After reading hundreds of 504s, IEPs and educational psychological evaluations and personally participating in dozens of planning meetings at the school level- despite the participants’ best interests - the accommodations students receive are rarely as personalized and effective as intended. Mental health professionals, including school psychologists, are not educators. They know what children need, but not always how teachers and schools can provide it. Parents know their children well and have strong instincts about what they need in order to learn. Educators know their classroom and want to support everyone in it. However, these groups have neither the time nor the shared language to collaborate effectively. When I meet with parents, I help them learn to communicate their children’s needs using language that makes sense to school personnel and teach them about the mechanisms that schools have to give children the free and appropriate education (FAPE) they promise. Consultations include the following: -Full review of any documentation that parents can provide including, but not limited to, current IEPs, 504s and evaluations, report cards, and notes from teachers. -Explanation of special education terminology and services that are available. -Discussion of the goals you have for your child and how schools can truly support those goals -Proposal of specific accommodations to bring up at Committee on Special Education (CSE) meeting. -Advice about next steps Written summary of all of the above which you can refer to when meeting with your child’s school Additional Services -One page summary of IEP for easy reference by teachers in the classroom Participation in CSE meetings -Subsequent consultations to incorporate new testing or in preparation for annual review meetings -Support developing systems for home -Skills: time management, task monitoring, prioritization, emotional control, metacognition -Systems for Parents: incentive plans & PBIP