Junior High

High School


Tiered Supports / LCMT


 The Tiered Supports team aims to

 help each school at creating:







  • A process designed to maximize student achievement
  • A method to deliver effective interventions earlier and efficiently
  • Decisions focused on student outcomes and progress



Devin Healey

Tiered Supports Coordinator
(801) 402-5499


-Positive Behavior Supports
-Micro-credentials / Badges
-Screening and Prevention

About Devin

Devin Healey specializes in implementation of multi-tiered system of supports, positive behavior Intervention and supports, and data-based decision-making (school-wide and individual student). He previously worked as a related services coordinator in Davis School District, a specialist at the Utah Personnel Development Center, and the Utah State Board of Education where he directed the Utah Multi-Tiered System of Supports initiative. He began his career as a school psychologist in in Davis School District working in elementary and secondary settings.


Steve Loveland

Tiered Supports Coordinator
(801) 402-5194


-Elementary District Case Management
-Chronic Attendance Network
-Department Webmaster / Apps

About Steve

Steve Loveland is a licensed School Psychologist and has over 10 years of experience in both the school and clinical settings working as a School Psychologist, Related Services Supervisor, and Clinical Mental Health Counselor. His areas of expertise include consultation/collaboration with schools in areas related to school-wide change, assessment and evaluation, intervention selection for behavior and social/emotional concerns, and incorporating technology into day to day practice. He is also a member of the District Crisis Team.

LCMT Training Videos

School-wide procedures

Preventative practices

Effective teams and using data

A parent's guide to Local Case Management Teams (LCMT)

Q & A with principals in Davis School District. 

Critical Components of Tiered Supports

Problem-Solving Process

Problem-solving process

In order for evidence-based practices to have the desired effect on students, they must be implemented as intended. "Students cannot benefit from interventions they do not receive" (Fixsen, Blase, Horner, Sugai, 2009).  For this reason, it is important to use effective implementation practices to ensure instructional and intervention strategies are implemented appropriately and sustained over time. The National Implementation Research Network has identified the key drivers to sustained implementation. One critical practice of implementation is having teams that use data to... 

Problem-Solving Process
1. What is the Problem - Identify a problem
2. Why is it happening - Use data to analyze the problem
3. What should be done - Identify and select appropriate interventions
4. Did it work - Review and measure the implementation and effects of those interventions

Structure and Membership

Team representation

  • Grade levels, departments, expertise

Frequency / Schedule of meetings

  • Student-focused meetings
    • 2-4 meetings/month
  • School-wide focus
    • 1+ meeting/month

School-wide LCMT Intervention Plan

Each school should work towards having a written plan for their school's effective Local Case Management Team. Things that should be included may be...

    Specific roles and responsibilities for team members
    • Administrator and/or facilitator, note taker, time keeper, data analyst, assigned follow-up coach to support intervention implementation
  • Expectations for interventions and data collection
  • Step by step process for referral
    • Who to contact for each step of the process
    • Expected timelines for the majority of referral (e.g. Try multiple interventions for _ weeks)
    • Required pre-referral actions for...
      • Teacher
      • Administrator
      • Other staff members
    • Sample Intervention Process


Documentation is necessary but insufficient by itself. The information should be intentionally escalated to the right people.

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Evidenced-based Practices

Multi-Tiered System of Supports

A multi-tiered system of supports (MTSS) is a framework for providing appropriate instruction and intervention for all students in a school system. Schools implementing MTSS utilize a problem-solving process to address problems at various levels including whole-school, grade- or department-level, classroom, or individual student problems. MTSS includes three levels, or tiers, of support that represent increasing intensity and individualization in the instruction and intervention provided. It is a framework that applies to academic areas (e.g., literacy, math) as well as behavior. When applied to behavior, it is typically known as Positive Behavior Interventions and Supports (PBIS).

PBIS pillars of support


Positive Behavior Interventions and Supports (PBIS) includes four pillars:

  1. Establish expectations (school-wide as well as classroom level expectations)
  2. Explicitly teach expectations to all students and staff 
  3. Reinforce students for following expectations
  4. Correct (including reteaching) students for misbehaviors

All schools in Utah are required by law (R277-609) to have a plan in place to implement practices in line with these pillars of PBIS to promote good behavior and provide appropriate supports for students who misbehave.

PBIS World


Intervention Finder

 Intervention Finder

Data Collection

The school team’s use of data is also an important factor and an essential part of sustaining effective implementation practices. These data represent both fidelity of implementation data and outcome data, which are used to make adaptations to practices in order to “make them more relevant, efficient, and effective, as well as building the capacity of school personnel to implement and adapt the practice effectively” (McIntosh, et al., 2013). Components of effective use of data include: regular and systematic review, use of systems and procedures to change practices based on data, and frequent reports to staff and stakeholders (McIntosh, et al., 2009).

McIntosh, K., Mercer, S. H., Hume, A. E., Frank., J. L., Turri, M. G., & Mathews, S. (2013). Factors Related to Sustained Implementation of Schoolwide Positive Behavior Support. Council for Exceptional Children, 79(3), 293-311.
McIntosh, K., Horner, R. H., & Sugai, G. (2009). Sustainability of systems-level evidence-based practices in schools: Current knowledge and future directions. In W. Sailor, G. Dunlap, G. Sugai, & R. H. Horner (Eds.), Handbook of positive behavior support (pp. 327-352). New York, NY: Springer
Referral to LCMT

If a parent or teacher requests testing or a referral to Local Case Management, be sure to gather data and information from them in order to help support the team with your decision making.

Sample Referral Forms (Obtained from Centennial Jr High)

Sample Secondary At-Risk Form (Obtained from Bountiful Jr High


Observation Tools

DSD Data Collection Methods


Free Behavior Tracking Forms and Charts -


ABC Observation Form 

ABC Observation Checklist


Behavior Observation Form 1

Behavior Observation Form 2


Duration Observation Form

Latency Observation Form

Interval Observation Form

Interval Observation Instructions

Anecdotal Observation Instructions


Can't Do/Won't Do

Can't Do/Won't Do Assessment

Can't Do/Won't Do Assessment Reading Instructions

Can't Do/Won't Do Assessment Math Instructions

Can't Do/Won't Do Assessment research article


Progress Monitoring Tools

PMfocus.org - A free web-based tool for monitoring student progress in behavioral and academic areas. Accessible on computers and tablets.

CBM Focus - Excel spreadsheet that allows for easy management of data in screening and progress monitoring of students in academic and behavior areas.

Training Request Form

Training Request Form

(log into Microsoft 365 account to see form)

(Please scroll down to see entire form)

Additional Supports

At-risk intervention form