Student Services
- About Us
- Staff Members
- Special Education
- 504 Service Agreements
- Homebound Instruction
- Gifted Education
- McKinney Vento and Social Work Services
- Health Services
- Inclusive Technology
- Inclusive Innovation
- Community Resources
- Student Assistance Program
- Title I
- School Counseling
About Us
Welcome to the Baldwin-Whitehall School District Student Services Department. Our department is dedicated to providing comprehensive support services to all students, ensuring their academic success, personal development, and overall well-being.
At the heart of our mission is a commitment to creating an inclusive and supportive learning environment where every student can thrive. Our team of dedicated professionals collaborates closely with students, families, educators, and community partners to address a wide range of needs and challenges.
Our services encompass a variety of areas, including:
Counseling and Mental Health Support: Our licensed counselors, social workers, and mental health professionals offer individual and group counseling, crisis intervention, and prevention programs to support students' social-emotional well-being.
Special Education Services: We provide specialized instruction and support services for students with diverse learning needs, including individualized education plans (IEPs), accommodations, and related services to ensure access to a quality education.
Health Services: School nurses provide medical care and support students in developing healthy habits that contribute to their overall well-being.
Academic Support and Intervention: We offer academic support services and interventions to help students succeed academically and reach their full potential.
Family and Community Engagement: We actively engage families and community partners in the educational process, offering resources, workshops, and events that promote collaboration and support student success both inside and outside the classroom.
Behavioral Support and Intervention: Our team works proactively to promote positive behavior and provide interventions for students facing behavioral challenges. We collaborate with educators and families to develop strategies that support students' social and behavioral development.
Our dedicated team of professionals is committed to serving the diverse needs of our student population, fostering a culture of empathy, respect, and inclusivity. Through our comprehensive services and collaborative approach, we strive to empower every student to achieve success academically, socially, and emotionally, laying the foundation for lifelong learning and well-being.
Join our Highlander Journey on:
Staff Members
Special Education
- Services for Pre-School Age Children
- Services for School Age Children
- Individualized Education Plan
- Multidisciplinary Evaluation
- Notice of Recommended Educational Placement
- Procedural Safeguards
- Child Find Notice
- Special Education Plan
Services for Pre-School Age Children
Services for pre-school age children with disabilities who reside in suburban Allegheny County, are provided through two different systems linked by a transition process. Birth through age two programming is provided through the Pennsylvania Department of Welfare and is coordinated by the Alliance for Infants and Toddlers, Inc. Students who are three years old to entry age are serviced through the Pennsylvania Department of Education funding. This preschool program is presently coordinated by the Allegheny Intermediate Unit's Early Childhood and Family Support Services program, DART.
For more information, please contact the Alliance for Infants and Toddlers, Inc. at 412-885-6000 or the Allegheny Intermediate Unit/DART Program at 412-394-5736.
Services for School Age Children
Special Education Services in the Baldwin-Whitehall School District
The Baldwin-Whitehall School District provides a free and appropriate public education (FAPE) in accordance with state and federal mandates.
An Individualized Education Program (IEP) is a legally required, written plan that outlines the special education services and supports a student with a disability or giftedness will receive. The district holds a Child Find obligation, which includes identifying, locating, and evaluating all students who are suspected of having a disability and may be in need of special education services or accommodations. This responsibility applies even in cases where a formal request for an evaluation has not yet been made.
To qualify for an IEP under the Individuals with Disabilities Education Act (IDEA 2004), a student must meet both of the following criteria:
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The student has a disability that falls under one of the 13 eligibility categories outlined by IDEA.
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The student requires specially designed instruction in order to make meaningful educational progress.
The 13 disability categories defined under 34 CFR § 300.8 include:
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Intellectual Disability
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Hearing Impairment
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Speech or Language Impairment
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Visual Impairment (including blindness)
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Emotional Disturbance
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Orthopedic Impairment
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Autism
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Traumatic Brain Injury
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Other Health Impairment
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Specific Learning Disability
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Deafness
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Deaf-Blindness
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Multiple Disabilities
Emotional Disturbance is further defined as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child’s educational performance:
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An inability to learn that cannot be explained by intellectual, sensory, or health factors
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Difficulty building or maintaining satisfactory interpersonal relationships with peers and teachers
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Inappropriate types of behavior or feelings under normal circumstances
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A general pervasive mood of unhappiness or depression
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A tendency to develop physical symptoms or fears associated with personal or school problems
If a student is suspected of having a disability and may require specially designed instruction, the school district is obligated to initiate a comprehensive evaluation in accordance with IDEA and 22 PA Code Chapter 14.
To view the most recent demographic data regarding the special education student population in the Baldwin-Whitehall School District, please click here.
Individualized Education Plan
The “Individualized Education Program” (IEP) is a written plan for the appropriate education of students with disabilities. It is a document that assures a Free Appropriate Public Education (FAPE) for eligible students and is based on the education needs of that student in the general education curriculum. As such, it is a management tool, not a detailed instructional plan. The completed IEP will clearly reflect the student’s educational needs in relationship to his/her interests, abilities, and aptitudes.
Components of the IEP are as follows:
- Demographics
- IEP Team/Signatures
- Special Considerations the IEP Team Must Consider Before Developing the IEP
- Present Levels of Academic Achievement and Functional Performance
- Transition Services
- Participation in State and Local Assessments
- Goals and Objectives including academic and functional goals including:
- Special Education/Related Services/Supplemental Aids and Services/Program Modifications
- Educational Placement
- 10. Penn Data Reporting—Educational Environment
IEP Team
- Parents
- Not less than one regular education teacher when the student is or may be participating in the regular education environment
- Not less than one special education teacher
- LEA representative
- Someone who can interpret the instructional implications of evaluation results (role may be filled by another IEP team member)
- Others (e.g., community agencies)
- Student, when appropriate
- A teacher of the gifted is required when an IEP is being developed for a student with a disability who is also gifted
Timelines
The following timelines govern the development and implementation of an IEP:
- An IEP shall be developed within 30 calendar days after the completion of an Evaluation Report (ER) or Reevaluation Report (RR)
- The IEP shall be implemented as soon as possible after the Notice of Recommended Educational Placement (NOREP) is signed, but no later than 10 school days after it is written
- The IEP team shall be convened at least annually or more frequently if warranted.
- An IEP team meeting shall be convened at the request of any member of the team.
Sections of an IEP
- Demographics Page – The first page of the IEP which includes all of the student information and relevant dates including the IEP Meeting and Duration.
- Signature Page - All IEP team members sign the IEP Team Signatures Section at the beginning of the IEP meeting. This signature indicates attendance, not agreement. Also included in this section are the names of the team members who have been excused and, if required, have provided written input.
- Procedural Safeguards Signature – Parent signature indicating that a they have received a copy of the “Procedural Safeguards Notice” sometime during the school year.
- Special Considerations the IEP Team Must Consider Before Developing the IEP. Refer to the Annotated IEP for a list of questions to be considered by the IEP team as each area is addressed.
- Present Levels of Academic Achievement and Functional Performance. This section provides a summary of the student’s performance in his/her current educational program and indicates the student’s instructional and functional levels. It includes information regarding classroom performance and the results of any academic achievement or functional performance assessments that have been administered. Information contained in this section provides baseline data for developing the IEP and writing measurable annual goals. The information in this section should consider the most recent results of the initial Evaluation Report or Reevaluation Report, results of curriculum based assessments, concerns of the parents for enhancing the education of their child, and results of ongoing progress monitoring. The information should be stated in clear and concrete terminology. Any special considerations identified in "Special Considerations the IEP Team Must Consider Before Developing the IEP" of the IEP must be addressed in this section.
- Transition Services. Transition services must begin not later than the first IEP to be in effect when the student turns 14 or older, if determined appropriate by the IEP team, and updated annually.
The student's IEP must contain appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Postsecondary goals are a vital part of the IEP. The transition section of the IEP must contain courses of study needed to assist the student in reaching postsecondary goals.
- Participation in State and Local Assessments. The IEP team must first determine if the student can participate without accommodations. The team may decide the assessment is appropriate for the student to take, but that certain accommodations used in the classroom during instruction and/or assessment are needed. These accommodations must be listed on the IEP. These accommodations must be allowable for the assessment and should not be something that would alter the validity of the instrument (test).
If the IEP team determines that the student is unable to take the assessment even with accommodations, the reason for this decision must be indicated on the IEP. In addition, an alternate assessment must be indicated. The PASA is the state’s alternate assessment. For students taking the PASA, the team must indicate if the performance will be documented via videotape or written narrative
- Goals and Objectives. Annual goals are designed to meet the student’s needs that result from his/her disability to enable him/her to be involved in and make progress in the general education curriculum. Annual goals are designed to meet each of the student’s other education needs that result from his/her disability.
Annual goals, including academic and functional goals, are statement in measurable terms that describe what reasonable expectations can be accomplished within a twelve-month period.
- Special Education/Related Services/Supplemental Aids and Services/Program Modifications. If the IEP team determines that a student has an educational need for a service in order to benefit from a free appropriate public education, then it must be provided. For each service, the team must list the location and the frequency of the service to be provided. This section also includes the determination for eligibility for Extended School Year (ESY) services.
Extended School Year (ESY): At each IEP meeting for a student with disabilities, the LEA must determine whether the student is eligible for ESY services and if so, make subsequent determinations about the services to be provided. The IEP team must indicate whether the student is eligible or is not eligible for ESY, and the basis for the determination. This determination must be made even if the student’s parents have not specifically requested that their child be evaluated for ESY programming.
- Educational Placement. This section documents the educational placement for a child. The team documents the Amount of Special Education Supports, Type of Special Education Supports, Location of Student’s Program and the explanation of the extent, if any the child will not participate with students without disabilities in the regular education class and regular education curriculum. Amount of special education supports documents how much special education the child is receiving. These include itinerant, supplemental, and full-time. It is the responsibility of the LEA to ensure that to the maximum extent appropriate, children with disabilities are educated with children who are not disabled.
- Penn Data Reporting. Every state is required to provide an annual report of specific data related to the education of students with disabilities to the US Department of Education. In Pennsylvania, these data are gathered through the Penn Data reporting system. The IEP team must document the total number of hours per week the student receives special education services.
For students being educated in regular buildings with non-disabled peers, the IEP team must document the percentage of time the student receives special education services outside the regular classroom. The options include:
- INSIDE the Regular Classroom 80% or More of the Day
- INSIDE the Regular Classroom 79-40% of the Day
- INSIDE the Regular Classroom Less Than 40% of the Day
Multidisciplinary Evaluation
The Multidisciplinary Evaluation (MDE) is a process to gather information to determine if a child has a disability and needs special education and, if so, the types of services needed.
Prior to an MDE, the District must obtain permission via the Permission to Evaluate form. Before an evaluation can occur, the form must be signed by the parent or legal guardian.
Multidisciplinary evaluations are coordinated by a certified school psychologist. Team members including the parents, classroom teacher, principal, social worker, school psychologist, persons familiar with the student's educational experience and cultural background, and other pertinent individuals that work with the student provide information as a part of the evaluation. The evaluation must be sufficient in scope and depth to provide information about the student's academic functioning, adaptive and social behavior, weaknesses, strengths, and response to intervention. All this information is compiled into an Evaluation Report (ER) which recommends whether a child has one or more disabilities, whether or not the child requires special education, and the type of program and services that the child needs. The ER may recommend that a child is not exceptional and, therefore, does not need special education services. If this is recommended, the report will list changes that may be made in the regular classroom to maximize the child's success. All members of the MDT, including the parents, are entitled to review the ER.
Parents who suspect that their child is eligible and in need of special education may request screening or a multidisciplinary team evaluation of their child through a written request to the building principal. Communication with parents and students shall be in English or the native language of the parent.
Reevaluations for students who are eligible for special education services are completed as necessary when requested by one or more members of the IEP team and in compliance with the requirements of IDEA. Reevaluations for students with an intellectual disability are completed every two years.
Notice of Recommended Educational Placement
Once the IEP has been developed, a Notice of Recommended Educational Placement (NOREP) is issued to the parent. The NOREP explains the placement or class recommended for your child and explains the rights of parents. Parents must approve the NOREP in writing for the child's initial special education placement. The Baldwin-Whitehall School District offers a continuum of educational services designed to meet the needs of eligible students. In addition, related services such as transportation, occupational therapy, physical therapy, vision support, deaf and hearing support, and speech and language support are available to those students who qualify.
Procedural Safeguards
Child Find Notice
It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. This responsibility is required by a federal law called the Individual with Disabilities Education Act (IDEA).
Special Education Plan
504 Service Agreements
A student that does not qualify for special education services under IDEA (an educational law) still may qualify for services under Section 504 (a civil rights law) if the disability is shown to substantially limit his or her educational performance.
A child with a disability is one who has a physical or mental impairment that substantially limits major life activities, such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. Accommodations often refer to building accessibility, classroom adjustments and curriculum modifications and may be updated or revised as the need changes.
34 CFR § 104.3 defines a handicapped person with rights under the Rehabilitation Act as any person who:
- Has a physical or mental impairment which substantially limits one or more major life activities,
- Has a record of such an impairment, or
- Is regarded as having such an impairment.
Examples of disabilities under Section 504 include:
- Student breaks their arm in 5 places and cannot write; the district provides someone to take notes or write the homework
- Student is deaf and plays sports. The district provides an interpreter for the classroom and any school sports activities they are involved in
- Student has cancer, diabetes, epilepsy, migraines, allergies or asthma; the student is allowed to obtain treatment or medication, as needed
- Student uses a wheelchair; student is permitted to leave classes early to avoid hall traffic
- Student is under a doctor's care for depression or anxiety, frequent behavioral problems, ADHD; the student is given additional time for completing assignments and allowed to sit in the front of the classroom
Both federal and state conditions exist for a 504 plan:
- Federal legislation: Rehabilitation Act
- State regulation: 22 PA Code Chapter 15
Helpful Links:
Homebound Instruction
The Baldwin-Whitehall School District may temporarily excuse a student from compulsory attendance on account of illness or other urgent reasons and provide that student homebound instruction while he or she is excused from school. Regulations require that the term "urgent reasons" be strictly construed not to permit irregular attendance at school.
If BWSD provides homebound instruction and seeks to extend the duration of that instruction for a particular student beyond a three-month period, the extension requires the approval of the Pennsylvania Department of Education (PDE).
Any excusal from compulsory attendance must be reevaluated, at minimum, every three months.
The purpose of homebound instruction is to keep students on track academically while the student is temporarily out of school. Homebound instruction is school-supplied one-to-one tutoring for a limited time.
If you believe that your child will qualify or qualifies to receive Homebound Instruction, please reach out to the Student Services Department directly at 412-885-7583.
Gifted Education
Programs for gifted children are part of the array of special programs available to support all exceptional learners. These programs reflect our commitment to recognizing individual differences, ensuring equal educational opportunity, and supporting the optimal development of each child. Programs grounded in strong philosophical, theoretical, and research-based practices are most effective in meeting the needs of gifted students.
The guiding principles for planning and implementing gifted education in Baldwin-Whitehall School District include the following:
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The district is primarily responsible for identifying all "children with exceptionalities"—meaning children of school age who have a disability or who are gifted, and who require specially designed instruction.
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Like all exceptional learners, gifted students possess unique characteristics that significantly affect their ability to learn. To provide meaningful benefit, their curriculum must be appropriately modified on an individual basis.
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A Gifted Individualized Education Plan (GIEP) is developed based on a comprehensive Gifted Multidisciplinary Evaluation and includes Present Levels of Educational Performance. This plan outlines how instruction will be adapted to meet the student’s specific learning needs.
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GIEPs must be responsive to student data and are developed in accordance with Pennsylvania Chapter 16 regulations. At a parent’s discretion, gifted students may also participate in their own GIEP planning.
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The district ensures that each GIEP includes a variety of enrichment and acceleration options tailored to the student’s strengths and needs. This includes adapting, modifying, or replacing general education curriculum when appropriate.
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The continuum of services for gifted learners is informed by best practices and research. Studies from the National Research Center on the Gifted and Talented support strategies such as flexible grouping, ability grouping, curriculum acceleration, and differentiated instruction as key tools for maximizing student growth.
If you have additional questions about gifted services or the GIEP process, please reach out to your child’s building team. We’re here to support you in ensuring your child receives the educational challenge and enrichment they need to thrive.
McKinney Vento and Social Work Services
Supporting the Whole Child: Social Work Services at Baldwin-Whitehall School District
At Baldwin-Whitehall School District, we know that learning does not happen in isolation. Students do their best when their emotional well-being, stability, and basic needs are supported. Our school social workers play an important role in making sure students and families have the support they need to be successful both inside and outside of the classroom.
Social workers work closely with students, families, teachers, and administrators to identify barriers to learning and help connect families with the right supports and resources. Their work focuses on ensuring that every student has access to a safe, supportive, and stable learning environment.
How our School Social Workers Support Students and Families
Emotional and Behavioral Support
Providing individual and small group support to help students develop coping skills, regulate emotions, and navigate challenges that may impact school success.
Problem Solving and Conflict Resolution
Helping students build healthy relationships and learn strategies for resolving peer conflicts in productive ways.
Crisis Response and Family Support
Working with families and school teams when students are experiencing crisis situations or significant life changes that may affect their ability to learn.
Community Resource Connections
Connecting families with outside resources including mental health providers, food assistance, housing resources, and other community-based supports through partnerships and the Student Assistance Program (SAP).
Advocacy for Students and Families
Ensuring that student needs are understood and supported within the school environment while helping families navigate available services.
Supporting Students Experiencing Housing Instability
Baldwin-Whitehall School District is committed to supporting students and families who may be experiencing housing instability or homelessness. Under the McKinney‑Vento Homeless Assistance Act, students who lack a fixed, regular, and adequate nighttime residence are entitled to important educational protections.
Our district follows established procedures aligned with:
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Policy 251 – Homeless Students
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Policy 255 – Educational Stability for Children in Foster Care
These policies ensure that students experiencing homelessness or placement changes are able to:
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Remain in their school of origin when appropriate
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Receive transportation support
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Enroll in school immediately, even if typical enrollment documents are unavailable
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Access free meals and school resources
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Receive assistance with school supplies, clothing, and other basic needs when possible
Baldwin-Whitehall has a dedicated Homeless Liaison who works directly with families, school staff, and community agencies to ensure these protections are implemented and that students remain connected to their education.
If you believe your family may qualify for support under McKinney-Vento, or if you have questions about available resources, please contact:
Jean Williams
Homeless Liaison
jwilliams@bwschools.net
At Baldwin-Whitehall, we believe that every student deserves stability, support, and opportunity. Our social workers are here to partner with families so that students can focus on learning, growing, and thriving.
Complete only if applicable.
Health Services
Inclusive Technology
We are proud to share that Baldwin-Whitehall School District has been selected to participate in the national CITES (Center on Inclusive Technology & Education Systems) Inclusive Technology Grant. This prestigious opportunity reflects our district’s commitment to building inclusive, equitable technology systems that empower all learners—especially students with diverse learning needs.
Through this multi-year partnership, our district will collaborate with the CITES Leadership Team to strengthen inclusive technology practices using the CITES Framework. This work directly supports our district’s Inclusive Technology Vision:
Every Learner, Every Voice, Every Day.
We seek to understand diverse perspectives and design with compassion—ensuring equitable access, removing barriers, and fostering meaningful participation for all.
Our district’s CITES team is composed of administrators, faculty, and parents who bring a shared commitment to designing systems that are accessible, innovative, and student-centered. Together, we will:
- Co-create and regularly review a shared vision with students, families, staff, and the community.
- Strategically align assistive, educational, and information technologies to support student innovation.
- Use data to guide growth and ensure transparency.
- Provide educators with ongoing professional development in inclusive tools and practices.
- Engage families as true partners in this work.
We look forward to continuing this important journey—centered on equity, voice, and opportunity for every student.
Inclusive Innovation
At Baldwin-Whitehall, inclusion is not an initiative—it’s who we are. Across all grade levels, we are proud to champion programs that ensure every student, regardless of ability, is seen, valued, and empowered to succeed.
Our Best Buddies Clubs, active in grades 1 through 12+, foster genuine friendships, leadership, and opportunities for students with and without intellectual and developmental disabilities. These clubs, alongside our Unified Sports teams (including Bocce, Track & Field, and Flag Football), Partners Component Electives, and inclusive job training programs like the Baldwin Bean Coffee Shop and Innovation Shop, provide authentic, relationship-driven experiences that build empathy, skill, and community.
Through year-round programming—including Inclusion Week, Unified Sports Days, and events like Tastebuds Jr., Polar Pop, and our Special Olympics Spring Invitational—students take the lead in transforming school culture. These opportunities are supported by trained staff, passionate student leaders, and strong partnerships with community organizations, including Special Olympics Pennsylvania and Allegheny Health Network.
Our tiered, sustainable model of inclusion ensures that these programs are embedded into our classrooms, electives, athletics, and school events. Whether it’s through academics, leadership, social opportunities, or peer collaboration, Baldwin-Whitehall is committed to creating an inclusive, responsive, and joyful learning environment for all children.
To learn more about inclusive programming or how your child can get involved, please reach out to your child’s school team.
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Community Resources
Sign Up for the Yellow Dot Safety Program
The Yellow Dot Program helps you get the right emergency care in your time of need after a traffic crash. Placing a Yellow Dot decal in your vehicle's rear window alerts first responders to check your glove compartment for vital information to ensure you and your family receive the medical attention you need.
Overview
The Yellow Dot Program helps people in traffic crashes or emergencies when they can't talk. This program is a shared effort between PennDOT, the state departments of Health and Aging, the Pennsylvania State Police, the Pennsylvania Turnpike Commission, first responders, and local law enforcement.
How can citizens participate in the Yellow Dot Safety Program?
First, go online and complete the participation form to join. PennDOT will mail you a Yellow Dot kit.
Second, when it arrives, complete the kit by adding information about:
- who to call in an emergency;
- your/your child's medical history;
- any medicines you/your child takes;
- any things you or your child are allergic to; and
- the name and contact information for your/your child's doctor.
Next, put a photo of your face/your child's in the booklet and stick it in your car's glove compartment.
Finally, put the Yellow Dot sticker on the bottom left of your car's back window, not higher than 3 inches from the bottom.
Student Assistance Program
Student Assistance Program (SAP) Q&A
Are You Worried About Your Child?
The Student Assistance Program is available to support students who may be experiencing academic, behavioral, social, or emotional challenges that are interfering with their ability to learn and succeed in school.
SAP is a preventive, supportive program designed to help students and families connect with appropriate school-based and community resources.
What Is the Student Assistance Program?
- Every school district in Pennsylvania is required to have a Student Assistance Program.
- SAP teams are made up of specially trained and certified school staff and community agency partners.
- SAP does not diagnose, treat, or provide therapy.
- SAP helps identify concerns, gathers relevant information, and works collaboratively with families to recommend supports.
- Parents/guardians are a vital part of the SAP process and make all final decisions regarding participation and services.
When Might SAP Be Helpful?
You may consider SAP if your child is experiencing:
Academic Concerns
- Declining grades
- Difficulty focusing or completing work
- Truancy or frequent absences
- Changes in motivation or school engagement
Behavioral or Social Concerns
- Withdrawing from family, friends, or activities
- Changes in peer groups
- Acting aggressively or impulsively
- Defiance or difficulty following expectations
- Bullying or cyberbullying (as target or aggressor)
Emotional or Mental Health Concerns
- Anxiety or depression
- Talking about self-harm or suicide
- Grief or loss
- Significant mood changes
- Stress related to identity, relationships, or family changes
Who Can Refer a Student to SAP?
A referral to SAP can be made by:
- Parents or guardians
- School staff
- Students (self-referral)
- Peers or family members
Anyone who is concerned about a student may initiate a referral.
What Happens After a Referral?
- The SAP team gathers information about how the student is functioning in school.
- Parent/guardian permission is required before the SAP team proceeds.
- Once permission is granted, the SAP team:
- Reviews information
- Meets with the student (when appropriate)
- Collaborates with the family
- The team recommends the lowest level of support needed to help the student succeed.
- Families decide whether to follow through with recommendations.
Participation in SAP is voluntary, confidential, and supportive.
What If My Child Is Already Referred?
A SAP team member from your child’s school will contact you to:
- Explain the referral
- Review the SAP process
- Answer questions
- Obtain written or verified permission
Your insights and perspective are essential and valued throughout the process.
Confidentiality & Privacy
- All SAP information is handled confidentially.
- SAP follows state and federal confidentiality laws, including those related to mental health and substance use information.
- Information is only shared with your consent, unless otherwise required by law.
SAP Team Structure
Each Baldwin-Whitehall school has a SAP team that may include:
- Administrators
- School counselors
- Teachers
- School psychologists
- School social workers
- School nurses
- Behavioral health and/or drug & alcohol consultants
Teams collaborate with families to ensure consistency and support across settings.
How Do I Contact SAP?
If you have questions or concerns:
- Contact your child’s school office
- Ask to speak with the SAP Coordinator, school counselor, or school social worker
Each building has designated SAP contacts who can guide you through next steps.
Title I
The E.S.E.A. Title I Program is a federally funded project developed to meet the academic needs of students. E.S.E.A. stands for the Elementary and Secondary Education Act that was passed in 1965.
The Baldwin-Whitehall School District implements school-wide Title I elementary programs.
School Title I Website Links
Each school's Title I page can be accessed by clicking on the school name below.
To access our main Title I page and resources, click on the button below.
School Counseling
School Counseling Services at Baldwin-Whitehall School District
At Baldwin-Whitehall School District, our school counselors play an essential role in supporting the academic, social, and emotional development of every student. Through a future-focused and student-centered approach, counselors work with students, families, teachers, and administrators to ensure that each learner has the support and guidance needed to grow, achieve, and plan for life beyond graduation.
Our counseling program is closely aligned with the district’s Journey of a Highlander framework, which emphasizes the development of skills and competencies that prepare students to be thoughtful learners, responsible citizens, and confident individuals ready for the future. School counselors help students reflect on their strengths, set meaningful goals, and build the skills needed to navigate both school and life.
How School Counselors Support Students
Academic Planning and Goal Setting
Counselors help students monitor progress, set academic goals, and make thoughtful decisions about coursework. At the secondary level, they assist with scheduling and ensure students remain on track toward graduation while aligning their experiences with the competencies outlined in the Journey of a Highlander.
College, Career, and Future Readiness
Through a future-focused lens, counselors support students in exploring postsecondary pathways including college, career training, apprenticeships, and other opportunities. Students are encouraged to reflect on their interests, strengths, and aspirations as they prepare for life after high school.
Social and Emotional Development
Counselors provide individual and small group support to help students develop important life skills such as emotional regulation, decision-making, resilience, and self-advocacy.
Conflict Resolution and Relationship Building
Counselors work with students to navigate peer concerns, develop positive communication skills, and build healthy relationships that contribute to a positive school climate.
Student Advocacy and Collaboration
School counselors collaborate with teachers, administrators, and support staff to ensure that students’ needs are understood and addressed. This collaborative approach helps create learning environments where every student feels supported and valued.
Crisis Response and Support
When students experience difficult situations, counselors provide immediate support and help connect families with additional resources when needed.
Partnering with Families
School counselors work alongside families to discuss student progress, provide guidance around school-related concerns, and help families access resources that support student well-being.
At Baldwin-Whitehall, our counseling program reflects our commitment to Every Learner, Every Voice, Every Day. By integrating the Journey of a Highlander with a student-centered, future-ready approach, our counselors help students build the confidence, skills, and direction they need to thrive both in school and beyond.