Sto-Rox SDThe Sto-Rox School District serves students coming from the communities of McKees Rocks and Stowe Township. The district covers approximately 3.1 square miles and sits just

Sto-Rox SD

District Level Plan

07/01/2018 - 06/30/2021

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District Profile

Demographics

600 Russellwood Ave McKees Rocks, PA 15136 (412)771-3213 Superintendent: Frank Dalmas Director of Special Education: Frank Dalmas

Planning Process The planning process will occur during the months of August, September and October 2017. This

plan will be discussed at building level meetings throughout the planning process and then monthly

once the plan has been accepted. These meetings are held to gain the input of teachers and staff

both on educational and school-wide issues that the district faces. The Superintendent will lead the

strategic planning team supported by the adminitrative team in the district. As a small district of

less than 1400 students, the administrative team is small, with many people wearing many hats to

accomplish many things. It is the plan to finish the strategie plan by October 31, 2017 to provide the

Board and community time to review this document. The members of the Board of School Directors

will be asked to approve this plan in November for submission by the last day of November 2017.

Mission Statement "The essence of the Sto-Rox School District is to empower all students to ethically meet the

challenges of a global society, to become self-directed, continuous learners, and to ensure, in a

partnership with the community that a comprehensive educational program and support services

will be provided to meet the diverse needs of all students, thus enabling them to become

accountable citizens and to reach their potential."

Vision Statement It is the vision of the Sto-Rox School District to prepare today's learner for tomorrow's world. In

short, our vision is, in a cooperative manner as partners with the school community, parents and the

communities we serve, to jointly offer the finest education in a fiscally resonsible manner, so that all

students may expereince academic success.

Shared Values Schools should serve as a unifying agent in the community. We believe that schools bring people

together to learn and to live in a community spirit.

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The educational program must include a focus on the technical skills needed in the future workplace.

We believe this should happen in a systematic way and organized way drawing on the strengths

and needs of each student.

The school can effectively prepare students for the new demands of society. The school environment

must encourage students’ self-respect, self-worth and respect for others and their property. We

believe all children have the right to be educated in a safe, orderly, and supported environment

where respect and responsibility are learned through positive experiences.

Students and educators must learn to work in collaboration with others in identifying, organizing,

planning, and allocating resources in order to achieve goals. All members of the school community

have an equal part in creating the District goals and achieving successes.

Educators must help students develop trust, responsibility, tolerance, and the necessary problem

solving and critical thinking skills to succeed in a diverse and ever changing society. We believe that

a variety of instructional methods should be utilized to assist each student.

The academic community has a responsibility to take ownership in the learning process while

providing equal educational opportunities for students in grades K-12. We believe all students can

achieve at high levels.

Education is a cooperative effort among the entire Sto-Rox community. We believe that the school

community has a responsibility to meet the academic and social needs of all students.

Students will be provided a safe, caring environment in which learning can take place. Self

responsibility and the self-management of learning will be goals for all children in the District.

Students should be active learners. We believe learning should be active, enriching, and have

application to the world we live in. The school district should provide extracurricular programs to

meet the interests of all students. The fine arts, creative arts and athletic experiences should

complement the academic pursuits.

Community support and involvement is necessary in providing opportunities and facilities

conducive for learning. We believe that family and community integration enable students to see

value in learning and foster a sense of responsibility for the student.

Educational Community The Sto-Rox School District serves students coming from the communities of McKees Rocks and

Stowe Township. The district covers approximately 3.1 square miles and sits just outside the City of

Pittsburgh to the northwest. While the district is suburban in definition, the district truly is more

urban. The district is home to four (4) large public housing communities.

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The district serves aproximately 1500 students with attendance remaining stable over the past few

years. Approximately 400 more students are educated through private schools, religiously based

schools, charter/cyber schools or are home schooled. Of the students that presently attend the

school district over 90% qualified for the free and/or reduced lunch program. We are considered

100% free and reduced and each student gets a hot breakfast and lunch each day at no cost to the

student. The majority of our students take advantage of this and eat 2 meals daily in school.

The student population consists of approximately 70% minority including, but not limited to, African

American, mixed-race, bi-racial, Latino and Asian. The remaining students are while-non-Hispanic.

The district sends approximately 60% of the graduating class to post-secondary education.

The communities of McKees Rocks and Stowe Township are basically bedroom communities.

Unemployment is higher than the regional average. Small businesses are located throughout with

limited business employing more than 100. The school district is the largest employer in the

community employing more than 200 people on an annual basis.

The district is served by many fine organizations. The most prevalent organization is the F.O.R.

(Focus on Renewal) organization. This is a religiouly based organization started more than 25 years

ago by Fr. Regis Ryan. This organization provides health services, child care, meals, clothing, and

numerous other social services to the district and the community. The F.O.R. recently opened a

cultural art center which provides classes in various forms of the visual and performing arts to

students throughout the region. The McKees Rocks Rotary Club has contributed greatly to our

increasing successes and they continue to provide the District with both tangible and monetary gifts

for needed supplies and services.

Also, the local community houses a community development corporation, a job placement office, and

other community services. Several churches provide food banks and daily meals to those in need.

Four lunch programs were available within the district this past summer to provide food to students

and families as needed.

Planning Committee Name Role

Lori Sims Building Principal : Professional Education

McKees Rocks Rotary Business Representative : Professional Education

McKees Rocks Rotary Business Representative : Professional Education

Brian Rhindress Community Representative : Professional

Education

Joe Herzing Ed Specialist - School Counselor : Professional

Education

Julie Blanc Elementary School Teacher - Regular Education :

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Professional Education

Heather Johnston Elementary School Teacher - Regular Education :


Chris Captaline High School Teacher - Regular Education :


Sam Weaver High School Teacher - Regular Education :


Brian Worst Instructional Technology Director/Specialist :


Maria Kotek Middle School Teacher - Regular Education :


Denise Burke Middle School Teacher - Special Education :


Samatha Levitski Parent : Professional Education

Maura Mitchell Parent : Professional Education

Dory Whelan-Buell Student Services Director/Specialist : Professional

Education

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Core Foundations

Standards

Mapping and Alignment

Elementary Education-Primary Level

Standards Mapping Alignment

Arts and Humanities Accomplished Accomplished

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, Science and Technical Subjects

Accomplished Accomplished

PA Core Standards: Mathematics Accomplished Accomplished

Economics Accomplished Accomplished

Environment and Ecology Accomplished Developing

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 Developing Developing

Alternate Academic Content Standards for Math Developing Developing

Alternate Academic Content Standards for Reading Developing Developing

American School Counselor Association for Students Accomplished Accomplished

Early Childhood Education: Infant-Toddler⟶Second Grade

Non Existent Non Existent

English Language Proficiency Accomplished Accomplished

Interpersonal Skills Accomplished Accomplished

School Climate Accomplished Accomplished

Explanation for standard areas checked "Needs Improvement" or "Non Existent":

We are a secondary education buildiing--do not provide primary education services.

Elementary Education-Intermediate Level






PA Core Standards: Literacy in History/Social Studies, Accomplished Accomplished

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Science and Technical Subjects




Family and Consumer Sciences Accomplished Accomplished







American School Counselor Association for Students Accomplished Accomplished





Career Education at the intermediate level has not been in place prior to the State initiavive to begin Career Education in all grade levels. This year 2017-2018 Sto-Rox Upper Elementary Building will begin a career exploration program with all students so students will start their thought-process of thier future goals.

Middle Level







Accomplished Accomplished




Family and Consumer Sciences Accomplished Accomplished




Science and Technology and Engineering Education Accomplished Developing

Alternate Academic Content Standards for Math Accomplished Developing

Alternate Academic Content Standards for Reading Accomplished Developing

American School Counselor Association for Students Accomplished Developing

English Language Proficiency Accomplished Developing


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World Language Accomplished Accomplished


This narrative is empty.

High School Level


Arts and Humanities Developing Developing


Civics and Government Accomplished Developing

PA Core Standards: English Language Arts Accomplished Developing


Accomplished Developing

PA Core Standards: Mathematics Accomplished Developing

Economics Accomplished Developing


Family and Consumer Sciences Developing Developing

Geography Developing Developing

Health, Safety and Physical Education Accomplished Developing

History Accomplished Developing




American School Counselor Association for Students Developing Developing




World Language Accomplished Accomplished



Adaptations


Checked answers

PA Core Standards: English Language Arts

Science and Technology and Engineering Education

Unchecked answers

None.

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Checked answers


Unchecked answers

None.

Middle Level

Checked answers


Unchecked answers

None.

High School Level

Checked answers


Unchecked answers

None.

Explanation for any standards checked:

Starting in 2016-2017 and continuing into 2017-2018 the Sto-Rox School District received several significant grant awards to develop a strong STEM program. This district initiative has brought robotics and STEM Curriculum to all students at their appropriate academic and grade levels. The Sto-Rox Primary School has partnered with Robert Morris University as a field site to expand our K-2nd grade Literacy programs. The goal is for each student exiting the 3rd grade to be "on grade level" as a primary student reader.

Curriculum

Planned Instruction


Curriculum Characteristics Status

Objectives of planned courses, instructional units or interdisciplinary studies to be achieved by all students are identified for each subject area.

Developing

Content, including materials and activities and estimated instructional time to be devoted to achieving the academic standards are identified.

Developing

The relationship between the objectives of a planned course, instructional unit or interdisciplinary studies and academic standards are identified.

Developing

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Procedures for measurement of mastery of the objectives of a planned course, instructional unit or interdisciplinary studies are identified.

Developing

Processes used to ensure Accomplishment:

As previosuly explained, the district is in the process of updating all curriculum. The final product will attempt to address all of the above items. Also, curriculum is written K-12 as applicable. As such, all section are similar.

Explanation for any standards areas checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:





Developing


Developing


Developing


Developing


As previosuly explained, the district is in the process of updating all curriculum. The final product will attempt to address all of the above items. Also, curriculum is written K-12 as applicable. As such, all section are similar.



Middle Level



Accomplished


Accomplished


Accomplished

Procedures for measurement of mastery of the objectives of a planned Developing

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course, instructional unit or interdisciplinary studies are identified.


Teacher accountability in overall evaluations.



High School Level



Accomplished


Accomplished


Accomplished


Developing


Teacher accountability in overall evaluations.



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.

Beginning in the 2016-2017 academic year planning began to strengthen the District's

Inclusion Model to meet the learning needs of all our students, this includes the most

challenged students. Professional Development opportunities were provided during the

Summer of 2017 and continued into the 2017-2018 academic year. All teachers and

paraprofessionals are trained on how to best include a student with learning needs into the

regular curriculum and into the general education classrooms. Our approach to providing

the Least Restrictive Environment for a learner includes the following:

1. How to read and understand a student's IEP

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2. How to read and understand/implement accommodations and modifications.

3. How to read and understand/implement Realted Services.

4. Co Teaching Classrooms

5 The use of a paraprofesisional in the classroom

Instruction

Instructional Strategies

Checked Answers Formal classroom observations focused on instruction

Walkthroughs targeted on instruction

Annual Instructional evaluations

Unchecked Answers

Peer evaluation/coaching

Instructional Coaching

Regular Lesson Plan Review

Checked Answers Administrators

Building Supervisors

Unchecked Answers

Department Supervisors

Instructional Coaches

Not Reviewed

Provide brief explanation of LEA's process for incorporating selected strategies.

The administrative team meets once per month to discuss instructional topics. In addition, the administrative team meets once per month with the School Board. Happenings in the buildings are presented and discussed at both times.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

Upon receipt of fudning from the Department of Education, the district would enjoy employing coaches to assist with teacher instructional techniques. Unfortunately, this district can not afford this item at this time.

Responsiveness to Student Needs


Instructional Practices Status

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Structured grouping practices are used to meet student needs.

Implemented in 50% or more of

district classrooms

Flexible instructional time or other schedule-related practices are used to meet student needs.


district classrooms

Differentiated instruction is used to meet student needs.


district classrooms

A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students.


district classrooms

If necessary, provide further explanation. (Required explanation if column selected was

The district continues to provide professional development in the area of instruction and the meeting of student needs to be in a process of continuous improvement. The district believes that no organization can ever be at 100%, but we will continue to strive to be certain that every child's needs are met. All children have value and are important.





district classrooms



district classrooms



district classrooms



district classrooms



Middle Level

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district classrooms



district classrooms



district classrooms



district classrooms



High School Level




district classrooms



district classrooms



district classrooms



district classrooms



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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 process to hire the most effective teachers is as follows: 1. The district maintains and is constantly updating comprehensive job descriptions for all positions 2. The district advertises all positions in local, regional and state wide publications to attract a wide variety of candidates. 3. In addition, as needed, the district will contact teacher prepatory schools to gain the names of additional candidates. 4. Upon receipt of the applications, each application is reviewed by administration and lead teachers. The district looks at transcripts, past employment, letters of recommendation, Praxis, and other related items. 5. From this review candidates are selected for first round interviews. This interview includes question regarding instructinal techniques, classroom management and variouis topiocs to ensure the district is selecting the finest candidates to move forward in this process. 6. From the first round interviews, typically 3 - 4 candidates are selected for a second round interview. 7. The second round interview includes additional questions regarding lesson design and instructional technique. Each candidate must also design and teach a lesson related to the standards. 8. References and other checks are made. 9. The most qualified candidate is then offered the position and is mentored during their first two years with the district.

Assessments

Local Graduation Requirements

Course Completion SY 18/19 SY 19/20 SY 20/21

Total Courses 9.00 9.00 9.00

English 4.00 4.00 4.00

Mathematics 4.00 4.00 4.00

Social Studies 4.00 4.00 4.00

Science 4.00 4.00 4.00

Physical Education 2.00 2.00 2.00

Health 2.00 2.00 2.00

Music, Art, Family & Consumer Sciences, Career and Technical Education

4.00 4.00 4.00

Electives 4.00 4.00 4.00

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Minimum % Grade Required for Credit (Numerical Answer)

60.00 60.00 60.00

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.

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.

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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.

Completion of an Advanced Placement exam or International Baccalaureate exam

that includes academic content comparable to the appropriate Keystone Exam at a

score established by the Secretary to be comparable to the proficient level on the

appropriate Keystone Exam.

Unchecked answers

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 X

Civics and Government X X


X X


X X

PA Core Standards: Mathematics X X

Economics X X

Environment and Ecology X X

Family and Consumer Sciences X X

Geography X X

Health, Safety and Physical Education

X X

History X X


X X

World Language X X

Methods and Measures

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Summative Assessments

Summative Assessments EEP EEI ML HS

PSSA X X

Benchmark Assessments

Benchmark Assessments EEP EEI ML HS

STAR Reading X X

STAR Math X X

Dibels X

Formative Assessments

Formative Assessments EEP EEI ML HS

Exit Slips X X

Progress Monitoring Probes X X

Diagnostic Assessments

No methods or measures have been identified for Diagnostic Assessments

Validation of Implemented Assessments

Validation Methods EEP EEI ML HS

External Review X X X X

Intermediate Unit Review

LEA Administration Review X X X X

Building Supervisor Review X X X X

Department Supervisor Review

Professional Learning Community Review X X X X

Instructional Coach Review

Teacher Peer Review X X X X

Provide brief explanation of your process for reviewing assessments.

Upon receipt of all test scores, the Superintendent prepares and presents this information to the Board and public at an open Board meeting. This information is also shared with the entire staff during teacher meetings in each building. Preliminary information is reviewed with the entire staff on the first day in-service meeting. The principals then review this information indepth with the individual meetings show more details to each specific grade level.

Development and Validation of Local Assessments

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If applicable, explain your procedures for developing locally administered assessments and how they are independently and objectively validated every six years.

The district does not use local assessment to meet the state standards. The district relies

upon the PSSA and the Keystones.

Collection and Dissemination

Describe your system to collect, analyze and disseminate assessment data efficiently and effectively for use by LEA leaders and instructional teams.

The Superintendent collects all assessment data and acts as the district coordinator. After

the information is compiled each principal and Board Member is provided a copy of the test

presentation. This information is studied, reviewed and plans are developed for continuous

improvement.

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.

The teachers and principals use assessment data to plan appropriate instruction to meet

the needs of the students. At the secondary level this information is used for course

selection. This information is also shared at home to ensure a partnership between the

home and the school. The individual student scores are reviewed with each student to

prepare them for the next step.

Assessment Data Uses

Assessment Data Uses EEP EEI ML HS

Assessment results are reported out by PA assessment anchor or standards-aligned learning objective.

X X X X

Instructional practices are identified that are linked to student success in mastering specific PA assessment anchors, eligible content or standards-aligned learning objectives.

X X X X

Specific PA assessment anchors, eligible content or standards-aligned learning objectives are identified for those students who did not demonstrate sufficient mastery so that teachers can collaboratively create and/or identify instructional strategies likely to increase mastery.

X X X X

Instructional practices modified or adapted to increase student mastery.

X X X X

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Provide brief explanation of the process for incorporating selected strategies.

The assessment data provides a student's strengthens and weaknesses. Teachers are encouraged to use this information to remediate trouble spots and to prepare lessons to get students to the next level. This makes for focused instruction and enables a smoother pace of instruction for the students. These strategies are to be incorporated into the teacher's lesson plans. Lesson plans are reviewed by the Principals to ensure compliance.

Provide brief explanation for strategies not selected and how you plan to address their incorporation.

All above strategies are being used. The Principals are to look for these items and assist the teachers with the implementation.

Distribution of Summative Assessment Results

Distribution Methods EEP EEI ML HS

Course Planning Guides X X X

Directing Public to the PDE & other Test-related Websites

X X X X

Individual Meetings X X X X

Letters to Parents/Guardians X X X X

Local Media Reports

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

School Calendar

Student Handbook X X X X

Provide brief explanation of the process for incorporating selected strategies.

The assessment data provides a student's strengthens and weaknesses. Teachers are encouraged to use this information to remediate trouble spots and to prepare lessons to get students to the next level. This makes for focused instruction and enables a smoother pace of instruction for the students. These strategies are to be incorporated into the teacher's lesson plans. Lesson plans are reviewed by the Principals to ensure compliance.

Provide brief explanation for strategies not selected and how the LEA plans to address their incorporation.

All above strategies are being used. The Principals are to look for these items and assist the teachers with the implementation.

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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.

The district is comprised of three schools, emphasis is given to struggling students to

ensure they are putting forth their best attention and motivation to their learning. The

district's School Performance Profile Scores are low and these scores are continually

reviewed and addressed by administration and lead teachers. The following are the

primary interventions we implement to address our struggling learners.

1. Research based professional development for teachers on instructional strategies.

2. Community resources to all our students for assistance in housing, clothing, food,

addiction and recovery resources, and abuse and neglect.

3. Tutoring programs

4. Adult mentors for our Jr Sr High School Students

5. School-base mental health services

6. 100% free breakfast and lunch program district-wide.

Programs, Strategies and Actions

Programs, Strategies and Actions EEP EEI ML HS

Biennially Updated and Executed Memorandum of Understanding with Local Law Enforcement

X X X X

School-wide Positive Behavioral Programs X X

Conflict Resolution or Dispute Management X X

Peer Helper Programs X

Safety and Violence Prevention Curricula X X X

Student Codes of Conduct X X X X

Comprehensive School Safety and Violence Prevention Plans

X X X X

Purchase of Security-related Technology 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 Student Discipline

X X X X

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Explanation of strategies not selected and how the LEA plans to address their incorporation:

No school can ever incorporate every strategy. This district selected the majority of the strategies listed and implement each with fidelity. The results have been a smooth operating school in which students feel safe and welcome.

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.)

Students that demonstrate certain traits or skills are referred for screening and evaluation for the gifted program. A referal may come from the parent or any teacher, suport personnel, principal or other professional within the building. Upon receipt of the referal, the parents are provided documents to provide permission to evaluate and data collection forms. Upon receipt of same, the district pyschologist will evaluate the child for possible inclusion in the program. When the report is complete the parents are invited in to review the report. If the student qualifies, an appropriate GIEP is designed to meet the specific needs of the student. This complete process is a district policy and the district does employee a full-time gifted teacher. All papers necessary to request evaluation are available on the district website.

Describe your entity’s process for locating students who are thought to be gifted and may be in need of specially designed instruction (screening).

Data is reviewed by teachers at the Primary and Upper Elementary level to identify high achieving students. Additional data reviewed at the high school level includes the PSAT. When data indicates a need for further testing, the building team and parents works together to decide the next steps.

Describe your entity’s procedures for determining eligibility (through multiple criteria) and need (based on academic strength) for potentially mentally gifted students (evaluation).

After analyzing data, the Gifted Education teacher works with the building team and parents to determine an appropriate course. Options range from further individual screening or assessment, classroom adjustments, consultation with the Gifted Education teacher, schedule changes, pacing/level adjustments to content, or other enrichment and acceleration options.

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.

By working with and through general education, all students are able to access subject acceleration, compacting of classes, demonstration of proficiency, small group enrichment in a topic, independent learning contracts, competitions, grade acceleration, early graduation, double scheduling of classes, adjusted school day, access to internships/apprenticeships, and online coursework.

Developmental Services

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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

Career Development/Planning X X X

Coaching/Mentoring X

Compliance with Health Requirements –i.e., Immunization

X X X X

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:

The district is fortunate to have a certified guidance counselor at each building. The district began an RtII program at the elementary level this year. The district has fully certified health and PE teachers at each building. The district employees a full time home and school visitor that tends to all students in the district. The district employees two school certified nurses.

Diagnostic, Intervention and Referral Services

Diagnostic, Intervention and Referral Services EEP EEI ML HS

Accommodations and Modifications X X X X

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

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

Small Group Counseling-Personal and Social Development

Special Education Evaluation X X X X

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Student Assistance Program X X X X

Explanation of diagnostic, intervention and referral services:

With the resources stated above, plus a Director of Pupil Services, the district is able to provide the listed items.

Consultation and Coordination Services

Consultation and Coordination Services EEP EEI ML HS

Alternative Education X X

Case and Care Management

Community Liaison X X X X

Community Services Coordination (Internal or External)

X X X X

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 Personnel, Parents and Communities

X X X X

System Support X X X X

Truancy Coordination X X X X

Explanation of consultation and coordination services:

The district employees a full-time Community Liaison who handles most of the listed items. The staff development is discussed at every education meeting. Education meetings are open to every employee and the public. These meetings discuss educational issues and professional development. These meetings are held at both the elementary and secondary level. The other items are handled by the previously mentioned staff.

Communication of Educational Opportunities

Communication of Educational Opportunities EEP EEI ML HS

Course Planning Guides X X

Directing Public to the PDE & Test-related Websites X X X X



Local Media Reports

Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

25

Mass Phone Calls/Emails/Letters X X X X

Newsletters

Press Releases X X X X

School Calendar X X X X


Communication of Student Health Needs

Communication of Student Health Needs EEP EEI ML HS


Individual Screening Results


Website X X X X

Meetings with Community, Families and Board of Directors

X X X X

Newsletters

School Calendar


Frequency of Communication

Elementary Education - Primary Level

More than once a month

Elementary Education - Intermediate Level


Middle Level


High School Level


Collaboration for Interventions

Describe the collaboration between classroom teachers and individuals providing interventions regarding differing student needs and academic progress.

Teachers and other district professionals can meet during common time in the morning,

during the day or at the end of the day. Outside agencies providing these services make

appointments to meet with the administration and staff to provide the needed information

to be certain the student needs are met. At a minimum administration, lead teachers, social

26

worker, psychologist, and dean of students meet monthly during Pupil Services Meetings to

address the needs of any struggling student. Converstaion are head for students who are

struggling either in academics, behaviors, attendance or at home/community.

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.

1. Child care 2. After school programs 3. Youth workforce development programs 4. Tutoring

Through Child Find and other programs, the district stays in touch with the local day care

and child care programs. The F.O.R., previously discussed, is a major provider of these

services. The Allegheny Intermediate Unit also operates Early Childhood Education

Programs within our Foster Elementary Building. Their programs include Early

Intervention and HeadStart.

The District offers after school tutoring in the Upper Elementary Building.

The F. O. R. offers a wide range of after-school and weekend programning. These activities

include Maker Spaces, Art Education and academic tutoring.

Finally, all buildings qualify for Supplemental Educational Support services (SES). An SES

fair was held and the district is an approved SES provider as well.

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.

The Director of Pupil Services coordinates with all agencies to help make a smooth

transistion from Pre-school to School. The Allegheny INtermediate Unit operates an early

learning center/head start program in the community making this transition much easier.

27

The district does not operate a pre-K program as these services are provided by the AIU3,

the F.O.R. and other agencies.

Materials and Resources

Description of Materials and Resources


Material and Resources Characteristics Status

Aligned and supportive of academic standards, progresses level to level and demonstrates relationships among fundamental concepts and skills

Developing

A robust supply of high quality aligned instructional materials and resources available

Developing

Accessibility for students and teachers is effective and efficient Developing

Differentiated and equitably allocated to accommodate diverse levels of student motivation, performance and educational needs

Developing

Provide explanation for processes used to ensure Accomplishment.

As stated earlier in this report, the district is revising and updating all curriculum to align with the common core. Materials will be purchased to support the curriculum. This will always be a work in progress.

Explanation for any row checked "Needs Improvement" or "Non Existent". How the LEA plans to address their incorporation:





Developing


Developing

Accessibility for students and teachers is effective and efficient Developing


Developing


As stated earlier in this report, the district is revising and updating all curriculum to align with the common core. Materials will be purchased to support the curriculum. This will always be a work in progress.

28



Middle Level



Developing


Accomplished

Accessibility for students and teachers is effective and efficient Accomplished


Accomplished


Recent curriculum mapping has improved grade level standards' accountability. Remedial instructional materials recently added (Chromebooks, IXL software)



High School Level



Developing


Accomplished

Accessibility for students and teachers is effective and efficient Accomplished


Accomplished


Now that a reconfiguration occurred making our high school and Jr Sr HIgh School there is increased collaboration amongst grade level teaching to ensure a flow of academic standards and the sequencing of curriculum is occurring. Remedial instructional materials recently added (Chromebooks, IXL software)



29

SAS Incorporation


Standards Status

Arts and Humanities


district classrooms

Career Education and Work

Implemented in less than 50% of

district classrooms

Civics and Government


district classrooms



district classrooms



district classrooms

PA Core Standards: Mathematics


district classrooms

Economics


district classrooms

Environment and Ecology


district classrooms

Family and Consumer Sciences


district classrooms

Geography


district classrooms



district classrooms

History Implemented in 50% or more of

30

district classrooms



district classrooms

Alternate Academic Content Standards for Math


district classrooms

Alternate Academic Content Standards for Reading


district classrooms

American School Counselor Association for Students


district classrooms

Early Childhood Education: Infant-Toddler→Second Grade Level of

Implementation is Unknown

English Language Proficiency Not Applicable

Interpersonal Skills


district classrooms

School Climate


district classrooms

Further explanation for columns selected "



Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms

PA Core Standards: English Language Arts Implemented in

31

50% or more of district

classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

32

English Language Proficiency Not Applicable



district classrooms

School Climate


district classrooms



Middle Level

Standards Status

Arts and Humanities


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms

Family and Consumer Sciences Implemented in 50% or more of

33

district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

English Language Proficiency


district classrooms



district classrooms

School Climate Not answered

World Language Not Applicable



High School Level

Standards Status

Arts and Humanities Implemented in 50% or more of

district

34

classrooms



district classrooms



district classrooms



district classrooms



district classrooms



district classrooms

Economics


district classrooms



district classrooms



district classrooms

Geography


district classrooms



district classrooms

History


district classrooms



district classrooms

Alternate Academic Content Standards for Math Implemented in 50% or more of

35

district classrooms



district classrooms



district classrooms

English Language Proficiency


district classrooms



district classrooms

School Climate


district classrooms

World Language


district classrooms



Early Warning System

The free PA Educator Dashboard Early Warning System and Intervention Catalog (PA EWS/IC) utilizes the metrics of Attendance, Behavior and Course grades to identify students who may be on a path to dropping out of school. Please indicate your selection of the following options.

Not answered


Characteristics

District’s Professional Education Characteristics EEP EEI ML HS

Enhances the educator’s content knowledge in the X X X X

36

area of the educator’s certification or assignment.

Increases the educator’s teaching skills based on effective practice research, with attention given to interventions for struggling students.

X X X X

Increases the educator's teaching skills based on effective practice research, with attention given to interventions for gifted students.

X X X X

Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision making.

X X X X

Empowers educators to work effectively with parents and community partners.

X X X X

District’s Professional Education Characteristics EEP EEI ML HS

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other, as well as to Pennsylvania’s academic standards.

X X X X

Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for gifted students are aligned to each other, as well as to Pennsylvania's academic standards.

X X X X

Provides leaders with the ability to access and use appropriate data to inform decision making.

X X X X

Empowers leaders to create a culture of teaching and learning, with an emphasis on learning.

X X X X

Instructs the leader in managing resources for effective results.

X X X X

Provide brief explanation of your process for ensuring these selected characteristics.

The district uses all the resources and encourages leaders to continue to gain skills through the Pennsylvania Inspired Leaders program and the National Instructional School Leaders program. The district works as partners with the educational staff to bring them the professional development they request. Evaluations are completed after every in-service program to ensure we are meeting the needs of the educator. We also encourage leaders to visit other programs and schools to gain differently approaches and perspectives.


.

Educator Discipline Act 126, 71

37

Provides educators with mandated reporter training, totaling 3 hours, every 5 years as outlined in Act 126.

Questions

The LEA has conducted the required training on:

9/22/2014 n/a

The LEA plans to conduct the required training on approximately:

1/19/2018 n/a

Provides educators with four (4) hours of professional development in youth suicide awareness and prevention every five (5) years for professional educators in grades six through twelve as outlined in Act 71.

Questions

The LEA plans to conduct the training on approximately:

5/2/2018 Projected date

Provides educators with four (4) hours of professional development every five (5) years for professional educators that are teaching the curriculum in which the Child Exploitation Awareness Education program is incorporated as outlined in Act 71.

Questions

The LEA plans to conduct the training on approximately:

5/2/2018 Projected date

Strategies Ensuring Fidelity

Checked answers

Using disaggregated student data to determine educators’ learning priorities.

Professional Development activities are developed that support implementation of strategies identified in your action plan.

Clear expectations in terms of teacher practice are identified for staff implementation.

An implementation evaluation is created, based upon specific expectations related to changes in teacher practice, which is used to validate the overall effectiveness of the professional development initiative.

The LEA has a systemic process that is used to validate whether or not providers have the capacity to present quality professional development.

Administrators participate fully in all professional development sessions targeted for their faculties.

Every Professional development initiative includes components that provide ongoing support to teachers regarding implementation.

The LEA has an ongoing monitoring system in place (i.e. walkthroughs, classroom observations).

Professional Education is evaluated to show its impact on teaching practices and student learning.

38

Unchecked answers

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target instructional areas that need strengthening.

Professional Development activities are based upon detailed needs assessments that utilize student assessment results to target curricular areas that need further alignment.


As stated earlier in this plan, the district plans professional development based on the needs presented by the staff and the data derived by the assessment scores. Evaluations are completed on each in-service/training program to gain information to improve for the next time.


No organization can do everything, but we continue to strive for improvement.

Induction Program

Checked answers

Inductees will know, understand and implement instructional practices validated by

the LEA as known to improve student achievement.

Inductees will assign challenging work to diverse student populations.

Inductees will know the basic details and expectations related to LEA-wide

initiatives, practices, policies and procedures.

Inductees will know the basic details and expectations related to school initiatives,

practices and procedures.

Inductees will be able to access state curriculum frameworks and focus lesson

design on leading students to mastery of all state academic standards, assessment

anchors and eligible content (where appropriate) identified in the LEA's curricula.

Inductees will effectively navigate the Standards Aligned System website.

Inductees will know and apply LEA endorsed classroom management strategies.

Inductees will know and utilize school/LEA resources that are available to assist

students in crisis.

Inductees will take advantage of opportunities to engage personally with other

members of the faculty in order to develop a sense of collegiality and camaraderie.

39

Unchecked answers

None.


Inductees, while few and far between, will be given a teacher mentor. The inductee and the mentor will meet monthly with the building principal to ensure the above items are reviewed and completed.



Needs of Inductees

Checked answers

Frequent observations of inductee instructional practice by supervisor to identify

needs.

Regular meetings with mentors or coaches to reflect upon instructional practice to

identify needs.

Student PSSA data.

Classroom assessment data (Formative & Summative).

Review of inductee lesson plans.

Review of written reports summarizing instructional activity.

Knowledge of successful research-based instructional models.

Information collected from previous induction programs (e.g., program evaluations

and second-year teacher interviews).

Unchecked answers

Frequent observations of inductee instructional practice by a coach or mentor to identify needs.

Standardized student assessment data other than the PSSA.

Inductee survey (local, intermediate units and national level).

Submission of inductee portfolio.


As stated previously, the inductee will meet with the mentor and building principal once per month to review these topics.

40

Provide a brief explanation for strategies not selected and your plan to address their incorporation.

The district will develop an inductee evaluation form to ensure growth in the induction program.

Mentor Characteristics

Checked answers

Pool of possible mentors is comprised of teachers with outstanding work performance.

Potential mentors have similar certifications and assignments. Potential mentors must model continuous learning and reflection.

Potential mentors must have knowledge of LEA policies, procedures and resources.

Potential mentors must have demonstrated ability to work effectively with students and other adults.

Potential mentors must be willing to accept additional responsibility.

Mentors must complete mentor training or have previous related experience (e.g., purpose of induction program and role of mentor, communication and listening skills, coaching and conferencing skills, problem-solving skills and knowledge of adult learning and development).

Mentors and inductees must have compatible schedules so that they can meet regularly.

Unchecked answers

None.


Mentors are contractual. Still, the mentors have proven to be highly effective.

Provide brief explanation for characteristics not selected and how you plan to address their incorporation.


Induction Program Timeline

Topics Aug-Sep

Oct-Nov

Dec-Jan

Feb-Mar

Apr-May

Jun-Jul

Code of Professional Practice and Conduct for Educators

X X X

Assessments X X X X X

Best Instructional Practices X X X X X

Safe and Supportive Schools X X

Standards X X X

Curriculum X X X X

41

Instruction X X X X X

Accommodations and Adaptations for diverse learners

X X

Data informed decision making X X X X X

Materials and Resources for Instruction X X X

If necessary, provide further explanation.


Monitoring and Evaluating the Induction Program

Identify the procedures for monitoring and evaluating the Induction program.

As stated earlier in this report, the inductee and the mentor will meet monthly with the building principal. The inductee and the mentor are expected to meet at least once per week to ensure growth of the novice teacher. Also, the district will design an inductee survey form. Finally, all inductees are permitted to enroll in and participate in the AIU3 mentorship program at district expense.

Recording Process

Identify the recording process for inductee participation and program completion. (Check all that apply)Checked answers

Mentor documents his/her inductee's involvement in the program.

A designated administrator receives, evaluates and archives all mentor records.

School/LEA maintains accurate records of program completion and provide a

certificate or statement of completion to each inductee who has completed the

program.

Completion is verified by the LEA Chief Executive Officer on the Application for

Level 2 Certification.

Unchecked answers

LEA administrator receives, tallies, and archives all LEA mentor records.

Special Education

Special Education Students

Total students identified: 305

Identification Method

42

Identify the District's method for identifying students with specific learning disabilities.

Sto-Rox uses the Severe Discrepancy Model to identify students with a Specific

Learning Disability. The process documents the student’s differences between

intellectual ability and achievement and considers patterns of strengths and weaknesses

relative to age, and state standards for grade level performance. It also includes the

child's response to scientific, research-based interventions that are currently in place,

and documentation that the student receives high quality instruction in the general

education setting; research-based interventions are provided to the student; and the

student (‘s) progress is regularly monitored.” (§14.125[a][2][i])

We engage in continuous observations of routine classroom instruction to verify that

appropriate instructional procedures are in place. Further, the screening process must

include early intervening services in which academic skills and classroom behavior are

assessed and linked to research-based interventions. It is important that the

multidisciplinary evaluation team documents the extent to which the student has been

provided with an appropriate standards-based core instructional program prior to being

referred for evaluation.

In addition, Sto-Rox uses repeated assessments of achievement or behavior, or both,

conducted at reasonable intervals, reflecting formal monitoring of student progress

during the interventions. A team of Special Education-certified personnel at Sto-Rox

determines whether the student’s needs exceed the functional ability of the regular

education program to maintain the student at an appropriate instructional level.

Documentation of the information about the student’s progress is periodically provided to

the student’s parents.

Enrollment

Review the Enrollment Difference Status. If necessary, describe how your district plans to address any significant disproportionalities.

The data is publicly available via the PennData website. You can view your most recent report. The link is: https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

Special Education Data Report School Year 2014-2015 a

s reported by Pennsylvania Department of Education Bureau of Special Education

(PennData)

https://penndata.hbg.psu.edu/PublicReporting/DataataGlance/tabid/2523/Default.aspx

43

LEA

State

Total

Enrollment

1,274

1,741,605

Percent of

Special

Education

Enrollment by

Disability

21.7

15.6%

Autism

10.5

9.9%

Deaf Blind

###

0.0%

Emotional

Disturbance

16.6

8.5%

Hearing

Impaired

including

Deafness

###

1.0%

Intellectual

Disability

8.3

6.6%

Multiple

Disabilities

###

1.1%

Orthopedic

Impairment

###

0.3%

Other Health

Impaired

11.2%

13.2%

Specific

Learning

Disability

40.1

43.3%

Speech and

Language

11.2

15.4%

44

Impairment

Traumatic

Brain Injury

###

0.3%

Visual

Impairment

including

Blindness

###

0.4%

One outstanding difference between the LEA averages and state averages falls within the

Emotional Disability Category. The LEA's average is twice that of the state average. McKees

Rocks Pennsylvania (which is the Sto-Rox School District's community) has been identified

as being Allegheny County's leading community of residents with mental health and

behavioral health issues and services. This statistic has been recently verified and

published in 2015 based on services utilized by the Allegheny County Health Department. I

believe the LEA's average is a reflection of the community's issues and needs and although

our average exceeds the state average it does not exceed the community average and the

factors that effect an individuals mental/behavioral health.

Non-Resident Students Oversight

1. How does the District meet its obligation under Section 1306 of the Public School Code as the host District at each location?

2. How does the District ensure that students are receiving a free appropriate public education (FAPE) in the least restrictive environment (LRE)?

3. What problems or barriers exist which limit the District's ability to meet its obligations under Section 1306 of the Public School Code?

1. The Sto-Rox School District does not contain or host any non-resident educational

settings.

2. Currently the district does not have any non-resident students; however, upon

notification that a nonresident student would be attending one of the schools within the

district, the appropriate actions would be taken to assure the student received the

appropriate special education services and education in the least restrictive environment.

The district would seek assistance from the Allegheny Intermediate Unit, if necessary, in

order to assure a smooth transition was made and a Free Appropriate Public Education

(FAPE) was afforded to the child with a disability. The district would work collaboratively

with any agencies involved as well.

3. The Sto-Rox School District does not contain or host any non-resident educational setting.

45

Incarcerated Students Oversight

Describe the system of oversight the District would implement to ensure that all incarcerated students who may be eligible for special education are located, identified, evaluated and when deemed eligible, are offered a free appropriate public education (FAPE).

There are no facilities for incarcerated youth within the borders of the Sto-Rox School

District. The District provides all special education documentation for students that are

placed in facilities and are currently eligible for special education services. If a student is

evaluated and found eligible during placement, the Sto-Rox School District will comply with

sections 1306 and 1307 of the Pennsylvania School Code and make arrangements for the

provision of special education services as needed.

Least Restrictive Environment

1. Describe the District procedures, which ensure that, to the maximum extent appropriate, children with disabilities, including those in private institutions, are educated with non-disabled children, and that removal from the regular education environment only occurs when education in that setting with supplementary aids and services, cannot be achieved satisfactorily.

2. Describe how the District is replicating successful programs, evidence-based models, and other PDE sponsored initiatives to enhance or expand the continuum of supports/services and education placement options available within the District to support students with disabilities access the general education curriculum in the least restrictive environment (LRE). (Provide information describing the manner in which the District utilizes site-based training, consultation and technical assistance opportunities available through PDE/PaTTAN, or other public or private agencies.)

3. Refer to and discuss the SPP targets and the district's percentages in the Indicator 5 section - Educational Environments. Also discuss the number of students placed out of the district and how those placements were determined to assure that LRE requirements are met.

Educational Environments...Special Education Data Report School Year 2014-2015 as

reported by Pennsylvania Department of Education Bureau of Special Education

(PennData)

Inside Regular Class 80%

or more

Inside Regular class less than

40%

In Other Educational

Settings

LEA

39.5%

State

62.4%

LEA

8.2%

STATE

9.5%

LEA

22.0%

STATE

4.8%

46

All Sto-Rox School District's procedures for educational placement of a student with a

disability begins with the student's IEP Team and adherence of Chapter 14; Section 14.145

of the Public School Code of 1949. All students with disabilities are evaluated by members

of the IEP Team and educational staff to determine, to the maximum extent appropriate,

that each student is educated with his or her non-disabled peers. The District utilizes the

services of highly qualified paraprofessional to assist students included in the general

curriculum and all special education teachers co-teach, to the maximum and

appropriate amount of their schedules, with teachers of the general education curriculum.

This inclusion of special education staff into the general education curriculum allows the

maximum number of special education students to be educated with their non-disabled

peers.

The following are the supplementary aids and services that are provided to our special

education students to ensure for their success within the general education curriculum

and in

Documents

Sto-Rox SDThe Sto-Rox School District serves students coming from the communities of McKees Rocks and Stowe Township. The district covers approximately 3.1 square miles and sits just