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Parent advocates say district ended ACCESS support too soon for special‑needs students
Summary
Allie Hanford told the board that the district’s termination of the ACCESS program at several schools was premature and left neurodivergent students and their teachers without needed support; she urged a replacement strategy, training and accountability.
Allie Hanford, a parent and advocate, told the board the district’s decision to discontinue the ACCESS program at multiple sites was made “prematurely and without an effective replacement strategy,” leaving students who rely on routine and predictable support at risk. “The decision was made prematurely and without an effective replacement strategy, leaving many parents feeling as though their children were being fed to the wolves,” Hanford said, asking the board to develop a well‑thought-out solution that provides familiar faces, training for support staff and consistent communication.
Hanford said ACCESS had produced measurable benefits for students who thrive on consistency and routine and named staff (Miss Milleran and assigned paras) who helped students meet goals. She urged the district to invest in training, transparent communication with families and accountability for administration to restore supports for the affected students. The board acknowledged the comment and indicated administrators (including the superintendent) would be briefed; no formal decision was recorded on the record during the meeting.
Why it matters: parents describe the ACCESS program as central to the academic and social progress of neurodivergent students; the comment signals community pressure for the district to provide a concrete plan, training and timelines to replace or restore services.
