Personalized Student Services


CST Director

Kristin Williams


Case Manager/Social Worker

Cindy Angel-Leon
(856) 935-1078  ext. 135

Learning Consultant

Tamar Shelov
(856) 935-1078  ext. 135


Mental Health & Wellness Counsellor

Julie Hofacker
(856) 935-1078  ext. 135


Early Childhood Coordinator

  Mindy Bacon
(856) 935-1078  

Occupational Therapist

 Shannon Leady
(856) 935-1078  ext. 135


Physical Therapist

Diana Washart
(856) 935-1078  ext. 135


School Psychologist

Kim Bonora
(856) 935-1078  ext. 135


Speech Therapist

Kristin Patterson-Maas
(856) 935-1078  ext. 117

Preparing Our Warriors (POW)

The "Preparing Our Warriors" program, helps to balance students academic skills with social-emotional and ethical skills in order to prepare for the tests of life.  There is no greater time than now to recognize, understand, and cultivate good emotional health and strong moral character.

Social and emotional learning helps students and adults:  understand and manage emotions; set and achieve positive goals; feel and show empathy for others; and make responsible decisions.  Research shows that students in SEL programs are more likely to attend school and receive better grades, and are less likely to have conduct problems.  When SEL is properly infused it can result in positive behaviors, increased academic success, and caring communities.


Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.



The district strives to provide all students opportunities to use what they have learned and to use their giftedness to explore opportunities beyond the classroom curriculum.  The greatest enrichment is when one realizes that their talents and gifts can positively impact others.   


  • At least one 5 on NJSLA

  • At least 10 points over MAP RIT in at least one subject, and at least 3 over on the other

  • Final grades prior year A or B

The district uses multiple measures to identify a child as gifted and talented such as but not limited to assessment data, teacher recommendation, and parent recommendation. The approximate timeline for identification of gifted and exceptional children is preferred by the end of the 1st marking period depending on the age, data availability, and available recommendations.  



Students in grades K-8 receive instructional opportunities at a level to advance their natural curiosity and exceptional skill sets.  The districts K-8 continuum of services include pull-out, enrichment, acceleration, grouping, mentoring, service opportunities and academic competitions.



The district has policies and procedures for identifying students, providing educational opportunities conducive to a gifted and talented learner, and inclusive to all students.  Policies 5120, 6140, 6171, 6171.2

Project Child Find

Some children are born with, or may develop, physical and/or mental conditions which delay their normal growth and development. These conditions may affect the way a child sees, hears, talks, moves, plays, or learns. Many of these problems can be helped or completely corrected if parents recognize the problem early and seek help.

If your child is an infant or younger than 3 years of age, you can contact Project Child Find at 1-800-322-8174 for more information about programs or services through Early Intervention.

If your child is ages 3-21, services are available through Mannington Township School District. Please contact our Child Study Team Case Manager, at (856) 935-1078, Ext. 113.

Response to Intervention (RTI)

Response to Intervention (RTI) is a system of supports Mannington put in place to provide high-quality education to our students. RTI is designed to aid in the identification of learning disabilities and other learning and behavior problems, improve instructional quality, and provide students with academic opportunities. It calls for the implementation of a differentiated curriculum with different instructional methods and tiers of increasingly intensive, scientific, research-based interventions.  

If minor adjustments fail to make a difference, educators may need to consider more intensive delivered instruction. RTI creates a tiered framework in which the number of tiers can depend on the specific way in which RTI is being implemented in a given educational system. Typically, though, they can be generalized into three levels:

Tier 1 – Level of instruction found in general education classrooms

Tier 2 – More deliberate, direct and explicit in how students are taught and how feedback is modeled and details provided

Tier 3 – Intensive instruction, including the introduction of a specialist with specific expertise to weigh in on the situation



Multi-Tiered Systems of Support (MTSS) is a specific implementation of RTI that has been designed for all students, not just those with disabilities.

MTSS supports four core beliefs:

1) Every child learns and achieves to high standards.
2) Learning includes both academic and social competencies.
3) Every member of the education community continues to grow, learn and reflect.
4) All leaders at all levels are responsible for every student. 

For further information, please contact Ms. Williams at 935-1078.

Intervention and Referral Servicesl Services (I&RS)

If your child is experiencing difficulty in academic, emotional, or behavior areas, he or she may be referred to the I&RS Team. The Intervention and Referral Services Team is composed of teachers, the school guidance counselor or nurse, and a member of the Child Study Team. The committee will meet and develop an Intervention Plan which may include activities such as classroom accommodations, or the provision of special services such as counseling or occupational therapy.

Parents are an important part of the I&RS process, and their input and support are crucial to ensure the child a more successful school year.

Child Study Team

Children who are exhibiting significant difficulty at school, with academic, social or emotional skills, may be referred to the Child Study Team. The Team is composed of a Learning Disabilities Teacher/Consultant, a School Social Worker, and a School Psychologist. These specialists work with the teachers and parents to develop an evaluation plan. After the assessments are completed, the group will meet again to review results and determine whether a child has a specific learning or behavioral problem which may warrant a special education program. Parents are important members of the team, and their participation is vital to securing an appropriate program to meet their child's needs.

For further information, please contact your child’s teacher.