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 Process
6
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:
www.wiu.k12.pa.us
2
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 FAPE is 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 http://idea.ed.gov
3
 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.
4
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.
5
Evaluation Process
Parents that are interested in
having their child evaluated
should contact…
Child’s building
principal
Options are explained and
evaluation process is started.**
FAPE
Parent would like to explore services
and the need for special education
with the school district of residence
EQUITABLE PARTICIPATION
Parent is only interested in
Equitable Participation
services (no individual
entitlement)
Parent must contact the home
school district where they reside
and request an evaluation.
Principal issues
permission to evaluate
form to the parent
District issues Permission to
Evaluate
Signed permission form
is forwarded to the WIU
Equitable Participation
Specialist
Evaluation is completed within
60 calendar days from the date
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6
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Services Provided in the Nonpublic School
A. Services must be provided by personnel meeting the same standards (certification) as
personnel providing the services in the public school.
B. Nonpublic school students with disabilities may receive a different amount of services
than children would receive if in the public schools.
C. 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.
D. The WIU, in consultation with nonpublic schools, make annual decisions about the
equitable participation services to be provided.
E. 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.
1. Equitable Participation Services (IDEA-Part B)
Technical assistance, training/staff development, observation, or consultation,
etc. will be provided in the following areas:
a. Curriculum Adaptation and Modifications
b. Inclusion
c. Transition
d. Behavior Support
e. Interagency Coordination
f. Parent Training
2. Act 89 Services
a. Speech and Language Services
b. Guidance
c. Remedial Math/Reading
d. Standardized Testing
e. Psychological Services
F. 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.
G. 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.
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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.
8
 Intellectual Disabilities
Significantly sub average 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 retardationorthopedic 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:
1. Oral Expression
5. Reading Fluency Skill
2. Listening Comprehension
6. Reading Comprehension
3. Written Expression
7. Mathematics Calculation
4. Basic Reading Skill
8. Mathematics Problem Solving
9
 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 educational
performance. The term includes both partial sight and blindness.
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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
11
Westmoreland County Non-Public Schools Contact List 2011-2012
School
Aquinas Academy
PreK - 8
Contact/Address
340 N. Main Street
Greensburg, PA 15601
Armbrust Christian Academy
PreK - 12
115 Route 819 Hecla Road
Armbrust, PA 15616
Bible Baptist Christian Academy
PreK - 12
Cardinal Maida Academy
K-6
232 Route 217
Latrobe, PA 15650
315 Franklin Avenue
Vandergrift, PA 15690
Champion Christian School
PreK - 12
1076 King’s Way – North Campus
Donegal, PA 15628
Christ the Divine Teacher
PreK - 6
2166 Indian Head Road – South
Campus
Champion, PA 15622
323 Chestnut Street
Latrobe, PA 15650
Christian Fellowship Academy
PreK - 8
The Church Christian Academy
1 - 12
2005 Ridge Road
Jeannette, PA 15644
1683 Mars Hill Road
Sutersville, PA 15083
Clelian Heights School
2 - 12
135 Clelian Heights
Greensburg, PA 15601
Elizabeth Seton Montessori
K
294 Old Frye Farm
Greensburg, PA 15601
Excel Christian Academy
K-9
Grace Bible Academy
K - 12
101 Caruthers Lane
Irwin, PA 15642
128 Bradenville School Road
Bradenville, PA 15620
Greensburg Central Catholic HS
7 - 12
911 Armory Drive
Greensburg, PA 15601
Harvest Christian Academy
PreK - 8
224 Pittsburgh Street
Derry, PA 15627
12
Telephone
724-834-7940
724-836-0497 (f)
Website: www.aquinasacademy.org
724-925-3830
724-925-2523 (f)
website: www.armbrustchristian.com
724-539-8299
724-568-3304
724-567-1900 (f)
Website:
www.cardinalmaidaacademy.org
724-593-9200
724-593-9210 (f)
website: www.champion.org
724-539-1561
724-532-3873 (f)
Website: www.cdtschool.org
724-523-2358
Website: www.cfcfa.org
724-446-4020
Website:
www.thechurchchristianacademy.org
724-837-8120 ext. 42
724-837-6480 (f)
Website: www.clelianheights.org
724-837-8500
724-837-6480 (f)
Website: www.esmontessori.com
724-863-9235
Website: www.excelchristian.org
724-537-2840
724-537-3244 (f)
website: gbcap.homestead.com
724-834-0310
724-834-2472 (f)
Website: www.gcchs.org
724-694-8222
724-694-5789 (f)
website: www.harvestchristian.info/
Holy Trinity School
K-8
327 W Vincent Street
Ligonier, PA 15658
K.A.R.A.T. School of Learning
9 - 12
105 4th Street
Greensburg, PA
Mary Queen of Apostles
PreK - 8
100 Freeport Road
New Kensington, PA 15068
Mother of Sorrows School
PreK - 8
1129 Leishman Avenue
New Kensington, PA 15068
3264 Evergreen Drive
Murrysville, PA 15668
Queen of Angels Catholic School
PreK - 8
1 Main Street
North Huntingdon, PA 15642
St. John the Baptist School
PreK - 8
504 S. Broadway Street
Scottdale, PA 15683
St. Sebastian School
PreK - 8
Valley School of Ligonier
K-8
815 Broad Avenue
Belle Vernon, PA 15012
P.O. Box 616
Ligonier, PA 15658
Westmoreland Christian Academy
PreK - 12
538 Rugh Street
Greensburg, PA 15601
15601
13
724-238-6430
724-238-6688 (f)
Website: www.holytrinityligonier.org
724-689-9929
Website: www.karatlearning.com
724-335-5911
724-337-6457 (f)
Website: www.mqaschool.org
724-733-8840
724-325-1144 (f)
Website: www.mosschool.org
724-978-0144
724-978-0171 (f)
Website: www.queenofangelssch.org
724-887-9550
724-887-9553 (f)
Website: www.stjohnbaptistschool.org
724-929-5143
Website: www.sssbv.org
724-238-6652
Website:
www.valleyschoolofligonier.org
724-853-8308
Website:
www.westmorelandchristian.org
Westmoreland County Public School District
Contact List 2111-2012
District
Belle Vernon Area
Burrell
Derry Area
Franklin Regional
Greater Latrobe
Greensburg Salem
Hempfield Area
Jeannette City
Contact Person (LEA)
Jason Boone
Rostraver Elementary School
300 Crest Avenue
Belle Vernon, PA 15012
Jason.Boone@bellevernonarea.net
Patricia Kelly
Huston Middle School
1020 Puckety Church Road
Lower Burrell, PA 15068
pkelly@wiu.k12.pa.us
David Momper
Administration Office
982 North Chestnut St. Ext.
Derry, PA 15627-7600
dmomper@wiu.k12.pa.us
Richard Regelski
Administration Office
3210 School Road
Murrysville, PA 15668-1553
rregelski@franklinregional.k12.pa.us
Lucinda Soltys
Administration Office
410 Main Street
Latrobe, PA 15650-1598
cindy.soltys@glsd.k12.pa.us
Lisa Rullo
Administration Office
1 Academy Hill Place
Greensburg, PA 15601-1839
lrullo@wiu.k12.pa.us
Alene Mancini
mancinia@hasdpa.net
David W. Johnston
johnstond@haskpa.net
Administration Office
555 Rial Lane
Greensburg, PA 15601
Carmine Pontillo
Central Administration Building
198 Park Street
Jeannette, PA 15644-0418
cpontill@wiu.k12.pa.us
14
Telephone Number
724-808-2500 ext. 5511
724-334-1443 Ext. 3401
724-694-1408
724-327-5456 Ext. 7614
724-539-4213
724-832-2913
724-850-2457
724-850-2229
724-523-2050
Kiski Area
Ligonier Valley
Monessen City
Mount Pleasant Area
New Kensington-Arnold
Norwin
Penn-Trafford
Southmoreland
Yough
Ray Milke
Administration Office
200 Poplar Street
Vandergrift, PA 15690-1491
rmilke@wiu.k12.pa.us
Dr. Tammy Cavanaugh
Administration Office
339 West Main Street
Ligonier, PA 15658-1131
cavanaugh@lvsd.k12.pa.us
Mildred Blasko
Monessen Elementary Center
1275 Rostraver Street
Monessen, PA 15062-2099
mlblasko@wiu.k12.pa.us
Michael Picarsic
Administration Office
271 State Street
Mount Pleasant, PA 15666
mpicarsic@mpasd.net
Shaun Sperl
Administration Office
701 Stevenson Boulevard
New Kensington, PA 15068
ssperl@nkasd.com
Dr. Margaret F. Zimmer
Administration Building
281 McMahon Drive
North Huntingdon, PA 15642
mzimmer@norwinsd.org
Gregory N. Karazsia
Administration Building
P.O. Box 530
Harrison City, PA 15636-0530
karazsiag@penntrafford.org
Dan Clara
Southmoreland Primary Center
1431 Water Street, P.O. Box C
Alverton, PA 15612
clarad@southmoreland.net
Dawn Hildenbrand
Special Education Office
171 Route 31
Ruffs Dale, PA 15679
hildenbrandd@yough.k12.pa.us
15
724-845-2022
724-238-5696
724-684-7862
724-547-4100
724-337-6416
724-861-3037
724-744-4496
724-887-2026
724-872-5164 Ext. 3065
Westmoreland Intermediate Unit Contacts
Kate Zingarelli
Educational Programs Specialist
Westmoreland Intermediate Unit
102 Equity Drive
Greensburg, PA 15601
kzingarelli@wiu.k12.pa.us
724-836-2460 ext. 2310
Michelle Ogg
Equitable Participation Specialist
Certified School Psychologist
Westmoreland Intermediate Unit
102 Equity Drive
Greensburg, PA 15601
mogg@wiu.k12.pa.us
724-836-2460 ext. 2338
Visit our website at:
http://wiu.k12.pa.us
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