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K & M Consulting Group, LLC

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Sparta, NJ
K & M Consulting Group, LLC

We offer educational consultation, private evaluations, training and workshops, and more. K&M Consulting Group takes education seriously.

With over 40 years of combined education experience, we can help de-mystify the evaluation process and help families understand assessment results, Individualized Education Programs, and offer Psychological and Educational Evaluations. We are available to provide training on a variety of topics including but not limited to The Difference Between Accommodations & Modifications, Functioning on the Child Study Team, and more...

06/17/2026

Prior Written Notice: One of the Most Underused Protections in Special Education

Prior Written Notice — PWN — is a document that school districts are legally required to provide to parents when they propose or refuse to take an action related to a student's special education. It's one of the most important procedural safeguards in the special ed. process.

When a district must provide PWN:

Before initiating or changing identification, evaluation, or placement
Before changing the services provided in an IEP
When refusing a parent's request to initiate or change any of the above

What PWN must include:

A description of the action the district is proposing or refusing
An explanation of why they are or aren't taking that action
A description of the options considered and why they were rejected
The evaluation procedures and records used to make the decision
A description of any other relevant factors
Sources for parents to obtain assistance (including procedural safeguards)

Why it matters:

PWN creates a paper trail. It holds districts accountable for the decisions they make and gives families a record to reference if they disagree or need to pursue dispute resolution.

If a district is making changes to your child's IEP without providing PWN — or if the PWN you received doesn't adequately explain the reasoning — that's a procedural concern worth addressing.

K&M Consulting Group helps families understand and exercise their rights throughout the special education process.

06/15/2026

Progress Monitoring in Special Education

Writing measurable IEP goals is only half the equation. The other half — actually tracking and reporting progress — is where many teams fall short.

Under IDEA, schools are required to report on a student's progress toward IEP goals at least as often as they report on the progress of non-disabled students. In most New Jersey districts, that means quarterly progress reports aligned with the regular report card schedule.

Progress reporting is what goes home to families four times a year. Progress monitoring is the ongoing, systematic data collection that tells teachers if a student is on track — and should be happening far more frequently.

What good progress monitoring looks like:

Data collected regularly (weekly or biweekly, not just at report card time)
Tied directly to the measurable criteria in each IEP goal
Graphed or tracked in a format that shows trends over time
Used to make instructional decisions — if a student isn't progressing, the plan should change

What families should watch for on progress reports:

Vague language like "making progress" with no data to back it up
Goals marked "not addressed" without explanation
No change in status from one quarter to the next despite intervention

If your child's progress reports don't give you a clear picture of how they're doing, you have the right to ask for more information. K&M Consulting Group helps families understand their rights and advocate for meaningful accountability.

06/12/2026

What Makes an IEP Goal Actually Measurable

"The student will improve reading skills." You've seen goals like this. They sound reasonable. But they aren't measurable — and under IDEA and New Jersey special education law, measurability isn't optional.

A well-written IEP goal tells you exactly what the student will do, under what conditions, to what level of performance, and how progress will be measured. Without those components, no one — not the teacher, not the parent, not the student — can tell whether the goal has been met.

The anatomy of a strong IEP goal:

Who: the student
Will do what: a specific, observable behavior or skill
Under what conditions: the context or supports provided
To what level: the measurable criterion (accuracy, frequency, duration)
Measured how: the data collection method

Example of a strong goal: "Given a set of 20 multi-digit multiplication problems, the student will solve them with 80% accuracy across 3 consecutive probes as measured by teacher-collected data."

Common pitfalls:

Goals that describe what the teacher will do, not what the student will do
Criteria that are impossible to measure objectively ("will demonstrate understanding")
Goals written directly from evaluation recommendations without individualization

If you're a parent reviewing your child's IEP and the goals feel vague or unclear, that's worth discussing with the team. K&M Consulting Group can help families understand, evaluate, and advocate for meaningful IEP goals.

06/10/2026

Parent Communication in Special Education: Tips for CST Staff and What Families Should Expect

Strong communication between Child Study Teams and families isn't just good practice — it's a legal obligation woven throughout IDEA and New Jersey's N.J.A.C. 6A:14. And yet, breakdowns in communication remain one of the most common sources of conflict in the special education process.

For CST staff — best practices that protect students and teams:

Document everything. Phone calls, emails, in-person conversations — log dates, topics, and outcomes. If it isn't written down, it didn't happen.
Don't wait for problems. Proactive communication about progress, concerns, or upcoming timelines builds trust before conflict ever arises.
Use plain language. Jargon-heavy communication alienates families and creates misunderstanding. Explain acronyms. Define terms.
Provide meaningful notice. IEP meeting invitations must be timely and include the purpose, time, location, and who will attend.
Confirm parent understanding. Offering interpretation services when needed isn't optional — it's required.

For families — what you should expect:

Timely responses to your requests and questions
Advance notice of meetings with adequate time to prepare
Copies of all evaluation reports and IEP documents
The opportunity to meaningfully participate — not just observe

K&M Consulting Group supports both families seeking advocacy and districts looking to strengthen their practices. Contact us to learn more.

06/08/2026

The Triennial Reevaluation: What It Is and Why It's Not the Same as the Annual Review

Every three years, students receiving special education services must undergo a comprehensive reevaluation. This is called the triennial reevaluation, and it's significantly different from the annual IEP review — a distinction that even experienced educators sometimes blur.

The annual review updates goals, services, and placement based on existing data. The triennial takes a step back and asks a broader question: Does this student still have a disability, and do they still need specially designed instruction?

What a triennial reevaluation must include:

A review of existing data (progress reports, evaluations, observations, teacher input)
Identification of any additional data needed to determine continued eligibility
Updated assessment in the areas of suspected disability
A determination of continued eligibility and educational need

What often gets missed:

Teams sometimes treat the triennial as a paperwork exercise rather than a genuine reassessment
Outdated or recycled evaluation data leads to IEPs that no longer match the student's actual profile
Students who have grown significantly may qualify for different services — or may no longer require them

If your child's triennial is coming up and you have concerns about the thoroughness of the evaluation, K&M Consulting Group can provide independent assessment or guidance. Contact us today.

06/05/2026

The Annual IEP Review: What Has to Happen and What Often Gets Missed

Every student receiving special education services in New Jersey must have their IEP reviewed at least once per year. This is called the annual review, and it's not just a formality — it's a legally required process with specific timelines, participants, and obligations.

What must happen at an annual review:

Review current progress on all IEP goals
Update the PLAAFP to reflect current performance
Revise goals as needed based on present data
Review and update related services, accommodations, and modifications
Discuss placement and least restrictive environment
Obtain parent agreement and necessary signatures

Who must be present: The IEP team must include the parent, a regular education teacher, a special education teacher, a district representative, someone who can interpret evaluation data, and the student (when appropriate — required by age 14 in New Jersey).

Common mistakes teams make:

Holding the meeting after the annual deadline has passed
Using outdated data to write new goals
Not meaningfully involving parents in the decision-making process

Parents have the right to bring a support person, ask questions, and request changes. You do not have to sign the IEP at the meeting.

If you feel an annual review wasn't conducted properly or your child's IEP doesn't reflect their actual needs, K&M Consulting Group can help. Contact us for consultation or advocacy support.

06/03/2026

Your Child's Right to an Independent Educational Evaluation

Most parents don't realize this, but if you disagree with an evaluation your child's school district has conducted, you have the legal right to request an Independent Educational Evaluation — an IEE — at the district's expense.

This right is protected under IDEA and reinforced by New Jersey's N.J.A.C. 6A:14. It's one of the most powerful tools available to families navigating the special education process.

Here's how it works:

Request it in writing. After receiving the district's evaluation, you can notify the district that you disagree and are requesting an IEE at public expense.
The district must respond. They have two choices: agree to fund the IEE, or file for due process to defend their own evaluation.
The IEE is conducted by a qualified independent evaluator — someone not employed by the district.
The results must be considered. The district is required to consider the IEE results at any subsequent IEP or eligibility meeting. They don't have to agree with the findings, but they do have to address them.

An IEE can make a meaningful difference when families feel the school's evaluation was incomplete, rushed, or missed something important.

K&M Consulting Group conducts independent educational evaluations across Morris County and the surrounding region. We specialize in comprehensive psychoeducational assessments that give families the complete picture. Contact us today to learn more about the IEE process.

06/01/2026

Autism Eligibility in New Jersey Special Education: What Families and Teams Should Know

Autism is one of the fastest-growing eligibility categories in New Jersey special education. But the process of determining eligibility can feel overwhelming — particularly for families navigating it for the first time.

Under N.J.A.C. 6A:14, Autism is defined as a developmental disability that significantly affects verbal and nonverbal communication, social interaction, and educational performance. The disability must be evident before age three, though it may not be identified or formally evaluated until later.

It's important to understand that a clinical diagnosis of Autism Spectrum Disorder from a pediatrician or outside evaluator does not automatically confer special education eligibility. The Child Study Team conducts its own independent educational evaluation to determine eligibility under the school-based definition.

Families have the right to request an evaluation, participate fully in the eligibility process, and seek an independent educational evaluation if they disagree with the school's findings.

K&M Consulting Group provides comprehensive independent evaluations for students suspected of having autism, as well as consultation and advocacy for families throughout the eligibility and IEP process. Contact us to learn more.

05/29/2026

What Is "Other Health Impairment" in Special Education — and How Does ADHD Qualify?

Other Health Impairment, or OHI, is one of thirteen eligibility categories under IDEA and New Jersey special education law. It's also one of the most commonly used — primarily because ADHD qualifies under this category.

OHI covers conditions that result in limited strength, vitality, or alertness that adversely affects a child's educational performance. That last part is critical: a diagnosis alone isn't enough. The condition must have a meaningful impact on how the student learns and functions in school.

For ADHD specifically, teams typically need:

A documented medical diagnosis of ADHD
Evidence that the ADHD significantly impacts academic performance, attention, organization, or behavior in the school setting
Demonstration that the student requires specially designed instruction (not just accommodations)

OHI also covers conditions such as:

Epilepsy
Asthma
Diabetes
Tourette syndrome
Sickle cell anemia
Chronic or acute health conditions affecting educational performance

One of the most common mistakes teams make is assuming that a diagnosis of ADHD automatically means OHI eligibility — or automatically rules it out. The educational impact is what drives the decision.

If you're unsure whether your child qualifies, or if you believe a school has incorrectly denied eligibility, K&M Consulting Group can provide an independent evaluation or advocacy support. Contact us today.

05/27/2026

Understanding Specific Learning Disability (SLD): New Jersey's Most Common Eligibility Category

Specific Learning Disability — commonly referred to as SLD — is the most frequently identified eligibility category in special education, both nationally and in New Jersey. But it's also one of the most misunderstood.

SLD is not a single condition. It's an umbrella term that includes difficulties in reading , written expression, and math, among other areas. A student can have an SLD in one area, several areas, or across multiple domains.

What New Jersey requires for an SLD determination:

Response to Intervention (RTI) / Multi-Tiered System of Supports (MTSS) — examining whether the student responds adequately to research-based instruction
Ability-achievement discrepancy or pattern of strengths and weaknesses — using standardized testing data to identify significant gaps

Common misconceptions to clear up:

A student does not need to be failing to qualify — significant underperformance relative to ability is the standard
Accommodations alone (like extended time) do not disqualify a student from eligibility
Parents have the right to request an evaluation if they suspect SLD, regardless of grades

If you suspect your child has a learning disability and the school has not acted, you have options. K&M Consulting Group provides independent educational evaluations and advocacy services to help families get the answers and support they deserve. Reach out today.

Address

Sparta, NJ
07874

Opening Hours

Monday	4pm - 7pm
Tuesday	3pm - 7pm
Wednesday	3pm - 7pm
Thursday	3pm - 7pm
Friday	3pm - 7pm
Saturday	8am - 7pm
Sunday	9am - 4pm

Telephone

+18622518787

Website

http://www.kmconsultinggrp.com/

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