Student Services

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).

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.

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.

The Alliance For Infants and Toddlers

Early Childhood Education - AIU3

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:

1. Demographics
2. IEP Team/Signatures
3. Special Considerations the IEP Team Must Consider Before Developing the IEP
4. Present Levels of Academic Achievement and Functional Performance
5. Transition Services
6. Participation in State and Local Assessments
7. Goals and Objectives including academic and functional goals including:
8. Special Education/Related Services/Supplemental Aids and Services/Program Modifications
9. Educational Placement
10. 10. Penn Data Reporting—Educational Environment

IEP Team

1. Parents
2. Not less than one regular education teacher when the student is or may be participating in the regular education environment
3. Not less than one special education teacher
4. LEA representative
5. Someone who can interpret the instructional implications of evaluation results (role may be filled by another IEP team member)
6. Others (e.g., community agencies)
7. Student, when appropriate
8. 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:

1. An IEP shall be developed within 30 calendar days after the completion of an Evaluation Report (ER) or Reevaluation Report (RR)
2. 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
3. The IEP team shall be convened at least annually or more frequently if warranted.
4. An IEP team meeting shall be convened at the request of any member of the team.

Sections of an IEP

1. Demographics Page – The first page of the IEP which includes all of the student information and relevant dates including the IEP Meeting and Duration.

2. 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.

3. Procedural Safeguards Signature – Parent signature indicating that a they have received a copy of the “Procedural Safeguards Notice” sometime during the school year.

4. 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.

5. 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.

6. 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.

7. 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

8. 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.

9. 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.

10. 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.

11. 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

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.

Evaluation Referral Process

Parent Request Process

PTE Parent Request

PTRE Parent Request

Procedural Safeguards

All teachers in the Baldwin-Whitehall School District are PA certified for their assignment.

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.

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 – 2017-2018.

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 – 2017-2018

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:

1. Involve parents in the planning, review, and improvement of the school’s parental involvement policy, in an organized, ongoing, and timely way.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.

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

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

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