Student Services

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).

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.

How long does the school have to test my child?

50 school days unless otherwise specified in writing on the notice of initial evaluation.

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.

 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."

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.

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.

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.

What is Vocational Rehabilitation? When do I apply?

Vocational Rehabilitation 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.

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.

Multi-Tiered System of Supports (MTSS)

Special education is not the only way to help a student who is struggling in school. Some students may be experiencing delays in learning or may have missed instruction. With additional support, these students may be able to catch up with their grade-level peers.

Students who need extra help in academics or social and emotional learning can receive support through the Multi-Tiered System of Supports (MTSS). MTSS is a three-tiered process that provides increasing levels of support based on student needs.

Tier I – Universal Supports
All students receive Tier I supports. These include classroom instruction in reading, writing, and math, social and emotional learning lessons, classroom management strategies, and school-wide positive behavior supports. If a student needs additional help, the teacher may provide targeted classroom interventions. If progress is still limited, the student may be referred for Tier II support.

Tier II – Targeted Small Group Supports
Tier II provides targeted instruction in small groups. These supports focus on specific academic or behavioral skills while the student continues to receive Tier I instruction. Student progress is monitored regularly. If the student does not make enough progress, the MTSS team may recommend Tier III support.

Tier III – Intensive Individual Supports
Tier III provides more intensive and individualized interventions. These supports are given in addition to Tier I and Tier II instruction. The goal is to close learning gaps so the student can return to a lower level of support. If progress is still limited, the MTSS team may recommend an evaluation for special education services.

The MTSS process is based on research and helps ensure that students receive the support they need. Students who need additional help can receive interventions, and students with disabilities can be identified and provided with specialized instruction through an Individualized Education Program (IEP).

Muncie Community Schools MTSS Handbook

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.