Our deep rooted experience in Special Education working to improve outcomes for your Students with Disabilities.Our deep rooted experience in Special Education working to improve outcomes for your Students with Disabilities.
Providing Visibility and Improving Organizational Efficiencies to Impact Academic Outcomes and Student AchievementFocused on Special Education, Accelify Consulting aims to help schools improve academic outcomes and student achievement through more efficient and effective practices in program design and delivery. With a combination of proprietary software solutions and expert consultation services, Accelify Consulting is uniquely positioned to analyze data and execute solutions to identified areas in need of improvement. Our seasoned team includes former district, state and federal public school administrators who bring a deep understanding of the issues faced by schools today. Using practical knowledge and a theory of action, we influence educators to better decision-making and improved processes, bringing about transformational change. Accelify Consulting works with many of the nation’s largest Districts, State Education Agencies, as well as a plethora of small and rural Districts.Providing Visibility and Improving Organizational Efficiencies to Impact Academic Outcomes and Student AchievementAccelify Consulting aims to help schools improve academic outcomes and student achievement through more efficient and effective practices in program design and delivery.
Are you ready for the new paradigm in IDEA Compliance? Are you struggling with implementing the Common Core or Pay for Performance?Accelify Consulting is committed to helping State and Local Education Agencies navigate the changing landscape of public education. Results Driven Accountability (RDA), the Common Core, and Pay for Performance models are bringing laser-like focus to Outcomes and Results and significant change to schools across the county. Accelify Consulting has the Professional Development, Training, and Tools that Districts NEED to successfully implement these new models and measure their effectiveness.Are you ready for the new paradigm in IDEA Compliance? Are you struggling with implementing the Common Core?Results Driven Accountability, the Common Core and Pay for Performance models are bringing laser-like focus to Outcomes and Results. Find out how Accelify can help you navigate the changing landscape of public education to help implement these models and measure their effectiveness.
Financial Operations and Budget Review including Analysis and Development of Fiscal/Budgeting Policies.
Organizational Development Services including Workload Management and Staffing Analysis, Workforce Policy Development, and Evidenced-Based Professional Development and Coaching.
Special Education Program Analysis and Compliance Reviews with a Focus on Reducing Inappropriate Referrals and Managing Compliance of IEPs and Compliance with IDEA.
Medicaid Program Maximization Services with a Focus on Compliance and Reducing Staff Workloads as they Relate to Medicaid Billing.
School Turnaround Services including Program Plan Development, Implementation, and Ongoing Measurement Based on KPIs
Technology Consulting including Implementation of Proprietary Data Analytic Tools to Create Visibility, Drive Efficiencies, and Measure Effectiveness.
Charter School Management and Utilization including Financial Services, Compliance Management, and Professional Development.
Effective Parent Engagement and Parent-Professional Partnerships.
Student Outcomes and Educator Effectiveness Measurement including Integration of Proprietary Data Analytic Tools.
CEO and Founding Partner »
Founding Partner »
Alex is the CEO of Accelify Solutions, LLC, a leading provider of ERP technology solutions for K-12 public schools throughout the US. Accelify Solutions provides software and consulting services to districts such as LA Unified, Dallas ISD, Broward County PS, DC Public schools and hundreds of others. These solutions impact both operational and financial elements of Public School management and are more specifically targeted at impacting special education nationally.
Alex began his career with management consulting and venture capital firm Rein Capital, where he advised companies such as IBM Global Services, AT&T WorldNet, and IDT Corporation on organizational development. Alex then served as Vice President of Marketing at IDT Corporation (NYSE: IDT), a telephone company with over $1bb in annual sales. His next role was at First Financial Equities as Vice President of Business Development and Marketing overseeing the company’s expansion efforts into new geographies and additional service areas such as brokerage services and commercial banking.
Alex spent the next four years running the MBO advisory firm, Hawkes Peers TW Associates, where he played a key role in developing portfolio management teams on behalf of private equity companies. He subsequently managed children’s fashion company Faigie Designs and, as CEO, oversaw its development from startup into a brand carried by retailers such as Nordstrom and Neiman Marcus
Alex currently serves on the Board of Directors of a number of public and private companies and charitable organizations.
Accelify Solutions’ track record of success in increasing fully compliant Medicaid revenues and implementing decision support tools for client districts led to numerous client requests to increase the scope of services successfully provided to school districts across the country. Accelify Consulting was founded with a dedication to the goal of directly enabling sustained client success with each assignment.
Dr. Pasternack has over 40 years of experience in public education, including a term as Assistant Secretary for the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education. During his tenure at the US Department of Education, Dr. Pasternack led the 2004 Reauthorization of IDEA, and helped with the implementation of NCLB. Dr. Pasternack served on the President's Commission on Excellence in Special Education, the President's Mental Health Commission, and as the Chair of the Federal Interagency Coordinating Committee during his time as the Assistant Secretary.
A former classroom teacher, school psychologist, superintendent and State Director of Special Education for the State of New Mexico, Dr. Pasternack has held a number of leadership positions in education. With a focus on improving outcomes and results for all students, particularly Students with Disabilities, Dr. Pasternack has been a leading proponent of changing the identification practices for students with Specific Learning Disabilities from the 'wait to fail' model, which is characterized by documenting a discrepancy between IQ and achievement, to the Response to Intervention (RtI) model that focuses on providing multi-tiered instructional interventions for students who fail to respond adequately to instruction delivered in the general education setting. His advocacy for the RtI model included testimony before the U.S. House and Senate; work on the President's Commission on Excellence in Special Education; and frequent speaking engagements at state, regional, national and international meetings. Dr. Pasternack's work on RtI led to the historic reforms embedded in the current Reauthorization of IDEA, including the focus on instruction and results, and considering students with disabilities as general education students first.
Dr. Pasternack consults with the largest public school districts in America, including New York City Public Schools; Los Angeles Unified School District; and Chicago Public Schools, the three largest school districts in the United States. In addition to that work, Dr. Pasternack consults with a number of other school districts and State Departments of Education. This includes the Louisiana Department of Education, and the Tennessee Department of Education, where he works with the Commissioners and their leadership teams on a myriad of issues in education, including developing new funding models and formulae for Special Education programs.
Dr. Pasternack is a nationally certified school psychologist, a certified educational diagnostician, a certified school administrator, and a certified teacher (K-12).
Kathy Clayton is co-founder of Ed21 Consulting Services that delivers data-driven and results-oriented consulting services at the district, regional, and state level.
She is a lifelong educator with a career spanning decades in school districts, a regional education service center, and the Texas Education Agency. Kathy served as the Texas state director of special education for five years.
Kathy brings a wealth of knowledge and experience in working with administrators, support personnel, teachers, parents, and students. Areas of expertise include organizational design, effective planning processes, program evaluation, group facilitation, process design, problem solving, effective professional development design, staff assessment systems, systems of dispute resolution and facilitation, and effective hiring practices. She is a seasoned presenter, trainer, and coach to a variety of audiences.
In 2012, the National Association of State Directors of Special Education (NASDSE) awarded Kathy its Heritage Award for her significant service and contributions to NASDSE and the field of special education. She serves as an Advisory Board member for the National Center on Dispute Resolution in Special Education (CADRE) and is a Malcolm Baldrige Quality Award Examiner.
Sarah Evans, M. Ed., is currently the Director of Curriculum of Arthur CUSD #305 located in Arthur, IL. Prior to this role, Ms. Evans has worked as a National Consultant assisting districts across the country to establish effective systems, examine data, create and implement response to intervention (RtI), and increase positive outcomes for students. Ms. Evans has worked as Director of Special Education in Champaign Unit #4 in Champaign, IL. Ms. Evans established district-wide and building-level systems to effectively look at professional development, resource allocation, and compliance. In addition she generated the RtI framework, revised the continuum of services in special education, and corrected resource allocation to alleviate a Federal Consent Decree.
Jack M. Fletcher, Ph.D., is a Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology at the University of Houston. He received a BA degree from Davidson College in 1973 and a PhD in clinical psychology from the University of Florida in 1978. Dr. Fletcher has been affiliated with The University of Houston since 1979; from 1978- 1985, Dr. Fletcher was the Acting Director of the Mental Retardation/ Developmental Disabilities Research Section at the Texas Research Institute of Mental Sciences; and from 1989-2006, Dr. Fletcher was a tenured Professor in the Division of Developmental Pediatrics in the Department of Pediatrics at The University of Texas Medical School- Houston.
For the past 30 years, Dr. Fletcher, a board-certified child neuropsychologist, has worked on issues related to child neuropsychology, including studies of children with spina bifida, traumatic brain injury, and other acquired disorders. In the area of developmental learning and attention disorders, Dr. Fletcher has addressed issues related to definition and classification, neurobiological correlates, and most recently, intervention.
Dr. Fletcher directs a Learning Disability Research Center grant and a long-term study involving genetic, neuroimaging, and neuropsychological factors in spina bifida, both funded by the National Institute of Child health and Human Development. He served on the NICHD National Advisory Council, the Rand Reading Study Group, the National Research Council Committee on Scientific Principles in Education Research, and the President's Commission on Excellence in Special Education. The author of 3 books and over 200 papers, Dr. Fletcher was the recipient of the Samuel T. Orton award from the International Dyslexia Association in 2003 and a co-recipient of the Albert J. Harris award from the International Reading Association in 2006. He was President of the International Neuropsychological Society in 2008-2009.
Kim Gibbons, Ph.D., is currently is the Executive Director of the St. Croix River Education District (SCRED) located in Rush City, MN. SCRED has received national recognition for its use of the Response to Intervention (RtI) framework. In 2007, SCRED received a legislative appropriation to fund a statewide Minnesota RtI Center for two years. Dr. Gibbons obtained her doctoral degree in school psychology from the University of Oregon where she received extensive training in the problem solving model, curriculum based measurement, and research-based instructional practices. Prior to her role as the Executive Director, Dr. Gibbons has worked as a director of special education, staff development coordinator, and school psychologist. In addition, she has been on the faculty at the University of Minnesota as an instructor in the School Psychology Program. She is active in state leadership and is currently the President of the Minnesota Association of Special Educators. Dr. Gibbons is the co-author of three books and has numerous other peer-reviewed publications.
Kathleen Leos is the Co-Founder and CEO of The Global Institute for Language and Literacy Development (GILD) LLC. GILD provides highly specialized professional consultant services to education stakeholders at the private, local, state, and federal level on how to fundamentally transform education systems to meet the Academic Achievement goals of students identified as English and Dual Language Learners.
GILD was founded in 2008 after Ms. Leos’ departure from the U.S. Department of Education, where she served a six year presidential appointment as the U.S. Department of Education’s Office of English Language Acquisition (OELA) ESEA, Title III’s Assistant Deputy Secretary (2002-2007). In this role, Ms. Leos was the Senior Policy Advisor to the U.S. Secretary of Education on all matters related to Limited English Proficient. In this capacity, Ms. Leos was charged to develop accountability systems for the 5.5 million Limited English Proficient students who attend the nation’s K-12 public, private and charter schools. Her duties included assisting states in developing, implementing and evaluating: new English language proficiency standards, aligned English language proficiency assessments, instructional strategies founded on evidence-based research, and provide information to administrators, teachers and parents how to instruct ELLs in language development and core academic content to meet the State Academic Achievement requirements. Ms. Leos developed a national systemic approach to include ELLs in state accountability systems for the first time for the nation’s K-12 educational institutions. She also authored the Congressional Biennial Reports to Congress to report on the academic progress of ELLs from 2002-2008.
Prior to her term at the U.S. Department of Education, Ms. Leos served 7 years (1995-2002) as a School Board trustee for the Dallas Independent School District. Ms. Leos is the recipient of numerous awards and recognitions. Among them are the 2005 Mexican American Legal Defense Educational Fund Excellence in Government Service Award, 1995 Texas Women of Spirit Award, the 1996 Velma Schmidt Early Childhood Award, 1996 Advocate of the Year Award, and the 1995 International Altrusa Community Service Award. In 1999, the International Reading Association recognized her efforts to create reading centers in inner city non-English speaking communities. In that same year, the Ford Motor Co. presented Ms. Leos with the Hispanic Salute Award for literacy efforts in the Hispanic community. In 2001, her company, Basic English Inc., won the Laura Bush First Lady Family Literacy Award.
Currently, Ms Leos serves on several boards and commissions in pursuit of academic excellence for English Language Learners and immigrant students: 3-21.
Dr. Lisa Powers has over 35 years’ experience in public education as a special education teacher, building administrator and central office supervisor and director. She also has over 15 years’ experience as an adjunct faculty member at the University of Phoenix and Mary Baldwin College, where she has taught statistics, research, measurement and evaluation graduate courses and special education foundation and law courses.
Lisa began her career as a Special Education Teacher and Assistant Principal at York County Public Schools in Virginia (1979-1992), where she implemented the first mainstreaming program for students with disabilities, developed a peer buddy system for students with disabilities and their non-disabled peers, administered an Alternative Program for middle and high school students, and implemented a school-wide behavior program that included social skills training. Following York County, Lisa joined Newport News Public Schools, where she spent 17 years in the school division as a Special Education teacher, principal and lead supervisor. As a teacher, Lisa’s accomplishments include developing and implementing a successful collaborative teaching model for students with learning disabilities and emotional disturbances, and leading staff development on collaborative teaching to general educators, special educators, and administrators.
Most recently, Lisa was the Director of Special Education for Hampton City Public Schools. In this role, she served as a member of a stakeholders’ committee designed to implement effective inclusive practices for the District, restructured Hampton’s special education department staff to provide concentrated support to schools for compliance and instruction, and led the development and implementation of the District’s first Special Education Department manual, which identified procedures for managing all special education processes to ensure compliance.
During her time with Newport News and Hampton City Public Schools, Lisa was responsible for implementing and integrating the district’s Student Information, Special Education Management, and Medicaid claiming systems. This included working with stakeholder groups to identify and customize the systems; ensuring all systems were compliant with federal and state regulations; overseeing end-user training, and implementing procedures to ensure all special education business processes and student data were maintained during the transition to the new systems.
Lisa has served as a member of the Virginia State Stakeholders Committee for the development of the VA State Performance Plan. She also served as the Region 2 Special Education Directors’ representative to the VDOE State Special Education Council and to the Virginia Council of Administrators of Special Education (VCASE), and served as a member of the Division Level Support Team that worked with the VDOE Office of School Improvement to conduct Academic Reviews and develop improvement plans for schools not meeting AMOs, specifically those schools who did not meet AMOs due to students with disabilities.
Mark R. Shinn, Ph.D. is currently Professor and Coordinator of the School of Psychology at National Louis University (NLU) in Chicago. Prior to joining NLU in 2003, he was Professor of School Psychology and Special Education at the University of Oregon (1984-2003), where he supported attainment of national accreditations of the School Psychology Program by the American Psychological Association (APA) and National Association of School Psychologists (NASP). He was awarded the 2003 APA School Psychology Division Jack Bardon award for career service achievements and remains an APA Fellow, awarded 1994. His areas of expertise are scientifically based basic skills progress monitoring and screening, particularly when applied in a Multi-Tier System of Supports (MTSS) or Response to Intervention (RtI). Dr. Shinn has edited 2 books on Curriculum-Based Measurement (CBM) and published almost 100 journal articles and book chapters on basic skills progress monitoring and screening. In addition, he has contributed to the software development of aimsweb, and the progress monitoring components of Jamestown Reading Navigator and Vmath. As part of his contributions to the knowledge base of evidence-based interventions, he co-edited three editions of Interventions for Achievement and Behavior Problems in a Three-Tier Model, including RtI published by NASP. For four years, he was one of six members of the USDE/OSEP National Center for Student Progress Monitoring Technical Review panel for judging whether progress monitoring tests met professional standards. In his career, he has been the principal or co-principal investigator on more than $4 million in federal personnel preparation and research grants.
Dr. Shinn is also a nationally recognized consultant to schools and state departments of education across the country on implementation of MTSS /RTI. He began working in the first urban school district sites (St. Paul and Minneapolis Public Schools) that evolved into an RTI model in the early 1980s and has worked with schools and state departments of education in more than 40 states. Among these consultation activities, he served 5 years as the Project Director for the Northern Region of IASPIRE, an USDE/OSEP and Illinois State Board of Education Personnel Preparation Grant for supporting implementation of RTI in a Multi-Tier Intervention model in Illinois and other state department efforts most recently in Virginia, Tennessee, and North Dakota.
Dr. Shinn received his Ph.D. from the University of Minnesota, where he studied with Dr. James Ysseldyke and Dr. Stanley L. Deno at the University of Minnesota Institute for Research on Learning Disabilities (IRLD).
Dr. Jeffrey Sprague is a Professor of Special Education and Director of the University of Oregon Institute on Violence and Destructive Behavior. He directs federal, state and local research and demonstration projects related to positive behavior interventions and supports, response to intervention, youth violence prevention, alternative education, juvenile delinquency prevention and treatment, and school safety. His research activities encompass applied behavior analysis, positive behavior supports, behavioral response to intervention, functional behavioral assessment, school safety, youth violence prevention, and juvenile delinquency prevention. Dr. Sprague began his career as a teacher of students with low incidence cognitive disabilities, and his early career research was focused primarily in this content area. In 1990 and 1997, Dr. Sprague coauthored the first guide to Functional Behavioral Assessment (O’Neill et al., 1997). Jeff is a contributor to "Early Warning, Timely Response," and the "1998, 1999, and 2000 President’s Annual Reports on School Safety." He has written a book on Crime Prevention Through Environmental Design for school administrators (Schneider, Walker & Sprague, 2000) and has authored a book on school safety with Hill Walker for Guilford Publications (Sprague & Walker, 2005; www.guilford.com). His book on School Wide Positive Behavior Interventions and Supports with Annemieke Golly (2005; 2013 www.sopriswest.com) was recently released as a second edition. In 2008 he published a book on Response to Intervention and Behavior Supports (www.shoplrp.com). He has published over 200 journal articles and book chapters. Dr. Sprague recently completed an R01 research project from the National Institute in Drug Abuse to conduct the first randomized control trial of the effects of Positive Behavior Supports in middle schools and is co-principal investigator on five Institute of Education Sciences Goal 2 development projects focusing on PBIS in schools, Response to Intervention for behavior, classroom management, student self-management and PBIS implementation in Juvenile Justice settings.