March 11, 2019
Dear Parents and Guardians;
I would like to take this opportunity to introduce our new Child Study Team Members. We are welcoming Mr. Rauchbach and Ms. Eberhard to Clinton Public School. Both are coming to our school with a wide variety of experiences and possess the knowledge, skills and expertise in their field to enhance our special education programs and our school community.
Mr. Rauchbach is a Licensed Clinical Social Worker and has vast experience in schools supporting diverse learners. He is regarded as being a dynamic and engaging professional. He presents with a high level of commitment and understanding, which will make him a valuable asset to our school and community. Among Mr. Rauchbach’s responsibilities are to serve as a case manager, complete social assessments, provide counseling, and connect families with valuable resources.
Ms. Eberhard has an extensive background in school psychology, along with several years of professional teaching experience. With her background in being a teacher and child study team member, she comes to Clinton Public School with a wealth of knowledge in both realms of education to support the learning of our students. Ms. Eberhard is regarded as a highly dedicated and collaborative professional who is committed to the mission and vision of our school community.
I will be welcoming parents to an open house in the next few months to meet the newest members of our CPS family. More information will be sent once this date is confirmed.
Also, during the transition, I will be the designated case manager for your child(ren). If you have any questions, please contact me or stop by to meet in person. Both Mr. Rauchbach and Ms. Eberhard will be spending much time in the classrooms to get to know the students and meet with teachers to learn more about our wonderful programs.
Jenine Kastner, Director of Special ServicesDear Parents and Guardians;
Clinton Glen Gardner School District's mission 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, life-time 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.
Director of Special Services/LDTC – Jenine Kastner, email@example.com, 908-735-8512 ext. 403
Please do not hesitate to contact me at any time. I look forward to a wonderful 2017-2018 school year full of many success stories and achievements for our students.
Jenine Kastner, M.A., M.Ed., LDTC
Director of Special Services
908-735-8512 ext. 403
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.
SEPAC SPONSORED TRAININGS/MEETINGS for 2018-2019 School Year:
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.
DYSLEXIA AWARENESS MONTH- OCTOBER
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.