Special Services

Director of Special Services
Dr. Alain Mollinedo, LCSW., BCSE
Office:  732-525-2100, Ext. 1230
Fax:  732-727-0730

Office Administrative Assistant
Matt Kaefer
732-525-2100 Ext. 1238

Transition Coordinator

Mr. Julio Lopez Ext. 3323

Child Study Teams
Shari Lieboff, Social Worker Ext. 3242
Lauren Strumwasser, Social Worker Ext. 2224
Alanna Zeller, Learning Consultant Ext. 2237
Brielle Sanders, School Psychologist Ext. 3234

Related Services Providers

Stephanie Petruzzi, Speech Therapist Ext. 2231

Lauren Bove, Speech Therapist Ext. 2231

Heather Solomon, Occupational Therapist Ext 2209

Contracted Related Services Providers

Elysia Mathews, Speech Therapist

Jenni Foster, Occupational Therapist

Katy Ruhnke, Physical Therapist

The Child Study Team (CST) plays a vital role within South Amboy Public Schools in identifying, evaluating, and determining eligibility for students who may require special education and related services. This multidisciplinary team is responsible for guiding the development, implementation, and ongoing review of Individualized Education Programs (IEPs) tailored to meet the unique needs of each eligible student.

Beyond eligibility and program coordination, the CST members provide essential direct services such as individual and group counseling, tailored interventions, and support based on students’ social-emotional, behavioral, and academic requirements. Their expertise extends to collaborating closely with general education staff by offering guidance on instructional strategies, classroom accommodations, and appropriate materials to support students who experience learning challenges.

In addition to their core responsibilities, members of the Child Study Team serve as valuable consultants and collaborators within the broader educational community. They work alongside classroom teachers, school administrators, 504 coordinators, nurses, and Response to Intervention (RTI) teams to ensure that all students receive access to evidence-based, scientifically validated instructional practices and supports. This collaborative approach helps address students’ academic, behavioral, and medical needs comprehensively within the district.

Our Special Services Department includes a dedicated group of highly qualified professionals, including Child Study Team case managers, speech-language therapists, occupational and physical therapists, related services providers, and a transition coordinator. Together, they are committed to fostering student growth by developing and delivering individualized, research-informed educational programs and services essential for student success.

South Amboy Public Schools is committed to ensuring that all students have access to a free appropriate public education (FAPE) in the least restrictive environment, in accordance with the Individuals with Disabilities Education Act (IDEA, 20 U.S.C. §1400 et seq.) and the New Jersey Administrative Code (N.J.A.C. 6A:14).

Students between the ages of 3 and 21 who are suspected of having an educational disability may be referred to the Child Study Team (CST) for an evaluation. Referrals may come from several sources:

1. Parents / Caregivers / Legal Guardians

Parents or legal guardians may initiate a referral by submitting a written request to the Special Education Department. Requests may be sent by email and must include the student’s name, date of birth, grade, teacher’s name, and a description of the parent’s concerns about how the suspected disability may be affecting the child’s educational performance (N.J.A.C. 6A:14-3.3(a)).

2. Response to Intervention (RtI)

The RtI Team is a building-based, interdisciplinary group that provides academic and behavioral support to students experiencing difficulties in the general education setting. If interventions have been attempted but concerns remain, the RtI Team may recommend that a student be referred to the CST for further consideration (N.J.A.C. 6A:14-3.3(b)).

3. Administrators or Outside Agencies

School administrators, or professionals from outside agencies (e.g., physicians, social workers), may refer a student for a CST evaluation. However, a physician’s or outside agency’s referral alone does not constitute an official referral. In such cases, a parent or guardian must also submit a signed referral before the district can proceed (N.J.A.C. 6A:14-3.3(a)(2)).

4. What Happens After a Referral?

Within 20 calendar days of receiving a referral, excluding school holidays but not summer vacation, a member of the CST will contact the parent/guardian to schedule an identification meeting.

At this meeting, the parent/guardian meets with the CST, which typically includes a school psychologist, learning disabilities teacher-consultant (LDTC), and school social worker, as well as other related service providers if appropriate. A general education teacher will also participate to provide input on the student’s classroom performance (N.J.A.C. 6A:14-3.3(f)).

5. Are Students Automatically Tested?

No. The initial referral does not automatically lead to testing. At the identification meeting, the CST, parent/guardian, and teacher review available information to determine whether a formal evaluation is warranted. If an evaluation is recommended, an evaluation plan is developed with parental input (N.J.A.C. 6A:14-3.3(f)).

6. What if an Evaluation is Approved?

If the CST and parent/guardian agree to proceed, the district must obtain written parental consent before conducting any evaluations. Once consent is received, the district has 90 calendar days to complete the evaluations, determine eligibility, and, if appropriate, develop an Individualized Education Program (IEP) (N.J.A.C. 6A:14-3.4(e); IDEA §300.301(c)).

At the eligibility conference, the CST reviews and interprets the evaluation results to determine if the student qualifies for special education and related services under state and federal criteria.

If a Student is Found Eligible, Will They Automatically Be Placed in a Special Education Class?

Not necessarily. Eligibility does not mean a student will be placed in a separate special education class. Before services can begin, an Individualized Education Program (IEP) must be developed. The IEP outlines the supports, accommodations, and placement needed for the student to access the general education curriculum.

Initial services can only begin once parents provide written consent for the IEP (N.J.A.C. 6A:14-3.7(d); IDEA §300.300(b)). All placement decisions are made collaboratively by the IEP Team, which includes the parent/guardian as an equal participant.

In-Class Resource program delivers specially designed instruction to students with disabilities within the general education classroom. Instruction is provided collaboratively by both a general education teacher and a special education teacher, who share responsibility for delivering content, adapting materials, modifying instruction, and implementing accommodations to address each student’s individualized learning needs. This model enables students to participate in the general education curriculum alongside their peers while receiving the targeted supports and strategies necessary to achieve their educational goals.

A Pull-Out Resource program provides specially designed instruction to students with disabilities outside of the general education classroom for part of the school day. Instruction is delivered by a certified special education teacher in a small-group setting, using adapted materials, modified instructional strategies, and targeted interventions to address each student’s individualized goals. This model allows for intensive, focused instruction in specific subject areas or skill domains while still supporting the student’s participation in the general education environment for the remainder of the day.

A Self-Contained Class is a special education program in which students with disabilities receive their primary instruction in a separate classroom, taught by a certified special education teacher, for the majority or all of the school day. Class sizes are intentionally limited to allow for a higher level of individualized attention, specialized instruction, and targeted support based on each student’s learning needs, IEP goals, and functional levels. The curriculum is adapted and instructional methods are modified to address the academic, social, emotional, and behavioral needs of the students, while fostering opportunities for integration with peers in the general education environment to the maximum extent appropriate.

Preschool Classes for Students with Disabilities (PSD) are specialized early childhood education programs designed for children ages three to five who have been identified as having developmental delays or disabilities. These classes are taught by certified special education teachers and often supported by related service providers, offering a structured, language-rich environment that promotes growth in cognitive, communication, social-emotional, motor, and adaptive skills. Instruction is individualized in accordance with each child’s educational plan, using developmentally appropriate practices, specialized strategies, and adapted materials. Opportunities for interaction with typically developing peers are provided to the maximum extent appropriate, supporting readiness for kindergarten and long-term educational success. In addition, applied behavioral analysis interventions are utilized  within the student’s educational program. These interventions are individualized and may include direct teaching of skills, shaping, prompting, reinforcement systems, and other systematic approaches to increase desired behaviors and reduce behaviors that interfere with learning. The goal is to promote skill acquisition, functional independence, and meaningful participation in the educational environment while supporting generalization of skills across settings.

Self-Contained Classes are special education programs in which students with disabilities receive the majority or all of their instruction in a separate classroom setting, taught by a certified special education teacher. Class sizes are intentionally smaller to provide intensive, individualized instruction, targeted interventions, and specialized supports aligned with each student’s individualized education program (IEP). The curriculum is adapted, and instructional strategies are modified to address students’ specific academic, social-emotional, behavioral, and functional needs. When appropriate, functional behavior assessments (FBAs) are conducted to identify the purpose of specific behaviors, and behavior intervention plans (BIPs) are developed to address them proactively and positively. While instruction is primarily delivered in the self-contained environment, students are provided opportunities to participate with their peers in the general education setting to the maximum extent appropriate, promoting inclusion, social interaction, and skill generalization.

Community-Based Instruction (CBI) is an instructional approach in which middle school and high school students with disabilities develop academic, functional, social, and vocational skills through structured learning experiences in real-life community settings. CBI is designed to provide hands-on opportunities that extend beyond the classroom, allowing students to practice and apply skills such as communication, problem-solving, self-management, money handling, navigation, and workplace readiness in authentic environments.

Instruction is individualized and directly aligned with each student’s individualized education program (IEP) goals, with supports and accommodations provided as needed. Activities are carefully planned, supervised by school staff, and integrated into the student’s broader educational program to promote independence, self-advocacy, and successful transition to adult life, postsecondary education, and employment.

Life Skills Programs for middle and high school students with disabilities are specialized educational programs designed to teach functional academic skills, daily living skills, social-emotional competencies, and vocational abilities necessary for increased independence and successful transition to adult life. Instruction is individualized and aligned with each student’s individualized education program (IEP) goals, focusing on areas such as communication, self-care, money management, time management, community navigation, decision-making, interpersonal relationships, and workplace readiness.

These programs integrate classroom-based instruction with hands-on learning experiences, which may include school-based enterprises, community-based instruction, and work-based learning opportunities. Curriculum and teaching strategies are adapted to meet the unique needs of each learner, with an emphasis on fostering self-advocacy, problem-solving, and the ability to generalize skills across settings. The overarching goal is to prepare students for maximum independence, meaningful participation in their communities, and successful postsecondary outcomes.

The 18+ Program is a specialized educational program for students with disabilities who have completed their high school academic requirements but continue to be eligible for special education and related services through the end of the school year in which they turn 21 years old (or 22 years old if that is the district’s established cutoff). This program is designed to prepare young adults for a successful transition from school to adult life by focusing on functional, vocational, and independent living skills rather than traditional academic coursework.

Instruction is individualized and aligned with each student’s transition plan and individualized education program (IEP) goals. Program components often include career exploration, job training, workplace readiness, community-based instruction, daily living skills, self-advocacy, and social communication. Services are delivered in a variety of settings—school, community, and workplace—to promote the generalization of skills to real-world environments.

Entrance into the Program:

• Students typically enter upon completion of their high school coursework or attainment of a diploma equivalency, while still eligible for special education services.
• Participation is determined by the IEP team, based on the student’s need for continued instruction in transition-related skills.

Exit from the Program:

• Services end upon earning a regular high school diploma, meeting all IEP goals and transition objectives, or reaching the age of eligibility cutoff—defined as the end of the school year in which the student turns 21 (or 22, if the district’s policy allows).

The purpose of the 18+ Program is to ensure that students transition to adulthood with the maximum possible independence, employability, and readiness to participate meaningfully in their communities. By blending individualized instruction with real-life experiences, the program bridges the gap between school and adult services, employment, or postsecondary education.

Child Find Requirements in New Jersey

Our district is dedicated to identifying, locating, and evaluating all children who may have disabilities and require special education services, as mandated by federal and state laws. This process, known as Child Find, ensures that every child, from birth through age 21, who has a suspected disability and resides within the district’s jurisdiction, is made aware of and provided access to a free appropriate public education (FAPE).

Child Find is a critical component in supporting early intervention and timely access to the educational resources and supports that students need to succeed. It involves ongoing efforts to reach out to families, healthcare providers, community organizations, and other stakeholders to identify children who may benefit from evaluation and services.

If you have a child who appears to have one or more of the following signs please reach out to our district’s child study team, school counselor, school nurse, teacher, or the Director of Special Services:

• significant delays in acquiring language or significant speech problems;
• significant difficulty walking, running, or manipulating small objects;
• frequent health problems or disabilities present from birth;
• consistent trouble seeing or hearing;
• tendency toward temper tantrums or excessive anxiety or shyness;
• significant difficulty playing appropriately with other children;
• significant problems paying attention and listening.

To learn more about Child Find requirements in New Jersey, please visit the New Jersey Department of Education’s official page:

New Jersey Child Find Information (English)

New Jersey Child Find Information (Spanish)

If you have any questions regarding Child Find, please contact the Director of Special Services:
Dr. Alain Mollinedo

South Amboy Public Schools is committed to ensuring that families are fully informed and actively involved throughout their child’s special education journey. To support this commitment, the district provides Parental Rights in Special Education (PRISE) documents to all parents or guardians whose children are referred for evaluation or who are currently receiving special education services.

The PRISE document outlines the legal rights and protections afforded to parents and students under special education law. It serves as a comprehensive guide, helping families understand the evaluation process, eligibility criteria, development of Individualized Education Programs (IEPs), procedural safeguards, dispute resolution options, and more.

Navigating special education can often be complex and overwhelming. The PRISE empowers parents by clarifying their role in the decision-making process and providing clear information about their rights to participate, consent, access records, request meetings, and advocate effectively for their child. By ensuring transparency and fostering collaboration between families and the district, PRISE helps promote positive outcomes and supports a shared commitment to meeting each student’s unique educational needs.

Parental Rights in Special Education (English)

Parental Rights in Special Education (Spanish)

New Jersey Special Education Code

In accordance with the federal Individuals with Disabilities Education Act (IDEA) and New Jersey Administrative Code Chapter 14, each public-school district is required to establish a Special Education Parent Advisory Group (SEPAG). SEPAG serves as a vital bridge between families, schools, and the community to support the education and welfare of students with disabilities.

The purpose of SEPAG is to provide a platform where parents and guardians can:

• Offer input and feedback on special education policies and programs.
• Engage in dialogue to improve services and supports for students with disabilities.
• Receive information, training, and resources to better advocate for their children.
• Foster collaboration between families, educators, and district staff.

SEPAG plays a critical role in promoting parental involvement and ensuring that the district’s special education programs are responsive to the needs of the community it serves.

It is important to note that SEPAG is not a forum for discussing individual students’ confidential information or specific concerns regarding special education services. To protect student privacy and maintain confidentiality, any concerns or issues related to a particular student’s services should be directed to the student’s case manager and the building principal. This ensures that matters are handled appropriately and in accordance with privacy laws.

By working together through SEPAG, families and the district can strengthen special education programs, improve communication, and enhance outcomes for all students with disabilities.

The department of Special Services actively seek to organize a SEPAG committee and assigned a committee chairperson. If you are interested in becoming involved with our SEPAG, please contact Mr. Matt Kaefer Email: mkaefer@sapublicschools.com

Upcoming SEPAG  Meetings for the 2025/2026 School Year

Wednesday 10/15/25 Tuesday 12/10/25 Wednesday 02/11/26 Wednesday 04/15/26 5:45pm to 7:00pm 5:45pm to 7:00pm 5:45pm to 7:00pm 5:45pm to 7:00pm                  

ALL SEPAG Meetings will always take place at the same location: The Middle/School School Media Center

Special Education Medicaid Initiative (SEMI) in South Amboy Public Schools

The Special Education Medicaid Initiative (SEMI) is a federal and state program implemented in New Jersey public schools to help districts recover costs for medically necessary services provided to eligible students with disabilities. Since its implementation, SEMI has enabled districts to bill Medicaid for approved school-based health-related services delivered by licensed and certified professionals such as speech therapists, occupational therapists, physical therapists, and nurses.

To participate in SEMI, the district must obtain parental consent allowing billing for Medicaid-covered services provided as part of the student’s Individualized Education Program (IEP). It is important to emphasize that giving consent for SEMI billing does not affect your child’s current or future eligibility for health insurance or Medicaid coverage. This consent is solely for administrative purposes to enable the district to be reimbursed for services already being provided in the school setting.

An initial SEMI consent form will be provided to parents during the student’s initial special education eligibility meeting. If parental consent is obtained at that time, there is no need to sign the form again in the future. However, if consent is not given during the initial eligibility meeting, the case manager will present the consent form to the parents annually during the student’s IEP review meetings.

Once consent has been obtained, the district does not need to seek consent again for the same student unless the student moves to a different district. To keep parents informed, the case manager will provide a SEMI information and consent update form each year to parents who have already given consent.

The intent of SEMI is to support the district’s ability to sustain and enhance quality special education services without placing additional financial burden on families or the school system. SEMI funds help ensure continued access to vital health-related supports that enable students to benefit fully from their educational programs.

Parents have the right to refuse or withdraw consent for SEMI billing at any time without impacting the provision of services to their child. Consent for SEMI is entirely voluntary and confidential, handled in compliance with all privacy regulations.

If you have any questions or would like more information about SEMI, please contact:
Mr. Matt Kaefer Email: mkaefer@sapublicschools.com

SEMI Accountability Regulation  

New Jersey Department of Education – Homeless Education 

U.S. DOE – McKinney-Vento Education for Homeless Children and Youths

Section 504 of the Rehabilitation Act of 1973 is a federal civil rights law that protects individuals with disabilities from discrimination and ensures they have equal access to programs and activities, including education.

Unlike the Individuals with Disabilities Education Act (IDEA), which focuses on special education services for students with qualifying disabilities, Section 504 applies more broadly to any student with a physical or mental impairment that substantially limits one or more major life activities, including learning and other academic functions.

At South Amboy Public Schools, we comply with Section 504 by providing accommodations that allow eligible students to access the general education curriculum and school environment on an equal basis with their peers. This means making necessary adjustments or supports available so that students with disabilities can participate fully and effectively in their educational program.

When a 504-accommodation request is made in our district, the process begins with gathering documentation, including a diagnosis from a licensed medical practitioner, which verifies the student’s medical condition and its impact on a major life activity such as academic functioning. 

Eligibility under the medical model requires that the condition substantially limits the student’s ability to learn or engage in other critical school-related activities. Accommodation plans may be temporary or long-term, depending on whether the condition is transient or chronic and the degree to which it affects the student’s educational performance. Once a request is received, parents are invited to attend a multidisciplinary team meeting, where school professionals from various areas collaborate with the family to develop an effective accommodation plan tailored to the student’s unique needs. This team evaluates all relevant information to determine appropriate supports that will help the student succeed. To ensure ongoing effectiveness, an annual review meeting is held each year to update and revise the accommodation plan. Parents are encouraged to provide updated medical documentation, provider recommendations, and any other information that will assist the 504 committee in making informed decisions about continued or modified accommodations.

504- Elementary School

Mrs. Michelle Buchanan - Vice Principal/504 Coordinator

Ext. 2002

Mr. David Lisowski, M.A. - Guidance Counselor

Ext. 2007

504- Middle/High School

TBD - Vice Principal/504 Coordinator 

Ms. Madeline Rondon, M.A.- School Counselor

Ext 3231

Ms. Christine Colon M.A., LAC - School Counselor 

Ext 3229

Mr. Evan Baubles M.A.- School Counselor

Ext 3230

The McKinney-Vento Homeless Assistance Act

The McKinney-Vento Homeless Assistance Act (42 U.S.C. §11431 et seq.), first passed by Congress in 1987, is a federal law designed to protect the educational rights of children and youth experiencing homelessness or displacement. Its purpose is to ensure that all students, regardless of their housing situation, have equal access to a free, appropriate public education.

Under this law, students who are identified as homeless or displaced are guaranteed the ability to enroll in and attend school without barriers. They are also entitled to receive services that support their school participation, such as transportation assistance, access to meals, and connections to educational and community resources.

In New Jersey, the Act is applied through state regulations (N.J.A.C. 6A:17-2), which align with the federal requirements to make sure every child has the opportunity to succeed in school.

For families, the McKinney-Vento Act is about stability, fairness, and ensuring that children continue their education even in times of hardship.

In New Jersey, school districts are guided by federal law (42 U.S.C. §11431 et seq.) and state regulation (N.J.A.C. 6A:17-2) to make sure that children and youth who are homeless or displaced have equal access to education.

To uphold these protections, districts are expected to:

• Identify students who qualify and provide support through trained staff, including a McKinney-Vento liaison.
• Remove barriers to enrollment by allowing students to begin classes right away, even if documents such as proof of residency, health records, or transcripts are missing.
• Promote school stability by offering families the choice to keep their child in the school of origin or to enroll in the school nearest to where they are currently living.
• Arrange transportation when needed to ensure consistent attendance.
• Link families to essential services, including school meals, academic help, and community resources.

Safeguard student rights by protecting confidentiality and preventing separation from peers due to housing circumstances.

Effective School Solutions ESS

Coming Soon

The McKinney-Vento Act protects the educational rights of children and youth who do not have a fixed, regular, and adequate place to live. A student may qualify if they are in any of the following situations:

• Living in a shelter, emergency housing, or transitional housing program.
• Staying in a motel, hotel, campground, or other temporary location because the family has nowhere else to go.
• Sharing housing with friends or relatives due to loss of housing, economic hardship, or similar reasons (sometimes called “doubling up”).
• Living in cars, parks, abandoned buildings, or other places not meant for people to live.
• Children or youth who are on their own (unaccompanied), without a parent or legal guardian, and who lack stable housing.

What does not count as eligibility:

• Choosing to live with relatives or friends for convenience, not because of loss of housing or hardship.
• Moving into a new home or apartment that is safe, stable, and adequate.
• Temporary arrangements made during home renovations when the family has another permanent residence.

Elementary School

Mrs. Amy Russo,  - Community Parent Involvement Specialist/Homeless Liaison 

Phone: 732-525-2100 Ext. 2238

Middle / High School 

Ms. Christine Colon M.A., LAC - School Counselor/ Homeless Liaison 

Phone: 732-525-2100 Ext. 3229

District Homeless Liaison

Dr. Alain Mollinedo, Director of Special Service / Homeless Liaison

Phone: 732-525-2100 Ext. 1230

JCK Foundation

The JCK Foundation was started by John Tessitore — a friend and mentee of John Kelly. 17 years ago, when Kelly learned Tessitore also suffered from OCD and Depression, he took him under his wing and made him feel comfortable in his own skin. The support and love Kelly provided for Tessitore, and so many others, is the reason we believe connection and community are the key building blocks of mental health. To honor Kelly’s vision, we work together with communities and schools to improve mental wellness and resilience amongst our youth. We believe progress can be made one school at a time, through hands-on awareness and prevention programs that encourage an understanding that every person and story needs to feel valued, accepted and motivated to make a positive impact. The same comfort, love and confidence Kelly provided to so many is what we try to provide to every student we interact with in our “Legends Program.”

For more information about the JCK Foundation please visit the link below. 
JCK Foundation

For more information about Mental Health Resources see the below links. 
South Amboy Mental Health Resources
NJDOE Mental Health Resource Guide
NJDOE Student Wellness