Ms. Seton Feeney
As part of the Child Study Team, my responsibilities are districtwide. I am also assigned as one of the case managers at Valley Middle School.
This year, I am the case manager for classified students in grades 6 & 7 at Valley Middle School as well as a few students who attend out of district schools.
HOW TO CONTACT ME:
Please do not hesitate to call the Special Services Office at 201-337-4442 with any questions or concerns, and I will be happy to assist you.
Dear Parents and Students:
I would like to introduce myself as one of the two school social workers
currently working in the Oakland Public Schools. My name is Seton Feeney, and
I am eager and enthusiastic to work on behalf of you and your child as the
liaison to the Child Study Team, teachers, administrators and special services
staff at Valley Middle School. Let me tell you a little about myself...
Prior to joining the Oakland staff several years ago, I have had
extensive social work experience for over ten years in both clinical and
educational settings focusing on addressing the needs of youth and families.
I have specific experience in working with special needs students as well as
in the field of children’s mental health. In addition to a master’s degree in
in social work, I also hold certification as a school social worker. I am
also a Licensed Social Worker in the State of New Jersey.
I am looking forward to meeting you and getting to know you. Please know that
it is not only my intention but also my commitment to be as responsive as
possible to your questions, concerns and needs. Please do not hesitate to
contact me at anytime.
Wishing you the best as we all work together for a most exciting, challenging,
rewarding and successful school year!
My role as a school social worker includes a variety of responsibilities in
the following areas:
As a member of the Child Study Team (CST), in concert with parents, teachers
and CST colleagues, to determine the most appropriate evaluation components
andprocedures for children referred or classified. To complete when
indicated,initial social/developmental histories or update existing ones, by
obtaining familial, developmental and medical data to help identify any
physiological, cultural or familial factors contributing to the presenting
academic problem. To schedule, facilitate and participate in parent
meetings, classification conferences and coordinate the development and
preparation of Individualized Education Programs (IEPs) for students who are
eligible for special education services.
To support classified students and serve their identified needs in the form of
ongoing contact with the child, his/her teachers, parents and ancillary
personnel significant to the child’s well-being at school. To monitor the
implementation of students' IEPs, making sure that goals and objectives
continue to be appropriate, that classroom and testing modifications and/or
adaptations are implemented as written and to make adjustments when needed.
With the belief that a unified collaborative approach is a most significant
factor essential to the success of academic programs and the optimal
functioning of students in the school environment, it is imperative to
maintain ongoing dialogue with parents, administrators, teachers and the
BEHAVIORAL PLANNING & SUPPORTIVE COUNSELING:
To work with colleagues and teachers in accumulating the data necessary to
construct effective strategies, modifications and/or detailed management
programs to address behavioral issues for children with needs in this area.
To provide teachers with a forum to discuss concerns about behavioral issues
and implementing effective management techniques; to work with medical and
behavioral health specialists in coordinating a therapeutic approach to
assist students at school; to work with parents in helping them locate a
variety of resources available in the community to assist them in increasing
their knowledge and understanding of their child’s disability, pursuing
additional treatment services if needed and accessing support to maximize
their coping skills; to provide in-school supportive counseling to children
who may be experiencing ongoing social, behavioral, familial or emotional
COLLABORATION & INTERVENTION:
To serve as a member of the student intervention committee for general
education students, providing consultation, resources, guidance and/or other
assistance to teachers concerned about non-classified students in their
classrooms. To conduct classroom observations or participate in parent
conferences in an attempt to gather information and gain insight in order to
construct or unify a home/school partnership to address the child’s
presenting difficulty. To provide resource information and consultation to
teachers or parents who have questions and concerns about children not
formally referred to the CST. To provide, when needed, crisis intervention
counseling to non-classified children or to contact appropriate community
agencies and work with them in concert with the family to assist the child.
To keep abreast of the current federal IDEA regulations and statewide
administrative code which governs the field of special education, so that
specified policies and procedures are followed accurately. To maintain
professional standards and enhance professional development within my own
discipline by pursuing continuing education courses, attending conferences
and participating in workshops in order to be able to share new information
with colleagues and apply new insights and skills in practice.