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-Reducing the workload
-Being respectful of other’s time
-Prioritizing kids who need the most help
-Avoiding creation of new problems and work “Don’t fix what’s not broken”

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Multiple perspectives to help decide for student

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- Help students improve and meet grade level norms
- Getting students the resources that they need

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To help increase their expert status by sticking to this one specific area

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Find kids who are struggling.

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- Quick fix
- Over referring students
- Looking at deficits instead of strengths and factors within the environment

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Involve teachers and other professionals

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missing important ecological factors that may be affecting academics

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The team misses out on opportunities to display and use other range of skills and talents to help students

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- Broadening the scope of what problem solving teams can do
- Look at more than evaluations and steps to take before resorting to special education
- Collaboration with other people
- Other screening processes

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Help teachers before the point of referral

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-kids who are low achieving but do not have a disability fall through the cracks
-there is a narrow idea of individual’s roles and what potential solutions could be
-having more referral meetings than necessary
-the team is creating more work for themselves by coming up with a solution for each individual child when there could be a group of children having the same problem and one intervention/solution could be applied to them all

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-Introduce considerations from a new point of view
-Provide guidance to faculty and sit in on MTSS meetings
-Make self available to faculty even when there may not be a “serious problem”.
-Don’t make prerequisites to faculty accessing you as the school psychologist.

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- Grade level meeting  to review and establish teirs/ understanding of MTSS.
-Have meeting with focus on intervention in addition  to intervention meeting

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supporting teachers and responding to the differences in the differential data

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- Having an objective perspective on what we’ve done that has worked or hasn’t worked
- Break down the steps and show the data
- Recommend starting with an RTI approach before jumping to special education. This gives teachers ways to help

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helping support the team and navigating the differences between what they're prepared to do versus what the data is telling them

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Sense of support, trust and communication established with members of teach with other school personnel so that they can interact with them for help outside of referring a student for evaluation