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Strategic Plan
Included in this site is a summary of the 2009-2014 Strategic Plan. You may review the Strategic Plan in its entirety at the District Administrative Offices, 760 Lower Road, Souderton (Franconia Township), or by visiting any of Souderton's schools.
Use the links below to read more about SASD's 2009-2014 Strategic Plan:
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Steering Committee
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| Dr. Charles Amuso |
Souderton Area School District |
| Frank Gallagher |
Souderton Area School District |
| Brad Clemens |
Souderton Area School District |
| Karen Berk |
Souderton Area School District |
| Jack Silva |
Souderton Area School District |
| Linda Landis |
Souderton Area School District |
| Sam Varano |
Souderton Area High School |
| Shawn Messmer |
Souderton Area High School |
| Ruth Tashlein |
Souderton Area High School |
| Jeff Pammer |
Indian Crest Junior High School |
| Joseph Gunn |
Indian Crest Junior High School |
| Ellen Sykes |
Indian Crest Junior High School |
| Gail Ryan |
Franconia Elementary School |
| Donna Huff |
Lower Salford Elementary School |
| Maryellen Myers |
Salford Hills Elementary School |
| Sharon Fuhrman |
Vernfield Elementary School |
| Laurie Reynolds |
Vernfield Elementary School |
| Bernard Currie |
School Board Member |
| William Brong |
School Board Member |
| JoAnn Perotti |
Bucks County Intermediate Unit |
| Karen Hosler Kispert |
Keystone Opportunity Center |
| Paul Caracciolo |
Parent |
| Randy Floyd |
Community Member/Telford Detective Lieutenant |
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Strategic Planning Process
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Internal Coordinator: Frank T. Gallagher
External Coordinator: JoAnn Perotti (BCIU)
| April 2008 |
Steering Committee meets to establish priorities |
| August 2008 |
Action Team Leaders picked |
| January 2009 |
Action Teams begin work on priority areas |
| May 2009 |
Action Team Leaders present plans to the Steering Committee |
| June 2009 |
Presentation at Curriculum Council |
| June 2009 |
Recommendation by the Administration for School Board approval |
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Priorities/Goals Established by Steering Committee
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- To ensure that each student engages in multiple opportunities to demonstrate growth and achievement academically, socially and emotionally
- To enhance communication among all stakeholders to increase collaboration and understanding.
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Goal 1/Action Team 1
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Goal 1/Action Team 1: To ensure that each student engages in multiple opportunities to demonstrate growth and achievement academically, socially and emotionally
Team Leaders:
Deb Alder, Principal E.M.C. and Dona Italiano, Literacy Coach
Team Members:
- Patricia Berger
- Arlene Buchman
- Caroline Knower
- Joseph Pallozzi
- Cheryl Radcliff
- Barb Scott
- Sam Varano
Strategy Statement 1:
We will design and deliver relevant and rigorous curricula to ensure the students' demonstration of the Learning Criteria: Core Learning, Stretch Learning, Student Engagement, and Personal Growth.
Summary of Action Steps:
- Explanations of the Learning Criteria to all SASD stakeholders..
- Communicating to parents regarding Learning Criteria..
- Review and evaluate curriculum using the Learning Criteria with emphasis on K-12 articulation..
- Focus on ELL and Core Curriculum.
- Focus on At-Risk populations success with the Core Learning Criteria.
- Provide resources for students K-12 to meet Stretch Learning Criteria.
- Provide resources for teachers to facilitate the delivery of the Learning Criteria (i.e. additional time, differentiated instruction training, additional materials, and technology).
Strategy Statement 2:
We will design and deliver a consistent K-12 system for gathering, reviewing, using, and reporting student achievement data because we believe assessment is a means, not an end.
Summary of Action Steps:
- Revise existing assessments and or/develop new ones to distinguish between work habits and attainment of skills, strategies, and content so that a grade/score reflects the student’s ability to demonstrate what he/she has learned.
- Administer common assessments consistently across subjects, grades, and buildings. .
- Develop a system for gathering, reviewing, and reporting student work to inform instruction over time. .
- Strategically schedule regular and ongoing time for teachers to meet within the building and across the district to review student work and achievement results in order to make instructional decisions. .
- Develop specific exit goals at each organizational break (5-6, 8-9, senior). Include a plan of action for students who do not meet that criterion.
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Goal 1/Action Team 2
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Goal 1/Action Team 2: To ensure that each student engages in multiple opportunities to demonstrate growth and achievement academically, socially and emotionally
Team Leaders:
Marianne Boyd, Principal WBS and Chris Hey, Assistant Principal SAHS
Team Members:
- Jake Dawson
- Rebecca Fogle
- Nicole Pauzano
- Laurie Reynolds
- Linda Scheckenbach
- Lorraine Sulik
- Judy Whitmire
Strategy Statement 1:
To further develop and refine a comprehensive (K-12) support service delivery system.
Summary of Action Steps:
- Positive behavior support plans at the elementary level.
- The addition of social work services in each building.
- Create/maintain a cohesive K-12 Guidance Program.
- Examine the Student Assistant Program process at all levels.
- Develop parent education programs with a focus on social and emotional development.
Strategy Statement 2:
To foster in each student appropriate social relationships and raise awareness of their social responsibility within their communities, while reaching their full potential as citizens.
Summary of Action Steps:
- Provide opportunities for positive social experiences.
- Continue with implementation and coordination of existing programs (Character Counts/Anti-Bullying/DARE/Guidance Programs)
- Implement a system-wide curriculum to teach and model age-appropriate social skills.
- Continue, refine, and/or revise current service.
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Goal 2/Action Team 3
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Goal 2/Action Team 3: To enhance communication among all stakeholders to increase collaboration and understanding.
Team Leaders:
Brigitte Bagocius, SASD Web Development Specialist and Jon Graf, Assistant Principal IC
Team Members:
- Tracy Cole
- Kathrine Doll
- Henry Franz
- Karen Giannini
- Matthew Holliday
- Joan Shellenberger
- Jeff Sinkinson
Strategy Statement 1:
Develop and implement communication systems that facilitate seamless communication.
Summary of Action Steps:
- Through needs assessments of stakeholders, determine the district's communication strengths and needs.
- Develop and implement a district wide internal and external communication plan and a customer service protocol.
- Implement a communication training program to educate employees and school board members in effective ways to promote the district's mission.
- Identify and support building public relations liaisons to facilitate effective communication according to the communication plan.
- Gather ongoing, timely feedback on how communication systems are meeting the needs of stakeholders.
Strategy Statement 2:
Establish the structure and culture for continuous, accurate, relevant and consistent internal communication.
Summary of Action Steps:
- Implement a centralized, Web-based communication system to provide and distribute continuous, accurate, relevant and consistent information across the district.
- Employees and school board members utilize the centralized communication system to share positive news related to the district's mission.
- Enable building's public relations liaison(s) to promote community linkage opportunities with curriculum - e.g. Students writing letters to Peter Becker residents
- Ensure equitable use of communication media (i.e. video, Web/online publishing tools) throughout district schools.
- Update the use of communication media regularly to maximize access for all stakeholders.
- Create opportunities for internal stakeholders to share information and receive feedback.
Strategy Statement 3:
Establish the structure and culture for continuous, accurate, relevant and consistent external communication.
Summary of Action Steps:
- Deliver content from centralized, Web-based communication system based on continuous stakeholder feedback.
- Train faculty and staff in various methods to enhance communication and collaboration between home and school.
- Ensure active participation in existing community committees to provide face-to-face opportunities for collaboration and understanding.
- Improve access to district information utilizing existing community resources and exploring new avenues.
- Educate external stakeholders on methods to efficiently access information from district communication systems.
- Create opportunities for external stakeholders to share information and feedback.
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Corresponding Reports
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Part of the strategic planning process requires the district to include corresponding reports that support the goals of the strategic plan. These reports include:
- Student Services
- Special Education
- Technology
- Professional Education
- New Teacher Induction
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Evaluation
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The Strategic Plan evaluation includes:
- Pennsylvania Department of Education mid-point review
- Superintendent’s Report to the School Board
- Incorporated into District Goals
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Administration