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 .
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 .
ENGLISH AS A SECOND LANGUAGE SERVICES
The Brentwood Borough School District operates a K-12 English as a Second Language ( ESL ) Program which serves linguistically diverse students enrolled in the district . This program provides English Learners daily instruction in the areas of Listening , Speaking , Reading , and Writing in English by certified ESL teachers . Generally , this instruction is delivered to students by way of small group , pull-out instruction . Students are grouped with students of similar age , grade , and language proficiency level . They are provided with daily instruction which is aligned to PA Core Standards , PA English Language Development ( ELD ) Standards , and supported by a high quality , research-based language acquisition curriculum . Students are assessed annually with the WIDA ACCESS test to monitor growth in language proficiency and to determine the continued need for support with English language development . The amount and duration of ESL pull-out instruction may decrease as the student ’ s language proficiency increases . Students have the opportunity to exit the ESL program annually and the Pennsylvania Department of Education requirements for exit are followed . Each child ’ s ESL teacher collaborates with his / her classroom and content area teachers to monitor progress in the general curriculum . Information , strategies , and resources are regularly shared to assure that the child ’ s language needs are met . Parents are informed of the child ’ s progress in English language development through both grades on the school district report card as well as student performance on yearly WIDA ACCESS testing . Once a child is no longer in need of daily support with language development and they exit the ESL program , their progress is monitored for a period of 4 years . Upon registration in the district , a Home Language Survey is completed by every parent / guardian seeking enrollment of their child . The survey seeks to determine if the student speaks a language other than English or a language other than English is spoken in the home . Based upon this and other information , the school conducts a family interview to gather more information to determine if the student should be further screened to determine need for services . The screening instrument assesses the student in the areas of listening , speaking , reading and writing to determine eligibility for placement in the English as a Second Language ( ESL ) program . The goal of our ESL program is to help students acquire the English necessary to attain language proficiency and access grade level content instruction for grade promotion and graduation .
Parents do have the right to opt out of specific , specialized ELD instructional programs . This right to opt-out does not include initial assessment and identification or continuing annual assessment of the child ’ s English proficiency . If you wish to consider exercising your right to opt your child out of specific ESL instruction , please contact your child ’ s building principal to arrange a meeting . Individuals requiring further information regarding the ESL program at Brentwood Borough Schools are directed to Dr . Chris Winiarski , ( 412 ) 881-4940 ext . 2215 or christine . winiarski @ bb-sd . com .
rentwood Borough
SCHOOL DISTRICT NEWS
BRENTWOOD-BALDWIN-WHITEHALL ❘ FALL 2022 65