Curriculum, Instruction & Assessment

The mission of the Susquehanna Community School District is to ensure every student has access to engaging, rigorous, and future-ready learning experiences that build character, communication, collaboration, and critical thinking. Through strong community partnerships and a safe, inclusive environment, we empower students to take ownership of their learning while finding purposeful pathways in school, career, and life.

The vision of the Susquehanna Community School District is to prepare every student to thrive in a rapidly evolving world by developing curious thinkers, creative problem-solvers, ethical leaders, and engaged citizens. Through safe, equitable, and innovative learning environments powered by strong community partnerships, real-world experiences, and emerging technologies, we will empower students to shape their futures and create meaningful impact in their communities and beyond.

Our Portrait of a Graduate identifies the qualities and competencies we want every Susquehanna student to develop before graduation. It serves as a shared vision for teaching, learning, and student success across the district.

Overarching Theme

Personal Character & Accountability

• Graduates are lifelong learners—self-aware, empathetic, and responsible individuals who lead with integrity and accountability.

Supporting Pillars

Communication & Collaboration

• Graduates communicate clearly and respectfully, listen actively, and collaborate with empathy, kindness, and open-minded teamwork.

Critical Thinking, Creativity, & Problem-Solving

• Graduates demonstrate resilience, confidence, and curiosity—solving problems through innovative and adaptable thinking.

Real-World, Career, & Civic Readiness

• Graduates are self-motivated, responsible, and civic-minded—prepared with practical skills and financial literacy to contribute meaningfully to their communities.

Portrait of a graduate

The district’s 2026–2029 Comprehensive Plan establishes our strategic direction and identifies the most important areas for continuous improvement.

Our current priorities include:

• Strengthening elementary literacy alignment and evidence-based instructional practices
• Improving Tier 1 elementary mathematics instruction through consistent implementation of the district’s core program
• Strengthening alignment and instructional practices in secondary mathematics
• Expanding equitable access to career-connected, STEM, and real-world learning experiences

2026-2029 Comprehensive plan

The district curriculum is designed using the Understanding by Design framework. Teachers begin by identifying the standards, knowledge, skills, and understandings students need before developing assessments and learning experiences.

Our curriculum work emphasizes:

• Alignment with Pennsylvania Academic Standards
• Clear learning goals and success criteria
• Vertical alignment between grade levels and courses
• Appropriate rigor, relevance, and student engagement
• Evidence-based instructional practices
• Authentic application of knowledge and skills
• Connections to the district’s Portrait of a Graduate

The district’s Professional Development Plan supports continuous educator growth and connects professional learning directly to district priorities and student needs.

Professional learning focuses on:

• Evidence-based literacy and structured literacy practices
• High-quality Tier 1 mathematics instruction
• Assessment literacy and effective use of student data
• Curriculum design and instructional alignment
• Artificial intelligence literacy and assessment redesign
• STEM and career-connected learning
• Inclusive, culturally responsive, and student-centered practices
• Professional Learning Communities

Professional development plan

Professional Learning Communities provide educators with structured time to collaborate, study student learning, test instructional strategies, and improve Tier 1 instruction.

District PLCs use an ongoing improvement cycle:

• Analyze student needs and instructional practices.
• Identify an inquiry question.
• Implement a focused instructional micro-shift.
• Examine evidence of student learning.
• Reflect, refine, and recommit.
• Share successful practices across the district.

PLC work is connected to district priorities, student data, curriculum standards, and the Portrait of a Graduate.

STEM 2030 is the district’s long-term initiative to expand high-quality science, technology, engineering, and mathematics learning across grades K–12.

The initiative includes:

• Expanded K–12 STEM learning opportunities
• Implementation of Pennsylvania’s STEELS standards
• Engineering design and project-based learning
• Robotics, drones, coding, and computer science
• Modern technology education and CAD experiences
• Career exploration and industry partnerships
• Authentic problem-solving connected to local and global challenges
• Development of the Inspiration Lab as an innovation and career-learning hub

STEM 2030 is designed to ensure that students do more than learn about STEM. Students will use STEM knowledge and skills to design, create, test, collaborate, and solve meaningful problems.

The district’s AI initiative prepares students and educators to use artificial intelligence responsibly, ethically, and effectively.

Our approach emphasizes learning to think:

• With AI: Using AI as a tool for brainstorming, feedback, analysis, and creation
• Without AI: Preserving the foundational knowledge, independent thinking, and human skills students must develop
• About AI: Understanding how AI works and examining its limitations, bias, privacy implications, and social impact

Current areas of work include:

• Grade 9 AI Literacy course
• Responsible-use guidance for students and staff
• AI-supported professional learning
• Assessment and assignment redesign
• Privacy, ethics, accuracy, bias, and digital citizenship
• Preparing students for an AI-influenced workplace and society

The district views AI literacy as more than learning how to operate a tool. Students must learn when AI is appropriate, how to evaluate its output, and when human thinking and judgment must remain central.

DISTRICT AI PLAYBOOK

Assessment helps educators understand what students know, identify where additional support is needed, and determine whether instructional practices are producing the intended results.

The district uses multiple forms of evidence, including:

• Classroom formative assessments
• Curriculum-based measures
• LinkIt! benchmark assessments
• AimswebPlus early literacy measures
• PSSA and Keystone Exams
• Student work, projects, performances, and presentations

No single assessment provides a complete picture of a student. Teachers use multiple sources of evidence to make instructional decisions and monitor student growth.