect a balanced instructional program and document
a progression of expected achievement in each of the four strands. Communications
standards are organized by level because schools are typically organized
by levels. This organization of standards also reflects the gradual
progression in the development of skills.
Oral language includes speaking and listening. In the
early levels, students will learn to participate in classroom discussion.
Over the course of several levels, students will learn to prepare and
deliver presentations and to critique them in order to improve delivery.
Daily speaking opportunities, both formal and informal, should be a
part of every communications program.
Reading begins with an awareness of the concepts of
print and the sounds and structure of language. Students acquire a strong
foundation in phonetic principles in the primary level. Students will
use independent reading strategies to read fluently and with comprehension.
Students study the structure of words and language throughout all levels.
Frequent interaction with a broad array of quality literature will engage
the reading skills of students and invite them to develop an appreciation
for the power and beauty of the written word.
Writing begins with letter formation. Students become
increasingly aware of the structure of language and improve written
communication through frequent opportunities to apply narrative, persuasive,
expository and creative skills. Daily reading, writing and oral language
experiences are essential for all students. A combination of teacher-guided
reading experiences and student reading choices is necessary in helping
students develop a lifelong reading habit and an appreciation for literature.
Developing this appreciation is a process that should be emphasized
at every level and throughout each discipline.
Research standards also are developed across levels.
Through these standards, students will learn to acquire information
from a variety of sources. Information may be used in planning and delivering
presentations and reports in any content area.
Although the strands are developed separately, they
are integrated in the classroom. Students use speaking and listening
as they read and write. Students use reading, writing, speaking and
listening as they work on research projects. The communication strands
also are critical if students are to be successful in learning other
subjects. Students research topics in history and social science, write
summaries of science experiments and explain mathematical problem-solving
strategies. Use and practice of effective communications skills reside
in every facet of school life.
Proficiency in reading, writing, listening, speaking
and research skills allows students to learn and use knowledge to make
meaningful connections between their lives and academic disciplines.
There should be concerted effort to relate required reading selections
in literature to studies in other core subjects, including math, science
and, especially, history and social science. Standards that incorporate
rigor in communications will help students develop the expected performance
competencies.
4.3.7. Special Needs
At SVRCS, inclusive classrooms start with a philosophy
that all children can learn and belong in the mainstream of school and
community life. Diversity is valued; it is believed that diversity strengthens
the class and offers all its members greater opportunities for learning.
SVRCS upholds the conviction that every child has special needs and
that every child possesses giftedness and unique talents and abilities.
It will be the obligation of every adult (parents, staff
and community members) to ensure that the unique and special needs of
each student are met. To accomplish this, an individual Holistic Education
Learning Plan (HELP) will be developed for each student. The student,
teacher and parent will be involved in the development of this plan.
Progress toward goals will be assessed at Parent/Teacher Conferences.
These meetings will occur at a minimum of three times yearly. Students
will participate in these meetings as deemed appropriate, along with
any other SVRCS staff or advisors they or their parents may request.
SVRCS will use a variety of teaching methods to ensure
mastery of appropriate skills, ideas and knowledge for all students.
However, it is essential to detect marked learning variances to identify
areas that require more support or greater challenge. Regular assessments,
integrated with the curriculum, will help determine how students are
learning.
SVRCS is dedicated to challenging and stimulating every
child. A modified program. including flex time opportunities, will be
provided for those children with diagnosed disabilities or demonstrated
need for greater challenges. The program will utilize adjusted teaching
strategies or definitions of success within the framework of stated
education goals.
Adherence to all federal and state regulations governing
special education benefits the quality of education received by students
at SVRCS. All staff will be made aware of resources available within
the scope of the school and community to provide services and support
for students with special needs. Any necessary accommodations will be
made. Certified special education teachers will ensure that all legal
mandates are met. Each teacher will be responsible for facilitating
every effort to fully integrate students into the life of the classroom
and the school. Children who enter SVRCS with IEPs in place will receive
adaptations and services articulated in the document at the time of
receipt. Parents and teachers will reserve the rights to review and
request appropriate changes to meet needs and goals within the new setting.
When proper arrangements are present, inclusion works
for all students with and without special needs in terms of mutually
held positive attitudes; gains in academic and social skills; and preparation
for living in the community. A fundamental purpose of education is to
facilitate and assist the learning and adjustment of all students; and
a part of this process is to value diversity and welcome the differences
among all people.
4.4. SVRCS/Pennsylvania State
University Partnership
A cornerstone, upon which the educational program at
the school will be built, is a partnership to be established between
the SVRCS and the College of Education at the Pennsylvania State University.
The direct connection between PSU and the SVRCS will be through the
presence of Dr. J. Dan Marshall, Associate Professor of Education in
the Department of Curriculum and Instruction. Dr. Marshall has the complete
support of his Department Head to help develop and implement professional
ties with SVRCS.
The College of Education at PSU sustains a serious commitment
to a variety of programs and efforts which have as their key feature
the linking of university faculty and resources with students and educators
in schools and communities throughout the Commonwealth. Many of these
partnership efforts can be found within the Department of Curriculum
and Instruction, where the majority of the college's future teachers
are prepared and where faculty work to enhance the professional and
technical backgrounds of veteran educators through graduate course work.
It is anticipated that the partnership with PSU will
develop in depth, breadth and variety as the SVRCS develops its own
strong identity. There are several ways in which this partnership might
grow:
Below are three examples of the ways in which our partnership
with the Department of Curriculum and Instruction and Penn State University's
College of Education may evolve. Beyond ideas such as these, we fully
expect that various additional opportunities to enhance this partnership
will be sought through grant opportunities. As long as there are faculty
at PSU who maintain a commitment to sustaining a relationship with the
SVRCS and people in Sugar Valley who find value in shared endeavors
with PSU, we expect to have a vital and mutually beneficial relationship
which benefits all those taking part.
4.4.1. Internship Connections
PSU prepares certified educational professionals for
all fields: agriculture, art, physical education, music, bilingual education,
administrative personnel, vocational/technical, special education -
in addition to the "regular" certification areas of secondary
(mathematics, science, social studies, language and literacy, foreign
languages) elementary and early childhood education. With the opening
of the SVRCS, persons responsible for each of these certification areas
will be contacted by Dr. Marshall in order to explore the possibilities
of developing a formal relationship which would enable a specific program
area (e.g., music education) to use the SVRCS as an intern placement
site.
4.4.2. Telecommunications
The College of Education is presently constructing two
model classrooms which will be completely wired and outfitted with the
latest in pedagogical technology. Currently, these spaces are understood
as self-enclosed learning environments; i.e., PSU students will meet
and work within these confines to use and manipulate technology in the
study of teaching and learning. One idea already under discussion is
to consider the possibility of utilizing these rooms as locations where
PSU students could observe and interact with others in a SVRCS location
in real time. For example, PSU students could observe SVRCS teachers
in action; SVRCS students could participate in a lecture/discussion
on the PSU campus; and SVRCS faculty could interact with PSU faculty
for professional development purposes.
4.4.3. Initial Teacher Preparation
Experience is fundamental to becoming a professional
educator. Most colleges and universities have, in recent years, dramatically
increased the number of opportunities students have with teachers and
students in classrooms and schools in order to allow would-be teachers
to better appreciate the highly contextualized nature of teaching and
learning.
Currently, PSU students in early childhood, elementary
and secondary certification programs must spend at least 80 hours in
contact with children and youth as a prerequisite for admission into
their certification program. Beyond these hours, students must take
an early course which requires their guided presence in multiple classrooms
over a 15-week semester. As pre-service students continue through their
course work they attempt to accumulate additional hours and, in some
cases, have these built into their certification courses. In their final
two semesters, all certification students spend at least five weeks
of supervised activities with students in a cooperating teacher's classroom
before going into their actual student teaching experience - a 15-week
experience under the guidance of both a cooperating and supervisory
teacher.
This collection of clinical experiences has improved
the initial preparation of teachers to a high degree as students witness
and participate in day-to-day life in classrooms. At the same time,
this larger number of clinical hours has its problems - the most serious
being that with the exception of the 15-week student teaching experience,
pre-service students never spend enough time in a single school to begin
to explore, understand and appreciate how the cultures of that school
help to shape and get shaped by the teaching and learning mission.
Our solution is to actively recruit a cohort of entering
PSU students who intend to become teachers. We would look for students
who believe that they would like to teach in a rural community and who
believe that they would like to make a long-term commitment to becoming
a member of the SVRCS school population as a teaching intern. These
interns, selected by a committee consisting largely of SVRCS educators
and parents with input from PSU faculty, would be expected to begin
their commitment slowly - perhaps with a ½ day per week commitment
as freshmen, working up to their 15-week student teaching experience
before graduating four years later. New students would be recruited
each year to replace those who leave the program. Eventually, we anticipate
a group of 15-20 students seeking all types of certifications (early
childhood, secondary, etc.) and operating at various levels of internship,
all supervised by a PSU faculty member.
What makes this particular idea so important is that
the College of Education currently has no active partnerships or formal
relationships with rural schools. Because Pennsylvania is largely a
rural state, this opportunity will certainly strengthen the university's
commitment to it's rural constituents. Furthermore, a partnership commitment
from PSU can go a long way in helping a fledgling charter school get
through its most difficult, early years in that such a connection gives
entree into the myriad of human, informational and physical resources
available to the university.
4.5. Extracurricular Activities
The SVRCS will make extracurricular activities available
to all students. Guidelines for accreditation will be established in
defining how participation in extracurricular activities may apply to
students' overall programs - particularly band, chorus, Performing Arts,
FHA and FFA as part of students' curricula.
It is anticipated that many of the school's organized
sports (especially in the early years of operation) will capitalize
on the availability of existing "community league" programs
such as AYSO soccer and youth league baseball and softball. These types
of programs promote active participation and fair play and are not cost-prohibitive.
The SVRCS may seek Pennsylvania Interscholastic Athletic Association
(PIAA) membership for sports that are not available at the community
level (e.g., wrestling). PIAA guidelines will be followed, where applicable.
Arrangements will be made with the local school district to accommodate
students who opt to participate in sports or other activities not available
at the SVRCS.
Due to the many benefits that extracurricular activities
can bring, student participation will be promoted and encouraged. Individual
and business sponsorships will be sought, where appropriate. Past practices
of active fundraising (bake sales, dinners, car washes, etc.) by school-sponsored
clubs and organizations will be encouraged. Students will be responsible
for contributing their fair share toward expenses not budgeted by the
school by assisting in fundraising activities or paying participation
fees.
4.6. School Accountability
Sugar Valley Rural Charter School will provide a real
choice among education opportunities for students, parents and teachers.
The availability of choices within the education system, not just for
those who can afford private schools, ensures a real option for all
residents of the Keystone Central School District, regardless of their
financial status.
The availability of choice is an important element in
educational accountability and promotes higher standards throughout
the system. Those students whose families prefer a rigorous education
may choose SVRCS, while remaining free to return to the regular public
schools in the district of their residence if they become dissatisfied.
This mechanism puts emphasis on the needs of the students and helps
to ensure that these needs are met in either regular public schools
or at the SVRCS. The accountability that choice encourages will also
help maintain strong public support for public education as a whole.
Sugar Valley Rural Charter School will be accountable
to its community, its students and staff, its Board of Trustees and
the public agency granting its charter on three fronts:
1. Legally, as to whether it is fulfilling the terms
of its charter and regulatory and statutory requirements;
2. Academically, as to whether its students are performing at improved
or consistently high levels as measured by various assessment instruments;
and
3. Organizationally, as to whether the school is financially stable
and competently governed and staffed.
SVRCS self-evaluation will entail comparison of its
performance against its stated mission, goals and objectives and not
against the performance of any other public or private school. It will
be the assignment of the board, the school administration and the teachers,
along with any ad hoc parent committees which may form to that effect,
to develop detailed, clear, measurable school-wide performance objectives.
These objectives will naturally emphasize student achievement as measured
against baseline data, but they will also include factors such as pupil
and staff attendance rates; numbers of applications and enrollment;
degree of parent participation; school environment including safety
and order; staff development; condition of the physical plant; efficiency
of fiscal management; and so forth. All indicators will be concrete,
quantifiable and objective.
Many indicators of school performance are cumulative,
in that documentable trends provide a macroscopic view of the school's
adherence to its mission. These indicators include:
· number of students applying to the school;
· number of teachers applying to teach at the school;
· daily attendance of students and teachers;
· student and teacher transfer rates;
· input from community meetings and focus groups; and
· survey results.
The administration shall submit to the Board of Trustees
each year a report containing aggregate statistics of the performance
of every grade on state-mandated tests and on other major assessments
specified by the SVRCS curriculum. These data shall not identify individual
students, but they shall include statistical comparisons to indicate
whether students collectively are benefiting from their instruction.
After the administration's report has been accepted by the Board of
Trustees, these data shall be summarized in the Annual Report in the
form prescribed by the PA Department of Education, copies of which shall
be submitted to the chartering authority and, upon request, to the parents
or guardians of SVRCS students.
As part of the staff evaluation procedure, the Board
of Trustees will specify clearly defined criteria for performance review.
The criteria will include:
1. Commitment to the SVRCS mission and goals;
2. Level of professionalism;
3. Level of accomplishment; and
4. Participation in the SVRCS team.
The Board of Trustees will also specify tools to be
used in the evaluation process. Such tools may include written evaluation
based on classroom observations and comparisons of the students' performance
on major assessments specified by the SVRCS curriculum in each grade.
Special contributions by the SVRCS staff to the school's program will
also be an element in the performance review.
SVRCS will provide the staff with professional improvement
opportunities that include participation in professional development
programs and attendance at professional conferences, when appropriate.
SVRCS will also foster collegial interactions among the staff members
to ensure that the staff works effectively as a team. The SVRCS partnership
with Penn State will provide a multitude of resources and opportunities
for professional development.
4.7. Student Evaluation
Assessment will be an essential component of Sugar Valley
Rural Charter School's educational plan. Assessment confirms student
progress; identifies areas of strengths and weaknesses; and improves
the accountability of the school. It will begin with the teacher's evaluation
of student progress based on written class work, oral contributions
and homework. Such evaluations are important, but may be insufficient
to assess long-term subject mastery. Formal assessments, integrated
with the curriculum, will indicate overall achievement levels. Assessment
results will allow teachers and parents to determine which students
would benefit from additional help or additional challenge. It is the
intention of SVRCS to pursue multiple assessments to evaluate student
performance.
The teaching staff will establish a sequence of tests,
mastery demonstrations and portfolio assessments designed to measure
explicit content and skill requirements for each level. Assessment information
is used:
1. By Students
· for self-assessment and growth.
2. By Teachers
· to assess individual students or groups;
· to provide feedback to students;
· to assess the effectiveness of curriculum;
· to revise and improve curriculum.
3. By the School Community
· to assess the quality of the academic program.
Assessments are intended to follow the goals of the school. The student
will be required to demonstrate that she/he strives to:
· be a constructive thinker;
· be an effective communicator;
· be a self-directed learner;
· be a collaborative producer;
· demonstrate responsible behavior;
· illustrate creativity through originality of thoughts and expression;
· communicate awareness of global issues; and
· acquire knowledge and apply the knowledge to experiential and
service learning.
Portfolios and process-folios will be assessed in language arts, mathematical
processes, technology, science, health/ physical education, social studies,
workplace learning, citizenship, foreign language, life skills, environmental
stewardship and career planning.
Portfolios or process-folios can be assessed using a variety of criteria,
including:
· number of entries;
· richness of entry;
· degree of reflection shown;
· improvement in technical skills;
· achievement of goals;
· interplay of production, perception and reflection;
· responsiveness to internal and external feedback; and
· development of themes.
Sugar Valley Rural Charter School students will meet the same testing
and academic performance standards as established by law and regulation
for other public school students in Pennsylvania. This includes demonstrating
sufficient proficiency on all state-wide tests (SAT, CAT, SRA, etc.)
administered to students. The SVRCS expects high achievement as assessed
through these instruments because its standards will be high and its
programs will support student achievement.
The needs of students who do not perform at acceptable
levels on the statewide proficiency tests despite ongoing remediation
that will be available at the school, will be addressed in a uniform
manner: 1) determine whether the student is doing his/her job in terms
of attendance, attention in the classroom and completion of class work
and homework; 2) determine whether the teacher is doing his/her job
of teaching and is consistently requiring a high level of student performance.
If the required work is not being done by one or both parties, then
appropriate steps will be taken to ensure the work is done. If these
steps do not solve the problem, or if the required work is being performed
by both parties then an effort will be made to 3) identify the factors
hindering the student from meeting the necessary proficiency level;
4) isolate those factors which may be remedied in the school environment
from those which may not; 5) develop, in concert with the teacher and
parents, an individual plan to address and remedy school-related factors.
Problems external to or beyond the control of the school will be discussed
with parents and documented. The school will encourage the supportive
efforts of parents and guardians and will work with them to identify
options outside the school that might benefit their child.
Assessments will constitute the basis for regular and
frequent communication with parents. Teachers will provide written report
summaries at regularly scheduled intervals. Parent conferences may be
supplemented by informal parent-teacher meetings. Student assessments
in the aggregate will serve as an indicator of the overall quality of
the Sugar Valley Rural Charter School's academic program.
4.8. School Community
Unfortunately, in today's society, many people judge
a school's success by how well it prepares students to leave their communities.
To some degree this will occur at the SVRCS, but with greater emphasis
on understanding and learning within the community, students will come
to know about the opportunities that lie closer to home and to value
the quality of life in rural places. The SVRCS will not only use its
community as a basis for learning, but will also provide the groundwork
for youth to understand who they are and what they may become in the
world. When students know their community - its social structure, its
economy, its history, its music, its environment - they become more
likely to find ways to stay or return.
The founders of the SVRCS and other residents of Sugar
Valley are extremely fortunate in that they live in a community that
has a lengthy and deeply-rooted tradition of true community spirit and
camaraderie, especially in issue that involve the community's children.
A "how can I help?" attitude in pervasive among the young
and old alike. Local organizations and businesses fully support the
concept of the SVRCS and twenty-nine businesses have already offered
their involvement in the proposed school-to-work program which will
be implemented in association with the Clinton County School to Work
Program.
Goals and objectives contained in the National Career
Development Guidelines, Competencies and Indicators (adapted from the
National Career Development Guidelines Handbook published by the National
Occupational Information Coordinating Committee, 2100 M Street N. W.,
Suite 156, Washington, D. C. 20037) will be utilized to extend opportunities
for SVRCS students beyond the area businesses which have expressed willingness
to provide "hands-on" experiences for SVRCS students.
The competencies and indicators represent the knowledge,
skills and abilities students need to cope effectively with daily life;
to make decisions about secondary and postsecondary education; entering
the world of work; and financing further education and training. The
presentation of the competencies and indicators does not imply a sequential
order for delivery, but is an inclusive listing of elements important
to a student's career guidance and counseling plan. Competencies to
be assessed include:
1. Understanding the influence of a positive self-concept;
2. Skills to interact positively with others;
3. Understanding the relationship between education, achievement and
career planning;
4. Skills to locate, evaluate and interpret career information;
5. Skills to prepare to seek, obtain, maintain and change jobs; and
6. Skills in career planning.
Many of the competencies cited above are embedded in
areas of the curriculum and are encouraged and supported by the integrated
nature of course offerings. Some of these competencies are contained
in direct instruction in Life Skills , the HELP document and through
research.
The Board of Trustees of the SVRCS will include teachers,
parents and community members. While recognizing the importance of able
leadership on the part of the Board, the founders of the SVRCS feel
strongly that, in order to carry out the school's mission, parents,
students, staff and active community volunteers must be full participants
in the decision-making process.
To help ensure success of the school, a high-profile
Community Relations Committee will be established. This standing committee
will include at least one Board member, an administrator, a community
services coordinator and other community members who hold convictions
for the mission of the school.
Each year, the Community Relations Committee, in conjunction
with the school administration, will sponsor five community in-service
events. Patterned after teachers' in-service, attendance will be broadened
to include students, parents and community members. The primary goal
of the community in-service events is to provide for direct community
involvement in the educational programs at the SVRCS. Accordingly. SVRCS
will foster community involvement by treating parents, students and
community members not only as partners, but also as customers in its
every action. As with any successful endeavor, SVRCS's customers must
be treated with respect and courtesy. SVRCS will routinely gauge, both
formally and informally, the reactions and concerns of the School Community
and utilize this information to improve the school's programs and operations.
The school's admissions process requires parents and
students to sign a Home/School Contract regarding their involvement
in school operations. As part of this commitment to full participation
in their school, those involved in the SVRCS will become stakeholders,
similar to employee-owned companies and/or shareholders of corporations.
The contract centers on parents being active participants in their children's
education by volunteering in-school time; by ensuring their children
attend school through graduation; by expecting high academic achievements;
by participating in school related activities and organizations; by
being responsible for their children's behavior; and by aiding in the
prevention of drug and alcohol abuse.
4.9. Conflict Resolution
In any human services endeavor such as a school, conflicts
are bound to arise among participants. In an effort to model and practice
effective conflict resolution, it is encouraged that concerns and problems
be addressed to and by the appropriate parties. Parents, staff and students
are encouraged to share their concerns by consulting privately after
classes, on the telephone or in a manner deemed appropriate by those
involved. All parties reserve the right to request the presence of a
third party to ease mediation, subject to the approval of the parties
involved. It is anticipated that this third party will be an education
specialist.
Some problems and concerns may require the intervention
and mediation of the Client Advisory and Mediation (CAM) Team. This
team will include a member of the Board of Trustees, parents, teachers
and an administrator. The CAM Team hears issues and complaints on the
part of individuals or groups who allege violation of the provisions
of the school's charter, by-laws, policy or codes or gross misconduct
on the part of school participants. The review process includes:
1. A written description of the grievance, along with
any supporting documentation, to be presented by the aggrieved party
to the Team no later than one month after the fact.
2. The team will review the grievance and all supporting materials along
with interviews of the aggrieved and other relevant parties within one
month's time.
3. The team will make a decision or request additional information within
one week. If additional information is needed, the process reverts to
step 2.
4. The team makes its decision and recommendations concerning solutions
and deposition of the issues to the school's Board of Trustees for action.
5. The Board considers the recommendations of the team at its next regularly
scheduled meeting and renders a decision.
6. All remedial action is to be taken as expeditiously as practical.
7. If the aggrieved is dissatisfied with the decision of the Board,
appeals may be made to the entity which sponsors the charter, or to
the Pennsylvania Department of Education.
All CAM Team meetings shall be documented and a report
which includes remedies that must be implemented will be submitted to
the school administrators. It is the responsibility of the administrators
to contact the parties involved to determine the effectiveness of remedies
taken and to ensure that sufficient steps are taken by all parties.
Follow-up by the administrators and their designees will occur in a
timely manner.
If issues and complaints are taken first to an administrator,
without attempts to address concerns directly with parties involved,
the administrator bears the responsibility to inform all parties involved
in writing and to establish a meeting time and place to determine solutions.
If the issue is of a magnitude to warrant intervention
of the CAM Team or, if the Team is requested by parties involved, the
administrator also bears responsibility to inform all parties involved
in writing and to establish a meeting time and place to determine solutions.
The administrator and education specialist jointly bear the responsibility
to ensure that remedies and solutions, as determined by the team, are
implemented by all parties involved. Again, all meetings and outcomes
are documented.