Student Services
- About Us
- Staff Members
- Special Education
- 504 Service Agreements
- Homebound Instruction
- Gifted Education
- School Counseling and Social Work
- Health Services
- Inclusive Technology
- Inclusive Innovation
About Us
Welcome to the Baldwin-Whitehall School District Student Services Department. Our department is dedicated to providing comprehensive support services to all students, ensuring their academic success, personal development, and overall well-being.
At the heart of our mission is a commitment to creating an inclusive and supportive learning environment where every student can thrive. Our team of dedicated professionals collaborates closely with students, families, educators, and community partners to address a wide range of needs and challenges.
Our services encompass a variety of areas, including:
Counseling and Mental Health Support: Our licensed counselors, social workers, and mental health professionals offer individual and group counseling, crisis intervention, and prevention programs to support students' social-emotional well-being.
Special Education Services: We provide specialized instruction and support services for students with diverse learning needs, including individualized education plans (IEPs), accommodations, and related services to ensure access to a quality education.
Health Services: School nurses provide medical care and support students in developing healthy habits that contribute to their overall well-being.
Academic Support and Intervention: We offer academic support services and interventions to help students succeed academically and reach their full potential.
Family and Community Engagement: We actively engage families and community partners in the educational process, offering resources, workshops, and events that promote collaboration and support student success both inside and outside the classroom.
Behavioral Support and Intervention: Our team works proactively to promote positive behavior and provide interventions for students facing behavioral challenges. We collaborate with educators and families to develop strategies that support students' social and behavioral development.
Our dedicated team of professionals is committed to serving the diverse needs of our student population, fostering a culture of empathy, respect, and inclusivity. Through our comprehensive services and collaborative approach, we strive to empower every student to achieve success academically, socially, and emotionally, laying the foundation for lifelong learning and well-being.
Join our Highlander Journey on:


Staff Members
Special Education
- Services for Pre-School Age Children
- Services for School Age Children
- Individualized Education Plan
- Multidisciplinary Evaluation
- Notice of Recommended Educational Placement
- Procedural Safeguards
- Child Find Notice
- Special Education Plan
Services for Pre-School Age Children
Services for pre-school age children with disabilities who reside in suburban Allegheny County, are provided through two different systems linked by a transition process. Birth through age two programming is provided through the Pennsylvania Department of Welfare and is coordinated by the Alliance for Infants and Toddlers, Inc. Students who are three years old to entry age are serviced through the Pennsylvania Department of Education funding. This preschool program is presently coordinated by the Allegheny Intermediate Unit's Early Childhood and Family Support Services program, DART.
For more information, please contact the Alliance for Infants and Toddlers, Inc. at 412-885-6000 or the Allegheny Intermediate Unit/DART Program at 412-394-5736.
Services for School Age Children
Special Education Services in the Baldwin-Whitehall School District
The Baldwin-Whitehall School District provides a free and appropriate public education (FAPE) in accordance with state and federal mandates.
An Individualized Education Program (IEP) is a legally required, written plan that outlines the special education services and supports a student with a disability or giftedness will receive. The district holds a Child Find obligation, which includes identifying, locating, and evaluating all students who are suspected of having a disability and may be in need of special education services or accommodations. This responsibility applies even in cases where a formal request for an evaluation has not yet been made.
To qualify for an IEP under the Individuals with Disabilities Education Act (IDEA 2004), a student must meet both of the following criteria:
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The student has a disability that falls under one of the 13 eligibility categories outlined by IDEA.
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The student requires specially designed instruction in order to make meaningful educational progress.
The 13 disability categories defined under 34 CFR § 300.8 include:
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Intellectual Disability
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Hearing Impairment
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Speech or Language Impairment
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Visual Impairment (including blindness)
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Emotional Disturbance
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Orthopedic Impairment
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Autism
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Traumatic Brain Injury
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Other Health Impairment
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Specific Learning Disability
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Deafness
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Deaf-Blindness
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Multiple Disabilities
Emotional Disturbance is further defined as a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree, which adversely affects a child’s educational performance:
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An inability to learn that cannot be explained by intellectual, sensory, or health factors
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Difficulty building or maintaining satisfactory interpersonal relationships with peers and teachers
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Inappropriate types of behavior or feelings under normal circumstances
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A general pervasive mood of unhappiness or depression
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A tendency to develop physical symptoms or fears associated with personal or school problems
If a student is suspected of having a disability and may require specially designed instruction, the school district is obligated to initiate a comprehensive evaluation in accordance with IDEA and 22 PA Code Chapter 14.
To view the most recent demographic data regarding the special education student population in the Baldwin-Whitehall School District, please click here.
Individualized Education Plan
The “Individualized Education Program” (IEP) is a written plan for the appropriate education of students with disabilities. It is a document that assures a Free Appropriate Public Education (FAPE) for eligible students and is based on the education needs of that student in the general education curriculum. As such, it is a management tool, not a detailed instructional plan. The completed IEP will clearly reflect the student’s educational needs in relationship to his/her interests, abilities, and aptitudes.
Components of the IEP are as follows:
- Demographics
- IEP Team/Signatures
- Special Considerations the IEP Team Must Consider Before Developing the IEP
- Present Levels of Academic Achievement and Functional Performance
- Transition Services
- Participation in State and Local Assessments
- Goals and Objectives including academic and functional goals including:
- Special Education/Related Services/Supplemental Aids and Services/Program Modifications
- Educational Placement
- 10. Penn Data Reporting—Educational Environment
IEP Team
- Parents
- Not less than one regular education teacher when the student is or may be participating in the regular education environment
- Not less than one special education teacher
- LEA representative
- Someone who can interpret the instructional implications of evaluation results (role may be filled by another IEP team member)
- Others (e.g., community agencies)
- Student, when appropriate
- A teacher of the gifted is required when an IEP is being developed for a student with a disability who is also gifted
Timelines
The following timelines govern the development and implementation of an IEP:
- An IEP shall be developed within 30 calendar days after the completion of an Evaluation Report (ER) or Reevaluation Report (RR)
- The IEP shall be implemented as soon as possible after the Notice of Recommended Educational Placement (NOREP) is signed, but no later than 10 school days after it is written
- The IEP team shall be convened at least annually or more frequently if warranted.
- An IEP team meeting shall be convened at the request of any member of the team.
Sections of an IEP
- Demographics Page – The first page of the IEP which includes all of the student information and relevant dates including the IEP Meeting and Duration.
- Signature Page - All IEP team members sign the IEP Team Signatures Section at the beginning of the IEP meeting. This signature indicates attendance, not agreement. Also included in this section are the names of the team members who have been excused and, if required, have provided written input.
- Procedural Safeguards Signature – Parent signature indicating that a they have received a copy of the “Procedural Safeguards Notice” sometime during the school year.
- Special Considerations the IEP Team Must Consider Before Developing the IEP. Refer to the Annotated IEP for a list of questions to be considered by the IEP team as each area is addressed.
- Present Levels of Academic Achievement and Functional Performance. This section provides a summary of the student’s performance in his/her current educational program and indicates the student’s instructional and functional levels. It includes information regarding classroom performance and the results of any academic achievement or functional performance assessments that have been administered. Information contained in this section provides baseline data for developing the IEP and writing measurable annual goals. The information in this section should consider the most recent results of the initial Evaluation Report or Reevaluation Report, results of curriculum based assessments, concerns of the parents for enhancing the education of their child, and results of ongoing progress monitoring. The information should be stated in clear and concrete terminology. Any special considerations identified in "Special Considerations the IEP Team Must Consider Before Developing the IEP" of the IEP must be addressed in this section.
- Transition Services. Transition services must begin not later than the first IEP to be in effect when the student turns 14 or older, if determined appropriate by the IEP team, and updated annually.
The student's IEP must contain appropriate measurable postsecondary goals based upon age appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Postsecondary goals are a vital part of the IEP. The transition section of the IEP must contain courses of study needed to assist the student in reaching postsecondary goals.
- Participation in State and Local Assessments. The IEP team must first determine if the student can participate without accommodations. The team may decide the assessment is appropriate for the student to take, but that certain accommodations used in the classroom during instruction and/or assessment are needed. These accommodations must be listed on the IEP. These accommodations must be allowable for the assessment and should not be something that would alter the validity of the instrument (test).
If the IEP team determines that the student is unable to take the assessment even with accommodations, the reason for this decision must be indicated on the IEP. In addition, an alternate assessment must be indicated. The PASA is the state’s alternate assessment. For students taking the PASA, the team must indicate if the performance will be documented via videotape or written narrative
- Goals and Objectives. Annual goals are designed to meet the student’s needs that result from his/her disability to enable him/her to be involved in and make progress in the general education curriculum. Annual goals are designed to meet each of the student’s other education needs that result from his/her disability.
Annual goals, including academic and functional goals, are statement in measurable terms that describe what reasonable expectations can be accomplished within a twelve-month period.
- Special Education/Related Services/Supplemental Aids and Services/Program Modifications. If the IEP team determines that a student has an educational need for a service in order to benefit from a free appropriate public education, then it must be provided. For each service, the team must list the location and the frequency of the service to be provided. This section also includes the determination for eligibility for Extended School Year (ESY) services.
Extended School Year (ESY): At each IEP meeting for a student with disabilities, the LEA must determine whether the student is eligible for ESY services and if so, make subsequent determinations about the services to be provided. The IEP team must indicate whether the student is eligible or is not eligible for ESY, and the basis for the determination. This determination must be made even if the student’s parents have not specifically requested that their child be evaluated for ESY programming.
- Educational Placement. This section documents the educational placement for a child. The team documents the Amount of Special Education Supports, Type of Special Education Supports, Location of Student’s Program and the explanation of the extent, if any the child will not participate with students without disabilities in the regular education class and regular education curriculum. Amount of special education supports documents how much special education the child is receiving. These include itinerant, supplemental, and full-time. It is the responsibility of the LEA to ensure that to the maximum extent appropriate, children with disabilities are educated with children who are not disabled.
- Penn Data Reporting. Every state is required to provide an annual report of specific data related to the education of students with disabilities to the US Department of Education. In Pennsylvania, these data are gathered through the Penn Data reporting system. The IEP team must document the total number of hours per week the student receives special education services.
For students being educated in regular buildings with non-disabled peers, the IEP team must document the percentage of time the student receives special education services outside the regular classroom. The options include:
- INSIDE the Regular Classroom 80% or More of the Day
- INSIDE the Regular Classroom 79-40% of the Day
- INSIDE the Regular Classroom Less Than 40% of the Day
Multidisciplinary Evaluation
The Multidisciplinary Evaluation (MDE) is a process to gather information to determine if a child has a disability and needs special education and, if so, the types of services needed.
Prior to an MDE, the District must obtain permission via the Permission to Evaluate form. Before an evaluation can occur, the form must be signed by the parent or legal guardian.
Multidisciplinary evaluations are coordinated by a certified school psychologist. Team members including the parents, classroom teacher, principal, social worker, school psychologist, persons familiar with the student's educational experience and cultural background, and other pertinent individuals that work with the student provide information as a part of the evaluation. The evaluation must be sufficient in scope and depth to provide information about the student's academic functioning, adaptive and social behavior, weaknesses, strengths, and response to intervention. All this information is compiled into an Evaluation Report (ER) which recommends whether a child has one or more disabilities, whether or not the child requires special education, and the type of program and services that the child needs. The ER may recommend that a child is not exceptional and, therefore, does not need special education services. If this is recommended, the report will list changes that may be made in the regular classroom to maximize the child's success. All members of the MDT, including the parents, are entitled to review the ER.
Parents who suspect that their child is eligible and in need of special education may request screening or a multidisciplinary team evaluation of their child through a written request to the building principal. Communication with parents and students shall be in English or the native language of the parent.
Reevaluations for students who are eligible for special education services are completed as necessary when requested by one or more members of the IEP team and in compliance with the requirements of IDEA. Reevaluations for students with an intellectual disability are completed every two years.
Notice of Recommended Educational Placement
Once the IEP has been developed, a Notice of Recommended Educational Placement (NOREP) is issued to the parent. The NOREP explains the placement or class recommended for your child and explains the rights of parents. Parents must approve the NOREP in writing for the child's initial special education placement. The Baldwin-Whitehall School District offers a continuum of educational services designed to meet the needs of eligible students. In addition, related services such as transportation, occupational therapy, physical therapy, vision support, deaf and hearing support, and speech and language support are available to those students who qualify.
Procedural Safeguards
Child Find Notice
It is the responsibility of the Pennsylvania Department of Education to ensure that all children with disabilities residing in the Commonwealth, regardless of the severity of their disability, and who are in need of special education and related services, are identified, located, and evaluated. This responsibility is required by a federal law called the Individual with Disabilities Education Act (IDEA).
Special Education Plan
504 Service Agreements
A student that does not qualify for special education services under IDEA (an educational law) still may qualify for services under Section 504 (a civil rights law) if the disability is shown to substantially limit his or her educational performance.
A child with a disability is one who has a physical or mental impairment that substantially limits major life activities, such as caring for one's self, performing manual tasks, walking, seeing, hearing, speaking, breathing, learning and working. Accommodations often refer to building accessibility, classroom adjustments and curriculum modifications and may be updated or revised as the need changes.
34 CFR § 104.3 defines a handicapped person with rights under the Rehabilitation Act as any person who:
- Has a physical or mental impairment which substantially limits one or more major life activities,
- Has a record of such an impairment, or
- Is regarded as having such an impairment.
Examples of disabilities under Section 504 include:
- Student breaks their arm in 5 places and cannot write; the district provides someone to take notes or write the homework
- Student is deaf and plays sports. The district provides an interpreter for the classroom and any school sports activities they are involved in
- Student has cancer, diabetes, epilepsy, migraines, allergies or asthma; the student is allowed to obtain treatment or medication, as needed
- Student uses a wheelchair; student is permitted to leave classes early to avoid hall traffic
- Student is under a doctor's care for depression or anxiety, frequent behavioral problems, ADHD; the student is given additional time for completing assignments and allowed to sit in the front of the classroom
Both federal and state conditions exist for a 504 plan:
- Federal legislation: Rehabilitation Act
- State regulation: 22 PA Code Chapter 15
Helpful Links:
Homebound Instruction
The Baldwin-Whitehall School District may temporarily excuse a student from compulsory attendance on account of illness or other urgent reasons and provide that student homebound instruction while he or she is excused from school. Regulations require that the term "urgent reasons" be strictly construed not to permit irregular attendance at school.
If BWSD provides homebound instruction and seeks to extend the duration of that instruction for a particular student beyond a three-month period, the extension requires the approval of the Pennsylvania Department of Education (PDE).
Any excusal from compulsory attendance must be reevaluated, at minimum, every three months.
The purpose of homebound instruction is to keep students on track academically while the student is temporarily out of school. Homebound instruction is school-supplied one-to-one tutoring for a limited time.
If you believe that your child will qualify or qualifies to receive Homebound Instruction, please reach out to the Student Services Department directly at 412-885-7583.
Gifted Education
Programs for gifted children are part of the array of special programs available to support all exceptional learners. These programs reflect our commitment to recognizing individual differences, ensuring equal educational opportunity, and supporting the optimal development of each child. Programs grounded in strong philosophical, theoretical, and research-based practices are most effective in meeting the needs of gifted students.
The guiding principles for planning and implementing gifted education in Baldwin-Whitehall School District include the following:
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The district is primarily responsible for identifying all "children with exceptionalities"—meaning children of school age who have a disability or who are gifted, and who require specially designed instruction.
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Like all exceptional learners, gifted students possess unique characteristics that significantly affect their ability to learn. To provide meaningful benefit, their curriculum must be appropriately modified on an individual basis.
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A Gifted Individualized Education Plan (GIEP) is developed based on a comprehensive Gifted Multidisciplinary Evaluation and includes Present Levels of Educational Performance. This plan outlines how instruction will be adapted to meet the student’s specific learning needs.
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GIEPs must be responsive to student data and are developed in accordance with Pennsylvania Chapter 16 regulations. At a parent’s discretion, gifted students may also participate in their own GIEP planning.
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The district ensures that each GIEP includes a variety of enrichment and acceleration options tailored to the student’s strengths and needs. This includes adapting, modifying, or replacing general education curriculum when appropriate.
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The continuum of services for gifted learners is informed by best practices and research. Studies from the National Research Center on the Gifted and Talented support strategies such as flexible grouping, ability grouping, curriculum acceleration, and differentiated instruction as key tools for maximizing student growth.
If you have additional questions about gifted services or the GIEP process, please reach out to your child’s building team. We’re here to support you in ensuring your child receives the educational challenge and enrichment they need to thrive.
School Counseling and Social Work
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:
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Emotional and Mental Health: Offering individual and group sessions to help students manage emotions, reduce stress, and build coping strategies.
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Conflict Resolution: Teaching students how to navigate peer conflicts and build healthy relationships.
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Academic Support: Partnering with teachers to identify challenges and implement interventions that help students succeed.
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Crisis Intervention: Providing immediate, in-the-moment support to students and families during emergencies or times of crisis.
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Parental Support: Assisting families with behavior strategies, communication tips, and accessing local resources.
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Community Connections: Linking families to services such as counseling, mental health agencies, and other supports through the Student Assistance Program.
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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.
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.
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
- Mental Wellness
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.
Mental Wellness
At BWSD, we are committed to supporting the mental health and emotional well-being of every student through a proactive, tiered approach. Our mental wellness initiatives are designed to meet students where they are, offering both preventive and responsive supports across all grade levels.
Through our Student Assistance Program (SAP), we identify and support students facing academic, social, or emotional challenges. We also offer school-based therapy in partnership with Allegheny Health Network, providing access to licensed mental health professionals directly within our schools.
Our team of school counselors and district social workers provides individual and group counseling, crisis support, and referrals to community-based services to ensure students and families receive the care they need.
Together, these services reflect BWSD’s innovative and comprehensive commitment to creating safe, supportive, and emotionally healthy learning environments for all.
If you have questions or would like to learn more, please reach out to your child’s school team to inquire about the programming and support available.
Resources
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.
Safe2Say Something
Safe2Say Something is a youth violence prevention program run by the Pennsylvania Office of Attorney General. The program teaches youth and adults how to recognize warning signs and signals, especially within social media, from individuals who may be a threat to themselves or others and to “say something” BEFORE it is too late.
Submit an annonymous tip online or call the hotline @ 1-844-SAF2SAY.
The Chill Project by Allegheny Health Network
The Chill Project at Baldwin High School uses mindfulness-based exercises to equip students, teachers, and parents with a common language and universal skills to identify, discuss, and react positively to stress.
School has always been a source of stress, whether you’re taking classes, teaching, or parenting a student. Negative reactions to stress create a significant barrier to learning and growth. The Chill Project features dedicated professionals, a calming space, and regular instruction to help every member of a school’s community better handle pressure and anxiety.
Participants in The Chill Project have access to:
- One-to-one counseling.
- Support groups.
- Medication management.
- School-based outpatient services.
- School-wide preventive services.
- Professional development opportunities.
- A social-emotional curriculum and classroom consultations.
- Exercises and consultations specifically designed for student athletes.
Baldwin High School and The Chill Project in the news!
Inclusive Technology
We are proud to share that Baldwin-Whitehall School District has been selected to participate in the national CITES (Center on Inclusive Technology & Education Systems) Inclusive Technology Grant. This prestigious opportunity reflects our district’s commitment to building inclusive, equitable technology systems that empower all learners—especially students with diverse learning needs.
Through this multi-year partnership, our district will collaborate with the CITES Leadership Team to strengthen inclusive technology practices using the CITES Framework. This work directly supports our district’s Inclusive Technology Vision:
Every Learner, Every Voice, Every Day.
We seek to understand diverse perspectives and design with compassion—ensuring equitable access, removing barriers, and fostering meaningful participation for all.
Our district’s CITES team is composed of administrators, faculty, and parents who bring a shared commitment to designing systems that are accessible, innovative, and student-centered. Together, we will:
- Co-create and regularly review a shared vision with students, families, staff, and the community.
- Strategically align assistive, educational, and information technologies to support student innovation.
- Use data to guide growth and ensure transparency.
- Provide educators with ongoing professional development in inclusive tools and practices.
- Engage families as true partners in this work.
We look forward to continuing this important journey—centered on equity, voice, and opportunity for every student.
Inclusive Innovation
At Baldwin-Whitehall, inclusion is not an initiative—it’s who we are. Across all grade levels, we are proud to champion programs that ensure every student, regardless of ability, is seen, valued, and empowered to succeed.
Our Best Buddies Clubs, active in grades 1 through 12+, foster genuine friendships, leadership, and opportunities for students with and without intellectual and developmental disabilities. These clubs, alongside our Unified Sports teams (including Bocce, Track & Field, and Flag Football), Partners Component Electives, and inclusive job training programs like the Baldwin Bean Coffee Shop and Innovation Shop, provide authentic, relationship-driven experiences that build empathy, skill, and community.
Through year-round programming—including Inclusion Week, Unified Sports Days, and events like Tastebuds Jr., Polar Pop, and our Special Olympics Spring Invitational—students take the lead in transforming school culture. These opportunities are supported by trained staff, passionate student leaders, and strong partnerships with community organizations, including Special Olympics Pennsylvania and Allegheny Health Network.
Our tiered, sustainable model of inclusion ensures that these programs are embedded into our classrooms, electives, athletics, and school events. Whether it’s through academics, leadership, social opportunities, or peer collaboration, Baldwin-Whitehall is committed to creating an inclusive, responsive, and joyful learning environment for all children.
To learn more about inclusive programming or how your child can get involved, please reach out to your child’s school team.