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.

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:

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

PBIS.ORG

 Intervention Finder

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).

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.

11 Indicators LCMT Self-Assessment form

LCMT Process & Procedure documents

LCMT Data resources