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Mission Statement - "Igniting Potential"
The Rumson School District ignites the potential of its learners by growing, inspiring, and cultivating personal excellence academically, socially, and emotionally.


Department of Special Education

Special Services Staff
Special Services Teachers
Evaluation Process
Parent Resources & Helpful Information
PRISE booklets & Compliant Information
Restraint & Seclusion
Special ED Parent Advisory Group
Multi Tiered System of Supports (MTSS) Plan 2023-2024
Twice Exceptional Identification Process 2023-2024

Department of Special Education

Dr. Michael Snyder - Director of Student Services  

Ms. Laura Randazzo - Administrative Assistant   

Phone: 732-842-0811 
Fax: 732-842-8358

The Department of Special Services meets the needs of students eligible for special education, related services and programming including, but not limited to: in-class resource, resource center, self-contained classes; extended school year; speech-language, occupational therapy, physical therapy & Behavioral services. The Child Study Team is comprised of a learning disabilities teacher consultant, school psychologist and school social worker.  The Members of the Child Study Team serve as case managers, conduct evaluations, provide counseling, home visits and work with an IEP Team in developing, implementing and/or amending an IEP (Individualized Education Plan) for students eligible for special services. For more information, please contact Mr. Michael Snyder at 732-842-0811.
Child Find:  Any Rumson parent/guardian/resident who has concerns about the development of a child who will be 3 years old within the calendar year; a child between the ages of 3 and 5; and/or a child between the ages of 6 and 14, please contact Mr. Michael Snyder at 732-842-0811.  
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Notice on IEP confidentiality:  The Individualized Education Plan (IEP) is confidential and private document and the information contained therein may be shared only with other school officials with a legitimate educational interest or may be released to other officials subject to the exceptions listed in the Family Educational Rights and Privacy Act (FERPA) and shall not be discussed nor released to anyone who does not have a legitimate educational interest in reviewing these records.
SEPAG (Special Education Parent Advisory Group): SEPAG is a dedicated community within the Rumson School District comprising parents, educators, and advocates committed to fostering inclusive education and providing support for students with diverse learning needs. As a valuable resource, SEPAG facilitates communication, shares information, and organizes events to empower families and educators alike. Through guidance, support, and advocacy, SEPAG ensures that every student receives the necessary resources and assistance to succeed academically and socially. For more information or to get involved, please contact SEPAG at
Integrated Pre-School Program:   You can find more information on our district web page and register online through Genesis - see our home page for detailed instructions.  For additional information, please contact Laura Randazzo at 732-842-0811.

Commonly Used Terms in Special Education

CST -- Child Study Team  - consists of a school psychologist, a learning disabilities teacher/consultant and school social worker who are employees of the school district responsible for conducting evaluations to determine eligibility for special education and related services for students with disabilities.
ESY -- Extended School Year  - means special education and related services provided to a student with a disability beyond the normal school year in accordance with the student’s IEP and at no cost to the parent.
Evaluation  – the tests and other assessment procedures, including a review of information, that are used to decide whether your child is eligible for special education services.
Free, Appropriate Public Education (FAPE)  – Special education and related serviced that are provided at public expense, under public supervision and direction, without charge to the parents, meet state and federal requirements; include preschool, elementary school and secondary school education; and are provided according to an IEP.
Functional Behavioral Assessment (FBA)  – The process of coming to an understanding of why a student engages in challenging behavior and how student behavior relates to the environment.  The purpose of the functional behavioral assessment is to gather information to better understand the specific reasons for the student’s problem behavior.  (Functional Behavioral Assessment: Policy Development in light of Emerging Research and Practice, National Association of State Directors of Special Education, March 1998)
IDEA -- Individuals with Disabilities Education Act  is the federal statute that mandates a FAPE for students with disabilities. In New Jersey, students ages 3 through 21 are included.
Identification  – The decision to evaluate a child to determine whether special education services are needed.
IEP -- Individualized Education Program  - is a written plan developed at a meeting that includes appropriate school staff and parents. It determines the special education program for a student with disabilities through individually designed instructional activities constructed to meet goals and objectives established for the student. It establishes the rationale for a student’s placement and documents the provision of FAPE.
IEP Team -- Individualized Education Program Team  - is the group of individuals who are responsible for the development, review and revision of the student's individualized education program. The team comprises the parent, the student (if appropriate), required school personnel and other knowledgeable individuals at the discretion of the school district or parent.
LRE -- Least Restrictive Environment  - sets the standard that students with disabilities are educated with children who are not disabled to the maximum extent appropriate. It means that special classes, separate schooling or other removal of students with disabilities from the general educational environment should occur only when the severity of the disability is such that education in general education classes with the use of supplementary aids and services cannot be achieved satisfactorily. 
Manifestation Determination  – is the process for reviewing your child’s misconduct (behavior) to determine whether a removal that is a change of placement can be implemented as a disciplinary action.  The review is conducted at a meeting of the IEP team and other qualified personnel.  The team must consider all relevant information in terms of your child’s misconduct (behavior).