Meyersdale Area SD 07/01/2019 06/30/2022 - District Level Plan
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
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 stakeholder
3 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 Education
6 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 Education
7 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 Accomplished
8 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 Accomplished
9 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 Adaptations
10 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 Accomplished
12 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/A
13 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 Reviewed
14 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 in
15 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 score
18 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 HS
19 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 management
20 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's
21 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 Education
23 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 X
26 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 the
27 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 X
29 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 Material and Resources Characteristics Status
You can also read