Student Services

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.

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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:

• ADA Homepage
• Implementation of Chapter 15 BEC
• Understanding the Differences Between IDEA and Section 504

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.

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:

• 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.

• 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.

• 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.

• 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.

• 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.

• 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.

Supporting the Whole Child: The Role of Social Workers and School Counselors

We know that parenting comes with challenges—and supporting your child’s emotional, social, and academic growth can sometimes feel overwhelming. That’s why Baldwin-Whitehall School District is proud to have a dedicated team of social workers and school counselors who are here to help.

These professionals play a vital role in the success and well-being of our students. They work hand-in-hand with families, staff, and community partners to provide compassionate, individualized support. Here are just a few ways they help:

• Emotional and Mental Health: Offering individual and group sessions to help students manage emotions, reduce stress, and build coping strategies.

• Conflict Resolution: Teaching students how to navigate peer conflicts and build healthy relationships.

• Academic Support: Partnering with teachers to identify challenges and implement interventions that help students succeed.

• Crisis Intervention: Providing immediate, in-the-moment support to students and families during emergencies or times of crisis.

• Parental Support: Assisting families with behavior strategies, communication tips, and accessing local resources.

• Community Connections: Linking families to services such as counseling, mental health agencies, and other supports through the Student Assistance Program.

• Advocacy: Ensuring that every student has a voice and the resources needed to thrive—both in and outside of the classroom.

We are also committed to supporting students facing housing insecurity or placement in foster care.

• Policy 251 – Homeless Students

• Policy 255 – Educational Stability for Children in Foster Care

If you or someone you know is in need of additional support related to homelessness, please contact Jean Williams, Homeless Liasion, at jwilliams@bwschools.net.

Together, we can create a safe, supportive environment where all students feel seen, heard, and valued.

Complete only if applicable.

Foster Care Form

Guardian Affidavit Form

Homeless Status Form

Shared Housing Disclosure

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.

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.