Student Services
Muncie Community Schools is committed to providing a full service educational environment to all of the students served across the district. Academic, social, medical, behavioral and mental health services are provided for all students based on individual student needs. A dedicated MCS staff collaborates with multiple agencies throughout the district in a variety of community partnerships to meet the needs of all children.
- Exceptional Learners
- Section 504
- Special Education Cooperative
- Social and Emotional Learning
- McKinney-Vento (Homeless Assistance)
- OT/PT Corner
Exceptional Learners
Muncie Community Schools provides special education and related services for students with disabilities, ages 3 through 22 who meet eligibility criteria. Students are determined eligible for special education supports and services through a multidisciplinary team evaluation and case conference process utilizing criteria established in Article 7, Indiana's special education law.
Working closely with families, teachers and administration, the district is committed to educating students in their least restrictive environment. Most students can be educated in their neighborhood school, however, a full continuum of services is offered to meet the diverse needs of our students.
Procedural Safeguards/Parent Rights
Notice of Procedural Safeguards in English, Español and other language translations are available here.
Special Education Procedures Manual
Written procedures for special education in the cooperative are located here.
Transition Manual for ages 14+
A resource manual for the transition to adulthood can be found here.
IDOE Parent Survey
The Indiana Department of Education - Office of Special Education (IDOE) is asking for your help with an important survey to learn more about how Indiana families feel about the special education services their schools provide. The survey is easy to complete and asks you to rate various items regarding your experience in working with school staff and about the special education services your child has received. All survey responses are confidential, and no individual information is disclosed.
To take the parent survey after your annual case review meeting: Click Here
Additional Information
Frequently Asked Questions
1. Does it cost anything to have my child tested?
No--this service is free of charge and the responsibility of the school corporation. The school can test children starting at age 3 (special rules apply for transitions from First Steps).
2. Who do I ask for testing, and does the school have to test my child if I ask?
You should put your request in writing and give it to a licensed professional, ideally the principal of the school. Be sure to include your concerns in this request. The school has 10 school days to respond by law. The school is required to gather data to determine if there is a need for testing (academic and behavioral). If the school determines there is not any data to support the need for testing they are legally able to refuse. The parent may challenge this following their procedural safeguards.
3. How long does the school have to test my child?
50 school days unless otherwise specified in writing on the notice of initial evaluation.
4. Can you test my child for dyslexia?
A school corporation cannot test for dyslexia. This is medical/clinical diagnosis which must be made by a clinical psychologist at the expense of the parent. The school can test for a "specific learning disability" in the area of reading which is an educational eligibility area.
5. I want my child tested for ADHD. Can the school do that?
A school corporation cannot test for Attention Deficit Hyperactivity Disorder. This is a medical diagnosis made by a doctor. A school can however test for the likelihood of attention problems and if these are present and significant enough to impact their educational progress, then the school can provide services to the student under the educational eligibility area of "Other Health Impaired."
6. My child is medically diagnosed with Autism Spectrum Disorder and my doctor said he needs an IEP. Is that true?
A student with a medical diagnosis of Autism, Asperger's Syndrome, or Pervasive Developmental Disorder may or may not qualify for the educational eligibility of Autism Spectrum Disorder. This will depend upon the needs of the student and is a case conference decision after a complete educational evaluation is done. You should call the school psychologist and request testing for an Autism Spectrum Disorder. A Section 504 plan is available to students who have a medical diagnosis but do not qualify under Indiana law for special education and related services.
7. What is the difference between consultation and resource?
A student on consultation has a special education teacher check in with them about grades usually once per grading period, but does not have any direct special education services. This student usually has adequate self-advocacy skills and uses his or her accommodations without prompting. The student's grades are usually passing without assistance or support in the classroom. A student who has resource time needs daily monitoring for organization and assignment completion. The student goes to the resource room each day for a scheduled amount of time (per the IEP) for study skills assistance and instruction in self-advocacy skills. The goal for a resource student is to become less and less reliant on staff to help them with organization and work completion. Students who master these skills in the resource room are usually moved to consultation if that is determined to be the least restrictive environment by the case conference committee.
8. Does Muncie Community Schools have self-contained classrooms for students who need those?
Muncie Community Schools is able to provide a full continuum of special education services in our district. Grissom Elementary School houses the district self-contained classrooms for those in grades K-5 with the most significant disabilities that are not able to make progress in a general education classroom (per case conference decision). Southside Middle School houses this program for grades 6-8. Muncie Central High School has applied classes for students in grades 9-12+ who are unable to earn a high school diploma due to significant cognitive disabilities.
9. What is Vocational Rehabilitation? When do I apply?
Vocational Rebilitation Services (VRS), a program of the Bureau of Rehabilitation Services (BRS), provides quality individualized services to enhance and support people with disabilities to prepare for, obtain or retain employment. Through active participation in their rehabilitation, people with disabilities achieve a greater level of independence in their work place and living environments. A student with a disability should apply to VRS during the spring of the junior year of high school. Click here for more information on how to apply.
10. What are the different diploma options available to students with disabilities?
All diploma options available to non-disabled students are available to disabled students as long as they meet all of the requirements. To view Indiana diploma options please click here. For further assistance request a meeting with your high school guidance counselor.
Other Interventions Available
Special education isn't the only way to assist a student who is struggling in school. Some students are just experiencing delays in learning or have missed some instruction and can get back on track with their same grade peers.
Multi-Tiered System of Supports (MTSS)
Students who are delayed or missing instruction in a particular area of academics or social and emotional learning can receive interventions through our three tiered system of supports process.
In Tier I - universal supports are provided to all students such as classroom curriculum in reading, writing, and math, social and emotional learning lessons, classroom management systems and school-wide positive behavior supports. When these universal supports are not enough, teachers can do some interventions themself, and then refer the student to Tier II if no progress is made.
In Tier II - small group targeted interventions are provided and progress is monitored until the student has mastered the skill. This could be academic or behavioral. This is provided in addition to the Tier I supports the student continues to receive. If a student still does not make progress in Tier II, then the MTSS team will refer the student to Tier III.
In Tier III - individual targeted or more intense intervention is provided in addition to the Tier I and Tier II interventions. Hopefully this closes the gap and the student can go back to Tier II, but if not, a referral is made to special education to determine if a disability is present.
The MTSS process is backed by research and ensures that students without disabilities are provided with help to get back on track with their grade level peers, and that students who are not successful with the process are found eligible for an IEP so they have access to specially designed instruction. The process is a win-win for all involved.
Parent Advisory Council
The Director of Special Education meets with the MCS Special Education Parent Advisory Council. (SEPAC) at least once per quarter to hear parent voices on a range of special education topics. If you would like to. be a part of this council and have a student with a disability at MCS, please email: jenny.smithson@muncieschools.org.
If you are unable to be on the council but would like to submit any comments or concerns to the Director, please email her at the same address above. All parent voices are welcome and the Director is willing to meet with any parent to discuss questions or concerns.
Section 504
Some students who have a medical diagnosis from a medical professional may receive reasonable accommodations in the school setting as a civil right.
This is called a 504 Plan. This is a general education plan which requires the school to provide accommodations for their medical need, so they can access their educational program. 504 plans can be temporary or used each year until graduation and into college.
Talk to the principal of the school if you believe your child needs a 504 plan. You will need to provide the medical information/diagnosis from the doctor and then the school team will meet with you to determine if your child is eligible and to create a plan to provide accommodations.
The district 504 Compliance Officer and Coordinator is Jenny Smithson, Director of Special Education. Email Jenny (jenny.smithson@muncieschools.org) with any concerns about your child's 504 plan or 504 evaluation.
Special Education Cooperative
Social and Emotional Learning
Students’ cognitive development and academic learning are strongly linked to social and emotional development. Over two decades of research reveals the positive effects of students’ SEL:
• Increased academic performance
• Improved classroom behaviors
• Increased ability to manage stress and depression
• A better attitude about self
Students who participate in SEL programming experience improved academic performance, conduct, and emotional wellbeing for at least 18 years after the experience. Those students are also less likely to reside in public housing, receive public assistance, and participate in criminal activity as adults. MCS has SEL programming for all grade levels, PreK–12, in five core skill areas: self awareness, self management, social awareness, relationships, decision-making as determined by the research from the Collaborative for Academic, Social and Emotional Learning—CASEL.
Examples of self-awareness: understanding and identifying your feelings, strengths, and areas of challenge, identifying your own values and how those values influence your behavior
Examples of self management: expressing your feelings, needs, and challenges in socially appropriate ways; soft skills like time management, prioritizing, handling stress, managing your emotions in healthy ways, goal setting and moving toward reaching your goals
Examples of social awareness: understanding perspective taking and empathy, unwritten social cues and rules of behavior, knowing who is a friend and who is not a good influence, recognizing peer pressure and being assertive, recognizing and defining bullying and harassment, consequences of negative social behavior
Examples of relationships: making and keeping friends, seeking help or offering help to others, recognizing and standing up for others being bullied or harassed, conflict management, listening to others, communicating clearly, cooperation/teamwork
Examples of decision making: Using your knowledge of other SEL skills to inform responsible decision making in daily routines and life inside and outside of school; advocating in appropriate ways for your own needs or for a cause you believe in; taking ethics into account when making decisions; keeping yourself and other safe when making decisions
Reference:
https://casel.org/fundamentals-of-sel/what-does-the-research-say/
Links on this website to meta-analysis research on SEL.
McKinney-Vento (Homeless Assistance)
OT/PT Corner
We always get questions from parents about which gifts might help students with skills. Here are some gift ideas for gross motor, fine motor and sensory skills:
https://www.growinghandsonkids.com/best-holiday-gifts-for-kids-and-adults-with-sensory-needs.html
http://ilslearningcorner.com/2015-11-30-brain-building-sensory-toys-to-buy-your-kids-for-christmas/
https://www.theottoolbox.com/games-that-improve-pencil-grasp/
OT focus: Grasping
Grasping is the way our hands hold onto objects and writing utensils. Nice grasping shows us that children’s hands are strong and coordinated enough for higher level fine motor skills such as handwriting and using scissors. Easy ways to help our hands be ready for good grasping: use play dough or putty, use tweezers and tongs, play with blocks and legos, lace beads, etc. The ideas are countless for helping our kids to develop better grasping and fine motor skills. Here are some links to fun lists to help improve hand strength and grasping skills:
https://www.theottoolbox.com//improving-pencil-grasp-with-fine-motor/
https://wootherapy.com/grasp-pattern/?v=7516fd43adaa
PT focus: Engage
Parents are encouraged to engage their children with lots of ball play. Use balls of different sizes and textures. We have to have a nice base of support and gross motor skills to help improve those grasping skills discussed above.