Tiered Supports / LCMT

Tiered Supports Focus Schools

Focus Schools are eligible to receive additional training, coaching, and support from members of the district tiered supports team. If your school is interested in becoming a Tiered Supports Focus School, the school administrator can submit the Focus School Agreement and send it to the Tiered Supports Coordinator, Devin Healey (dhealey@dsdmail.net).

Student & Family Resources Homepage

Intervention Finder

School-Based Protocols App

MTSS behavior Microcredential Badge icon

MTSS Micro-credential Badges

LCMT Training Videos

School-wide procedures

Prevention 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...

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

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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

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

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

Establish expectations (school-wide as well as classroom level expectations)
Explicitly teach expectations to all students and staff
Reinforce students for following expectations
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

PBIS.ORG

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

Direct Behavior Ratings

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

Additional Supports

11 Indicators LCMT Self-Assessment form

Fishbone Diagram

LCMT Process & Procedure documents

LCMT Data resources

At-risk intervention form

FBA/BIP

Devin Healey

Email
Tiered Supports Coordinator
(801) 402-5499

Responsibilities

-Positive Behavior Supports
-Local Case Management Team
-District Case Management - Elementary
-Restorative Practices, Trauma-Sensitive Practices

About Devin

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.

Christi Blankman

Email
Prevention Coordinator
(801) 402-5172

Responsibilities

-K-12 Prevention
-District Crisis Team
-District Case Management
-Grants

About Christi

About Christi

Christi Blankman is a licensed School Counselor and has over 23 years of experience in both the school and clinical settings working as a School Counselor, Recreational Therapist, and K-12 Prevention Coordinator. Her areas of expertise include consultation/collaboration with schools in areas related to school-wide change, prevention curriculum, and grant writing. She is also a member of the District Crisis Team.

Sara Carver

Email

Tiered Supports Coordinator
(801) 402-5159

Responsibilities

-Positive Behavior Supports
-LCMT
-Tiered Practices

About Sara