Services for Districts & Schools
School districts are being asked to respond to increasingly complex student needs while navigating limited time, staffing shortages, and stretched resources. At the same time, teams are expected to make timely, defensible decisions about intervention, evaluation, and service planning across a wide range of student concerns. Karly partners with district teams to strengthen both evaluation practices and MTSS systems so staff can work from clearer processes, more consistent decision-making frameworks, and practical systems that are sustainable across buildings. Her support is designed to help schools improve collaboration, reduce confusion, increase confidence in problem-solving and eligibility decisions, and ensure that supports are not only data-informed, but realistic for teams to implement and maintain in everyday practice.
Karly supports school psychologists and evaluation teams with the planning, documentation, and decision-making needed to carry out high-quality evaluations that are both thorough and practical. This includes helping teams clarify referral questions, organize relevant data, strengthen evaluation documentation, and make decisions that are well-supported by evidence rather than vague or inconsistent reasoning. The goal is to ensure evaluations are clear, defensible, and genuinely useful to school teams and families in understanding student needs and guiding next steps.
EVALUATION SUPPORT
(CASE & SYSTEMS)
mtss support (tiered systems & problem-solving teams)
Strong MTSS systems reduce confusion by giving staff a clear, consistent process for identifying concerns, selecting interventions, reviewing data, and determining next steps. They improve intervention quality by helping teams match supports more closely to student need and monitor whether those supports are actually working. They also support earlier identification by creating structured opportunities to respond to concerns before they escalate, while avoiding the kind of unnecessary paperwork that can overwhelm staff and slow the process down.
Problem-Solving Team Coaching helps schools strengthen MTSS by creating meetings with a clear structure, consistent decision rules, and strong follow-through. This helps teams define concerns, use data to choose and adjust interventions, assign clear next steps, and monitor whether supports are actually working. The result is a more efficient, consistent process that improves intervention quality, reduces confusion, and supports earlier identification of student needs.
Problem-Solving Team Coaching
Progress Monitoring Coaching helps teams collect the right data, at the right intervals, and use it to make better instructional decisions. This includes identifying what should be measured based on the specific intervention target, determining how often data should be collected to show whether the student is responding, and helping staff use that information to decide whether to continue, adjust, intensify, or fade supports. Strong progress monitoring improves consistency, prevents teams from relying on vague impressions, and ensures intervention decisions are based on actual student response rather than guesswork.
Progress Monitoring Coaching
Intervention Planning Support helps teams create clear, targeted plans that connect a student’s specific area of need to an appropriate intervention and a meaningful way to monitor progress. This includes identifying the exact skill or behavior of concern, selecting supports that match that need, clarifying how often and by whom the intervention will be delivered, and determining what data will be collected to measure response. Strong intervention planning reduces vague supports, improves consistency across staff, and helps teams decide whether a student is making progress, needs adjustments, or requires more intensive intervention.
Intervention Planning Support
Referral Pathway Alignment helps schools clarify how concerns move from general education problem-solving through MTSS and, when appropriate, into the special education evaluation process. This includes defining what steps should occur before, during, and alongside intervention efforts; clarifying what data teams should gather to document need, response to support, and areas of continued concern; and helping staff understand when a student may need intensified intervention versus when a referral for evaluation should be considered. Strong alignment reduces confusion, prevents unnecessary delays, and supports a more consistent process so teams can respond to student needs in a timely, data-informed, and legally sound way.