Is Your Child Having Difficulty in Sc

Westmoreland Intermediate Unit

REAL - Providing Resources, Education, Assistance, and Leadership to our community

Does your child have special needs?

PARENT RESOURCE GUIDE FOR STUDENTS VOLUNTARILY ENROLLED IN PRIVATE SCHOOLS

2011-2012

Contents

Introduction 3

Is your child having difficulty in school? 4

Evaluation Process6

Services Provided in the Non-Public Schools 7

Special Education Disabilities 8

Sample Parent Letter Requesting Evaluation…………………………………………………11

Non-Public Schools Contact List 12

Westmoreland County Public Schools Contact List 14

Westmoreland Intermediate Unit Contact List 16

Additional copies of this booklet may be downloaded from the website under the Special Education link:

Introduction

The Individuals with Disabilities Education Act (IDEA) is a federal law that requires each state to ensure that a free appropriate public education (FAPE) is available to all eligible children with disabilities residing in that state. The information is this booklet explains the provisions related to, and benefits available to, children with disabilities who are enrolled by their parents in private schools, including religious schools, when the provision of FAPEis not at issue. In IDEA, these children are often referred to as “parentally placed private school children” with disabilities, and the benefits available to them differ from the benefits for children with disabilities in public schools.

IDEA is designed to improve educational results for all children with disabilities. Therefore, it provides benefits and services to children with disabilities in public schools and requires school districts to make services and benefits available to children with disabilities enrolled by their parents in nonpublic (private) schools. The law includes language requiring state education agencies (SEA’s) and local education agencies (LEA’s) to ensure the equitable participation of parentally placed children with disabilities in programs assisted by or carried out under the equitable participation requirements that apply to them. In Pennsylvania, the LEA responsible for administration of Equitable Participation programs is the Intermediate Unit.

The LEA’s obligations to parentally placed private school children with disabilities are different from its responsibilities to those enrolled in public schools or to children with disabilities placed in a private school by a public agency (rather than by parents) as a means of providing FAPE. Parentally placed children with disabilities do not have an individual entitlement to services they would receive if they were enrolled in a public school. Instead, the LEA is required to spend a proportionate amount of IDEA federal funds to provide equitable services to this group of children. Therefore, it is possible that some parentally placed children with disabilities will not receive any services while others will. For those who receive services, the amount and type of services also may differ from the services the child would receive if placed in a public school by the parents or in a private school by a public agency. LEA’s are required to consult with private school representatives and representatives of parentally placed children with disabilities during the design and development of special education and related services for these children.

Further information regarding IDEA regulations can be found at

Is your child having difficulty in school?

Has your child been identified as needing special education services?

If you believe that your child may be in need of a special education program, an evaluation process to assess your child’s needs is available to you at no cost through the school district in which you live or from the intermediate unit (IU) in which your private school is located. A special education program often involves adapting materials and modifying instruction to better meet your child’s specific learning/behavior needs.

If you request an evaluation, a team of experts trained in assessing children will determine if your child has a disability and, if so, is in need of special education and related services. You are an important member of your child’s evaluation team.

Before the school district or the intermediate unit proceeds with an evaluation, it will notify you in writing (Permission to Evaluate) of the specific types of tests and procedures it plans to use, and of your rights throughout this process. The evaluation cannot be scheduled until you sign the written notice (Permission to Evaluate), indicating that you consent to the proposed testing and assessments, and return the notice to the school district or intermediate unit. Only a parent, guardian, or surrogate can grant permission to evaluate a student.

If, after the evaluation, your child is found to have a disability and in need of special education and related services, the public school will offer to write an Individualized Education Program (IEP). An IEP is a written document that specifically describes the services your child needs. The services in the IEP will be offered to your child in a public school placement. This offer is referred to as Free Appropriate Public Education (FAPE). If you wish to accept the offer, you will have to enroll your child in the public school. It may also be possible to dual enroll your child so that your child attends the nonpublic school for part of the day and the public school for part of the day. The final decision regarding whether dual enrollment will occur is your choice. (There is no requirement to offer special education services under dual enrollment)

If you choose to have your child remain in the nonpublic school, you have the right to decline the development of an IEP.

If WIU7 conducts the evaluation and your child is found to have a disability and in need of special education and related services, WIU7 cannot develop an IEP or offer FAPE. The Individuals With Disabilities Education Act (IDEA) states that there is no entitlement to the provision of FAPE when parents unilaterally place their child in a nonpublic school. If the parents have given permission to share information with the resident school district, they can pursue an IEP/FAPE with their district is they so desire. Consultative services can be provided at the nonpublic school to the staff working with your child.

If you are interested in finding out more about the special education process, please speak with your child’s principal. For additional information, feel free to contact the school district in which you live or the Equitable Participation Specialist at the Westmoreland Intermediate Unit.

Contact information can be found at the end of this document.

Evaluation Timelines

The evaluation must be completed and a copy of the Evaluation Report (ER) or Psychological Report must be provided to the parent within 60 calendar days from the date the Permission to Evaluate form is received by the Public School District or the Intermediate Unit.

Evaluation Process

Services Provided in the Nonpublic School

Services must be provided by personnel meeting the same standards (certification) as personnel providing the services in the public school.

Nonpublic school students with disabilities may receive a different amount of services than children would receive if in the public schools.

E. P. is not an individual entitlement to Free and Appropriate Public Education (FAPE). Students with disabilities enrolled by their parents in nonpublic schools do not have an individual right to receive the services they would have received in public schools.

The WIU, in consultation with nonpublic schools, make annual decisions about the equitable participation services to be provided.

Types of services that can be provided to nonpublic school students with disabilities proportionate to services provided to student with disabilities in the public schools of the Intermediate Unit 7.

Equitable Participation Services (IDEA-Part B)

Technical assistance, training/staff development, observation, or consultation, etc. will be provided in the following areas:

Curriculum Adaptation and Modifications
Inclusion
Transition
Behavior Support
Interagency Coordination
Parent Training

Act 89 Services

Speech and Language Services
Guidance
Remedial Math/Reading
Standardized Testing
Psychological Services

Due Process Hearing procedures do not apply. Parents have the right to file a complaint with the State Bureau of Special Education consult line 1-800-879-2301 or file an appeal with the Federal Office of Special Education Programs.

The new Equitable Participation regulations for a student with a disability voluntarily enrolled by their parents in nonpublic schools can be found in 34 CFR 300.450-300.462 of IDEA 2004.

Special Education Disabilities

Autism

A developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engagement in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences.

Deaf-Blindness

Concomitant hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

Deafness

A hearing impairment that is so severe that the child is impaired in processing linguistic information through hearing, with or without amplification that adversely affects a child’s educational performance.

Emotional Disturbance

A condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(A)An inability to learn that cannot be explained by intellectual, sensory, or health factors

(B)An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(C)Inappropriate types of behavior or feelings under normal circumstances

(D)A general pervasive mood of unhappiness or depression

(E)A tendency to develop physical symptoms or fears associated with personal or school problems

The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

Hearing Impairment

An impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but that is not included under the definition of deafness in this section.

Intellectual Disabilities

Significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

Multiple Disabilities

Concomitant impairments (such as mental retardation-blindness or mental retardation-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. Multiple disabilities does not include deaf-blindness.

Orthopedic Impairment

A severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractures.)

Other Health Impairment

Having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that

(i)Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(ii)Adversely affects a child’s educational performance.

Specific Learning Disability

General – A disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia.

Disorders not included – Does not include learning problems that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of emotional disturbance, or of environmental, cultural, or economic disadvantage.

A student may demonstrate a specific learning disability in any of the following 8 areas:

Oral Expression5. Reading Fluency Skill
Listening Comprehension6. Reading Comprehension
Written Expression7. Mathematics Calculation
Basic Reading Skill8. Mathematics Problem Solving

Speech or Language Impairment

A communication disorder, such as stuttering, impaired articulation, a language impairment, or a voice impairment, that adversely affects a child’s educational performance.

Traumatic Brain Injury

An acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child’s educational performance. Traumatic brain injury applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. Traumatic brain injury does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

Visual Impairment including Blindness

An impairment in vision that, even with correction, adversely affects a child’s educationalperformance. The term includes both partial sight and blindness.

Sample Parent Letter Requesting an Evaluation

For a Student Voluntarily Enrolled in a Private School

Your Address

Your Phone Number

Date

Director of Special Education

Your Child’s Public School District of Residence

Address of School

Dear;

I am the parent of , whose date of birth is .

My child currently attends School in . My child is experiencing significant learning problems in school and I am, therefore, requesting that a complete Multidisciplinary Evaluation be done to determine whether my child qualifies for special education according to Federal and State statutes (IDEA 2004 and Chapter 14).

Please send me the written notice of parental consent so that the evaluation may proceed. I understand that the evaluation will be completed within 60 calendar days of your receipt of my signed consent.

Thank you.

Sincerely,

Your Name

Westmoreland County Non-Public Schools Contact List 2011-2012

School / Contact/Address / Telephone
Aquinas Academy
PreK - 8 / 340 N. Main Street
Greensburg, PA 15601 / 724-834-7940
724-836-0497 (f)
Website:
ArmbrustChristian Academy
PreK - 12 / 115Route 819 Hecla Road
Armbrust, PA 15616 / 724-925-3830
724-925-2523 (f)
website:
Bible Baptist Christian Academy
PreK - 12 / 232 Route 217
Latrobe, PA 15650 / 724-539-8299
Cardinal Maida Academy
K - 6 / 315 Franklin Avenue
Vandergrift, PA 15690 / 724-568-3304
724-567-1900 (f)
Website:
Champion Christian School
PreK - 12 / 1076 King’s Way – North Campus
Donegal, PA 15628
2166 Indian Head Road – South Campus
Champion, PA 15622 / 724-593-9200
724-593-9210 (f)
website:
Christ the Divine Teacher
PreK - 6 / 323 Chestnut Street
Latrobe, PA 15650 / 724-539-1561
724-532-3873 (f)
Website:
Christian Fellowship Academy
PreK - 8 / 2005 Ridge Road
Jeannette, PA 15644 / 724-523-2358
Website:
The Church Christian Academy
1 - 12 / 1683 Mars Hill Road
Sutersville, PA 15083 / 724-446-4020
Website:
Clelian Heights School
2 - 12 / 135 Clelian Heights
Greensburg, PA 15601 / 724-837-8120 ext. 42
724-837-6480 (f)
Website:
Elizabeth Seton Montessori
K / 294 Old Frye Farm
Greensburg, PA 15601 / 724-837-8500
724-837-6480 (f)
Website:
Excel Christian Academy
K - 9 / 101 Caruthers Lane
Irwin, PA 15642 / 724-863-9235
Website:
Grace Bible Academy
K - 12 / 128 Bradenville School Road
Bradenville, PA 15620 / 724-537-2840
724-537-3244 (f)
website: gbcap.homestead.com
Greensburg Central Catholic HS
7 - 12 / 911 Armory Drive
Greensburg, PA 15601 / 724-834-0310
724-834-2472 (f)
Website:
Harvest Christian Academy
PreK - 8 / 224 Pittsburgh Street
Derry, PA 15627 / 724-694-8222
724-694-5789 (f)
website:
Holy Trinity School
K - 8 / 327 W Vincent Street
Ligonier, PA 15658 / 724-238-6430
724-238-6688 (f)
Website:
K.A.R.A.T. School of Learning
9 - 12 / 105 4th Street
Greensburg, PA 15601 / 724-689-9929
Website:
Mary Queen of Apostles
PreK - 8 / 100 Freeport Road
New Kensington, PA 15068
1129 Leishman Avenue
New Kensington, PA 15068 / 724-335-5911
724-337-6457 (f)
Website:
Mother of Sorrows School
PreK - 8 / 3264 Evergreen Drive
Murrysville, PA 15668 / 724-733-8840
724-325-1144 (f)
Website:
Queen of Angels Catholic School
PreK - 8 / 1 Main Street
North Huntingdon, PA 15642 / 724-978-0144
724-978-0171 (f)
Website:
St. John the Baptist School
PreK - 8 / 504 S. Broadway Street
Scottdale, PA 15683 / 724-887-9550
724-887-9553 (f)
Website:
St. Sebastian School
PreK - 8 / 815 Broad Avenue
Belle Vernon, PA 15012 / 724-929-5143
Website:
Valley School of Ligonier
K - 8 / P.O. Box 616
Ligonier, PA 15658 / 724-238-6652
Website:
Westmoreland Christian Academy
PreK - 12 / 538 Rugh Street
Greensburg, PA 15601 / 724-853-8308
Website:

Westmoreland County Public School District

Contact List 2111-2012

District / Contact Person (LEA) / Telephone Number
Belle Vernon Area / Jason Boone
Rostraver Elementary School
300 Crest Avenue
Belle Vernon, PA 15012
/ 724-808-2500 ext. 5511
Burrell / Patricia Kelly
Huston Middle School
1020 Puckety Church Road
Lower Burrell, PA 15068
/ 724-334-1443 Ext. 3401
Derry Area / David Momper
Administration Office
982 North Chestnut St. Ext.
Derry, PA 15627-7600
/ 724-694-1408
Franklin Regional / Richard Regelski
Administration Office
3210 School Road
Murrysville, PA 15668-1553
/ 724-327-5456 Ext. 7614
Greater Latrobe / Lucinda Soltys
Administration Office
410 Main Street
Latrobe, PA 15650-1598
/ 724-539-4213
Greensburg Salem / Lisa Rullo
Administration Office
1 Academy Hill Place
Greensburg, PA 15601-1839
/ 724-832-2913
Hempfield Area / Alene Mancini

David W. Johnston

Administration Office
555 Rial Lane
Greensburg, PA 15601 / 724-850-2457
724-850-2229
Jeannette City / Carmine Pontillo
Central Administration Building
198 Park Street
Jeannette, PA 15644-0418
/ 724-523-2050
Kiski Area / Ray Milke
Administration Office
200 Poplar Street
Vandergrift, PA 15690-1491
/ 724-845-2022
Ligonier Valley / Dr. Tammy Cavanaugh
Administration Office
339 West Main Street
Ligonier, PA 15658-1131
/ 724-238-5696
Monessen City / Mildred Blasko
Monessen Elementary Center
1275 Rostraver Street
Monessen, PA 15062-2099
/ 724-684-7862
Mount Pleasant Area / Michael Picarsic
Administration Office
271 State Street
Mount Pleasant, PA 15666
/ 724-547-4100
New Kensington-Arnold / Shaun Sperl
Administration Office
701 Stevenson Boulevard
New Kensington, PA 15068
/ 724-337-6416
Norwin / Dr. Margaret F. Zimmer
Administration Building
281 McMahon Drive
North Huntingdon, PA 15642
/ 724-861-3037
Penn-Trafford / Gregory N. Karazsia
Administration Building
P.O. Box 530
Harrison City, PA 15636-0530
/ 724-744-4496
Southmoreland / Dan Clara
Southmoreland Primary Center
1431 Water Street, P.O. Box C
Alverton, PA 15612
/ 724-887-2026
Yough / Dawn Hildenbrand
Special Education Office
171 Route 31
Ruffs Dale, PA 15679
/ 724-872-5164 Ext. 3065

Westmoreland Intermediate Unit Contacts

Kate Zingarelli

Educational Programs Specialist

Westmoreland Intermediate Unit

102 Equity Drive

Greensburg, PA 15601

724-836-2460 ext. 2310

Michelle Ogg

Equitable Participation Specialist

Certified School Psychologist

Westmoreland Intermediate Unit

102 Equity Drive

Greensburg, PA 15601

724-836-2460 ext. 2338

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