ACCESS! Education Consulting Working Together Towards Education Excellence

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Contact ACCESS! Today

Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time.

– Thomas Edison

ACCESS! Education Consulting has pioneered a unique and distinctive model for organizing, understanding and appreciating your child’s educational abilities, performance and needs. Built into each individually hand-crafted ACCESS! Records Review Report, is a clear, objective, and comprehensive expression of what is known about how your child learns, what has been left unknown about how your child learns, and our very own meaningfully thoughtful suggestions on what you and your school-based team might consider to do next.


ACCESS! has several Records Review designs, depending on your level of readiness and need, which include, but are not necessarily limited to the following:

  • ‘RtI’ (Researched-Based Intervention) Plan Review (GenEd/SpEd):
  • SEND ACCESS! a copy of your ‘RtI’ Plan (or a pre-approved ACCESS! folder of relevant documents) and we’ll give you our highly-qualified, clear and objective analysis, generally, relative to the following the questions you may have, including, but not limited to these:
    • What objective information should I know about this/these program(s) our school is using with our child?
    • Who chooses the program(s)? Who implements the program(s)? Can I observe my child using the program?
    • How do I better understand the effect of this/these program(s)? What does a sample ‘RtI’ graph look like?
    • What if the program(s) is not working? Does my child need specialized instruction? How long do I have to wait before making a referral for special education?
  • Limited IEP/504 Plan Review (GenEd/SpEd):
  • SEND ACCESS! a copy of your child’s IEP or 504 Plan and we’ll give you our highly-qualified, clear and objective analysis, generally, relative to the following the questions you may have, including, but not limited to these:
    • Whether your child’s IEP sufficiently records your child’s academic and functional strengths and areas of educational need?
    • Whether your child’s goals and objectives are Specific, Understandable, Meaningful, Measurable and Objective (‘SUMMO’)?
    • What specifically is recorded as your child’s supplemental aids and services, accommodations, modifications and/or related services and what this means for your child?
    • What specifically is your child’s placement and what this means for your child?
    • Whether your child’s IEP is reasonably calculated in order to provide meaningful educational benefit?
    • Whether your child’s 504 Plan is adequately drafted in order to provide your child with equal access to their educational program?
  • Limited Transition Plan Review (SpEd):
  • SEND ACCESS! a copy of your child’s IEP (and if applicable your child’s ILP), along with any school-based transition assessments, and we’ll give you our highly-qualified, clear and objective analysis, generally, relative to the following the questions you may have, including, but not limited to these:
    • Whether your child’s transitional needs (post-secondary education, employment and independent living) been sufficiently and comprehensively identified?
    • Whether your child’s transitional goals are Specific, Understandable, Meaningful, Measurable and Objective (‘SUMMO’)?
    • What does ‘time in the community’ mean for my child?
    • Is a ‘transition page’ in my child’s IEP sufficient for meeting their transitional needs as a child with a disability eligible for specialized instruction?
    • What if my child meets all their academic requirements for graduation, but still has significant functional needs relative to successfully navigating post-secondary educational opportunities, employment and independent living?
    • Are there additional resources our school-based team must or should consider for meaningful transitional planning for my child? How do I access those resources, if they exist?
  • Comprehensive 1-3 Year Records Review (GenEd/SpEd):
  • After receiving your child’s educational records, pursuant to a (limited) FERPA records request using in substantially similar format ACCESS!’s FERPA records request, SEND ACCESS! a copy of the following documents and we’ll draft (revisable in consultation with you) our highly-qualified, clear and objective analysis, generally, relative to whether your child is receiving a FAPE:
    • ALL Educational Evaluations occurring in previous 1-3 years
    • ALL IEPs drafted in previous 1-3 years
    • ALL IEP Annual Progress Reports for previous 1-3 years
    • ALL Year-End Official Grade Transcripts for previous 1-3 years
    • ALL Disciplinary Records for previous 1-3 years
    • ALL Attendance Records for previous 1-3 years
    • ALL State-Standard Assessment Reports for previous 1-3 years
    • ALL Curriculum-Based Standard Assessment Reports for previous 1-3 years
    • ALL Personal Literacy Plans (PLPs) drafted in previous 1-3 years
    • ALL Individual Learning Plans (ILPs) drafted in previous 1-3 years
    • UP to 6 ‘RtI’ reports provided within previous 1-3 years
  • FERPA Records Review (GenEd/SpEd):
  • After receiving your child’s educational records, pursuant to a (unlimited) FERPA records request using in substantially similar format ACCESS!’s FERPA records request, SEND ACCESS! a copy of ALL of the documents you receive, in addition to no more than 25 pages from your own keeping clearly and distinctly set apart from the FERPA records, and we’ll give you our highly-qualified, clear and objective opinion, generally, relative to whether your child is receiving a FAPE.

  • Records Organization (GenEd/SpEd):
  • ACCESS! will organize your child’s educational records, and requires in any instances that ALL records sent in relative to utilizing a FERPA records request be, chronologically organized from oldest (first records/front) to newest (last records/back), regardless of content, in a three-ring binder, with an index (also emailed in ‘.doc’/’.rtf’ format) describing each document in the following format:
  • P-1 01/10/13 Email from Parent to Ms. Poppins (1 page)
  • P-2 01/22/13 Dr. Dolittle Neuropsychological Evaluation Report (11 pages)
  • P-3 02/10/13 IEP Team Minutes and PWN (4 pages)
  • P-4 02/14/13 IEP (22 pages)