
Student Services
The Student Services Department directs all student supports and services in the Baldwin-Whitehall School District including special education, English as a second language instruction, gifted education, psychological services, social work services, health services, home bound instruction, and support for homeless students.
- Staff Members
- Social Work Services
- Health Services
- McKinney Vento
- English as a Second Language
- Special Education
- Title I
- Special Olympics
- News
- Child Find Notice
Staff Members
Social Work Services
Overview
School Social Work is a specialized area of practice within the broad field of the social work profession. School social workers are trained in mental health concerns, behavioral concerns, positive behavioral support, academic and classroom support, consultation with teachers, parents and administrators as well as with individual and group counseling techniques. School social workers bring unique knowledge and skills to the school system and the student support services team.
They are instrumental in furthering the purpose of the schools - to provide a setting for teaching, learning, and for the attainment of competence and confidence. School social workers are hired by school districts to enhance the district's ability to meet its academic mission, especially where home, school and community collaboration is the key to achieving that mission (http://www.sswaa.org).
Roles of Social Workers
Why do today's schools need School Social Workers?
Children today are increasingly victims of many social forces that negatively affect their role as students.
The family is in a state of change and until it becomes stabilized, in whatever form, children's unmet physical and emotional needs will continue to interfere with their ability to learn and adjust in school.
Who are School Social Workers?
Baldwin-Whitehall's School Social Workers are trained mental health professionals with a Master’s degree in social work who provide services related to a person's social, emotional and life adjustment to school and/or society. School Social Workers are the link between the home, school and community in providing direct as well as indirect services to students, families, and school personnel to promote and support students' academic and social success.
What are some of the specific services that School Social Workers provide?
Related Services
· Participating in special education assessment meetings as well as Individual Educational Planning meetings.
· Working with those problems in a child's living situation that affect the child’s adjustment in school. (home, school, and community)
· Counseling (group, individual and/or family)
· Mobilizing family, school, and community resources to enable the child to learn as effectively as possible in his or her educational program.
· Assisting in developing positive behavioral intervention strategies.
Services to Students:
· Providing crisis intervention.
· Developing intervention strategies to increase academic success.
· Assisting with conflict resolution and anger management.
· Helping the child develop appropriate social interaction skills.
- Identifying positive decision making skills and coping skills.
- Helping the child with their transition into adulthood.
- Assisting the child in understanding and accepting self and others.
- Helping the student handle daily stresses and regulate emotions.
Services to Parents/Families
· Meeting with the family to assess problems affecting their child's education.
· Working with parents on their involvement and support for their child's educational success.
· Helping families identify stressors that are interfering with their child's school success.
· Assisting parents to access programs available to students with special needs.
· Assisting parents in accessing and utilizing school and community resources.
Services to School Personnel:
· Providing staff with essential information to better understand factors (cultural, societal, economic, familial, health, etc.) affecting a student’s performance and behavior.
· Assessing students with mental health concerns.
· Developing staff in-service training programs.
· Assisting teachers with behavior management.
· Providing direct support to staff.
School-Community Liaison:
· Obtaining and coordinating community resources to meet students' needs.
· Helping school districts receive adequate support from social and mental health agencies.
· Advocating for new and improved community/school service to meet the needs of students and families.
· Helping the system respond effectively to each child's needs.
Staff
Health Services
Nursing Staff
Baldwin High School |
412-885-7500 x8050 |
Michelle Coury-Brendel
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J.E. Harrison Education Center | 412-885-7530 x5050
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Donna Piotrowski
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McAnnulty Elementary School |
412-714-2020 x2050 |
Tracey Spicuzza and Christina Kelly |
Whitehall Elementary School |
412-885-7525 x4050 |
Christina Kelly |
District-Wide
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412-885-7535 x3050
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Eileen Kline |
Additional Information
- Health Examination Requirements
- Forms
- Administration of Medications at School
- Immunization Requirements
- FAQ About the Universal Blood Lead Level Testing
- Children's Health Insurance Program
Health Examination Requirements
Pennsylvania School Law, Section 1402, mandates physical and dental examinations in certain grades. The state encourages parents to have the family physician or dentist do the examinations since these doctors are aware of the student’s health status and history. Examinations by the family physician or dentist are at the parent’s expense.
If you prefer, the school district’s physician or dentist will provide the appropriate exams during the school year. There is no charge for the school exam.
Physical Examination Grade Requirement | Kindergarten | 6 | 11 |
Dental Examination Grade Requirement | Kindergarten | 3 | 7 |
Scoliosis Screening Grades | 6 | 7 | |
Universal Blood Lead Level Testing*
*Effective January 1, 2018
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Test prior to entry into Kindergarten or before the child is six years old, whichever is sooner.
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- Medical examinations are required for all children entering school (kindergarten or first grade), and all children enrolled in sixth and eleventh grades. The school medical examination may be provided by either a private physician at the family’s expense, or by a physician provided by the school district.
- Each child is given a vision test annually by the school nurse.
- Each student in kindergarten and grades one, two, three, seven, and eleven are given a hearing screening.
- Height and weight and BMI measurements are taken once a year by the school nurse.
- The school health record is initiated at the time of school admission and becomes a part of the cumulative health record throughout the child’s school career.
- Dental screening occurs in kindergarten, first, third, and seventh grade. The kindergarten children are screened as part of the dental health educational program during the school year. The screening may be completed by the family dentist or by the school dentist.
Forms
Administration of Medications at School
Parents are encouraged when at all possible to dispense medications for their children at home. We realize that some students will need to take medications at school. For the safety of the students, no medications will be administered to students by school personnel unless:
- Medication is in properly labeled container with student’s name, dosage, and time schedule for administration of medications.
- Physician’s directions for administering medication are clearly stated if the medicine is prescribed.
- Directions for administering commercial medication are clearly stated by the parent.
- Parent’s written permission including a full waiver releasing the school district and school personnel from all liability has been obtained.
Please contact the school nurse for appropriate forms and instructions on the administration of medications for your children.
Immunization Requirements
Pennsylvania Code (28 Pa. Code Ch. 23) requires students to have the following immunizations prior to and while attending school:
Tetanus, Diphtheria, Acellular Pertussis: | 4 doses – one dose on or after 4th birthday |
Polio | 4 doses - 4th dose on or after 4th birthday |
Measles, Mumps, Rubella (MMR) | 2 doses before entering Kindergarten |
Hepatitis B | 3 doses before entering Kindergarten |
Varicella | 2 doses before entering Kindergarten or evidence of immunity |
Hepatitis B | 3 doses |
Varicella | 2 doses on or after 1st birthday |
Meningococcal (MCV) | 1 dose before entering 7th grade and 12th grade |
Tetanus/Diptheria/Pertussis (TDAP) | 1 dose before entering 7th grade |
If record of immunizations is not provided prior to entering school or within the first five (5) days of the school year, a student WILL be excluded from attending school until a medical plan from a doctor is provided.
These requirements allow for the following exceptions: medical reason, religious belief, or philosophical/strong moral or ethical conviction. Even if your child is exempt from immunization, he or she may be excluded from school during an outbreak of vaccine preventable disease.
FAQ About the Universal Blood Lead Level Testing
Effective January 1, 2018 all children are required to have their blood lead level tested prior to entry into Kindergarten or before they are six years old, whichever is sooner. Please click on the link below to see answers to frequently asked questions about this new regulation.
Parents who object in writing on religious grounds or on the basis of a strong moral or ethical conviction similar to a religious belief can opt out of blood testing.
Allegheny Country Health Department's FAQ about the new requirement.
Lead Level Testing Record Form
Children's Health Insurance Program
CHIP provides quality, comprehensive health insurance for routine doctor visits, prescriptions, dental, eye care, eyeglasses, mental health, and much more. CHIP covers uninsured kids who are not eligible for Medical Assistance. For most families, CHIP is free – for others, it is low cost.
- Medical examinations are required for all children entering school (kindergarten or first grade), and all children enrolled in sixth and eleventh grades. The school medical examination may be provided by either a private physician at the family’s expense, or by a physician provided by the school district.
- Each child is given a vision test annually by the school nurse.
- Each student in kindergarten and grades one, two, three, seven, and eleven are given a hearing screening.
- Height and weight and BMI measurements are taken once a year by the school nurse.
- The school health record is initiated at the time of school admission and becomes a part of the cumulative health record throughout the child’s school career.
- Dental screening occurs in kindergarten, first, third, and seventh grade. The kindergarten children are screened as part of the dental health educational program during the school year. The screening may be completed by the family dentist or by the school dentist.
McKinney Vento
English as a Second Language
The Baldwin-Whitehall School District offers a K-12 English as a Second Language (ESL) Program. The ESL program is designed to provide non-native English-speaking students with the language skills they need to participate successfully in content area classes. To meet this goal, ESL instruction addresses the ESL and Pennsylvania Academic Standards in Reading, Writing, Speaking, and Listening to enable full participation. The emphasis placed on achieving benchmarks is adjusted to the needs of the individual student. An underlying objective is to provide a source of support as the student seeks to understand and adapt to his or her new cultural and academic setting. ESL teachers work to develop an appreciation of their students’ strengths within the school setting and to ensure full access to the range of educational opportunities available in the district.
Program Features
- ESL instruction is offered in grades K-12 as a pull-out program
- Students receive services based on their English proficiency levels
- Students attend math, science, social studies, and other general education classes
- Research-based curriculum is used for instruction
- Supplemental software programs are used to support instruction
- ESL classes are individualized and student-centered
- Identification of Students
- Curriculum
- Exit Criteria
- Annual Measurable Achievement Objectives
- Translating and Interpreting Service
Identification of Students
Upon registering, if a family indicates on the Home Language Survey that a language other than English is spoken in the home, the ESL staff administers the W-APT screening test. W-APT stands for the WIDA ACCESS Placement Test. It is an English language proficiency “screener” test given to incoming students who may be designated as an English Language Learner. At Baldwin-Whitehall School District, an eligible ELL student may be classified as a novice, intermediate, or an advanced learner. The amount of instructional hours in an ESL classroom is based on the individual assessment results. Families are notified of the results from the W-APT in a timely manner.
Curriculum
What curriculum will my child use in the ESL classroom?K-5 Reach 6-8 Inside 9-12 Edge
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Supplemental Instructional Materials
K-5 IMAGINE Learning: IMAGINE Learning software program uses differentiated instruction to help English learners develop reading and speaking abilities they need to succeed in the classroom and beyond. The IMAGINE Learning curriculum is based on current scientific research and state standards. The program uses thousands of engaging activities to teach reading skills, listening and speaking skills, and the five essential components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension. The software tailors the curriculum to each student’s abilities so that students are always challenged, but never overwhelmed.
6-12 ESL Reading Smart: ESL Reading Smart helps middle and high school ESL students face the challenge of learning English while mastering content in academic subjects. ESL Reading Smart incorporates activities that support all four modalities of language learning: Listening, Speaking, Reading, and Writing. Each instructional level is designed to provide a comprehensive sequence of learning activities to help the student become proficient readers.
Exit Criteria
PDE defined criteria for exiting ELL
Exiting the ELL program may only be accomplished by meeting the exit criteria as defined by the state department of education. Students must meet both criteria 1 & 2 as well as one of the two additional criteria.
Required Exit Criteria:
- Score of BASIC on the annual Pennsylvania System of School Assessment (PSSA).
Special Circumstances:
- For students transferring from other states, out-of-state academic achievement assessment results may be considered when the academic proficiency level is comparable to BASIC on the PSSA.
- For students that are in a grade that is not assessed with the PSSA, Local Education Agencies (LEA) must use each of the remaining criteria listed below to exit students.
- Scores of 5.0 on a Tier C ACCESS for ELLs assessment (see Items A and B below for cutoff score flexibility)A. Following the scoring criteria in the table below, the W-APT may be administered between April and June to students who scored below the minimum cutoff for program exit on the January administration of the ACCESS in order to demonstrate sufficient progress to justify exit.
NOTE: The W-APT may ONLY be administered to a student once in any school year.
Grade Level ACCESS Score Required W-APT Scores*
Grade Level | ACCESS Score | Required W-APT Scores* |
1-5 | 4.6-4.9 | 5.0 in each domain |
6-8 | 4.7-4.9 | 5.0 in each domain |
9-12 | 4.8-4.9 | 5.0 in each domain |
* A student must score 5.0 in each domain (listening, speaking, reading and writing). A composite proficiency score will not be used.
B. A score of PROFICIENT on the reading PSSA can be used along with all other required criteria outlined in this policy to justify exit for students who achieve a composite proficiency score of 4.5 to 4.9 on the January administration of the ACCESS. In this case, W-APT scores are not necessary to demonstrate progress from the time of ACCESS administration to the end of the school year.
Additional Exit Criteria: Students must meet one of the two criteria listed below as well as both criteria listed above.
- Final grades of C or better in core subject areas (Mathematics, Language Arts, Science and Social Studies).
- Scores on district-wide assessments that are comparable to the BASIC performance level on the PSSA.
Monitoring
Students who are exited from the district’s ELL program are monitored for two years. During this time, the ELL teacher collects data through observations, grades, and performance on statewide assessments. If at any time the data indicates the student is at risk of academic failure due to a language proficiency deficit, modifications or adaptations may be made including re-enrollment in the ELL program.
Annual Measurable Achievement Objectives
AMAO stands for Annual Measurable Achievement Objectives and is the accountability measure related to the WIDA ACCESS for ELL’s assessment. Title III of No Child Left Behind has identified the following AMAO’s:
- Annual increases in the number or percentage of children making progress toward learning English.
- Annual increases in the number or percentage of children attaining English proficiency by the end of each school year as determined by ACCESS for ELL’s.
- Making adequate yearly progress for limited English proficient children.
A school district has to meet all three of the targets in order to make AMAO. Each year, parents are informed in writing regarding the District’s status on achieving AMAO status.
Translating and Interpreting Service
The Baldwin-Whitehall School District employs translators and interpreters to assist with translations. The following languages are covered by our translators: Albanian, Arabic, Dinka, Kiswahili, Bosnian, Serbian, Croatian, Burmese, Karen, Chinese, Farsi, French, Kirundi, Swahili, Nepali, Russian, Spanish, Turkish, Vietnamese.
In order to aide the communication between teachers and families, the district also uses a service called Deaf Talk. Deaf Talk provides interpreting services in 180 languages and is available 24 hours a day, 7 days a week.
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
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
Baldwin-Whitehall School District provides a free, appropriate public education for students according to state and federal mandates. To be eligible, the child must be of school-age, need specially designed instruction, and meet eligibility criteria for one or more of the following physical or mental disabilities as set forth in the Individual with Disabilities Education Act.
- Autism
- Deaf-Blindness
- Deafness
- Emotional Disturbance
- Hearing Impairment
- Intellectual Disability
- Multiple Disabilities
- Orthopedic Impairment
- Other Health Impairment
- Specific Learning Disability
- Speech and/or Language Impairment
- Traumatic Brain Injury
- Visual Impairment including Blindness
Students who are eligible for special education are provided with a continuum of services designed to meet their individual needs. These services may include supportive intervention in the regular class, supplemental intervention in the special education class in a regular school, or placement in a special education class outside of the regular school. The extent of special education services and the location for the delivery of such services are determined by the parents and staff at the IEP team meeting and is based on the student's identified needs and abilities, chronological age, and the intensity of the specified intervention. The school district also provides related services, such as transportation, physical therapy, and occupational therapy which are required to enable the student to derive educational benefits. Special education services within the school district include: learning support, emotional support, life skills support, speech and language support, vision support and hearing support.
Please follow click here for the most recent demographic data regarding the special education student population in the Baldwin-Whitehall School District.
Parent Guide to Special Education Extended School Year Services Special Education Plan
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
IEP Development Process Web Version Annotated Invitation to Participate Annotated IEP
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 mental retardation 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.
Detailed information regarding special education procedures may be obtained by calling the Student Services Department at 412-885-7583.
Procedural Safeguards
Title I
Overview
The E.S.E.A. Title 1 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.
Baldwin-Whitehall has school-wide target-assisted programs. We also provide Title 1 services to eligible students at St. Elizabeth and St. Gabriel of the Sorrowful Virgin Elementary Schools.
- Staff
- Teachers
- Parent Involvement Policy
- School-Parent Compact
- Parents' Right to Know
- Complaint Resolution Procedure
- Parent Support
Staff
Teachers
Parent Involvement Policy
The Title I Parent Involvement section of the No Child Left Behind Act (NCLB) requires each Title I school to develop a written parental involvement policy that describes the means for carrying out the requirements of Section 1118 The School must ensure that information related to school and parent programs, meetings and other activities are sent to the parents of Title I children in a format and in a language the parents can understand.
- General Policies
- McAnnulty Elementary School Involvement Policy
- J.E. Harrison Education Center Involvement Policy
- Whitehall Elementary School Involvement Policy
General Policies
McAnnulty Elementary School Involvement Policy
McAnnulty Elementary School Involvement Policy
McAnnulty Elementary School believes that all children can learn and be successful. The school recognizes that a child’s education is a responsibility shared by the school and family. At McAnnulty Elementary School, we provide a safe, welcoming environment for students and families.
Educators will provide families with Title I Reading Program information in a timely manner. Families may also obtain this material and ask questions at family literacy training events during the school year. Families will have opportunities to receive an explanation of the PA Core Standards, academic assessments, curriculum overviews, and ways in which individual student progress is measured. Progress will be clearly shared through on-going parent-teacher communications such as quarterly report cards, emails, and monthly newsletters. Annual parent-teacher conferences provide time to discuss individual student progress.
We invite parents to an annual Title I meeting to explain the Title I program and the assessment data. Ongoing open communication between families and teachers will occur. All assessment data will be available to parents.
The school may provide transportation, as necessary, if families require transportation assistance in order to attend a Title I event. McAnnulty Elementary School will keep families informed of their rights and responsibilities as educational partners. At McAnnulty, educators and parents will work together through communication and determination to meet children’s educational goals.
J.E. Harrison Education Center Involvement Policy
J.E. Harrison Education Center Involvement Policy
J.E. Harrison Education Center is committed to the belief that all children can learn and acknowledges that parents share the school’s commitment to the educational success of their children. At J.E. Harrison Education Center, we provide a safe, welcoming environment for students and families. We define family engagement as an ongoing partnership that assists families in supporting all children’s learning. The school recognizes that a child’s education is a responsibility shared by the school and family as partners.
At J.E. Harrison Education Center, educators and parents will work together through communication to meet children’s educational goals. We invite parents to an annual Title I meeting to explain the Title I program and the assessment data. Ongoing open communication between families and teachers will occur. All assessment data will be available to parents.
The school will keep parents informed of their rights and responsibilities as an educational partner. Student achievement will be shared with parents in a clear, concise, and easy-to-understand manner. Progress will be clearly shared through on-going parent teacher communications such as quarterly report cards, emails, monthly newsletters, and conferences. If an interpreter is required for English Learner Parents, the school will make every effort to provide these services. The school may provide transportation as deemed necessary through the Title I program if parents require transportation assistance in order to attend Title I functions.
Whitehall Elementary School Involvement Policy
Whitehall Elementary School Involvement Policy
Whitehall Elementary School is committed to the belief that all children can learn and acknowledges that parents share the school’s commitment to the educational success of their children. At Whitehall Elementary School, we provide a safe, welcoming environment for students and families. We recognize family engagement as an ongoing partnership that assists families in supporting all children’s learning. We support parents as leaders and decision makers at all levels of the education of their children. We facilitate communication between home and school. The active involvement of parents correlates with student achievement. Research-proven reading strategies are used to improve overall performance in the classroom and on state assessments. All curriculums will follow the Pennsylvania Core Standards.
The school recognizes that a child’s education is a responsibility shared by the school and family as partners. We invite parents to an annual Title I meeting to explain the Title I program and the assessment data. Ongoing open communication between families and teachers will occur. All assessment data will be available to parents.
The school will keep parents informed of their rights and responsibilities as an educational partner. Whole school and individual student achievement will be shared with parents in a clear, concise, and easy-to-understand manner. Progress will be clearly shared through on-going parent teacher communications such as quarterly report cards, emails, monthly newsletters and conferences. The school may provide transportation as deemed necessary through the Title I program if parents require transportation assistance in order to attend Title I functions. In addition, the Title I program may provide assistance with families in a form and language that the parents understand. If an interpreter is required to English Learner Parents, the school will make every effort to provide these services.
School-Parent Compact
The Baldwin-Whitehall School District, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year – 2020-2021.
Follow this link to access the School-Parent Compact or see the information below.
The Baldwin-Whitehall School District, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.
This school-parent compact is in effect during school year – 2020-2021.
School Responsibilities
The Baldwin-Whitehall School District will:
- Provide high quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the Pa. Core Standards as follows:
- Title I students will receive instruction and supplemental assistance by the Title I staff during the regular school day. Instruction occurs in the Title I Reading Classroom and/or the regular education classroom. The curriculum consists of research-based materials designed to focus on The Five Big Ideas of reading instruction (Phonemic Awareness, Phonics, Fluency, Vocabulary, Comprehension) that transfer to reading in all subject areas.
- Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held as follows:
- Parent-Teacher conferences are held annually, occurring once a year.
- Additional communications may be arranged by contacting the Title I teacher.
- Provide parents with frequent reports on their children’s progress. Specifically, the school will provide reports as follows:
- Progress reports will be generated quarterly by the teacher and communicated as necessary.
- Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:
- Parents may contact the school at any time to arrange consultation with their child’s teacher.
Suggested Parent Responsibilities
We, as parents, will support our child’s learning in the following ways in order for our child to become successful in reading:
- Make reading part of our day.
- Monitor attendance.
- Make sure that homework is completed.
- Monitor the amount of screen time my child engages in at home.
- Participate, as appropriate, in decisions relating to my child’s education.
- Be an informed parent by reading notices from the school and communicating with my child’s teacher(s).
- Contact teacher for help when needed.
- Serve, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the Title I Policy Advisory Committee, the District-wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team, or other school advisory or policy groups.
Student Responsibilities
We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, I will:
- Do my homework every day and ask for help when I need assistance.
- Be at school on time unless I am sick.
- Read every day outside of school time, including fiction and non-fiction texts, for 10 to 20 minutes.
- Give my parents/guardians all notices and information received by me from my school every day.
- Increase educational screen time.
School: ____________________________________________________________
Title I Teacher Signature: _________________________________ Date: ____________
Student Signature: _________________________________ Date: ____________
Parent/Guardian Signature: ________________________________ Date: ____________
Take the pledge that today your children will be readers and tomorrow they will be leaders.
Additional Required School Responsibilities
The Baldwin-Whitehall School District will:
- Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.
- Hold an annual meeting in the fall to inform parents of the school’s participation in Title I, Part A programs, and to explain the Title I, Part A requirements, and the right of parents to be involved in Title I, Part A programs. The school will schedule the meeting at a convenient time to parents and will offer a flexible number of additional parental involvement meetings, such as in the morning or evening, so that as many parents as possible are able to attend. The school will invite to this meeting all parents of children participating in Title I, Part A programs (participating students), and will encourage them to attend.
- Provide information to parents of participating students in an understandable and uniform format, including alternative formats upon the request of parents with disabilities, and, to the extent practicable, in a language that parents can understand.
- Provide to parents of participating children information in a timely manner about Title I, Part A programs that includes a description and explanation of the school’s curriculum, the forms of academic assessment used to measure children’s progress, and the proficiency levels students are expected to meet.
- On the request of parents, provide opportunities for regular meetings for parents to suggest and participate in the Title I program. The school will respond to any such suggestions as soon as practicably possible.
- Provide to each parent an individual student report about the performance of their child on the State assessment (grades 3, 4, and 5) in at least Math, English Language Arts (ELA), and grade 4 Science.
Parents' Right to Know
Parent Right to Know Information as Required by The Elementary and Secondary Education Act (ESEA) [Section 1112(e)(1)(A)] and the Every Student Succeeds Act [Section 1112(e)(1)(A)]
August 2020
Dear Parent(s)/Legal Guardian(s):
Your child attends either Whitehall or McAnnulty Elementary School or J.E. Harrison Education Center, which receives Federal Title I funds to assist students in meeting state achievement standards. Throughout the school year, we will be providing you with important information about this law and your child’s education. This letter lets you know about your right to request information about the qualifications of the classroom staff working with your child.
In the Baldwin-Whitehall School District, we are very proud of our teachers and feel they are ready for the coming school year and are prepared to give your child a high-quality education. As a Title I school, we must meet federal regulations related to teacher qualifications as defined in ESEA. These regulations allow you to learn more about your child’s teachers’ training and credentials. We are happy to provide this information to you. At any time, you may ask:
- Whether the teacher met state qualifications and certification requirements for the grade level and subject he/she is teaching,
- Whether the teacher received an emergency or conditional certificate through which state qualifications were waived, and
- What undergraduate or graduate degrees the teacher holds, including graduate certificates and additional degrees, and major(s) or area(s) of concentration.
You may also ask whether your child receives help from a paraprofessional. If your child receives this assistance, we can provide you with information about the paraprofessional’s qualifications.
The Every Student Succeeds Act (ESSA) which was signed into law in December 2015 and reauthorizes the Elementary and Secondary Education Act of 1956 (ESEA) includes additional right-to-know requests. At any time, parents and family members can request:
- Information on policies regarding student participation in assessments and procedures for opting out, and
- Information on required assessments that include
- subject matter tested,
- purpose of the test,
- source of the requirement (if applicable),
- amount of time it takes students to complete the test, and
- time and format of disseminating results.
Our staff is committed to helping your child develop the academic knowledge and critical thinking he/she needs to succeed in school and beyond. That commitment includes making sure that all of our teachers and paraprofessionals meet applicable Pennsylvania state requirements.
If you have any questions about your child’s assignment to a teacher or paraprofessional, please contact:
McAnnulty – Mrs. Wessel, 412-714-2020, or hwessel@bwschools.net
J.E. Harrison Education Center – Mrs. Fusco, 412-885-7353, or pfusco@bwschools.net
Whitehall – Mrs. Eckert, 412-885-7525, or keckert@bwschools.net
Sincerely,
Andrea Huffman
Director of Elementary Education
Complaint Resolution Procedure
Introduction
On December 10, 2015 a new Federal education law was signed by the President. This law, the Every Student Succeeds Act (ESSA), requires schools that receive federal Title IA funding adopt written procedures for resolving complaints filed.
Definition
A “complaint” is a written, signed statement filed by an individual or an organization. It must include:
a) A statement that a school has violated a requirement of federal statute or regulation that applies to Title IA.
b) The facts on which the statement is based.
c) Information on any discussions, meetings or correspondence with a school regarding the complaint.
Complaint Resolution Procedures
1) Referral – Complaints against schools should be referred to the District’s Federal Programs Office:
Andrea Huffman, Director of Elementary Education
4900 Curry Road
Pittsburgh, PA 15236
412-884-6300 x 7261
2) Notice to School – The Federal Programs Office will notify the school Superintendent and Principal that a complaint has been received. A copy of the complaint will be given to the Superintendent and Principal with directions given for the Principal to respond.
3) Investigation – After receiving the Principal’s response, the Federal Programs Office, along with the Superintendent, will determine whether further investigation is necessary. If necessary, the Federal Programs Director and the Superintendent may do an onsite investigation at the school.
4) Opportunity to Present Evidence – The Federal Programs Director may provide for the complainant and the Principal to present evidence.
5) Report and Recommended Resolution – Once the Federal Programs Director has completed the investigation and the taking of evidence, a report will be prepared with a recommendation for resolving the complaint. The report will give the name of the party bringing the complaint, the nature of the complaint, a summary of the investigation, the recommended resolution and the reasons for the recommendation. Copies of the report will be issued to all parties involved. The recommended resolution will become effective upon issuance of the report.
6) Follow up – The Federal Programs Director and the Superintendent will ensure that the resolution of the complaint is implemented.
7) Time Limit – The period between the Federal Programs Director receiving the complaint and resolution of the complaint shall not exceed sixty (60) calendar days.
8) Right to Appeal – Either party may appeal the final resolution to the Department of Education. Appeals should be addressed as follows:
Ms. Susan McCrone, Chief
Division of Federal Programs
Pennsylvania Department of Education
333 Market Street, 7th Floor
Harrisburg, PA 17126‐0333
Parent Support
Special Olympics
Baldwin High School is dedicated to promoting inclusion & awareness of ALL individuals with ALL types of abilities. Through our Partners Physical Education & Music Classes, Special Olympics Club, & Best Buddies Chapter, students have a variety of ways to learn & practice inclusion for ALL on a regular basis.
Click on the tabs below to learn more about these amazing initiatives!
#BraveInTheAttempt #PlayTogetherLiveTogether #FriendshipGoals
- Baldwin Bean Coffee Shop
- Special Olympics Club
- Partners Classes
- Unified Bocce
- Best Buddies
- S.T.A.R.S.
- Additional Links
Baldwin Bean Coffee Shop
This space at BHS is a further extension of our successful Partners Model that now incorporates an inclusive work environment for individuals with and without disabilities. It's also a great space for students and staff to relax and enjoy a tasty snack or beverage while getting some classwork done.
Open during periods 1 & 2 during the school day at BHS
**Closed at BHS on all Early Dismissal and 2-Hour Delay Days**
Follow us on Twitter- @BHSbaldwinbean
Gift Cards Available, and Now Accepting:
Additional Information
Special Olympics Club
Special Olympics Club Information
Executive Board
BHS Special Olympics Club Co-Sponsors
Mr. Tim Laughlin
tlaughlin@bwschools.net
412-885-7500 x8441
Mr, Eric Jankoski
ejankoski@bwschools.net
412-885-7500 x8076
2019-2020 Executive Board Members
Kaitlyn Anderson
Makenzie Auel
Jillian Bradley
Kaylee Carlins
Bailey Golvash
Grace Hampton
Alexis Kilburn
Alyssa Lacko
Makenzie Shandor
Paige Young
Calendar of Events
Forms
Meetings Agendas
Pictures
Videos
Fundraising
Partners Classes
Partners Classes Information
Partners Physical Education
Partners Physical Education
The Partners Physical Education Class first began here at Baldwin High School during the 2002-2003 school year. Since its inception at Baldwin, the program has blossomed into other neighboring districts in a variety of ways. Other districts have started their own Partners Physical Education Classes or even taken concepts from our program to embed into their own similar programs.
Partners Music
Pictures
Unified Bocce
Best Buddies
Baldwin Best Buddies Information
Executive Board
Calendar of Events
Best Buddies Club Year-At-A-Glance Calendar
Everybuddy’s favorite event of the year is here! Join Best Buddies Pennsylvania for a night of food, fun, and friendship at the Carnegie Science Center! Program participants from the Pittsburgh area college, high school, and middle school programs are welcomed to join us for an evening of dancing and delicious desserts while throwing it Back to the 80s!
PITTSBURGH
Sunday, April 5, 2020
Highmark Stadium
https://www.bestbuddiesfriendshipwalk.org/pghwalk/
The Best Buddies Friendship Walk is the leading walk in the country supporting inclusion for people with intellectual and developmental disabilities (also known as IDD).
Since 2009, more than 150,000 participants in 60 cities have walked to raise awareness for inclusion, friendship, leadership development, and integrated job opportunities for people with IDD. Funds raised at the walks help move our mission forward by funding local Best Buddies programs. Each walk provides a unique opportunity to see our mission in action at a local level. Every dollar raised goes towards making the world a more inclusive, accepting place.
Videos
Best Buddies Online
Best Buddies Online
Approved Best Buddies chapter members can enter their BBO user name and password below to access their chapter portal. To become a member, please use the Membership Application link above to join a chapter.
Forms
Meeting Agendas
S.T.A.R.S.
S.T.A.R.S. Information
- What is S.T.A.R.S.?
- S.T.A.R.S. Volleyball Tournament
- All-S.T.A.R.S. Baseball Tournament at Miracle League Field
- Other S.T.A.R.S. Events
- Pictures
What is S.T.A.R.S.?
S.T.A.R.S. stands for School Together All Reaching Success.
S.T.A.R.S. is comprised of a group of area high schools from Allegheny, Washington, and Westmoreland Counties who gather approximately once a month to take part in athletic or social events to promote inclusion and interaction between schools.
S.T.A.R.S. Volleyball Tournament
All-S.T.A.R.S. Baseball Tournament at Miracle League Field
Other S.T.A.R.S. Events
Pictures
Additional Links
Additional Information
Special Olympics
Best Buddies
Miracle League of the South Hills
Volunteer
"I had a rewarding forty year career in PA Public Education, holding nearly every position. I sometimes saw children with special needs perceived as being "in the way" during school concerts, school assemblies, and athletic events.