Non-Public School Services
- those already offered in the school district in which the non-public school is located;
- student need based on consultation with the Intermediate Unit and the non-public administrators, teachers, students, and parents;
- budgetary allocations; and
- supply of qualified personnel, materials, and equipment.
- preschool students
- home schooled students
- students whose primary residence is outside of Pennsylvania
- students for whom tuition is paid by the Commonwealth
- Remedial reading and math services
- Speech and language services
- Guidance counseling
- Psychological services
- Standardized achievement testing and scoring
The reauthorization of 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. LEAs, in which the private schools are located, conduct child find and provide equitable services to parentally-placed private school children with disabilities. In Pennsylvania, intermediate units serve as the LEAs for equitable participation.
IDEA mandates that 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 to calculate 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 amount of funds available for equitable participation is based on the total number of children with disabilities who are enrolled in the private schools located in the LEA.
Through timely and meaningful consultation, the nonpublic school administrators of Westmoreland County have elected a consultative service model which means Equitable Participation allocations will be directed toward adding resources to lending libraries, professional development and consultations.
Equitable Participation Consultants are available to provide technical assistance and professional development for teacher and administrators. Emphasis is placed on improving education results for children with disabilities. Services include, but are not limited to:
- Assistive Technology
- Least Restrictive Environment / Inclusion
- Secondary Transition Planning
- Multi-tiered System of Support (MTSS): Literacy / Mathematics / Behavior
- Youth Mental Health First Aid
- Functional Behavior Assessments (FBAs)
- LETRS training
The Equitable Participation Lending Library is a portfolio of professional resources and instructional tools that support teachers, administrators and parents. The lending library resources are delivered directly to your school by the Westmoreland Intermediate Unit. Resources include:
- Professional books (special education related) for teachers, administrators and parents
- Leveled Readers for students in grades 1 - 12, multiple copies per title
- Math Instructional Resources including manipulatives and calculators
- ELA Instructional Resources and manipulatives
- Technology (such as iPads)
Reading and Mathematics Services
School Counseling Services
- Individual and small group counseling
- Learning assessment screenings
- Consultation with teachers and parents
- Referral to community resource services
- Liaison and advocacy with community resources
- Developmental guidance services
- Vocational and college guidance services
School Psychological Services
- Individual Student Concerns - Child Centered - The goal is to identify and define a particular student concern with teachers, administrators, and/or parents. The school psychologist can observe the student, consult with teachers and provide direction and assistance to meet the needs of the student, as well as to help foster an optimal learning environment. The school psychologist can provide knowledge and resources to help improve student learning and mental health outcomes. They can also help assist with recommending academic and behavioral interventions as needed. The school psychologist will communicate with all individuals involved with the student and determine the best way of improving the area of concern.
- Classroom Management - The school psychologist may coach and support teachers in creating a structured positive learning environment using a positive behavior support approach and positive school climate. The school psychologist may collaborate with the classroom teachers to help them identify any classroom based concerns and implement data-based interventions. It is imperative to support implementation of effective instruction and behavior management at the classroom level.
- Review and assist in analyzing school-wide data - The school psychologist may assist in the interpretation of data that can be utilized by the school to assess overall academic progress and/or systems of positive behavior support.
Speech and Language Services
- Articulation speech production
- Receptive, expressive and/or pragmatic
Nonpublic Schools Portfolio