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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.

Special Services

Special Services Home
Special Services Staff
Special Services Teachers
Evaluation Process
Additional helpful Information
Parent Resources
PRISE booklets & Compliant Information
Twice Exceptional Identification Process 2023-2024 (pdf)
Forrestdale School Climate Framework 2023-2024 (pdf)
Deane-Porter School Climate Framework 2023-2024 (pdf)
Multi-Tiered System of Supports (MTSS) Plan 2023-2024 (pdf)
Restraint & Seclusion
Special ED Parent Advisory Group
Pre-School Information

Special Services

Director of Student Services - Dr. Michael Snyder

Special Services Administrative Assistant -  Ms. Laura Randazzo

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 and/or physical therapy. 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. Click here for more information.

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.

Friends of Different Learners (FoDL): The Rumson School District has the Rumson Friends of Different Learners(FoDL), a Rumson PTO Sub-Committee and organization of parents and community members sharing information to facilitate the exchange of ideas, programs, services, presentations and resources for different learners. To receive information from FoDL, please send an email to to be added to the FoDL confidential contact list.

Integrated Pre-School Program:  Applications for the Integrated Pre-School Program, 2018-2019 are available in the Main Office of the Deane Porter School.  For more 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 – 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. Click here for more information.

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).