• August 22, 2019

     Dear Parents and Guardians;

    The goal of Clinton Glen Gardner School District is to provide appropriate support and educational services to children with special needs in an effort to prepare each individual for future experiences. Annually, each child's IEP Team develops objectives aligned with the district goals and common core standards to ensure that all children are given opportunities to maximize their potential for academic success. These goals do not just focus on academics, but focus on developing the whole child, by inspiring our students to become contributing members of society who are independent, innovative, lifelong learners equipped with the necessary skills to meet the demands of our ever-changing world.

    We utilize a multidisciplinary approach that encourages the parent(s), students, teachers, paraprofessionals, related services personnel, administrators and any other essential IEP Team members to fully participate in the educational experience and process. Through open communication and collaboration, we are able to establish positive, successful, and productive academic experiences for our students.

    When a child needs special education services, the student may be exposed to various interventions, new teaching methods, various services, and meetings. While these approaches and offerings are exciting and open up many opportunities, this process may also be overwhelming at times. To assist in the process of learning about special education programs and process, I have created a special education webpage for parents, teachers, and community members. It will provide you with a deeper understanding of the special education process and resources within our school and community. 

    Child Study Team: 2019-2020

    LDTC – Dr. Jenine Kastner, Jkasnter@cpsnj.org, 908-735-8512 ext. 403

    School Psychologist –Dawn Eberhard, Deberhard@cpsnj.org, 908-735-8512 ext. 402

    School Social Worker – Brandon Rauchbach, Brauchbach@cpsnj.org, 908-735-8512 ext. 401

    Teacher Assignments 2019-2020:

    Grade 8 Resource Center- Judy Liptak

    Grade 7 Resource Center-  Denise Rella

    Grade 6 Resource Center- Debra Nolan

    Grade 5 Resource Center- Lisa Rizzi

    Grade 4 Resource Center - Maria Buniva

    Grade 3 Resource Center- Alex Jordan

    Grade K/1/2 Resource Center- Karen Brownell 

    LEAPS- Carolyn Schorr

    HORIZONS-Allyson Kubik

    SOAR-Jillian Hoolihan

    Preschool Program- Kristin Pignio

    Occupational Therapist- Karen Sinagra

    Physical Therapist- Debbie Best

    Speech and Language Therapists- Nicole Vazquez and Amanda Thomas


    Please do not hesitate to contact me at any time. I look forward to a wonderful 2019 - 2020 school year full of many success stories and achievements for our students. 



    Dr. Jenine Kastner

    Director of Special Services

    Learning Disability Teacher Consultant 


    908-735-8512 ext. 400




    July 24, 2019

    Dear Parents and Guardians,

    I am very excited to share with you some additional programs we will be offering at CPS for the 2019-2020 school year. As students enter our amazing school and needs of our students change, we strive to offer the most innovative and effective approaches in our programs. This year, we will offer 3 specialized programs for students ranging in grades K-8. 


    Programs where students continue to grow and engage in learning in a supportive, community atmosphere with innovation and proven methods of instruction

    Clinton Public School’s Specialized programs are a student centered learning environment which fosters creativity and integration. Through an individualized program, these programs will focus on individual needs and interests to foster skills that will benefit the learner as they progress through different stages of their life. The student will integrate into the school and community to continue to enhance necessary life and adaptive skills. The program utilizes scientifically sound methodology of applied behavior analysis. Through onogoing behavioral consultation with a Board Certified Behavior Analysis, we develop intensive programs to focus on the needs of each individual learner. 

    In addition to the intensive academic focus of the program, students are instructed with an innovative approach to develop life and functional living skills. This includes community based instruction and community activities to provide the students with exciting opportunities to expand their interests and skills. 


    LEAPS PROGRAM- Taught by Carolyn Schorr 

    HORIZONS PROGRAM- Taughy by Allyson Kubik

    SOAR PROGRAM- Taught by Jillian Hoolihan


    I am looking forward to a wonderful 2019-2020 school year!

    Jenine Kastner, Director of Special Services




    Great Book for Parents to Read: Smart But Scattered

    Smart But Scattered by Peg Dawson and Richard Guare

    Most students struggle with getting organized and completing necessary tasks related to school and home. This book will review the necessary executive functioning skills to develop the foundation for success in both academic and social life. This book offers a lot of great suggestions parents can do to help your child get organized, stay focused, and control and process emotions.






    Repeated Readings Improve Fluency 

    Repeated reading is a strategic approach designed to increase reading fluency and comprehension.   Several methods have been found to be essential to the success of repeated reading. First, adult-led repeated reading leads to significantly greater gains than do interventions led by peers. Adults leading the repeated reading of text allows for corrective feedback and opportunities for the student to reread the passage until goal is reached. When parents cue the reader to focus on either speed or comprehension, before they begin reading, their rates in both areas increase. The greatest improvements are seen when the reader is reminded to focus on comprehension alone or on both fluency and comprehension together before they begin to read. 

    Some helpful hints:

    Look through text with you child, skimming for any challenging words. Pull out the challenging words and write on separate piece of paper. Work with your child to mark parts of the words and highlight sounds such as sh, am, ing. For multi-syllabic words, your child may scoop the syllables. 

    Have your child read a passage silently. After they read, ask if they need help with any words. Review any words the child may have difficulty with. 

    Have your child read the passage again to you. 

    Repeat the same passage again the next night after reviewing challenging words. 

    Some children are motivated by using a timer. Set the timer and chart their progress as they practice the text.

    Helpful Hint for Parents:
    When your child is selecting a book or text to read, help your child to select a book at his/her independent reading level. Encourage them to use the five finger rule. This means that a child should not struggle with more than five words on a page.




    October is National Dyslexia Awareness Month. The goal of this initiative is to increase understanding and awareness of parents and teachers. 


    Approximately 10% of the population suffers from some symptoms of dyslexia. These symptoms may include the lack of fluency in reading, difficulty writing, confusing similar words, difficulty with spelling, difficulty sequencing information, inability to blend and segment sounds within words and more. Dyslexia is not related to an intellectual disability and is often misconceived as "reading backwards.”


    Some signs of dyslexia can include: delayed speech and language milestones; difficulty organizing oral and written language; difficulty learning the alphabet and letter-sound correspondence; difficulty with pronouncing words, and with recognizing which words begin or end with the same sounds; difficulty learning to spell; and difficulty with reading comprehension. 

    Due to,the collaborative efforts of parents and  organizations, legislation passed that will help students with dyslexia in public schools get the help they need has resulted in the passage of nj state laws requiring dyslexia screening, professional training, and addition of Dyslexia in the New Jersey Administrative Code.  

    Clinton Public School began the training process during the 2013-14 school year. Jenine Kastner, Supervisor of Special Services will be providing an in service training on October 13,2014. Additional training and support will be provided for staff to implement dyslexia screening procedures. Several staff members have formed Professional Learning Committees to learn more about Dyslexia. Parents have been provided in the October Dear Parents newsletter with information about parent training series sponsored by Decoding Dyslexia in Princeton, New Jersey.  At CPS, we aim to increase dyslexia awareness, provide parents with resources and information to support their children, and provide appropriate interventions to meet the needs of our struggling learners.