IN Brentwood-Baldwin-Whitehall Fall 2019 | Page 70

refuses to amend the records, you will
be notified of the refusal and your right
to a hearing. You will be given at that
time, additional information regarding the
hearing procedures. Upon written request,
the district will schedule and provide
written notice of the hearing to challenge
information in your child’s education files.
Parent consent is required before
personally identifiable information
contained in your child’s education records
is disclosed to anyone other than officials
of the Brentwood-Borough School District
collecting or using the information for
purposes of identification of your child,
locating your child and evaluating your
child or for any other purpose of making
available a free appropriate public
education to your child. A school official
has a legitimate educational interest if
the official needs to review an education
record in order to fulfill his or her
professional responsibility. Additionally,
the school district, upon request, discloses
records without consent to officials of
another school district in which your child
seeks or intends to enroll.
A parent may file a written complaint
with the Pennsylvania Department of
Education at the address below alleging
that the rights described in this notice were
not provided.
Pennsylvania Department of Education
Bureau of Special Education
Division of Compliance
333 Market Street
Harrisburg, PA 17126-0333
The Department of Education will
investigate the matter, issue a report of
findings and necessary corrective action
within 60 days. The Department will take
necessary action to ensure compliance is
achieved.
Complaints alleging failures of the
school district with regard to confidentiality
of personally identifiable information may
also be filed with:
Family Policy Compliance Office
U.S. Department of Education
400 Maryland Ave, SW
Washington, DC 20202-4605
School Districts will provide ongoing
screening services. If you wish to learn
more, have questions, or believe your
child may need to be identified, if you are
a Brentwood resident please contact Dr.
Christine Winiarski at [phone] Ext
2215 or email [e-mail] or if
you are a resident of the Baldwin-Whitehall
School District, please contact Marissa
Gallagher at [phone] or email
[e-mail].
In accordance with 34 CFR § 300.624,
please be advised of the following
retention/destruction schedule for
the Pennsylvania Alternate System of
Assessment (PASA), Pennsylvania System
of School Assessment (PSSA), and
Keystone Exam related materials:
• PSSA, Keystone Exam, and PASA test
booklets will be destroyed one year
after student reports are delivered for
the administration associated with
the test booklets.
• PSSA and Keystone Exam answer
booklets and PASA media recordings
will be destroyed three years after
completion of the assessment.
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EARLY INTERVENTION IDENTIFICATION
In Pennsylvania, a child between three
years of age and the school district’s age
to begin school who has a developmental
delay or one or more of the physical or
mental conditions listed above, will be
identified as an “eligible young child.” The
parents of these children have the same
rights described above.
The Pennsylvania Department of
Education is responsible for providing
programs and services to eligible
young children under Act 212 of 1990,
the Early Intervention Services System
Act. Screening for preschool children
is available through the DART Program
operated by Intermediate Unit #3. To
schedule an appointment for screening
call Dr. Susan Sams at 412-394-5816. For
additional information, contact your local
school district.
POTENTIAL INDICATORS OF WEAKNESSES
IN THE DEVELOPMENTAL DOMAIN AREAS
AND OTHER RISK FACTORS THAT COULD
INDICATE A DISABILITY (Requirement of
Section 14.212(b))
A developmental delay is determined
by the results of a developmental
evaluation. The results of one or more
domain areas (adaptive, personal-social,
communication, motor or cognitive) must
show at least a 25% delay or a score of
1.5 standard deviations below the mean
(Standard Score of 77 or below). The delay
results in the need for specially designed
intervention/instruction (SDI) in order to
participate in typical activities and routines.
Children with a developmental delay may
show weaknesses in the following areas:
Adaptive – Pre-kindergarten aged children
with a developmental delay may have
difficulty dressing/undressing; using
utensils to eat, removing shoes without
assistance, distinguishing between
nonfood/food substances, or have difficulty
with toileting needs. One may have
difficulty moving independently around
the house, understanding that hot is
dangerous, putting away toys when asked,
indicating an illness or ailment to an adult,
or demonstrating caution and avoiding
common dangers.
Personal-Social – Pre-kindergarten aged
children with a developmental delay
may have difficulty responding positively
to adult praise, rewards or promise
of rewards; greeting familiar adults
spontaneously, enjoying simple stories
read aloud, helping with simple household
tasks, initiating social interaction with
familiar adults, expressing affection/
liking for peers, playing cooperatively with
peers, stating first name, last name, age, or
whether he is a male/female; using objects
in make-believe play, using ‘I’ or ‘me’
to refer to himself, or recognizing facial
expressions of common emotions.
Communication – Pre-kindergarten aged
children with a developmental delay may
have difficulty following 2-step verbal
commands, associating spoken words
with pictures, recalling events from a story
presented orally; engaging in extended
and meaningful nonverbal exchanges with
others, using words to get his needs met,
responding to ‘yes’ and ‘no’ questions
appropriately, or asking ‘wh’ questions.
Motor – Pre-kindergarten aged children
with a developmental delay may have
difficulty running without falling, kicking a
ball without falling, walking up and down
steps alternating feet without assistance,
walking backward, imitating the bilateral
movements of an adult, pointing with his
index finger independent of the thumb
and other fingers, scribbling linear and/
or circular patterns spontaneously, using
the pads of fingertips to grasp a pencil,
holding a paper with one hand while
drawing or writing with the other hand,
fastening clothing without assistance,
cutting with scissors, copying a circle, or
imitating vertical and horizontal markings.
BALDWIN-WHITEHALL
Borough & School News
Cognitive – Pre-kindergarten aged
children with a developmental delay may
have difficulty attending to one activity
for 3 or more minutes, reciting memorized
lines from songs or TV shows, showing
interest in age-appropriate books,
matching/naming colors, responding to
one and one more, giving three objects
on request, matching shapes, identifying
objects by their use, identifying items by
size, identifying colors of familiar objects
not in view, or identifying simple objects
by touch.
OTHER FACTORS THAT COULD INDICATE
A DISABILITY
Developmental disabilities are birth
defects related to a problem with how a
body part or body system works.  They
may also be known as functional birth
defects.  Many of these conditions
affect multiple body parts or systems.
Researchers have identified thousands of
different birth defects. Birth defects can
have a variety of causes, such as:
Genetic problems caused when one
or more genes doesn’t work properly
or part of a gene is missing, problems
with chromosomes, such as having an
extra chromosome or missing part of
a chromosome, environmental factors
that the expectant mother is exposed to
during pregnancy, such as Rubella or
German measles or if she uses drugs or
alcohol during pregnancy.
FACTORS CONSIDERED WHEN
DETERMINING MENTAL GIFTEDNESS
1. The child performs a year or more
above grade achievement level in
one or more subjects as measured
by a nationally normed and validated
achievement test.
2. The child demonstrates rates of
acquisition/retention of content and
skills reflecting gifted ability.
3. The child demonstrates
achievement, performance, or
expertise in one or more academic
areas as evidenced by products,
portfolios or research, as well as
criterion-referenced team judgment.
4. The child demonstrates early
and measured use of high-level
thinking skills, academic creativity,
leadership skills, intense academic
interest, communication skills,
foreign language aptitude, or
technology expertise.
5. The child demonstrates that
intervening factors such as English
as a second language, disabilities,
gender or race bias, or socio/cultural
deprivation are masking gifted
abilities.
Baldwin-Whitehall School District
76
5 Things You Should Know About Baldwin High
School’s New Principal, Shaun Tomaszewski
70 Superintendent’s Message Get to Know Baldwin High School Alumnae Kim Amey
School Board President’s Message 71
Against All Odds: A Personalized Approach to
Special Education Empowers Anna to Thrive
Distinguished Highlander Hall of Fame Gala to
Celebrate the District’s 80th Anniversary

The Chill Program: Mindfulness Tools for
Student Well-Being 77
Baldwin-Whitehall School District 2019-2020
School Calendar
72
Construction Update: Building a Brighter
Future for Our District 73
Change to Summer Program for English
Learners is a Success 74
Job-Shadowing Gives Students a Window into
Their Futures

Debbie Reynolds Selected as Albert Einstein

Distinguished Educator Fellow to Serve in
Washington
75
Whitehall Elementary Welcomes
Junior Achievement

Dot & Dash Robots Help Paynter
Students Learn to Code
Mcannulty Students Create Their Own Books

Students Explore Areas of Interest Through
Genius Hour
67
Notice of Special Education Services and
Programs – Baldwin-Whitehall School District

and Brentwood Borough School District
Borough News
78 Baldwin’s Zoning and Code Enforcement Office
Baldwin Borough 2019 Leaf Collection
Citizen Request Tracker
79 Baldwin Borough Public Library News
BRENTWOOD-BALDWIN-WHITEHALL ❘ ❘ WINTER
BRENTWOOD-BALDWIN-WHITEHALL
FALL 2018
2019
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