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
Contents
Introduction
3
Is your child having difficulty in school?
4
Has your child been identified as needing special education?
4
Evaluation Timelines
5
Early Intervention
5
Reevaluation
5
Evaluation Process
6
Reevaluation Process
7
Services Provided in the Non-Public Schools
8
Special Education Disabilities
9
Non-Public Schools Contact List
12
Westmoreland County Public Schools Contact List
14
Westmoreland Intermediate Unit Contact List
16
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 elgibile 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.
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.
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. 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. (There is no requirement to offer special education
services under dual enrollment)
If your child has already been evaluated and offered services in an IEP, and you chose not to
accept the services, communicate this to your child’s principal. Again, your child may still be
eligible for certain services.
Certain services are available to students indentified as eligible for special education who are
unilaterally placed by their parents in private schools through a federal requirement called
Equitable Participation (EP). In Pennsylvania, the IU is the agency responsible for the
implementation of the federal requirement of EP. EP requires that each IU, following a federal
funding calculation, must expend a designated amount of federal IDEA funds on services and/or
resources for students identified as eligible for special education services whose parents have
unilaterally chosen to place their child in a private school. The IU is not required to offer the
same services that would be offered as a free and appropriate public education (FAPE) in the
public school. The IU is mandated to offer those services determined by their annual
consultation with their private school agencies. In circumstances where the allocation of funds
4
for EP under the federal calculation is exhausted, the IU would cease to provide any EP services
until the next fiscal year. The IU must participate annually in the notification, consultation, and
collaboration with their private school agencies in their local geographic area as required under
IDEA 2004 regulations.
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.
Early Intervention
For the purpose of this procedure, Westmoreland Intermediate Unit #7, as the MAWA holder,
will have all responsibilities related to the provision of services to preschool children with
respect to child find and survey activities.
Reevaluation
Students receiving equitable participation services must be reevaluated every three years,
unless the school and parent decide that the reevaluation is unnecessary. Waiving the
reevaluation is appropriate if after reviewing student records and progress it is determined the
student is making adequate progress in the current program and accommodations are
effective. If both the school and parents agree to waive the reevaluation, the Agreement to
Waive Reevaluation form will be sent to the parents. Students diagnosed with Mental
Retardation must be reevaluated every two years and agreeing to waive the reevaluation is not
permitted.
If it is determined that the reevaluation is necessary, parental consent is required to conduct
the reevaluation. However, please be aware that after reasonable attempts to obtain parental
permission, if your response is not received the law states that the school may proceed with
the reevaluation. A team will conduct the proposed reevaluation and you as parents are an
important member of the reevaluation team. In the reevaluation, your child’s educational
needs and strengths will be reviewed as well as educational progress. Additional assessments
may be administered to your child at this time. The reevaluation must be completed within 60
calendar days of receipt of the Permission to Reevaluate.
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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
the Permission to Evaluate is
received by the district
Meeting
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enroll
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** Initial evaluations from schools in the Diocese of
** Initial evaluations from schools in the Diocese of Greensburg
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RE-EVALUATION PROCESS
Prior to the Re-Evaluation Anniversary Date
LEA (WIU Equitable Participation
Specialist) and School review
student data.
LEA and School
proposes that the ReEvaluation is
unnecessary
Issue to parent:
Agreement to Waive
Re-Evaluation
LEA and School
proposes that the ReEvaluation is needed
Parent
Disagrees
Parent agrees and
checks the
Re-Evaluation is
unnecessary. Process
is complete and no
Re-Evaluation Report
is completed
LEA, School, and Parent
reviews existing data
LEA, School,
and Parent
determines
additional data
is needed
LEA, School,
and Parent
determines no
additional data
is needed
Issue:
Permission to
Re-Evaluate
Complete
Re-Evaluation
Report and
indicate that
additional data
is not
necessary
Collect
additional data
and complete
Re-Evaluation
Report
7
Meeting held to review Re-Evaluation
Report and discuss strategies and
interventions to help student. Parent
completes Follow-Up Action Form
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. Nonpublic school students have no entitlement to any service or to any amount of
service the child would receive if enrolled in a public school.
D. School District and/or IU, in consultation with nonpublic schools, will make the final
decision about the equitable participation services to be provided.
1. Service decisions should be made annually.
2. Type and amount of services may vary from year to year.
3. No guarantee that the same services would continue for specific schools, staff, or
individual student
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
2. Act 89 Services
a. Speech and Language Services
b. Guidance
c. Remedial Math/Reading
d. Standardized Testing
e. Psychological Services
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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.
9
 Mental Retardation
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 retarationorthopedic 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
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 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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Westmoreland County Non-Public Schools Contact List 2008-2009
School
Aquinas Academy
Contact/Address
Cherie Rullo
340 N. Main Street
Greensburg, PA 15601
Telephone
724-834-7940
724-836-0497 (f)
crullo@aquinasacademy.org
Armbrust Wesleyan Christian
Betty Jean Sweitzer
115 Route 819 Hecla Road
Armbrust, PA 15616
724-925-3830
724-925-1862 (f)
awca@zoominternet.net
Cardinal Maida Academy
Karen McClarnon
315 Franklin Avenue
Vandergrift, PA 15690
724-568-3304
724-567-1900 (f)
Champion Christian School
Merle Skinner/Belinda Lane
1076 King’s Way
Donegal, PA 15628
724-593-9200 Ext. 103
724-593-9210 (f)
merle_skinner@champion.org
belinda_lane@champion.org
2166 Indian Head Road
Champion, PA 15622
Christ the Divine Teacher
Timothy Larouere
323 Chestnut Street
Latrobe, PA 15650
724-539-1561
724-532-3873 (f)
Christian Fellowship Academy
Shelli Prindle
2005 Ridge Road
Jeannette, PA 15644
724-523-2358
sprindle@cfcfa.org
Clelian Heights School
Sr. Charlene Celli
135 Clelian Heights
Greensburg, PA 15601
724-837-8120
724-837-6480 (f)
ccelli@dioceseofgreensburg.org
Elizabeth Seton Montessori
Sr. Anita Schulte
294 Old Frye Farm
Greensburg, PA 15601
724-837-8500
724-837-6480 (f)
Grace Bible Academy
Jason Losier
128 Bradenville School Road
Bradenville, PA 15620
724-537-2840
724-537-3244 (f)
pastor@gracebible.us
Greensburg Central Catholic HS
Fr. Daniel Blount/Donald Favero
Carla Burke (9-10th guidance)
911 Armory Drive
Greensburg, PA 15601
724-834-0310
724-834-2472 (f)
dfavero@gcchs.org
cburke@gcchs.org
Harvest Christian Academy
Pastor Shawn Lyons
224 Pittsburgh Street
Derry, PA 15627
724-694-8222
724-694-5789 (f)
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Heritage Baptist Academy
Timothy Cron
1015 Lowry Avenue
Jeannette, PA 15644
724-523-8820
Holy Trinity School
Barbara Sabo
327 W Vincent Street
Ligonier, PA 15658
724-238-6430
724-238-6688 (f)
bsabo@htligonier.org
Mary Queen of Apostles
Catherine Collett
100 Freeport Road
New Kensington, PA 15068
724-335-5911
724-337-6457 (f)
ccollett@mqaschool.org
1129 Leishman Avenue
New Kensington, PA 15068
Mother of Sorrows School
Joe Rice
3264 Evergreen Drive
Murrysville, PA 15668
724-733-8840
724-733-8807 (f)
Northwestern Human Services
Autism School
Sharon Greene
121 St. Edwards Lane
Herminie, PA 15637
724-446-7282
724-446-7284 (f)
sgreene@nhsonline.org
Queen of Angels Catholic School
Linda Holsopple
1 Main Street
North Huntingdon, PA 15642
724-978-0144
724-978-0171 (f)
lholsopple@queenofangels.org
St. John the Baptist School
Joseph Dreliszak
504 S. Broadway Street
Scottdale, PA 15683
724-887-9550
St. Sebastian School
Steven Dorko
815 Broad Avenue
Belle Vernon, PA 15012
724-929-5143
Valley School of Ligonier
Clair P Ward/Johnny DeRose
P.O. Box 616
Ligonier, PA 15658
724-238-6652
Westmoreland Christian Academy
Melody Stoltenberg
538 Rugh Street
Greensburg, PA 15601
724-853-8308
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Westmoreland County Public School District Contact List 2008-2009
District
Belle Vernon Area
Contact Person (LEA)
Amy B. Baumgart
Rostraver Elementary School
300 Crest Avenue
Belle Vernon, PA 15012
Amy.Baumgart@bellevernonarea.net
Telephone Number
724-808-2500 ext. 5500
Burrell
Brian Ferra
Huston Middle School
1020 Puckety Church Road
Lower Burrell, PA 15068
bferra@wiu.k12.pa.us
724-334-1443 Ext. 3154
Derry Area
David Momper
Administration Office
982 North Chestnut St. Ext.
Derry, PA 15627-7600
dmomper@wiu.k12.pa.us
724-694-1408
Franklin Regional
Ron Tarosky
Administration Office
3210 School Road
Murrysville, PA 15668-1553
RTarosky@franklinregional.k12.pa.us
724-327-5456 Ext. 7614
Greater Latrobe
Lucinda Soltys
Administration Office
410 Main Street
Latrobe, PA 15650-1598
cindy.soltys@glsd.k12.pa.us
724-539-4213
Greensburg Salem
Lisa Rullo
Administration Office
1 Academy Hill Place
Greensburg, PA 15601-1839
lrullo@wiu.k12.pa.us
724-832-2906
Hempfield Area
Alene Mancini
Administration Office
555 Rial Lane
Greensburg, PA 15601
a.mancini@hempfieldarea.k12.pa.us
724-850-2457
Jeannette City
Carmine Pontillo
Central Administration Building
198 Park Street
Jeannette, PA 15644-0418
cpontill@wiu.k12.pa.us
724-523-2050
14
Kiski Area
Ray Milke
Administration Office
200 Poplar Street
Vandergrift, PA 15690-1491
rmilke@wiu.k12.pa.us
724-845-2022
Ligonier Valley
Dr. Tammy Cavanaugh
Administration Office
339 West Main Street
Ligonier, PA 15658-1131
cavanaugh@wiu.k12.pa.us
724-238-5696
Monessen City
Mildred Blasko
Monessen Elementary Center
1275 Rostraver Street
Monessen, PA 15062-2099
mlblasko@wiu.k12.pa.us
724-684-4456
Mount Pleasant Area
Michael Picarsic
Administration Office
271 State Street
Mount Pleasant, PA 15666
mpicarsic@mpasd.net
724-547-4100
New Kensington-Arnold
Timothy Glasspool
Administration Office
701 Stevenson Boulevard
New Kensington, PA 15068
tglasspool@nkasd.com
724-337-6395
Norwin
Dr. Margaret F. Zimmer
Administration Building
281 McMahon Drive
North Huntingdon, PA 15642
mzimmer@norwinsd.org
724-861-3037
Penn-Trafford
Gregory N. Karazsia
Administration Building
P.O. Box 530
Harrison City, PA 15636-0530
gkarazsiaptsd@aol.com
Dr. John Molnar
Administration Building
609 Parker Avenue
Scottdale, PA 15683-1098
molnarj@southmoreland.net
724-744-4496
Dawn Hildenbrand
Special Education Office
171 Route 31
Ruffs Dale, PA 15679
hildenbrandd@yough.k12.pa.us
724-872-5164 Ext. 3065
Southmoreland
Yough
15
724-887-2047
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
Mr. Ronald Heitchue
Equitable Participation Specialist
Certified School Psychologist
Westmoreland Intermediate Unit
102 Equity Drive
Greensburg, PA 15601
rheitchue@wiu.k12.pa.us
724-836-2460 ext. 2391
Visit our website at:
http://wiu.k12.pa.us
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