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Special Services

Child Study Team
The purpose of the Child Study Team (CST) is to evaluate and determine eligibility for special education and related services for students between the ages of three and twenty-one. Child Study Teams consist of school psychologists, learning disabilities teacher-consultants, and school social workers. For students age three to five, the Child Study Team also includes a speech-language specialist. Child Study Teams develop, monitor and evaluate the effectiveness of individualized education programs, and deliver appropriate related services to students with disabilities. They can also provide preventative and support services to non-disabled students.
Child Study Team Members & Related Services Staff
 
Child Study Team Members and Related Services Staff
Carrieann DeVito
DIRECTOR OF SPECIAL SERVICES
Early Learning Center
201-974-2068
 
PSYCHOLOGISTS
 

School Psychologist
Secaucus High School
201- 974-2075

Dr. Kristie Hanley
School Psychologist
Clarendon Elementary School 
201- 974-2012, ext. 2076
 
Zahava Pianko
School Psychologist
Huber Street Elementary
201- 974-2080

Jonathan Mimmo
School Psychologist
Secaucus Middle/High School
201-974-2464

 
 
SOCIAL WORKERS

Jill Preis
School Social Worker
Secaucus High School/Middle School
201-974-2033, ext.2623
 
Laura Sprow
School Social Worker
Clarendon Elementary School
201-974-2012, ext.2463
 
 
LEARNING DISABILITIES TEACHER CONSULTANTS
 
Kara Parham  
Learning Disabilities Teacher/Consultant
Huber Street Elementary
201-974-2080 
Clarendon Elementary School
201-974-2012, ext. 2461
 
Nancy Jaber
Learning Disabilities Teacher/Consultant
Secaucus High School/Middle School
201-974-2071

SPEECH AND LANGUAGE SPECIALISTS

Olivia Wilson
Speech and Language Therapist
Clarendon Elementary School/Early Learning Center
201-974-2012, ext.2073/2439

Sammantha Griffin
Speech and Language Therapist
Clarendon Elementary School
201-974-2012, ext.2460

Erin Westover
Speech and Language Therapist
Huber Street Elementary
Secaucus High School/Middle School
201-974-2043

OCCUPATIONAL THERAPISTS

Cheryl Borenstein
201-974-2012, ext.2460
 
Stacie Carroll
201-974-2080


PHYSICAL THERAPIST

Jolanda Weinkauf
201-974-2012, ext.2460
Intervention and Referral Services
The Intervention and Referral Service Committee (I &RS) is a general education initiative to address a parent or teacher concerns related a student's academic growth in school. The I & RS Team is a multidisciplinary school-based team that assists educators to plan, deliver and monitor interventions to assist students who are experiencing learning, behavioral and/or health difficulties. Each school coordinates a system for planning and delivery of intervention and referral services designed to address the student’s needs.
Referral and Evaluation Process

A referral is the first step in the special education process.  It is a formal written request that a student be evaluated by the Child Study Team to determine whether a student is eligible for special education and related services or by the speech/language specialist to determine whether a student is eligible for speech services.  

Once a referral is received, the parents will be invited to an Identification Meeting that will be scheduled within 20 days of receipt of the referral.  

Based on a review of available information about the student’s educational progress, a decision will be made at this meeting whether a CST or speech evaluation is warranted. If an evaluation is warranted, the nature and scope of the CST or speech evaluation will be discussed. If it appears that the problem can be alleviated with interventions in the general education program and the student has not participated in the I&RS process, there may be a decision not to conduct an evaluation, but to refer the student to the I&RS Committee for development of interventions. If the student is already receiving interventions and an evaluation is not warranted, the I&RS committee can make modifications to the existing plan.

If there is an agreement to perform an evaluation, a written plan for the evaluation is developed at the meeting, describing the nature and scope of the evaluation. Written consent for an evaluation is required by the parent/guardian. This consent for evaluation can be provided at the conclusion of the meeting or the parent may wish to take additional time before providing written consent. Evaluations can only begin after the parent has provided written consent.

Upon completion of the evaluations, the professional staff will provide the parent with a written report of the details of the testing results. The evaluations will help determine if the student has an educational disability and whether special education services are required.  The discussion of the evaluations and the determination regarding special education eligibility will take place at the eligibility meeting.  

An Individualized Education Plan (IEP) is developed if the student if found eligibility for special education services. The purpose of this meeting is to determine the student’s current educational status and develop a program designed to meet the student’s unique needs.

Section 504 is a civil rights law that prohibits discrimination against individuals with disabilities. Section 504 ensures that students with medical or other disabilities have equal access to an education. Qualified students may receive accommodations and modifications planned by persons knowledgeable about the students, the meanings of evaluation data, and placement and accommodation options.

Additional Information related to 504 eligibility and accommodations can be obtained through the Guidance Department.