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Nonpublic Special Education Services

The revision to Individuals with Disabilities Education Act (IDEA) in 2004 and the subsequent 2006 IDEA regulations significantly changed the obligation of States and Local Education Agencies (LEAs) to children with disabilities enrolled by their parents in private elementary and secondary schools. Section 612 (a) (10) (A) of the Act and Sections 300.130–300.144 now require LEAs (Intermediate Units in Pennsylvania) in which the private schools are located, rather than the LEAs in which the parents of such children reside, to conduct child find and provide equitable services to parentally-placed private school children with disabilities.

The Act provides, that, in calculating the proportionate amount of Federal funds under Part B of the Act that must be spent on parentally-placed private school children with disabilities, the LEAs (IUs) where the private schools are located, must conduct a thorough and complete child find process to determine the number of parentally-placed children with disabilities attending private elementary schools and secondary schools located in the LEAs (IUs). In addition, after timely and meaningful consultation with representatives of private elementary schools and secondary schools and representatives of parents of parentally-placed children with disabilities attending private elementary schools and secondary schools located in the LEAs (IUs). In addition, after timely and meaningful consultation with representatives of private elementary schools and secondary schools and representatives of parents of parentally-placed private school children with disabilities, there is an obligation of the LEA (IU) to spend a proportionate amount of funds to provide services to children with disabilities enrolled by their parents in private school. The amount of funds available for Equitable Participation is now based on the total number of children with disabilities who are enrolled in the private schools located in the LEA (IU) whether or not the children and their parents reside in the LEA (IU).

For more information, contact:

Donna Vaverka
Consultant for Nonpublic Schools
IU1 Educational Campus at Colonial
6353 National Pike
Grindstone, PA 15442
Phone: 724-938-3241 ext. 537
Fax: 724-785-7646

Intermediate Unit 1
Does your child have special needs? 
Parent Booklet
2013-2014 School Year
If you believe that your child may be in need of special education services, an evaluation process to access your child's needs is available to you at no cost through the school district in which you live or the Intermediate Unit 1 (IUl).
Special education services often involve 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 lUI proceeds with an evaluation, you will be notified in writing (Prior Written Notice, Permission to Evaluate- Consent Form) of the specific types of tests and procedures to be used, and of your rights throughout this process (Procedural Safeguard Notice).
The evaluation cannot be scheduled until you sign the written notice, indicating that you consent to the proposed testing and assessments, and return the notice to the school district or IUl. Only a parent, guardian, or surrogate can grant permission to evaluate a student.
If the school district conducts the evaluation and your child is found to have a disability and in need of special education and related services, the public school will write an Individualized Education Program (IEP). An IEP is a written document that specifically describes the special education 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 is also possible to dually 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.
If IUl conducts the evaluation and your child is found to have a disability and in need of special education and related services, IUl 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 if 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 at your nonpublic school.
For additional information, feel free to contact the school district in which you live or Donna Vaverka, Nonpublic Consultant for Intermediate Unit 1.
•!• Autism
A developmental disability significantly affecting verbal and nonverbal communication and social
interaction , generally evident before age 3 , 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 expenences.
•!• 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
The term means 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:
• An inability to Jearn that cannot be explained by intellectual, sensory , or health factors.
• An inability to build or maintain satisfactory interpersonal relationships with peers and
• Inappropriate types of behavior or feelings under normal circumstances.
• A general pervasive mood of unhappiness or depression.
• A tendency to develop physical symptoms or fears associated with personal or school
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.
•:• Mental Retardation I Intellectually Disabled
A 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, mental retardation-orthopedic
impairment), the combination of which caused such severe educational needs that they cannot be
accommodated in special education programs solely for one of the impairments. The term 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 education 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 poi soning, leukemia,
nephritis, rheumatic fever, and sickle cell anemja and Tourette syndrome; and (ii) adversely affects a
child's educational performance.
•!• Specific Learning Disability
Not achieving adequately for the child's age or meeting state-approved grade-level standards in one or
more of the following areas, when provided with learning experiences and scientifically based
instruction appropriate for the child's age or state approved grade level standards: oral expression,
listening comprehension, written expression, basic reading skill , reading fluency skills, reading
comprehension, mathematics calculation and 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 acqwred injury to the brain caused by an external physical force , resulting in total or partial
functional disabil ity or psychosocial impairment, or both, that adversely affects a child's educational
performance. The term applies to open or closed head injuries resulting in impairments in one or more
areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgement;
problem-solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions;
information processing; and speech. The term does not apply to brain injuries that are congenital or
degenerative, or 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.
The Evaluation is completed by a Multidisciplinary Team (MDT) consisting of (at a
1. The Parent(s)
2. A representative of the public agency whoa)
is qualified to provide, or supervise the provision of specially designed
instruction to meet the unique needs of children with disabilities;
b) is knowledgeable about the general curriculum;
c) is knowledgeable about the availability of resources of the public agency
3. A Certified School Psychologist (when evaluating a child for autism, emotional
disturbance, mental retardation, multiple disabilities, other health impairments,
specific learning disability or traumatic brain injury)
4. A General Education Teacher
5. An individual who can interpret the instructional implications of evaluation
results (when evaluating a child for deaf-blindness, deafness, hearing impairment,
orthopedic impairment, speech or language impairment or visual
6. Other qualified professionals (as appropriate)
This meeting may take place at the public school district of residence or nonpublic school
your child attends.
The public agency must provide a copy of the Evaluation Report (ER) and the
documentation of determination of eligibility to the parent within 60 calendar days from
receipt of the signed Permission to Evaluate - Consent Form.
For the purposes of this procedure, Intermediate Unit 1 (IU1), as the MA WA holder,
will have all responsibilities related to the provision of services to preschool children
with respect to child find and survey activities.
Any student who attends an elementary or secondary nonprofit private school, including
religious schools or facilities within Fayette, Greene, or Washington counties is eligible for
an evaluation provided by the school district of residence or Intermediate Unit 1.
A. Services must be provided by personnel meeting the same standards
(certification) as personnel providing services in the public schools.
B. Non public school students with disabilities may receive a different amount of
services than children with disabilities in the public schools.
C. Nonpublic school students have no entitlement to any service or to any amount
of a service the child would receive if enrolled in a public school.
D. Intermediate Unit 1, in consultation with nonpublic school and parent
representatives, will make the final decision about the Equitable Participation
services to be provided.
1. Service decisions are 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. The types of Equitable Participation services that will be provided in 2013-2014
to nonpublic school students with disabilities, include technical assistance,
training/staff development, observation, and/or consultation in the following
1. Curriculum Adaptation and Modifications
2. Developmentally Appropriate Practices
3. Inclusion
4. Transition
5. Behavior Support
6. Interagency Coordination
7. Parent Training
F. Other Supportive Services available but not covered under Equitable Participation
1. Act 89 Services (available as per State Guidelines)
a) Speech and Language Services (K-2)
b) Counseling
c) Remedial Math and Language Arts
d) Standardized Testing (Terra Nova, Stanford)
e) Consultant for Nonpublic Schools
2. Title I Services (available as per Federal Guidelines)
a) Language Arts
b) Math
School District Conducted Evaluation
Once the School District's Multidisciplinary Team (MDT) reviews the Evaluation Report (ER) and
determines the child to be eligible and in need of special education services, the school district will
develop an Individualized Education Program (IEP). This IEP represents the school district's offer of
FAPE. The parent then has three (3) choices. The choices are:
Option A Public School- Full Time Enrollment- Free Appropriate Public Education (F APE)
I. School District writes an Individualized Education Program (IEP)
2. School District provides parent(s) with Notice of Recommended Educational
Placement (NOREP)
3. Child is enrolled in the public school and receives all services there
Option B Public/Nonpublic School - Dual Enrollment- FAPE for public school services only.
I . School District writes an Individualized Education Program (IEP)
2. IEP team determines what services in the IEP will be offered and where the services
will be provided (transportation to and from the service is the responsibility of the
school district)
3. School District issues a NO REP to parent(s)
4. Child is enrolled in both the public and nonpublic school and will receive special
education services as determined by the IEP team.
Option C Nonpublic School Enrollment- Not FAPE
I. School district writes an Individualized Education Program (IEP)
2. School District issues a NOREP to parent(s)
3. Parents indicate in writing their refusal of FAPE
4 . If parents choose this option, the student remains in the Nonpublic School
5. Reevaluate every 3 years (2 years for ID students)
Intermediate Unit 1 Conducted Evaluation
Once lUI's Multidisciplinary Team reviews the ER and determines the child to be eligible and in need of
special education services, one of the following actions will occur:
1. lUI will share the ER with the school district if parent has given permission to do so.
The school district of residence will write an IEP and offer FAPE.
2. The MDT will determine if the Consultant for Nonpublic Schools needs to provide
support to nonpublic staff. If consultative services are deemed appropriate, these
services will be documented in writing and lUI will monitor and reevaluate your child
in accordance with PDE guidelines
A Services Plan, written after an IEP is declined, reflects the direct services that are agreed to as part of
the Equitable Participation consultation process between the IU and private school representatives,
including parents. For the 2013-20I4 school year, a Services Plan is not available because direct
services are not an option agreed to under Equitable Participation consultation process.
To seek an evaluation for your child, make an oral or written
request by contacting either the Special Education Liaison in
your district of residence or the IU 1 Consultant for Non public
Schools. Be sure to include all areas of concern as part of the
evaluation request (academic achievement, speech and
language, emotional or behavioral, attention, motor skills, etc.).
In response to an oral request, the district or IUl will send you
a Permission To Evaluate- Evaluation Request Form within
10 calendar days to document the discussed areas of need. It
will also include school district or IU1 contact information and
a Procedural Safeguard Notice explaining your rights. Once
you have confirmed the accuracy of the information, sign and
return this form to the designated person listed on the form.
In response to a written request or after the completion of a
Permission to Evaluate - Evaluation Request Form, you will
receive a Prior Written Notice, a Permission to Evaluate -
Consent Form, and a Procedural Safeguard Notice
explaining your rights. These forms will describe the process
and timeline that will be used for the evaluation, and ask for
your consent for the evaluation to begin. After determining
that the information is correct, return the signed consent form as
soon as possible to begin the 60 calendar day evaluation
Sheri Dunham & Joetta Britvich  Rebecca Lieb Billi Jo Huffman Kenneth Cross
Albert Gallatin Area School District Canonsburg Middle School Frazier School District Trinity High School
2625 Morgantown Road 25 East College Street 142 Constitution St. Special Education Office
Uniontown, PA  15401 Canonsburg, PA   15317 Perryopolis, PA 15473 231 Park Avenue
564-7190  x 8111   564-7190 x 8114   Fax 564-7512 873-5231 x 4    Fax 746-9604 736-9507 x 109     Fax 736-0688 Washington, PA   15301
Sheri.dunham@agasd.org  liebb@cmsd.k12.pa.us bhuffman@fraziersd.org 223-2000 x 6518 Fax 228-6241
Joetta.britvich@agasd.org     kcross@trinityhillers.net
Matt Erickson Jeanine Hudock Cassandra Bozek Kelly Swartz
Avella Area Elementary School Carmichaels Area Middle Sr. High School 1351 Jefferson Road. Uniontown High School
1000 Avella Road 215 N. Vine St.  P.O. Box 158 205 Wilson Street
Avella, PA   15312 Carmichaels, PA 15320 Jefferson, PA   15344 Uniontown, PA   15401
724-356-2218 ext. 5501 966-5045  x 2205  Fax 966-5839 883-2310 x 1227   Fax 883-3786 438-4501  x 1605  Fax 437-2868
 ericksonm@avellasd.org jhudock@carmarea.org cbozek@jmsd.org kelly.swartz@uasdraiders.org
Scott Martin Tammy Mandich Lori DiCenzo Carla Herrnberger
Bentworth School District Administration Office Administration Office Washington Park School
150  Bearcat Drive P.O. Box 472 304 Bailey Avenue 801 East Wheeling Street
Bentleyville, PA  l5314 Waynesburg, PA   15370 Uniontown, PA   15401 Washington, PA   15301
239-2861  x 3268      Fax 239-2865 627-8151  x 2 *1232     Fax 627-9591 437-2821  x 1007    Fax 437-2887 223-5055 or 724-249-4482 Fax 223-5123
smartin@bentworth.k12.pa.us tmandich@cgsd.org lori.dicenzo@lhsd.org herrnberger@prexie.us
Eric Johnson Elaina Zitney Charissa Rychcik Laura Walters
Bethlehem Center School District Charleroi Area School District Claysville Elementary West Greene School District
179 Crawford Road 125 Fecsen Drive P.O. Box 421, 119 Main  St. 1352 Hargus Creek Road
Fredericktown, PA   15333 Charleroi, PA   15022 Claysville, PA    15323 Waynesburg, PA   15370
267-4940     Fax 267-4906 483-3509  x 1217    Fax 483-3776 663-5364     Fax 663-3696  499-5191 x 2218    Fax 499-5524
Johnsone@bcasd.net ezitney@charleroisd.org rychcikc@mcguffey.k12.pa.us waltersl@wgsd.org
Dr. Beth Hutson John George Patricia Kelly  
Brownsville High School Administration Office District Admninistrative Offices  
5 Falcon Dr. 2020 West Pike Street 631 East McMurray Road  
Brownsville, PA  15417 Houston, PA   15342 McMurray, PA   15317  
785-2021 x 3130   Fax  785-4333 746-1400  x 107    Fax 746-3971 941-6251 x 7271  Fax 941-6565    
bhutson@basd.org john.george@chartiers-houstonsd.com KellyP@pt-sd.org  
Michele Burton Charles Michael Michelle Engle  
Burgettstown Middle High School West Crawford Elementary Ringgold Administration Office  
104 Bavington Road 215 Falls Ave. 400 Main Street  
Burgettstown, PA    15021 Connellsville, PA   15425 New Eagle, PA  15067  
947-8104    Fax 947-3325 628-4497  Fax 628-2666     258-7141  Fax 258-2222  
MBurton@burgettstown.k12.pa.us cmichael@casdfalcons.org mengle@ringgold.org  
Rachel Nagy Dawn Smith Dr. Kimberly Tencer  
California Area Elementary  Fort Cherry High School Mapletown Jr/Sr High School  
40 Trojan Way 110 Fort Cherry Road 1000 Mapletown Road  
Coal Center, PA  15423 McDonald, PA 15057 Greensboro, PA   15338  
785-5800  x 2399    Fax  785-5458 796-1551  x 2328   Fax 356-2770 943-3401 x 2241   Fax 943-4376  
nagyr@calsd.org dsmith@fortcherry.org tencer.kimberly@segsd.org  
Additional Information Contacts:
Donna Vaverka
Equitable Participation Consultant
Intermediate Unit 1
6353 National Pike
Grindstone, PA 15442
donna.vaverka@ iu1.org
Phone (724) 938-3241 ext. 537
Fax (724) 785-7646
Sue Conrady
Director of Adult, Nonpublic, and ESL Education Service
Intermediate Unit 1
One Intermediate Unit Drive
Coal Center, PA 15423
sue.conrady@ iul.org
(724) 938-3241 ext. 242
Leigh Dennick
Director of Special Education
Intermediate Unit 1
One Intermediate Unit Drive
Coal Center, P A 15423
(724) 938-3241 ext. 273
Barbara Rothermel
Early Intervention Program Supervisor
McMurray Child Alert
905 East McMurray Rd.
Venetia, PA 15367
(724) 747-8476
Margaret Sanner
Early Intervention Program Supervisor
Center in the Woods
130 Woodland Ct.
Brownsville, PA 15417
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