Systems-level clarity for instruction, intervention, and special education
K-12 Support Services helps schools align instruction, intervention, and special education so systems work together to support students effectively and sustainably.
Schools are navigating increasing instructional demands, rising identification rates, and limited resources—often at the same time. When instructional systems are misaligned, special education is frequently asked to compensate for gaps elsewhere. K-12 Support Services helps leaders step back, examine how systems are functioning collectively, and make informed adjustments that strengthen instruction, reduce strain, and support long-term sustainability.
Services
Facilitated by a former teacher, building leader, district administrator, multi-state regional manager, and state-level program specialist.
Special Education Compliance & Coherence Review
The Special Education Compliance & Coherence Review is a focused, systems-level examination of special education practices designed to ensure alignment between legal requirements, leadership intent, and day-to-day implementation. This review centers specifically on special education systems and processes, supporting schools in confirming what is working well while identifying areas of potential risk or inconsistency.
Rather than serving as a punitive audit, this review provides leaders with a clear picture of how special education services are being delivered across teams and settings. Findings are translated into prioritized, actionable recommendations that help schools strengthen compliance, improve internal consistency, and sustain effective practices amid increasing demands and limited resources.
Special Education Teacher Leader Development
Special Education Teacher Leader Development builds internal capacity by supporting special education teachers who hold formal or informal leadership roles within their schools or districts. This service focuses on strengthening teacher leaders’ understanding of instructional systems, MTSS structures, and special education requirements—so they are well-equipped to support implementation and lead systems-level work.
This support is especially effective when schools are revising instructional or MTSS models, responding to findings from systems reviews, or seeking greater consistency across classrooms and teams. Through targeted training, facilitation, or coaching, teacher leaders gain practical tools and shared language that promote collaboration, clarity, and sustainable improvement.
Instructional Systems Coherence Review
The Instructional Systems Coherence Review is a comprehensive, school-wide examination of how core instruction, intervention systems, and special education services function together to support students. Rather than focusing on a single program area, this review looks across Tier 1 instruction, intervention structures, and referral pathways to understand how students move through support systems—and why increasing numbers may be relying on intensive services.
This review is designed to help leaders identify where instructional or systems misalignment may be driving referrals and identification, clarify how Multi-Tiered System of Supports (MTSS) is operating in practice, and surface opportunities to strengthen coherence across classrooms and teams. Schools receive clear, practical insights that support informed decision-making without adding new initiatives or compliance burden.
About the Consultant
Dolly Fernandes is the founder of K-12 Support Services, a special education consulting practice that helps schools and district leaders confirm what is working, identify early risks, and strengthen systems before issues escalate.
She brings over a decade of experience across multiple layers of special education, including roles as a classroom teacher, case manager, and district-level leader. Her work has included responsibility for compliance, service delivery, evaluation timelines, MTSS, staffing, and leadership support across schools.
Dolly understands how systems can look solid on paper while breaking down quietly in practice. She has worked inside well-intended systems where small misalignments — in scheduling, documentation, data use, or handoffs — created risk over time, often surfacing later through audits, complaints, or staff burnout.
Her approach is systems-based and non-punitive. Rather than focusing on individuals or producing lengthy reports, she helps leaders examine structures, workflows, and decision points to see how special education actually operates day to day — and where small adjustments can reduce stress and improve consistency.
Unlike consulting models that focus only on compliance or instruction, Dolly integrates both, connecting IEP quality, service delivery, MTSS structures, timelines, documentation, and staff workflows into a more cohesive, workable system.
Engage with K-12 Support Services early — before audits, leadership transitions, or spring burnout — to gain clarity, reduce risk, and move forward with confidence.
Have questions, a need, or want to talk through some ideas?
Email: contact@k12support.services