Exceptional Achievers - School Town of Munster

Welcome to the Exceptional Achievers Department

The purpose of the Exceptional Achievers Department is to provide a full continuum of special education services for our students. Special education includes specially-designed instruction to meet a student’s unique educational needs and related services to support a student’s educational program. The services range from support for students placed in general education classroom settings to self-contained specialized programs for students whose educational needs require more intensive services and support.

New for the 2023-24 School Year - Monthly Screenings

Starting in September, the School Town of Munster will conduct monthly screenings for families who are concerned that their child may need specialized instruction. Click HERE to complete the questionnaire or call Kathy Phipps at 219.836.7256 ext. 4100 for more information.

Take a moment to listen to our podcast!

Jovanka “Jo” Cvitkovich
Director
jscvitkovich@munster.us
219.836.7256 ext. 4101

Kathy Phipps
Administrative Assistant
kjphipps@munster.us
219.836.7256 ext. 4100

Jana Maric
Assistant Director
jmaric@munster.us
219.836.7256 ext. 4102

Tammy Katalinic
Primary Coordinator
tjkatalinic@munster.us
219.838.2060 ext. 6303

Kathy Hensley
Secondary Coordinator
kshensley@munster.us
219.838.3200 ext. 3441

Katherine Marek
School Psychologist
krmarek@munster.us
219.836.8635 ext. 7439

Sarah Lerch
School Psychologist
smlerch@munster.us
219.836.7256 ext. 4105

Monica Townsend
School Psychologist
mqtownsend@munster.us
219.836.7256 ext. 4106

Jodi Csepiga
Behaviorist / Diagnostician
jlcsepiga@munster.us
219.836.7256 ext. 4112

Julie Massoud
Medicaid Specialist /
CPI Coordinator
jmmassoud@munster.us
219.836.7256 ext. 4103

Little Mustangs - Early Childhood Program

School Town of Munster offers a continuum of services for children ages 3 to 5 who are eligible under Indiana’s special education rules. This program is available to Munster residents ONLY!

STM Early Childhood Assessment Team offers a comprehensive diagnostic evaluation in order to determine if the student qualifies for services per Article 7.

Special Education services are provided in a variety of settings appropriate to meet the needs of each child. Currently, STM has Early Childhood classrooms at Frank Hammond Elementary School that host our youngest learners in developmentally appropriate classrooms.

STM is bringing back peer models for the Early Childhood Program with limited availability.

If you would like your child to be consider to be a peer mentor, please click HERE to complete the questionnaire. Acceptance is on a first come-first serve basis. For more information, please contact Kathy Phipps at 219.836.7256 ext. 4100.

Resources

Identification Process

WHAT ARE THE PROCEDURES FOR DETERMINING
THE NEED FOR SPECIAL EDUCATION SERVICES?

Indiana State Board of Education Special Education Rules Title 511 Article 7 Rules 32 -47, have set forth a new process to determine a student’s eligibility for Specific Learning Disability. The regulations state that the determination of a learning disability would be evident through either:

an assessment of a pattern of strengths and weaknesses in performance, achievement or both, relative to age; state standards or intellectual ability or
through insufficient progress to meet age or state standards when using a process based on the student’s response to scientific, research based interventions.

The latter process referred to as early intervening services or response to intervention involves school staff planning and collecting data regarding the student’s response to scientific research based interventions. As students participate in this process, it may become apparent that certain students have more significant needs and an evaluation is indicated. The following information outlines this process.

Response to Intervention Defined

Response to intervention (RtI) is a practice of providing high quality instruction or interventions matched to student needs that use learning rate over time and level of performance to make important educational decisions. The following components of RtI are essential to the development of a successful RtI implementation strategy.

High quality instruction/intervention is defined as instruction or intervention matched to student need that has been demonstrated, through scientific research and practice, to produce high learning rates for most students.
Learning rate and level of performance are the primary sources of information used in ongoing decision making. Learning rate refers to a student’s individual growth in achievement or behavior competencies over time. Most students respond to explicit and intense instruction/interventions. Decisions about the use of more or less intense interventions are made using information from learning rates and performance levels.
Important educational decisions about intensity and the likely duration of interventions are based on the individual student’s response to instruction across multiple tiers of intervention. Decisions about the necessity of more intense interventions, including eligibility for special education and or exit from special education or other services are informed by data based on the student’s demonstrated learning rates and performance levels.

The Response to Intervention (RtI) Process

The School Town of Munster is utilizing this model to formulate a process to provide support to students when it is needed rather than waiting for them to fail. General education teachers provide core instruction to all students. Benchmark assessments are used to document class performance and determine students who need additional interventions. These interventions are supplemental to the core curriculum. Data is collected to identify specific student needs and then research based interventions are implemented.

Intervention Assistance Teams

Intervention Assistance Teams are formulated in each school. These problem-solving teams are brought together when the staff determines that the student has not responded to interventions. The Intervention Assistance Team is composed of the parent, school psychologist, classroom teachers and specialists who have expertise in the area of need. The parent will be notified that the team will formulate a specific intervention plan for their child. The purpose of the Intervention Assistance Team is to review the existing data and formulate a plan to address the areas of need. The team determines:

the specific intervention,
the method in which to monitor the students’ progress,
who will carry out the intervention and
the duration of the intervention.

The team will meet at specified intervals to review, and if needed, revise the intervention plan based on the results of continued progress monitoring.

Referral for Special Education Evaluation

If the Intervention Assistance Team determines that the child is not responding to the interventions as set forth in the plan, a referral for special education assessment is initiated and parent permission is obtained. The case conference must commence within 20 instructional days of the parent permission. The case conference will utilize the data that has been collected through the RtI process in order to determine if the student qualifies as a student with a specific learning disability. A multidisciplinary team report is written and the case conference committee determines if the child qualifies. If the student qualifies for services, an individual education plan (IEP) is written.

District-Level Planning

Each school district provides guidance and training to staff. Assessment tools and interventions of increasing intensity are available in all buildings. This process increases student outcomes that are crucial to making accurate decisions about the effectiveness of interventions. It also allows for early identification and academic interventions to prevent school failure. The process prevents excessive identification of students with disabilities and enables special education personnel to formulate effective programs for students who need it.

Parent Resources

Helpful Resources and Links

*Please note that the following resources and links are not meant as endorsements by
the School Town of Munster, but merely as information that may be helpful to our families and visitors.

Indiana Department of Education
Article 7, Procedural Safeguards, Parent Rights and other information.
Indiana Governor’s Council for People with Disabilities
Information on Medicaid Waivers and other valuable information
Indiana Institute on Disability and Community
Providing Hoosiers with disability-related information and services from birth through older adulthood. Click on their name to visit their webpage.
IN*Source / Indiana Resource Center for Families with Special Needs
Helps parents of children with disabilities navigate the complicated special education process in the state of Indiana. We help bridge the gap between schools and parents and we strive to connect the dots that become the individual path to success for children with disabilities.
Cooperative Special Recreation Initiative (CSRI) - Email csri2004@yahoo.com to join their email list.
Autism Support Network
Designed by those living with ASD, for those with ASD and those seeking social connection, peer guidance and a feeling of community with others.
Autism Distance Education Parent Training (ADEPT)
Distance parent training module from the UC Davis MIND Institute UCEDD providing several strategies for teaching functional skills for parents.
Indiana Resource Center for Autism (IRCA) - Free Summer Family Support Webinars.
GRASP
The Global and Regional Asperger Syndrome Partnership
Down Syndrome Association of NWI
Serving Lake, Porter, LaPorte, Jasper and Newton Counties.
National Down Syndrome Congress
They provide information, advocacy and support concerning all aspects of life for individuals with Down syndrome, and work to create a national climate in which all people will recognize and embrace the value and dignity of people with Down syndrome.
AccessAbilities, Inc.
Focusing on the provision of services that emphasize best practices, comprehensiveness and overcoming possible barriers between human potential and physical or cognitive abilities.
Center for Possibilities
Their mission is to improve the quality of life for children and adults with developmental disabilities and their families.
Innovations in Learning
Dedicated to implementing best practice standards in helping consumers achieve their individual potential throughout the developmental life span.
Nat'l Dissemination Center for Children w/Disabilities (NICHCY)
Serving the nation as a central source of information on disabilities. Now known as Center for Parent Information and Resources (CPIR).
National Autism Association of NWI
Providing real help and hope through webinars, downloadable toolkits and support.
Asperger's Syndrome support at Lakeview Health
A 24/7 live private and confidential chat option is available.
Share Foundation with the Handicapped
Assists developmentally disabled/other-abled people and their families in many different areas. They also offer mini-camps through their Camp Sharing Meadows property.
Opportunity Enterprises
Offers innovative and impactful services for individuals with a wide range of physical and developmental disabilities.
Hannah's Hope
Aims to assist children with special needs obtain various therapies and costly medical equipment.
SouthSTAR Services
Provides children and adults with intellectual and developmental disabilities choices and opportunities to enrich their lives and maximize independence in their pursuit of vocation, community living and social integration. For more information, contact Shannon Stoisch at 219-331-5233.

Parental Rights

	Article 7: Effective 12/2010 Indiana Department of Education Notice of Procedural Safeguards (link to Spanish version) NOTE: This is the final version of the new language for Article 7 signed by the Attorney General and the Governor and filed by Legislative Services on July 14, 2008. This version of Article 7 became effective on June 1, 2010
	Federal Legislation
	•	Americans with Disabilities Act of 1990 (ADA) A civil rights law to prohibit discrimination solely on the basis of disability in employment, public services, and accommodations.
	•	Individuals with Disabilities Education Improvement Act of 2004
	•	IDEA – News and Updates
	•	Family Education Rights and Privacy Act (FERPA)
	•	No Child Left Behind (NCLB)
	•	Section 504 of the Rehabilitation Act of 1973

PLEASE CONTACT THE EXCEPTIONAL ACHIEVERS OFFICE
AT 219.836.7256 TO REQUEST A PAPER COPY.

Bureau of Developmental Disabilities Services

BBDS is a program of the Division of Disability & Rehabilitative Services, a division of the Indiana Family & Social Services Administration. BDDS provides services for individuals with developmental disabilities that enable them to live as independently as possible in their communities. BDDS assists individuals in receiving community supports and residential services using a person-centered plan to help determine which services are needed and who can best provide them. BDDS also monitors the quality of care and the facilities of those who are approved to provide these services in Indiana.

If you have any questions or concerns, please feel free to contact Jana Maric at 219-836-7256 X4102 jmaric@munster.us.

Click here to to learn more about the State of Indiana's Bureau of Developmental Disabilities Services.

BDDS fact sheet

Family Supports Waiver Fact Sheet

Dyslexia Screening Data

In 2015 the Indiana General Assembly passed House Enrolled Act (HEA) 1108. This law put in place an official definition for dyslexia in Indiana. This definition is based on the International Dyslexia Association’s definition of dyslexia. When referring to dyslexia, the Indiana Department of Education (IDOE) uses the language from HEA 1108.

House Enrolled Act 1108 defines dyslexia as: A specific learning disability that: (1) is neurological in origin and characterized by: difficulties with accurate or fluent word recognition and poor spelling and decoding abilities; (2) typically results from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction; (3) may include problems in reading comprehension and reduced reading experience that can impede the growth of vocabulary and background knowledge; and (4) may require the provision of special education services after an eligibility determination is made in accordance with Article 7.

Beginning in the 2019 ‐ 2020 school year, Senate Enrolled Act 217 requires schools to universally screen all kindergarten, first, and second‐grade students annually to identify and predict students who may be “at some risk” for dyslexia.

STM will utilize universal screeners approved by the Indiana Department of Education that includes indicators for dyslexia that include:

Phonological and phonemic awareness
Sound symbol recognition
Alphabet knowledge
Decoding skills
Rapid naming skills
Encoding skills

If a student is determined to be at risk for dyslexia following this screening, a Level I dyslexia screening will be administered with parent consent. If a student's dyslexia screening indicates the need for dyslexia intervention services for the student, the dyslexia intervention may include one or more of the following:

Explicit, direct instruction that is systematic, sequential, and cumulative and follows a logical plan of presenting the alphabetic principle that targets the specific needs of the student without presuming prior skills or knowledge of the student;
Individualized instruction to meet the specific needs of the student in a setting that uses intensive, highly concentrated instruction methods and materials that maximize student engagement;
Meaning‐based instruction directed at purposeful reading and writing with an emphasis on comprehension and composition;
Instruction that incorporates the simultaneous and use of two or more sensory pathways during teacher presentations and student practice; and
Other instructional approaches as determined appropriate by educational team.

2019-20 SY

2020-21 SY

2021-22 SY

2022-23 SY

Evaluation

What if I think my child has special needs?

Children ages 0 to 3 years:

Your child may be eligible for early intervention through Northwest Indiana First Steps.
To make a referral, call (219) 662-7790 or visit their website.

Children ages 3 to 5 years:

Call the School Town of Munster Early Childhood Assessment Team at (219) 838-2060 ext. 6206 or email Claire Starcevich.

An Early Childhood Team member will speak to you regarding your concerns and schedule an appointment for your child to attend a screening. Screenings are brief sessions where the child works with a therapist (usually a speech-language pathologist) to get an overview of the child’s abilities in one or more areas of development.

Following the results of the screening, you will receive a written summary of the results and recommendations. Should an initial evaluation be recommended following the completion of the screening, the educational evaluation process will be initiated. The initial educational evaluation is conducted to determine if your child meets eligibility criteria set forth by the State of Indiana’s special education laws, for special education.

Some of the eligibility categories that are considered special education include but are not limited to:

Speech Impairment
Language Impairment
Developmental Delay
Autism Spectrum Disorder
Other Health Impairment

Based on the results of the screening and the concerns you have regarding your child’s development, one or more areas of eligibility may be considered for your child’s educational evaluation.

Developmental Milestones

Classrooms

We recognize each child is a unique person with an individual pattern and timing of growth along with individual personality, learning style and family background. Assessment of the student’s strengths and needs is necessary to determine instructional needs.

Young children learn most effectively through a concrete, play-oriented approach. Their development and learning occur throughout daily activities and routines. The program provides a developmentally appropriate curriculum for the age span of the children being served and is implemented with attention to the different needs, interests and developmental levels of each child. An integrated approach is used to encourage the children’s physical, emotional, social, communicative and cognitive development. Emphasis is placed on providing materials and activities that are concrete, relevant to the children, and encourage self-directed play and active exploration.

ISPROUT Early Learning Assessment Tool

Indiana Student Performance Readiness and Observation of Understanding Tool (ISPROUT) is utilized to measure skills in children from infancy to kindergarten. ISPROUT is aligned to the Indiana Early Learning Foundations.

ISPROUT will be utilized for Indiana students receiving services as part of an Individualized Education Program (IEP) to meet the reporting needs of the Office of Special Education Programs (OSEP). The web or app based instrument is utilized by teachers to rate students based on their ongoing observations of children engaged in typical daily routines and activities.

ISPROUT for Families

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