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
- McKinney-Vento/Homelessness
- Health Services
- English as a Second Language
- Special Education
- Special Olympics / Best Buddies
- Child Find Notice
- Family Resource Drop!
- Act 55
- 988 Suicide and Crisis Lifeline
- Project One
Staff Members
McKinney-Vento/Homelessness
Health Services
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.
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
- Translated Information
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.
Translated Information
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 an intellectual disability are completed every two years.
Notice of Recommended Educational Placement
Once the IEP has been developed, a Notice of Recommended Educational Placement (NOREP) is issued to the parent. The NOREP explains the placement or class recommended for your child and explains the rights of parents. Parents must approve the NOREP in writing for the child's initial special education placement. The Baldwin-Whitehall School District offers a continuum of educational services designed to meet the needs of eligible students. In addition, related services such as transportation, occupational therapy, physical therapy, vision support, deaf and hearing support, and speech and language support are available to those students who qualify.
Detailed information regarding special education procedures may be obtained by calling the Student Services Department at 412-885-7583.
Procedural Safeguards
Special Olympics / Best Buddies
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
- Best Buddies
- Partners Classes
- Unified Bocce
- 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.
CURRENTLY CLOSED
Reopening Date Info Coming Soon!
Follow us on Twitter- @BHSbaldwinbean
Gift Cards Available, and Now Accepting:
Additional Information
Special Olympics Club
Best Buddies
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
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.
Child Find Notice
Family Resource Drop!
Family Resource Drop!
Raising the next generation is a shared responsibility. When families, communities and schools work together, students are more successful and the entire community benefits. Check back often, new topics are dropped quarterly!
- Autism
- Social and Emotional Learning
- Multi-Tiered Systems of Support
- Universal Design
- Transition
- Resources and Publications
Autism
Autism spectrum disorder (ASD) is a developmental disability that can cause significant social, communication and behavioral challenges. There is often nothing about how people with ASD look that sets them apart from other people, but people with ASD may communicate, interact, behave, and learn in ways that are different from most other people. The learning, thinking, and problem-solving abilities of people with ASD can range from gifted to severely challenged. Some people with ASD need a lot of help in their daily lives; others need less.
A diagnosis of ASD now includes several conditions that used to be diagnosed separately: autistic disorder, pervasive developmental disorder not otherwise specified (PDD-NOS), and Asperger syndrome. These conditions are now all called autism spectrum disorder.
Signs and Symptoms
People with ASD often have problems with social, emotional, and communication skills. They might repeat certain behaviors and might not want change in their daily activities. Many people with ASD also have different ways of learning, paying attention, or reacting to things. Signs of ASD begin during early childhood and typically last throughout a person’s life.
Children or adults with ASD might:
- not point at objects to show interest (for example, not point at an airplane flying over)
- not look at objects when another person points at them
- have trouble relating to others or not have an interest in other people at all
- avoid eye contact and want to be alone
- have trouble understanding other people’s feelings or talking about their own feelings
- prefer not to be held or cuddled, or might cuddle only when they want to
- appear to be unaware when people talk to them, but respond to other sounds
- be very interested in people, but not know how to talk, play, or relate to them
- repeat or echo words or phrases said to them, or repeat words or phrases in place of normal language
- have trouble expressing their needs using typical words or motions
- not play “pretend” games (for example, not pretend to “feed” a doll)
- repeat actions over and over again
- have trouble adapting when a routine changes
- have unusual reactions to the way things smell, taste, look, feel, or sound
- lose skills they once had (for example, stop saying words they were using)
Learn about developmental milestones that young children should reach »
Diagnosis
Diagnosing ASD can be difficult since there is no medical test, like a blood test, to diagnose the disorders. Doctors look at the child’s behavior and development to make a diagnosis.
ASD can sometimes be detected at 18 months or younger. By age 2, a diagnosis by an experienced professional can be considered very reliable.1 However, many children do not receive a final diagnosis until much older. This delay means that children with ASD might not get the early help they need.
Treatment
There is currently no cure for ASD. However, research shows that early intervention treatment services can improve a child’s development.2, 3 Early intervention services help children from birth to 3 years old (36 months) learn important skills. Services can include therapy to help the child talk, walk, and interact with others. Therefore, it is important to talk to your child’s doctor as soon as possible if you think your child has ASD or other developmental problem.
Even if your child has not been diagnosed with an ASD, he or she may be eligible for early intervention treatment services. The Individuals with Disabilities Education Act (IDEA) says that children under the age of 3 years (36 months) who are at risk of having developmental delays may be eligible for services. These services are provided through an early intervention system in your state. Through this system, you can ask for an evaluation.
In addition, treatment for particular symptoms, such as speech therapy for language delays, often does not need to wait for a formal ASD diagnosis.
Learn about types of treatments »
Causes and Risk Factors
We do not know all of the causes of ASD. However, we have learned that there are likely many causes for multiple types of ASD. There may be many different factors that make a child more likely to have an ASD, including environmental, biologic and genetic factors.
- Most scientists agree that genes are one of the risk factors that can make a person more likely to develop ASD.4, 19
- Children who have a sibling with ASD are at a higher risk of also having ASD. 5-10
- Individuals with certain genetic or chromosomal conditions, such as fragile X syndrome or tuberous sclerosis, can have a greater chance of having ASD. 11-14, 20
- When taken during pregnancy, the prescription drugs valproic acid and thalidomide have been linked with a higher risk of ASD.15-16
- There is some evidence that the critical period for developing ASD occurs before, during, and immediately after birth. 17
- Children born to older parents are at greater risk for having ASD. 18
ASD continues to be an important public health concern. Like the many families living with ASD, CDC wants to find out what causes the disorder. Understanding the factors that make a person more likely to develop ASD will help us learn more about the causes. We are currently working on one of the largest U.S. studies to date, called Study to Explore Early Development (SEED). SEED is looking at many possible risk factors for ASD, including genetic, environmental, pregnancy, and behavioral factors.
Learn more about CDC’s research on possible causes and risk factors for ASD »
Who is Affected
ASD occurs in all racial, ethnic, and socioeconomic groups, but is about 4 times more common among boys than among girls.
For over a decade, CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network has been estimating the number of children with ASD in the United States. We have learned a lot about how many U. S. children have ASD. It will be important to use the same methods to track how the number of children with ASD is changing over time in order to learn more about the disorder.
Learn more about CDC’s tracking of the number of children with ASD »
If You’re Concerned
If you think your child might have ASD or you think there could be a problem with the way your child plays, learns, speaks, or acts, contact the school district and/or your child's physician.
If you or the doctor is still concerned, ask the doctor for a referral to a specialist who can do a more in-depth evaluation of your child. Specialists who can do a more in-depth evaluation and make a diagnosis include:
- Developmental Pediatricians (doctors who have special training in child development and children with special needs)
- Child Neurologists (doctors who work on the brain, spine, and nerves)
- Child Psychologists or Psychiatrists (doctors who know about the human mind)
PaTTAN Autism Initiative Applied Behavior Analysis Support: Introduction to Teaching Procedures
Speaking: Amiris Dipuglia, Mike Miklos
8/16/2010
Autism Spectrum Disorders (ASDs) are a group of complex neurological developmental disabilities characterized by problems with communication, social interaction, and patterns of interest and behavior.
In addition to PATTAN developed materials, a wealth of lectures and tutorials that have been presented at the National Autism Conference held in State College, PA as a collaborative effort of PATTAN and Penn State University is available via the following link: https://autism.outreach.psu.edu/about/archives
Social and Emotional Learning
Families are children’s first teachers and essential to promoting social and emotional learning (SEL) throughout a child’s life. When educators and families work together, they can build strong connections with each other that reinforce social and emotional skills developed in the home, in schools, and in their communities.
Through supportive relationships and home environments, families model and practice SEL with their children. As experts in their children’s development, interests, cultures, and strengths, families are also important advocates for SEL at their child’s school. Families and caregivers can also be critical partners in shaping SEL implementation in schools.
SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
The Impact of Social Emotional Learning
All of Who I Am is the foundational report of the How Learning Happens research series. The report, based on a qualitative study of interviews with more than 100 young people from across the country, directly shares youth perspectives on the integration of social, emotional, and cognitive development in their own exemplar learning settings. The report’s title, drawn from a young person’s own words, encapsulates the biggest insight from the report and from the research series as a whole: that supportive learning environments are nurturing young people’s sense of themselves as valued, multi-dimensional community members. Additionally, six interconnected themes emerged from listening to the young people across the research sites. All six—relationships, belonging, meaningful learning, intentionality, agency, and identity development—are important aspects of young people’s learning experiences, both individually and working in concert with one another.
All of Who I Am Report
https://drive.google.com/file/d/1scOyWimNB9t1ZhcZglK-z9y7KP00bQaz/view?usp=sharing
Multi-Tiered Systems of Support
What is MTSS?
Some students struggle with academics. Others struggle with behavioral challenges. Still others struggle with both. How do schools respond to students with challenges or struggles that interfere with their ability to learn?
Many schools use a framework of interventions and supports designed to address these behavioral and academic challenges. This framework, known as MTSS, helps schools to identify struggling students early so that they may receive assistance quickly. But what is MTSS?
Defining MTSS
Multi-Tiered System of Supports (MTSS) is a framework that helps educators provide academic and behavioral strategies for students with various needs. MTSS grew out of the integration of two other intervention-based frameworks: Response to Intervention (RtI) and PBIS.
As part of the Individuals with Disabilities Education Act (IDEA) updated by Congress in 2004, the Response to Intervention model of assessment originally sought to identify students who would benefit from more intensive supports. From these beginnings as a tool to help improve educational outcomes for students in special education, MTSS has grown to encompass all students at every level.
Key Components of MTSS
MTSS takes a proactive approach to identifying students with academic or behavioral needs. Early assessment and intervention for these students can help them catch up with their peers sooner. The key components of MTSS include:
- Universal screening of all students early in the school year
- Tiers of interventions that can be amplified in response to levels of need
- Ongoing data collection and continual assessment
- Schoolwide approach to expectations and supports
- Parent involvement
The integrated instruction model of MTSS uses collected data to assess student needs and provide them with interventions in appropriate tiers.
Three Tiers of Support
MTSS provides a method of early identification and intervention that can help struggling students to catch up with their peers. As such, MTSS uses three tiers of support to assist all students at various levels. These three tiers include:
Tier 1 – Universal or primary – Majority of students (75-90%)
As the largest tier, and the foundation for the entire framework, Tier 1 encompasses the entire school with core instructions and basic interventions. This structure helps to build positive relationships between staff and students. It includes proactive classroom management strategies aimed at creating a supportive atmosphere. Students who do not respond to these interventions may move into Tier 2.
Tier 2 – Secondary – Small groups of students (10-25%)
Some students need a little extra assistance in meeting academic and behavioral goals, and it is in Tier 2 that these individuals receive that help. Often these interventions and supports are delivered in small group settings, such as reading groups. Check-In/Check-Out (CICO) interventions are often a part of Tier 2, as well. This targeted support allows students to work toward catching up with their peers.
Tier 3 – Tertiary – Individual students (< 10%)
A subset of students has significant challenges that do not respond to the interventions and supports in Tier 1 or Tier 2. Tier 3 gives these students individualized supports and can include assistance from outside agencies such as behavioral counselors or family therapists.
MTSS tiers help schools to organize levels of supports based on intensity so that students receive necessary instruction, support, and interventions based on need. As such, student identities are not based on tier levels. Instead, individuals are identified as students in need of supports. This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom.
School Climate and MTSS
MTSS creates a positive environment for all students which in turn impacts school climate. Positive school climate is the leading indicator for such outcomes as increased academic achievement, increased teacher retention, and reduced discipline referrals.
The interventions and supports found in MTSS help in relationship building, which is a key factor in student success. Additionally, a supportive school environment allows each student to work through their challenges and catch up with their peers. Defined tiers of intervention for both academic and behavioral challenges enables educators to address student needs, both as a group and individually.
It’s important to note that MTSS tiers may look quite different from school to school. MTSS focuses on the overall needs of individual students, and what may be a Tier 2 intervention in one school might be a Tier 1 in another. It is up to each school to develop an MTSS framework that addresses challenges specific to that school community.
PBIS as a Part of MTSS
As part of an MTSS framework, PBIS can help educators build an awesome school culture and address behavioral challenges in a positive way. These interventions, when paired with the academic assistance found in RtI, can help students to improve in all areas. The tiered structure of a PBIS initiative helps educators to provide students with the help they need to develop the behavioral skills necessary for success. This social-emotional learning coincides with academics, and each can help strengthen the other.
Schoolwide expectations, tiered systems of supports, and consistent data analysis are all hallmarks of PBIS. These factors are critical to the success of MTSS, as well. Employing the MTSS framework helps to focus educators and students alike on positive interactions, creating a school climate focused on student success.
Additional Resources:
National Standards for Family-School Partnerships
https://www.pta.org/home/run-your-pta/National-Standards-for-Family-School-Partnerships
Intensive Intervention: An Overview for Parents and Families
https://intensiveintervention.org/sites/default/files/17-3324_NCII-Family-Overview-508.pdf
Family Engagement
https://www.naeyc.org/resources/topics/family-engagement
Student Progress Monitoring: What this Means for Your Child
https://www.rti4success.org/resource/student-progress-monitoring-what-means-your-child
RTI Action Network: Resources for Parents and Families
http://www.rtinetwork.org/parents-a-families
Understood.org
https://www.understood.org/en
Family and Community Engagement Standards - Rubric
http://www.azed.gov/parents/files/2013/10/2012-family-engagement-standards-rubric.pdf
What Role Do Parents Play in the RTI Process?
https://www.rti4success.org/video/what-role-do-parents-play-rti-process-including-when-do-they-become-involved-are-they-decision
Universal Design
What is Universal Design for learning?
Universal Design for Learning (UDL) gives all students an equal opportunity to succeed.
This approach to teaching and learning offers flexibility in the ways students access material and show what they know.
UDL also looks for different ways to keep students motivated.
To understand what UDL is, it helps to understand what it’s not. The word universal may throw you off. It may sound like UDL is about finding one way to teach all students. But UDL actually takes the opposite approach.
The goal of UDL is to use a variety of teaching methods to remove any barriers to learning. It’s about building in flexibility that can be adjusted for every person’s strengths and needs. That’s why UDL benefits all learners.
This approach to teaching or to workplace training doesn’t specifically target people who learn and think differently. But it can be especially helpful for the 1 in 5 kids and adults with these challenges — including those who have not been formally diagnosed. It can also be very helpful for English language learners.
See UDL in action in the classroom!
Additional Resources:
UDL and Parent Engagement
UDL Explained for Parents
https://guide.swiftschools.org/resource/87/udl-explained-for-parents
Transition
Beginning at age 14, or sooner if the Individualized Education Program (IEP) team determines that it is appropriate, transition planning becomes the foundation for the development of the IEP. Transition planning begins with exploring interests and preferences to identify the student’s goals for postsecondary training, employment, and independent living. The IEP team needs to design transition services and activities that allow students to explore careers as part of their educational program. As a parent/guardian, you provide important input and support in helping your child to explore careers and to choose a career path.
Why should my child explore careers?
As part of the transition planning process, your child needs to explore and investigate many career options. Active participation in career exploration activities will help your child become aware of the many career opportunities available and the steps needed to reach his/her career goals. Career exploration includes:
• Understanding the work environments of interesting careers;
• Exposing your child to careers he/she may have never considered;
• Discovering the various types of post-high school education and training, as well as their costs; and,
• Understanding the accommodations that may be needed to accomplish his/her career goals.
When should career exploration start?
Career development is a life-long process and a young person’s plans frequently change as he/she gathers more information. Career exploration begins in early elementary school and expands to become a continual process throughout the middle and high school years. Exploring careers helps your child to make decisions about his/her career direction and choices. Those decisions should be based on current and realistic information. Your child’s preferences and interests will be used to identify his/her goals for postsecondary education and training as well as employment.
What should career exploration look like?
The information associated with learning about and exploring careers looks different at various stages of development. Career exploration begins with the awareness that different occupations exist. At any stage, career exploration includes both investigation and first-hand experience. It continues with research and “trying out” several occupations. Below is an example of a “Career Development Ladder,” which offers a progression of career exploration and development that corresponds with middle school, early high school, and later high school as the student approaches graduation. This list identifies skills that students obtain at each stage in their development and includes suggestions for parents to support their son/ daughter at each stage.
Career Awareness
• During this phase, the student will be given support to:
• Learn the importance of work.
• Develop an awareness of parents’ and other family members’ jobs.
• Describe what parents and others do at work.
• Begin to identify areas of interest.
• Identify at least three jobs to investigate.
• Learn about how people get jobs.
• Learn what happens if adults cannot get or do work.
• Identify why people have to get along with one another at work.
• Student will visit various worksites to learn about careers.
How Parents Can Help
• Talk to your child about the importance of work.
• Ask your child about jobs that might interest him/her.
• Encourage your child to express his/her preferences related to career experiences.
• Discuss various occupations when traveling or watching television.
• Have your child visit your job site, or that of a family member, if appropriate.
• Encourage your child to be as independent as possible.
• Teach and model appropriate social and work-related behaviors.
• Participate actively in your child’s IEP team meetings.
Additional Resources:
PA Secondary Transition: https://www.secondarytransition.org/resources/english
Pennsylvania’s Employment Site: www.pacareerlink.state.pa.us
Federal Employment Site: www.careervoyages.gov
Pennsylvania Career Zone (Online Career Interest Resources): www.pacareerzone.org
Pennsylvania Career Education and Work Standards Toolkit: www.pacareerstandards.org
O*NET Online Comprehensive source of occupation information: http://online.onetcenter.org
Holland Self Directed Search: www.self-directed-search.com/Holland
Your Child’s Career, A Website for Parents: www.yourchildscareer.org/careerplanning/careerplan_no_plan.htm
PEPNET (for students who are deaf or hard of hearing): www.pepnet.org/itransition.asp
The National Collaborative on Workforce and Disability (NCWD/Youth): www.ncwd-youth.info/index.html
Occupational Outlook Handbook: http://stats.bls.gov/oco/
Resources and Publications
Is Your Child Having Difficulty in School? A Guide to Communicating With School Staff.
https://www.pattan.net/Publications/Is-Your-Child-Having-Difficulty-in-School-A-Guide
MTSS, RTI, and SLD Determination in Pennsylvania FAQs
https://www.pattan.net/Publications/MTSS-RTI-and-SLD-Determination-in-Pennsylvania-FAQ
Office for Dispute Resolution Services
https://www.pattan.net/Publications/Office-for-Dispute-Resolution-Services
Parents' Rights: Understanding the Procedural Safeguards Notice
https://www.pattan.net/Publications/Parents-Rights-Understanding-the-Procedural-Safegu
PaTTAN: Ensuring Quality Education for all Students
https://www.pattan.net/Publications/PaTTAN-Ensuring-Quality-Education-for-all-Studen
Pennsylvania's Supplementary Aids and Services Toolkit: An Overview for Parents
https://www.pattan.net/Publications/Pennsylvania-s-Supplementary-Aids-and-Services-Too
SAAFP: A Worksheet for Parents of Students with Disabilities
https://www.pattan.net/Publications/SAAFP-A-Worksheet-for-Parents-of-Students-with-Dis
Special Education Resources for Families
https://www.pattan.net/Publications/Special-Education-Resources-for-Families
Special Education Timelines
https://www.pattan.net/Publications/Special-Education-Timelines
Act 55
On July 8, Governor Tom Wolf signed Act 55 of 2022 (Act 55) into law.
Act 55 permits a student with a disability who was enrolled during the 2021-22 school year and turned age 21 during the 2021-22 school year, or between the end of the 2021-22 and the beginning of the 2022-23 school year, to attend a school entity during the 2022-23 school year and receive services as outlined on their most recent Individualized Education Program (IEP) with all the protections under the Individuals with Disabilities Education Act (IDEA).
As required by Act 55, the Pennsylvania Department of Education (PDE) developed and posted online a standard form for parents/guardians and students to notify school entities of their plan for the student to attend the school entity for the 2022-23 school year.
Parents/guardians and students who wish to take advantage of Act 55 must complete, sign, and submit the Act 55 of 2022 Student Enrollment Notification Form to the student’s school entity on or before August 1, 2022. Please submit the signed form directly to the Baldwin-Whitehall Student Services office via mail 4900 Curry Road, Pittsburgh, PA 15236 or email mgallagher@bwschools,net.
For a student with a disability who turned 21 during the time periods listed above, both the parent/guardian and the student must complete the form. Forms are to be submitted to Baldwin-Whitehall School District - they may not be submitted to PDE.
Guidance and answers to FAQs on Act 55 of 2022 is now available on PDE’s website.
988 Suicide and Crisis Lifeline
On July 16, 2022, the 988 Suicide and Crisis Lifeline was launched. It's a critical new resource for those struggling with mental health and other crisis situations.
Through the lifeline, those experiencing crises will be able to obtain immediate life-saving counseling from professional operators, as well as critical expanded connections to community-based providers who can deliver a full range of crisis care services.
Fast Facts
- People who call, text, or chat with 988 will be directly connected to the National Suicide Prevention Lifeline. The existing Lifeline phone number (1-800-273-8255) will remain available. Callers can also connect with the Veterans Crisis Line or assistance in Spanish.
- 988 can be used by anyone, at any time, at no cost. Trained crisis response professionals can support individuals considering suicide, self-harm, or any behavioral or mental health need for themselves or people looking for help for a loved one experiencing a mental health crisis. Lifeline services are available 24 hours a day, seven days a week at no cost to the caller.
For more information, please visit the Pennsylvania Department of Health site.
Project One
The Baldwin-Whitehall School District is always looking for fresh ways to serve students and their families. Knowing that our community has a multitude of incredible institutions and organizations, the District set out to strengthen partnerships and explore ways to work together. In January of 2020, staff from the BWSD school district invited community groups to join a new consortium: Project One. Participants meet regularly to share resources, explore opportunities, and discuss challenges. Parent representatives have joined the meetings to share their perspective. These conversations are building trust and opening new avenues of service—a key need during the pandemic.
Project One allows the Baldwin-Whitehall School District to be intentional in its efforts and empower students and families to utilize the robust resources already present in our region.
Project One Participants and Community Partners:
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Baldwin Borough Public Library
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Bhutanese Community Association of Pittsburgh
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Global Minds
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South Hills Interfaith Movement
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Whitehall Public Library
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World Affairs Council
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Allegheny Health Network
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Holy Family
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Salvation Army
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Whitehall Police Department
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Baldwin Police Department
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The Caring Place