Meyersdale Area SD 07/01/2019 06/30/2022 - District Level Plan
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Meyersdale Area SD District Level Plan 07/01/2019 - 06/30/2022
2
District Profile
Demographics
309 Industrial Park Road
Meyersdale, PA 15552
(814)634-5123
Superintendent: Tracey Karlie
Director of Special Education: Angela Boutiller
Planning Process
The comprehensive planning process started during the 2017-2018 school year. The administrative
team reviewed the existing comprehensive plan, technology plan, professional development plan,
special education plan and teacher induction plan in preparation for work on the new plans.
During the second semester, the district collected data through various surveys which included
feedback from students, parents, faculty, staff and community members. A committee was formed
that included all key stake holders. The committee reviewed the existing plan along with perception
surveys to gain additional information in all areas covered by the comprehensive plan. The
following dates served as meeting dates for that committee.
March-April 2018 Form Committee & Stakeholder Surveys
Tuesday, April 24th 6:00 pm -8:00 pm
Tuesday, May 22nd 6:00 pm -8:00 pm
Tuesday, August 14th 6:00 pm -8:00 pm
October 3rd Plan Completion and Presentation to School Board
October 3rd - November 7th Review Period
November 7th Final Board Approval
Final Submission
Early in the planning process the district administration determined methods for collecting data for
the upcoming process. The district chose to use perception surveys to gain key stakeholder3
feedback. Students were given time to complete perception surveys during school. The data
obtained from perception and professional development surveys was shared with the planning
committee as a starting point for discussion. After the committee was formed and had time to review
the perception survey data.
After the majority of the plans were nearing completion, the committee presented an overview of
the plans prior to a school board meeting. This public meeting was advertised and gave individuals
an opportunity to gain information and give feedback.
Mission Statement
The Meyersdale Area School District is committed to providing educational opportunities
that allow all learners to achieve their full potentials.
Vision Statement
We envision Meyersdale Area School District being a place where:
Each student is a lifelong learner who contributes to an ever-changing, increasingly diverse
world.
School and community relations are valued in Meyersdale Area School District. Students,
teachers, staff, parents and community members will share the responsibility of every child.
The community is dedicated to ensuring that students acquire the knowledge and skills
necessary to enhance and fully develop their unique capabilities.
Each student is actively engaged in developing relevant knowledge, skills and attributes,
both independently and collaboratively.
Faculty is provided professional development opportunities that encourage student
engagement in learning experiences across the school district.
All members of the school community have access to appropriate technology.
All members of the school community are committed to continuous improvement.
Shared Values
We believe each student
• can strive for excellence and be successful given enough time and resources.
• is unique in abilities, interests, needs, and goals.4 • should become an ethical decision-maker. • needs a variety of educational opportunities that promote and enhance lifelong learning. We believe learning • is promoted by a nurturing and stimulating environment. • is an interactive process in which each student must be engaged. • is enhanced by access to technology. • must be defined, measured and recognized in a variety of ways. • is enhanced by respectful, positive, and collaborative relationships. We believe educators • promote learning through relationships, engagement, and assessment. • benefit from continuing professional development. • grow professionally from opportunities for collaboration with peers. We believe effective schools • are safe, secure and healthy environments in which students can learn. • actively recognize, understand, and appreciate diversity. • actively engage the community in the educational process. • are accountable and add value to the community. • provide resources to support adequate learning activities to implement vital educational opportunities including ethics and citizenship. • anticipate and adapt to changes within the local, national, and global context. • strive for excellence in the arenas of academics, arts and athletics. • create responsible world citizens through shared civic responsibility at all levels. • provide an environment that allows students to become problem solvers and critical thinkers. Educational Community Meyersdale Area School District is a public school system serving approximately 800 students in southwestern Pennsylvania. It is located in southern Somerset County 20 miles south of Somerset and 10 miles north of the Maryland border along Pennsylvania Route 219. The district serves students in the Meyersdale, Garrett, and Wellersburg Boroughs, Summit, Greenville, Larimer, and Southampton Townships. Meyersdale Area is comprised of three school buildings. The rural area is rich in history and provides the community with a variety of nearby outdoor activities including skiing, biking, hiking, boating and whitewater rafting. Meyersdale is well known as the host of the Pennsylvania Maple Festival and located a few miles from Mount Davis, the highest elevation in Pennsylvania. The Meyersdale Area School District prides itself in providing a safe and healthy learning environment for students. Meyersdale Area recognizes learning as a life-long pursuit requiring community involvement. The school district provides a comprehensive educational system from
5
pre-kindergarten through grade twelve, including regular instruction, special instruction, vocational
education, dual college enrollment, and necessary support services. The goal of the school district is
the "Pursuit of Excellence" in education. The faculty and staff is made up of 65 teachers, 40 support
staff members, three supervisors and three administrators operate the district.
Planning Committee
Name Role
Tracey Karlie Administrator : Professional Education Special
Education Schoolwide Plan
Devin Pritts Administrator : Professional Education Special
Education Schoolwide Plan
Gidget Brooks Board Member : Special Education
Ron Donaldson Board Member : Professional Education
Schoolwide Plan
Wayne Miller Building Principal : Professional Education Special
Education Schoolwide Plan
John Wiltrout Building Principal : Professional Education
Rebecca Grube Business Representative : Professional Education
Jeff McKenzie Business Representative : Professional Education
Schoolwide Plan
Michael Paulman Business Representative : Professional Education
Schoolwide Plan
Shannon Brant Community Representative : Professional
Education Schoolwide Plan
Tina Gnagey Community Representative : Professional
Education
Angel Floyd Ed Specialist - Instructional Technology :
Professional Education Special Education
Victor Gaibor Ed Specialist - Instructional Technology
Angie Benning Ed Specialist - Other : Professional Education
Schoolwide Plan
Cassie Arnold Ed Specialist - School Counselor : Professional
Education
Julie Stahl Ed Specialist - School Counselor : Professional
Education Special Education
Angie Benning Elementary School Teacher - Regular Education :
Professional Education Schoolwide Plan
Julia Smith Elementary School Teacher - Regular Education :
Professional Education6
Joann Bolden High School Teacher - Regular Education :
Professional Education
Terri Karlie High School Teacher - Regular Education :
Professional Education
Tammy Edwards Middle School Teacher - Regular Education :
Professional Education Special Education
Craig Tresnicky Middle School Teacher - Regular Education :
Professional Education
Rodney Reedy Middle School Teacher - Special Education :
Professional Education Special Education
Ginger Ackerman Parent : Professional Education Special Education
Dave Blaney Parent : Professional Education Schoolwide Plan
Brian Witherite Parent : Professional Education7
Core Foundations
Standards
Mapping and Alignment
Elementary Education-Primary Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Developing Developing
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies,
Non Existent Accomplished
Science and Technical Subjects
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
Early Childhood Education: Infant-Toddler⟶Second
Developing Developing
Grade
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Unaware of the "American School Counselor Association for Students" Standards
Due to ongoing revision of curriuclum to the PA Core the District has not been able to
advance a modified curriculum at this time. This is a planned next step.
Elementary Education-Intermediate Level
Standards Mapping Alignment
Arts and Humanities Developing Developing
Career Education and Work Developing Developing
Civics and Government Accomplished Accomplished8
PA Core Standards: English Language Arts Developing Accomplished
PA Core Standards: Literacy in History/Social Studies,
Non Existent Accomplished
Science and Technical Subjects
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Developing
Environment and Ecology Developing Developing
Family and Consumer Sciences Developing Developing
Geography Developing Developing
Health, Safety and Physical Education Developing Developing
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
Unaware of the "American School Counselor Association for Students" Standards.
The Alternate Standards will be addressed in depth once the transition to the PA Core
standards is completed.
The Social Science fields have been impacted by recent budget cuts and the lack of emphasis
from PSSA testing.
Future meetings will be planned in 2018-2019 school year to discuss mapping and
alignment and address out intermediate elementary-level social studies curriculum
situation.
Middle Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Developing Developing
PA Core Standards: Literacy in History/Social Studies,
Developing Developing
Science and Technical Subjects
PA Core Standards: Mathematics Accomplished Accomplished
Economics Developing Accomplished
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Accomplished Not answered
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished9
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Developing Developing
Needs Needs
Alternate Academic Content Standards for Reading
Improvement Improvement
Needs Needs
American School Counselor Association for Students
Improvement Improvement
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Accomplished Accomplished
World Language Non Existent Non Existent
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
There is no world language program in our elementary.
Alternate Standards will be addressed in depth once the PA Core transistion is completed.
High School Level
Standards Mapping Alignment
Arts and Humanities Accomplished Accomplished
Career Education and Work Accomplished Accomplished
Civics and Government Accomplished Accomplished
PA Core Standards: English Language Arts Accomplished Accomplished
PA Core Standards: Literacy in History/Social Studies,
Accomplished Accomplished
Science and Technical Subjects
PA Core Standards: Mathematics Developing Developing
Economics Accomplished Accomplished
Environment and Ecology Accomplished Accomplished
Family and Consumer Sciences Developing Developing
Geography Accomplished Accomplished
Health, Safety and Physical Education Accomplished Accomplished
History Accomplished Accomplished
Science and Technology and Engineering Education Accomplished Accomplished
Alternate Academic Content Standards for Math Developing Developing
Alternate Academic Content Standards for Reading Developing Developing
American School Counselor Association for Students Developing Developing
English Language Proficiency Accomplished Accomplished
Interpersonal Skills Accomplished Accomplished
School Climate Accomplished Accomplished
World Language Accomplished Accomplished
Explanation for standard areas checked "Needs Improvement" or "Non Existent":
N/A
Adaptations10
Elementary Education-Primary Level
Checked answers
None.
Unchecked answers
None.
Elementary Education-Intermediate Level
Checked answers
None.
Unchecked answers
None.
Middle Level
Checked answers
None.
Unchecked answers
None.
High School Level
Checked answers
None.
Unchecked answers
None.
Explanation for any standards checked:
The District is currently in the process of working to implement the new PA Core
standards. As a result expanding and improving them has not been a target of any recent
projects.
Curriculum
Planned Instruction
Elementary Education-Primary Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary
Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional
Developing
time to be devoted to achieving the academic standards are identified.11
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Developing
are identified.
Procedures for measurement of mastery of the objectives of a planned
Developing
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
The District will complete the process of creating and articulating a planned course of study
for each subject. The District’s process to develop planned courses, outline instructional
outcomes, and articulate courses with their counterparts will be utilized to complete the
transition to the new PA Core standards. Additionally, with the addition of a cyclic data
review cycle the District’s curriculum process is in a state of constant review and revision.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
N/A
Elementary Education-Intermediate Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary
Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional
Developing
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Developing
are identified.
Procedures for measurement of mastery of the objectives of a planned
Developing
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
The District will complete the process of creating and articulating a planned course of study
for each subject. The District’s process to develop planned courses, outline instructional
outcomes, and articulate courses with their counterparts will be utilized to complete the
transition to the new PA Core standards. Additionally, with the addition of a cyclic data
review cycle the District’s curriculum process is in a state of constant review and revision.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
N/A
Middle Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary Accomplished12
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional
Developing
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Developing
are identified.
Procedures for measurement of mastery of the objectives of a planned
Developing
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
The District will complete the process of creating and articulating a planned course of study
for each subject. The District’s process to develop planned courses, outline instructional
outcomes, and articulate courses with their counterparts will be utilized to complete the
transition to the new PA Core standards. Additionally, with the addition of a cyclic data
review cycle the District’s curriculum process is in a state of constant review and revision.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
N/A
High School Level
Curriculum Characteristics Status
Objectives of planned courses, instructional units or interdisciplinary
Accomplished
studies to be achieved by all students are identified for each subject area.
Content, including materials and activities and estimated instructional
Accomplished
time to be devoted to achieving the academic standards are identified.
The relationship between the objectives of a planned course,
instructional unit or interdisciplinary studies and academic standards Accomplished
are identified.
Procedures for measurement of mastery of the objectives of a planned
Accomplished
course, instructional unit or interdisciplinary studies are identified.
Processes used to ensure Accomplishment:
The Director of Curriculum will complete the process of creating and articulating a planned
course of study for each subject. The District’s process to develop planned courses, outline
instructional outcomes, and articulate courses with their counterparts will be utilized to
complete the transition to the new PA Core standards. Additionally, with the addition of a
cyclic data review cycle the District’s curriculum process is in a state of constant review and
revision.
Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How
the LEA plans to address their incorporation:
N/A13
Modification and Accommodations
Explain how planned instruction contains modifications and accommodations that allow all
students at all mental and physical ability levels to access and master a rigorous standards
aligned curriculum.
The District provides for curricular modifications through the following methodologies:
1.Through the identification of mastery skills instruction is able to isolate the absolute most
fundamental skills to be learned in each course. An understanding of the importance of
these skills provides focus to the students and ensures the mastery of basic skills in each
course. Mastery skills are skills that provide the foundation for understanding and
application for the rest of the course. For this reason they provide content guidance for
specific curricular modifications.
2. Through curricular identification of spiral review opportunities accommodations are
able to be made to provide opportunities for skills to be relearned and mastered. Spiral
review of all content is planned within and between articulated courses.
3. Through varied instructional practices faculty are able modify the level (Webb DOK)
level of unit and course outcomes to scaffold instruction toward mastery. The curriculum
has been written to match or exceed the level of outcome expected by the
standards/eligible content. Through the implementation of an IEP faculty are able to make
instructional modifications based on the level of instruction.
Instruction
Instructional Strategies
Checked Answers
Formal classroom observations focused on instruction
Walkthroughs targeted on instruction
Annual Instructional evaluations
Peer evaluation/coaching
Unchecked Answers
Instructional Coaching
Regular Lesson Plan Review
Checked Answers
Administrators
Building Supervisors
Unchecked Answers
Department Supervisors
Instructional Coaches
Not Reviewed14
Provide brief explanation of LEA's process for incorporating selected strategies.
The process is driven by the goal of ensuring the implementation of the curriculum. All
members of the administrative team work to check that the curriculum is being taught in
the most effective means. The building Principals all review lesson plans weekly to validate
instructional alignment to the curriculum. Observations, both formal and informal, are
completed to verify that the planned instruction represented in the lesson plans is actually
being effectively taught. In the event that a misalignment is found, both formal and informal
methods of correction are employed. In extreme cases unsatisfactory evaluations and
professional plans of improvement are developed.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
The District lacks the financial resources to hire instructional coaches yet, at the same time,
embraces the support and instructional benefit potential of coaching. For that reason the
District intends to continue to enhance the professional learning community approach to
our professional development. Department chairs host, organize and facilitate the direction
of their PLC. It is the goal of the District to move this professional development from a
“meeting” to an “embedded” approach. The embedded approach will find the PLC members
collaborating and supporting one another in a coaching fashion.
Responsiveness to Student Needs
Elementary Education-Primary Level
Instructional Practices Status
Full
Structured grouping practices are used to meet student needs.
Implementation
Flexible instructional time or other schedule-related practices are used Full
to meet student needs. Implementation
Full
Differentiated instruction is used to meet student needs.
Implementation
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Elementary Education-Intermediate Level
Instructional Practices Status
Full
Structured grouping practices are used to meet student needs.
Implementation
Flexible instructional time or other schedule-related practices are used Full
to meet student needs. Implementation
Differentiated instruction is used to meet student needs. Implemented in15
50% or more of
district
classrooms
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
Middle Level
Instructional Practices Status
Full
Structured grouping practices are used to meet student needs.
Implementation
Flexible instructional time or other schedule-related practices are used Full
to meet student needs. Implementation
Implemented in
50% or more of
Differentiated instruction is used to meet student needs.
district
classrooms
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
If necessary, provide further explanation. (Required explanation if column selected was
This narrative is empty.
High School Level
Instructional Practices Status
Full
Structured grouping practices are used to meet student needs.
Implementation
Flexible instructional time or other schedule-related practices are used Full
to meet student needs. Implementation
Implemented in
less than 50% of
Differentiated instruction is used to meet student needs.
district
classrooms
A variety of practices that may include structured grouping, flexible
Full
scheduling and differentiated instruction are used to meet the needs of
Implementation
gifted students.
If necessary, provide further explanation. (Required explanation if column selected was
Differentiation is provided on a course-by-course basis and not consistently within courses.
For example a student may select from four different level of English courses but once the
course is selected differentiation isn't consistently provided.16
Recruitment
Describe the process you implement to recruit and assign the most effective and highly
qualified teachers in order to meet the learning needs of students who are below
proficiency or are at risk of not graduating.
The District has established a competitive starting salary to encourage the most effective
and highly qualified teachers to apply and accept employment in the District. Additionally,
to retain these teachers the District has an excellent induction program and support system
to sustain their employment. Additional work needs to be done in the area of retention so
new faculty remain in the school. The District has operated with a 100% highly qualified
staff in place for many years.
Assessments
Local Graduation Requirements
Course Completion SY 19/20 SY 20/21 SY 21/22
Total Courses 26.00 26.00 26.00
English 4.00 4.00 4.00
Mathematics 3.00 3.00 3.00
Social Studies 4.00 4.00 4.00
Science 3.00 3.00 3.00
Physical Education 2.00 2.00 2.00
Health 1.00 1.00 1.00
Music, Art, Family &
Consumer Sciences,
0.00 0.00 0.00
Career and Technical
Education
Electives 9.00 9.00 9.00
Minimum % Grade
Required for Credit 60.00 60.00 60.00
(Numerical Answer)
Graduation Requirement Specifics
We affirm that our entity requires demonstration of proficiency or above in each of the
following State academic standards: English Language Arts and Mathematics, Science and
Technology and Environment and Ecology, as determined through any one or a
combination of the following:Checked answers
Completion of secondary level coursework in English Language Arts (Literature),
Algebra I and Biology in which a student demonstrates proficiency on the associated
Keystone Exam or related project-based assessment if § 4.4(d)(4) (relating to
general policies) applies.17
Locally approved and administered assessments, which shall be independently and
objectively validated once every 6 years. Local assessments may be designed to
include a variety of assessment strategies listed in ? 4.52(c) and may include the use
of one or more Keystone Exams. Except for replacement of individual test items that
have a similar level of difficulty, a new validation is required for any material
changes to the assessment. Validated local assessments must meet the following
standards:
I. Alignment with the following State academic standards: English Language
Arts (Literature and Composition); Mathematics (Algebra I) and
Environment and Ecology (Biology).
II. Performance level expectations and descriptors that describe the level of
performance required to achieve proficiency comparable to that used for the
Keystone Exams.
III. Administration of the local assessment to all students, as a requirement for
graduation, except for those exempted by their individualized education
program under subsection (g), regarding special education students, or
gifted individualized education plan as provided in ? 16.32 (relating to
GIEP).
IV. Subject to appropriations provided by law, the cost to validate local
assessments shall be evenly divided between the school district, AVTS or
charter school, including a cyber-charter school, and the Department. If the
Department does not provide sufficient funding to meet its share, local
assessments submitted for validation shall be deemed valid until a new
validation is due to the Department.
V. The Department will establish a list of entities approved to perform
independent validations of local assessments in consultation with the Local
Assessment Validation Advisory Committee as provided in ? 4.52(f).
VI. School boards shall only approve assessments that have been determined to
meet the requirements of this subsection by an approved entity performing
the independent validation. If a school district, AVTS or charter school,
including a cyber-charter school, uses a local assessment that has not been
independently validated, the Secretary will direct the school entity to
discontinue its use until the local assessment is approved through
independent validation by an approved entity.
Unchecked answers
Completion of an Advanced Placement exam or International Baccalaureate exam that
includes academic content comparable to the appropriate Keystone Exam at a score18
established by the Secretary to be comparable to the proficient level on the
appropriate Keystone Exam.
Not Applicable. Our LEA does not offer High School courses.
Local Assessments
Standards WA TD NAT DA PSW Other
Arts and Humanities X X
Career Education and Work X
Civics and Government X
PA Core Standards: English
X
Language Arts
PA Core Standards: Literacy in
History/Social Studies, Science and X
Technical Subjects
PA Core Standards: Mathematics X
Economics X
Environment and Ecology X
Family and Consumer Sciences X X
Geography X
Health, Safety and Physical
X
Education
History X
Science and Technology and
X
Engineering Education
World Language X
Methods and Measures
Summative Assessments
Summative Assessments EEP EEI ML HS
PSSA X X
Keystone Exams X X
Stanford Achievement Tests (or equivalent) X
Benchmark Assessments
Benchmark Assessments EEP EEI ML HS
Fountas and Pinnell Reading X X
Formative Assessments
Formative Assessments EEP EEI ML HS19
Various Classroom based methods X X X X
Diagnostic Assessments
Diagnostic Assessments EEP EEI ML HS
DIBELS X X
CDT's X X X
Validation of Implemented Assessments
Validation Methods EEP EEI ML HS
External Review
Intermediate Unit Review
LEA Administration Review X X X X
Building Supervisor Review X X X X
Department Supervisor Review X X X X
Professional Learning Community Review X X X X
Instructional Coach Review
Teacher Peer Review
Provide brief explanation of your process for reviewing assessments.
Faculty carefully plan for assessment, based on the learning they desire for students to
demonstrate, following a given unit or course of study. The assessments are then designed
by the individual or group of teachers with careful alignment to the curriculum. Alignment
is validated by any of the aforementioned validation methods.
Development and Validation of Local Assessments
If applicable, explain your procedures for developing locally administered assessments and
how they are independently and objectively validated every six years.
Local assessments or proficiency used for graduation requirements are developed by means
of a consortium under the direction of the IU08.
Collection and Dissemination
Describe your system to collect, analyze and disseminate assessment data efficiently and
effectively for use by LEA leaders and instructional teams.
All state assessment data is gathered, organized and analyzed by the district. Following this
analysis all files are posted in the District share file for faculty access. Additionally, these
files are presented annually and utilized for numerous professional development trainings.
Finally, individual student test results are contained within the District's management20
system and accessible by faculty who are assigned the instructional duties of a student.
This same system permits access to the student and their parents.
Data Informed Instruction
Describe how information from the assessments is used to assist students who have not
demonstrated achievement of the academic standards at a proficient level or higher.
Students who do not demonstrate proficiency may participate in any or all of the following:
1. Accelerated Programming
2. Tutoring
3. Enrollment in Remediation Course
4. Participation in online remediation.
5. After school tutoring/remediation
6. Classroom instructional and material modifications
Assessment Data Uses
Assessment Data Uses EEP EEI ML HS
Assessment results are reported out by PA
assessment anchor or standards-aligned learning
objective.
Instructional practices are identified that are linked to
student success in mastering specific PA assessment
X X X X
anchors, eligible content or standards-aligned
learning objectives.
Specific PA assessment anchors, eligible content or
standards-aligned learning objectives are identified
for those students who did not demonstrate sufficient
X X X X
mastery so that teachers can collaboratively create
and/or identify instructional strategies likely to
increase mastery.
Instructional practices modified or adapted to
X X X X
increase student mastery.
Provide brief explanation of the process for incorporating selected strategies.
Faculty work from a curriculum that is directly aligned to PA anchors, eligible content and
standards. As a result, as objectives from the curriclum are taught, the alignment to
standards is achieved.
Provide brief explanation for strategies not selected and how you plan to address their
incorporation.
Assessment results are tied to the units of studies prescribed within the curriculum.
Indirectly this connects assessment results to standards. Additionally, the District's21
gradebook system will support the tagging of assessment results to standards to create a
standards based report card. This option will be considered by members of the school
board, administration and department chairs.
Distribution of Summative Assessment Results
Distribution Methods EEP EEI ML HS
Course Planning Guides
Directing Public to the PDE & other Test-related
X X X X
Websites
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and School Board X X X X
Mass Phone Calls/Emails/Letters
Newsletters X X X X
Press Releases X X X X
School Calendar
Student Handbook
Provide brief explanation of the process for incorporating selected strategies.
The District has developed significant goals related to community and parent involvement.
Consequently sharing the results of test scores is a practice that is used regularly to gain
support for programs and initiatives.
Provide brief explanation for strategies not selected and how the LEA plans to address their
incorporation.
The strategies not selected are either unavailable, deemed not appropriate or found not to
be effective strategies.
Safe and Supportive Schools
Assisting Struggling Schools
Describe your entity’s process for assisting schools that either do not meet the annual
student achievement targets or experience other challenges, which deter student
attainment of academic standards at a proficient level or higher.
If your entity has no struggling schools, explain how you will demonstrate continued
growth in student achievement.22
The Meyersdale Area School District provides safe and supportive schools for all students. If
schools are unable to reach annual student achievement targets, planning committees
comprised of administrators, faculty, councilors, and other stakeholders work to develop
strategies that will focus on areas needing improvement. This strategy is also used for
subgroups that may be under achieving.
Programs, Strategies and Actions
Programs, Strategies and Actions EEP EEI ML HS
Biennially Updated and Executed Memorandum of
X X X X
Understanding with Local Law Enforcement
School-wide Positive Behavioral Programs X X
Conflict Resolution or Dispute Management X X X X
Peer Helper Programs
Safety and Violence Prevention Curricula X X X X
Student Codes of Conduct X X X X
Comprehensive School Safety and Violence
X X X X
Prevention Plans
Purchase of Security-related Technology X X X X
Student, Staff and Visitor Identification Systems X X X X
Placement of School Resource Officers X X X X
Student Assistance Program Teams and Training X X X X
Counseling Services Available for all Students X X X X
Internet Web-based System for the Management of
X X X X
Student Discipline
Explanation of strategies not selected and how the LEA plans to address their
incorporation:
Positive Behavior - The high school and middle school have an informal mentoring
program. All levels have a Raider Pride recognition. The elementary school recently
instituted a school-wide positive behavioral program.
Peer Helper Program - Opportunities for peer helper programs are being developed in
conjunction with a CEC program.
Screening, Evaluating and Programming for Gifted Students
Describe your entity’s awareness activities conducted annually to inform the public
of the gifted education services and programs offered (newspaper, student
handbooks, school website, etc.)
Awareness activities are conducted annually to inform the public of the Gifted Education
services and programs offered that include: providing information on the school district’s
website to inform the public of the gifted education elements, screening, evaluation, and
planning process. In addition, information is dispersed through an informational brochure at
parent attended school events. Beginning with the 2019-20 school year, Gifted Education23 services, programs and screening process will be published in the Student Handbook and/or District Newsletter. Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening). The Meyersdale Area School District utilizes an established Child Find process and multi- criteria screening measures for locating students who are thought to be gifted and potentially in need of Specially Designed Instruction. Following the Pennsylvania Department of Education's approach in the identification of Gifted Students, a referral for identification is initiated when a parent requests an evaluation, or the District's screening process indicates the possibility of the student being gifted. The District Screening procedures can be initiated by a Parent request, Teacher request, Building Principal, School Psychologist, and/or School Guidance Counselor. Report Cards, Cumulative Records, Current Academic Grades, Anecdotal information from the teachers, direct observations, State Assessment Data, Student Work Samples, Achievement Scores from Dibels, Star Reader, Study Island, and Classroom Diagnostic Test Scores, or any other pertinent assessments, are gathered for review by the Building Principal, School Psychologist, Director of Special Education, and/or School Guidance Counselor for pre-determination of gifted potential and referral, if determined, for a Gifted Multidisciplinary Evaluation. Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation). Prior to completing the Gifted Multidisciplinary Evaluation (GMDE), the Meyersdale Area School District will have obtained informed parental consent through an issuance of Permission to Evaluate form (PTE). A Procedural Safeguards Notice will be issued to parents with the PTE. The Gifted Multidisciplinary Team (GMDT) will complete the evaluation no later than 60 calendar days after the district receives a signed Permission to Evaluate. A Gifted Written Report is provided to the parent within 60 calendar days. Meyersdale Area School District sends Procedural Safeguards Notices with all Permissions to Evaluate.
24 Meyersdale Area School District obtains a signed Permission to Evaluate form from the parent. The Gifted Multidisciplinary Team (GMDT) is composed of the following people: student’s teachers, school psychologist, outside agencies, and the student. The GMDT conducts the evaluation to investigate information relevant to the student’s suspected giftedness including the following: academic functioning, learning strengths, rates of acquisition/retention, curriculum based assessments, direct classroom observations, and educational needs. Information from the screening process, parent input, and teacher input will also be reviewed. Formal individual evaluations will measure both intellectual functioning and academic achievement. The GMDT prepares a Gifted Written Report (GWR) that summarizes information and finds from the evaluation concerning the student’s educational needs and strengths. The report will make recommendations as to whether the student is gifted and in need of specially designed instruction. The GWR will also indicate the basis for those recommendations, and include recommendations for the student’s programming. Describe the gifted programs* being offered that provide opportunities for acceleration, enrichment or both. *The word "programs" refers to the continuum of services, not one particular option. The Meyersdale Area's Gifted Programming is differentiated based on the identified individual needs of the gifted student, as outlined in their Gifted Individualized Education Plan. The District currently has one District Gifted Teacher Coordinator and one Gifted teacher who assists with programming for grades K-12. Gifted programming provides opportunities for Acceleration, Enrichment, or a combination of both Acceleration/Enrichment. The Meyersdale Area School District offers the following Gifted Programming: Opportunities for gifted students to collaborate with their intellectual peers Educational experiences that extend beyond the school day to include: job shadowing, college visitations, college class audits, field trips, etc. Independent Studies Subject Advancement Curriculum compacting Earlier access to Advanced Placement Courses
25
Multiple Advanced Placement Courses within the same school year
Earlier access to Foreign Language Courses
Online Courses provided through Meyersdale Area Cyber Academy, a partnership with Open
Campus/Appalachia Intermediate Unit 8
Dual Enrollment
Enrichment opportunities within the classroom for multiple subjects provided by the gifted
coordinator, gifted teacher, and/or classroom teacher
Competition in the local, state, and national academic games
(Please note gifted programming is not limited to the above mentioned offerings.)
Developmental Services
Developmental Services EEP EEI ML HS
Academic Counseling X X X X
Attendance Monitoring X X X X
Behavior Management Programs X X X X
Bullying Prevention X X X X
Career Awareness X X X X
Career Development/Planning X X X X
Coaching/Mentoring X X X X
Compliance with Health Requirements –i.e.,
X X X X
Immunization
Emergency and Disaster Preparedness X X X X
Guidance Curriculum X X X X
Health and Wellness Curriculum X X X X
Health Screenings X X X X
Individual Student Planning X X X X
Nutrition X X X X
Orientation/Transition X X X X
RTII/MTSS X X
Wellness/Health Appraisal X X X X
Explanation of developmental services:
Other measures in place build upon the RtII framework that has been successful for our
district.
Diagnostic, Intervention and Referral Services
Diagnostic, Intervention and Referral Services EEP EEI ML HS
Accommodations and Modifications X X X X26
Administration of Medication X X X X
Assessment of Academic Skills/Aptitude for Learning X X X X
Assessment/Progress Monitoring X X X X
Casework X X X X
Crisis Response/Management/Intervention X X X X
Individual Counseling X X X X
Intervention for Actual or Potential Health Problems X X X X
Placement into Appropriate Programs X X X X
Small Group Counseling-Coping with life situations X X X X
Small Group Counseling-Educational planning X X X X
Small Group Counseling-Personal and Social
X X X X
Development
Special Education Evaluation X X X X
Student Assistance Program X X X X
Explanation of diagnostic, intervention and referral services:
The Commonwealth of Pennsylvania’s Student Assistance Program (SAP), which is
administered by the PA Department of Education’s Division of Student and Safe School
Services in partnership with the PA Department of Health’s Bureau of Drug and Alcohol
Programs, and the PA Department of Public Welfare’s Office of Mental Health and Substance
Abuse Services, is designed to assist school personnel in identifying issues including alcohol,
tobacco, other drugs, and mental health issues which pose a barrier to a student’s success.
The primary goal of the Student Assistance Program (SAP) is to help students overcome
these barriers in order that they may achieve, remain in school, and advance. While Student
Assistance Programs exist in other areas of the country, the structure and operation of the
program in Pennsylvania is a unique expression of an integrated model serving the needs of
Pennsylvania families and their students.
SAP is a systemic process using techniques to mobilize school resources to remove barriers
to learning. The core of the program is a professionally trained team, including school staff
and liaisons from community alcohol and drug and mental health agencies. SAP team
members are trained to identify problems, determine whether or not the presenting
problem lies within the responsibility of the school and to make recommendations to assist
the student and the parent. When the problem lies beyond the scope of the school, the SAP
team will assist the parent and student so they may access services within the community.
The student assistance team members do not diagnose, treat or refer to treatment; but they
may refer for a screening or an assessment for treatment.
There are four phases to the student assistance process:
Referral
- Anyone can refer a student to SAP when they are concerned about someone’s behavior --
any school staff, a student’s friend, a family member or community member. The students
themselves can even go directly to the SAP team to ask for help. The SAP team contacts the
parent for permission to proceed with the SAP process.
Team Planning —
The SAP team gathers objective information about the student’s performance in school from
all school personnel who have contact with the student. Information is also collected from
the parent. The team meets with the parent to discuss the data collected and also meets
with the student. Together, a plan is developed that includes strategies for removing the27
learning barriers and promoting the student’s academic and personal success to include in-
school and/or community-based services and activities.
Intervention and Recommendations
— The plan is put into action. The team assists in linking the student to in-school and/or
community-based services and activities. The team might recommend a drug and alcohol
or mental health assessment.
Support and Follow-Up
— The SAP team continues to work with and support the student and their family. Follow-
up includes monitoring, mentoring, and motivating for academic success.
It is the parent’s right to be involved in the process and to have full access to all school
records under the applicable state and federal laws and regulations. Involvement of parents
in all phases of the student assistance program underscores the parents’ role and
responsibility in the decision—making process affecting their children’s education and is
key to the successful resolution of problems.
The student assistance process is based upon state guidelines, professional standards and
policies, and procedures adopted by the local school board of directors. Professional
training for team members in all phases of the student assistance process, which is
consistent with state guidelines and conducted by a Commonwealth approved training
provider, is required to ensure the appropriateness of the recommended services, effective
interagency collaboration and compliance with state and federal laws protecting the privacy
rights of parents and students.
The training of team members by a Commonwealth-approved training provider, ensures
the board of school directors, school administrators, parents, students, and the public that
team members have received up-to- date professional training consistent with accountable
standards and appropriate procedures. Guidelines for the Commonwealth Student
Assistance Program training system contain training standards and competencies for SAP
team professionals.
For those students receiving treatment through a community agency, the student
assistance team, in collaboration with parents and the agency, can assist in helping plan in-
school support services during and after treatment. The team’s effectiveness in helping the
student and the parent remove the barriers to learning and improve student performance
depends on the training of the individual team members, maintenance of the student
assistance process, level of administrative commitment and board support, active parent
and student involvement and the available resources both in school and the community.
The Meyersdale Area School District currently provides student assistance services for
grades Kindergarten through twelve. Our team consists of administrators, teachers, the
school nurse, athletic director, and outside liaisons. The team meets every Thursday over
lunch.
Consultation and Coordination Services
Consultation and Coordination Services EEP EEI ML HS
Alternative Education X X X X
Case and Care Management X X X X
Community Liaison X X X X
Community Services Coordination (Internal or
X X X X
External)28
Coordinate Plans X X X X
Coordination with Families (Learning or Behavioral) X X X X
Home/Family Communication X X X X
Managing Chronic Health Problems X X X X
Managing IEP and 504 Plans X X X X
Referral to Community Agencies X X X X
Staff Development X X X X
Strengthening Relationships Between School
X X X X
Personnel, Parents and Communities
System Support X X X X
Truancy Coordination X X X X
Explanation of consultation and coordination services:
The Meyersdale Area School District recognizes that student wellness and proper nutrition
are related to students’ physical well-being, growth and development, and readiness to
learn. The Board is committed to providing a school environment that promotes student
wellness, proper nutrition, nutrition education, and regular physical activity as part of the
total learning experience. In a healthy school environment, students will learn about and
participate in positive dietary and lifestyle practices that can improve student achievement.
To ensure the health and well-being of all students, the MASD Board establishes that the
district shall provide to students:
1. A comprehensive nutrition program consistent with federal and state requirements.
2. Access at reasonable cost to foods and beverages that meet established nutritional
guidelines.
3. Physical education courses and opportunities for developmentally appropriate
physical activity during the school day.
4. Curriculum and programs for grades K-12 that are designed to educate students about
proper nutrition and lifelong physical activity, in accordance with State Board of Education
curriculum regulations and academic standards.
Communication of Educational Opportunities
Communication of Educational Opportunities EEP EEI ML HS
Course Planning Guides X X X X
Directing Public to the PDE & Test-related Websites X X X X
Individual Meetings X X X X
Letters to Parents/Guardians X X X X
Local Media Reports X X X X
Website X X X X
Meetings with Community, Families and Board of
X X X X
Directors
Mass Phone Calls/Emails/Letters X X X X
Newsletters X X X X
Press Releases X X X X
School Calendar X X X X
Student Handbook X X X X29
Communication of Student Health Needs
Communication of Student Health Needs EEP EEI ML HS
Individual Meetings X X X X
Individual Screening Results X X X X
Letters to Parents/Guardians X X X X
Website X X X X
Meetings with Community, Families and Board of
X X X X
Directors
Newsletters X X X X
School Calendar
Student Handbook X X X X
Frequency of Communication
Elementary Education - Primary Level
More than once a month
Elementary Education - Intermediate Level
More than once a month
Middle Level
More than once a month
High School Level
More than once a month
Collaboration for Interventions
Describe the collaboration between classroom teachers and individuals providing
interventions regarding differing student needs and academic progress.
Communication between classroom teachers and intervention specialists is ongoing. These
individuals communicate on a constant basis.
Community Coordination
Describe how you accomplish coordination with community operated infant and toddler
centers, as well as preschool early intervention programs. In addition, describe the
community coordination with the following before or after school programs and services
for all grade levels, including pre-kindergarten, if offered, through grade 12.30
1. Child care
2. After school programs
3. Youth workforce development programs
4. Tutoring
The school communicates frequently with the daycare and preschool establishments in the
community, as well as the community based preschool/Headstart program housed in our
building. Transition meetings are held prior to early intervention students enrolling in
kindergarten. School transportation accomodates afterschool child care drop off locations.
A co-op school to work program in coordination with the Somerset County Technology
Center and local business is supported and facilitated by the school. School sponsored after
school academic tutoring is available to all middle school and high school students for
athletic eligibility, as well as on a voluntary basis for all middle/high school students.
Preschool Agency Coordination
Explain how the LEA coordinates with agencies that serve preschool age children with
disabilities.
1. Address coordination activities designed to identify and serve children with
disabilities and the supports and accommodations available to ensure both physical
and programmatic access.
2. Address pre-kindergarten programs operated directly by the LEA and those
operated by community agencies under contract from the LEA.
3. Describe how the LEA provides for a smooth transition from the home setting and
any early childhood care or educational setting the students attend, to the school
setting.
Transition meetings are held prior to the start of kindergarten to address the needs of
children with disabilities who have been served through early intervention services.
Pre-kindergarten programs, operated by Tableland community agency, are housed in the
LEA. The LEA cooperates and communicates with these classrooms to address needs and
concerns for a successful preschool experience.
Transition from early childhood to kindergarten is supported through kindergarten
orientation opportunities. A springtime information session is provided. Kindergarten
screening also provides information to parents, as well as meet the teacher opportunities
prior to the start of school.
Materials and Resources
Description of Materials and Resources
Elementary Education-Primary Level
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