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:
IU1 Colonial Campus
6353 National Pike
Grindstone, PA 15442
Phone: 724-785-7472 ext. 535
Nonpublic School Responsibilities to the Evaluation Process
- Initiate intervention/pre-referral strategies (contact the Intermediate Unit 1 Consultant for Nonpublic Schools)
- Compile information into evaluation folder:
- Gather educational history (to extent possible)
- Child's teachers should complete Nonpublic Evaluation Input Form (PR-1) (Word Document)
- Conduct a classroom observation of child Nonpublic Classroom Observation Summary (PR-2) (Word Document)
- Support staff should complete Nonpublic Support Staff MDT Input Form (PR-3) (PDF Document)
- Gather additional information relative to Present Educational Levels such as:
- Report Cards
- Unit test results
- Attendance Report
- Health reports
- Child's work samples
- Previous testing/screening results
- Involvement in other programs/services
- Checklists and/or rating scales
- Have parents complete Nonpublic Parent/Guardian Input Form (PR-4) (Word Document) or school district form. If their child is turning 16 years or older, they need to complete Parent/Guardian Transition Survey (PR-5) (PDF Document) and Student Transition Survey (PR-6) (PDF Document)
- Meet with parents to review pre-referral interventions/outcomes and the procedure for requesting an evaluation from the home school district/LEA [see Sample Parent Request for Evaluation (SL-1) (PDF Document)]. If parents choose not to pursue an evaluation with the home school district/LEA, services are available through Intermediate Unit 1’s Consultant for Nonpublic Schools via Act 89.
- Place a copy of signed Permission to Evaluate Form issued by the home school district into the child's Permanent Record.
- Participate in the meeting to review the Evaluation Report (ER).
- If parents choose to continue child's enrollment in the nonpublic school, develop an Intervention Plan.
- Monitor the Intervention Plan and, if needed, request an annual review of Intervention Plan.