Schuylkill Valley committee unveils 2025–2028 comprehensive plan focused on workforce skills, belonging and technology

Schuylkill Valley School District administrators presented the draft Comprehensive Plan for 2025–2028 to a committee at the district's March meeting, describing a multi‑year strategy to align curriculum, professional learning and facilities planning with projected workforce needs and the district's "portrait of a graduate." Doctor Tashner, who led the presentation, said the planning process included four sessions and 29 participants drawn from teachers, support staff, higher education, business and parents.

The committee presentation framed the plan around durable skills employers will demand, and the district's goals for graduates. "We all care deeply about children, we all care about learning," Doctor Tashner said during the presentation. She reviewed World Economic Forum findings on in‑demand skills and said the plan's portrait of a Schuylkill Valley graduate emphasizes innovators, communicators, civic and global contributors, critical thinkers and resilient achievers.

Why it matters: The plan ties multiple district decisions — from staffing and professional learning to how secondary schools are organized — to long‑term workforce and technology trends. Committee members said the plan is intended to guide curriculum work already under way and to produce concrete recommendations on space, instruction and staff development.

Key elements presented

- Portrait of a graduate: The committee proposed that every graduate have competencies in innovation, communication, civic and global contribution, critical thinking and resilience.

- Four district priorities: 1) create a steering committee to study secondary school design and future work requirements; 2) implement a sustained, job‑embedded professional learning plan with a focus on emerging technology; 3) develop a district blueprint for belonging to improve climate and retention; and 4) align curriculum and a common system of informative and summative assessments in English/language arts, math and science.

- Employer trends and skills: Tashner summarized the World Economic Forum Future of Jobs findings, noting analytical thinking ranked at the top of employer‑preferred skills and technical and data roles among the fastest growing occupations. "Analytical thinking was number 1," she said while reviewing the report's list of core skills.

- Process and participation: The comprehensive‑planning team held four sessions with 29 participants and solicited districtwide staff feedback to help craft the portrait of a graduate. The presenters emphasized the inclusion of support staff, custodians, paraprofessionals, higher‑education partners and community business representatives.

What the committee recommended and next steps

The presenters recommended forming the steering committee and beginning implementation planning for the four priorities, including a professional learning blueprint and steps to create common assessments tied to recently revised curriculum. Doctor Tashner said participants were eager to begin committee work and return recommendations to the board. Committee members responded positively during discussion and thanked participants for their time. The transcript records the committee discussion and a recommendation to consider adoption; a formal board adoption vote was not recorded in the committee transcript.

Background and context

Presenters referenced the district's recent curriculum work (K–10 language arts largely complete; K–12 social studies updated) and noted an increased use of dual enrollment, career and technical programming, and partnerships such as Tower Health clinical placements and Cisco labs. The presentation stressed that schools may need to change schedules and designs so students can access internships, CTC programs and industry‑aligned learning experiences.

The committee said the recommended steering committee will produce implementation steps and survey staff iteratively as the district tests and refines initiatives.

The committee's presentation and discussion will be part of the board record as the district moves toward formal consideration of the Comprehensive Plan.