D

School-Wide PBIS

Implementation Inventory Online

Six-Digit School ID (######) School Name District STATE (XX) Date (mm/dd/yyyy) Regional Coordinator

Month and Year PBIS was first implemented (Mmm-yyyy) [Example: If PBIS was first implemented in August of 2010, enter Aug-2010].

Person Completing Form

This inventory is an assessment that schools can use to evaluate levels of implementation of school-wide positive behavior support .

The inventory is organized to assess current implementation of a school-wide system of Positive Behavior Support along a continuum (universal, secondary, and tertiary) and across a) practices, b) system support, and c) data collection and decision making. The inventory focus on the degree to which key features are in place (not at all, partial and full).

To complete the inventory:

a. Evaluate the degree to which each system feature (left hand side of survey) is implemented (i.e., Not at all = 0; Partial = 1; Full = 2) in your building. Move cursor or use "Tab" key to include response for each item.

b. Use the scoring guide to list and total the subscale categories.

c. An average is calculated for each subscale

A team can determine its level of implementation based on the subscale scores. This information can be used to determine strengths and weaknesses in implementation practices, as well as an indication of readiness to increase capacity by focusing on implementation features at the next level.

Scale Score Guidelines
Level Subscale:

Start-Up = School-wide total < 70%

Level 1= School-wide total equal to or greater than 80%
Secondary total less than 80%

Level 2 = School-wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary less than 80%

Level 3 = School-wide total equal to or greater than 80%
Secondary total equal to or greater than 80%
Tertiary equal to or greater than 80%

Level 4 = Maintenance, 80% on all Level Subscales and Feature Subscales (i.e., Practices, Systems & Data)

MU-PBS Implementation Inventory (Lewis & Newcomer, 2005) used, modified, and reprinted electronically with permission.

Alternate Form:

[http://www.ncpublicschools.org/docs/positivebehavior/data/requirements/team-inventory.xls]

Implementation Inventory Online [Developed by C. Dane Hughes and Bob Algozzine, 2008]

Version 5.6 (04/15/2012)

Universal Level

Positive Behavior Support

This section focuses on key practices, systems, and data management at the Universal or Primary prevention/intervention level. The purpose of Universal strategies is to target all students, all staff, and all settings including classrooms and non-classroom settings such as hallway. Universal strategies should serve as the "foundation" of the school-wide system and should be implemented consistently with high integrity. Universal strategies when implemented will typically be sufficient to allow 70-80% of students to be behaviorally successful.

A.
Feature	Level of Implementation
School-Wide Practices to Support Universal Interventions	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
Five or fewer positively stated rules with corresponding clearly defined expected behaviors are developed for all school settings (school matrix).
Formal lesson plans or other strategies developed to teach rules and expectations.
Rules and expected behaviors are taught directly across the school year in all classrooms and school settings.
Students are taught routines and provided opportunities to practice.
Multiple opportunities are provided for student’s to practice school-wide rules and expected behaviors.
Students are acknowledged with specific feedback when they display expected behavior.
Student errors are corrected in a positive/instructional manner.
Variations in expected behaviors based on school setting taught directly (e.g., cafeteria, playground, hallway transitions).
Consistent routines established to promote student success (e.g., transitions, line-up, entering and exiting cafeteria, attention signals).
Effective classroom management strategies used in 80% or more of classrooms.
Effective teaching practices are being used in 80% or more of classrooms.
Effective curriculum being used in 80% or more of classrooms.
Academic and social needs of individual students are accommodated in all classrooms.
Students experience high rates of success (> 70% correct) in all classrooms.
Total A=

B.
Feature	Level of Implementation
School-Wide Systems to Support Universal Interventions	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
PBS team has been established with administrative, faculty, staff, and parent representation.
PBS team has an established meeting time and format.
Team has developed a written short term (one year) and long term (three year) action plan based on initial PBS assessment and baseline data (e.g., office referrals).
PBS team has an established mechanism to communicate with building faculty and staff.
Need for PBS established and commitment gained among 80% or more of school faculty and staff.
PBS school building efforts supported by district administration.
PBS team receives on-going training on essential components of PBS.
School/district professional development opportunities allow team and staff to continually add to or improve PBS system.
New members are included on the team over time.
PBS process and procedures codified in building/district "Discipline Handbook."
School-wide expectations and policies shared with parents and other community members.
Total B=

C.
Feature	Level of Implementation
School-WIde Systems to Support Universal Interventions	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
Instructional lessons and student feedback implemented consistently across all faculty and staff.
Supervision in place to promote effective routines (e.g., enter/exit cafeteria).
Behavior progress shared with students on pre-determined schedule and students progress acknowledged in multiple forums (e.g., assemblies, newsletters, student of the month).
Staff receive feedback on efficacy of implementation of PBS practices (e.g., monthly office referral data).
Staff can easily refer concerns to team regarding current or potential problem spots.
Team works with staff to remedy problems or breakdowns in implementation.
Regular opportunities for teacher assistance for behavioral support is available in the classroom or other school setting (e.g., observations, coaching, material development, problem solving).
Clear definitions and distinctions are made between behavioral offenses that are to be managed by staff versus those managed by building administration.
A continuum of consequences exist to address behavioral offenses in the a) classroom, b) non-classroom, and c) schoolwide settings
Current "discipline" strategies re-worked to reflect a) school-wide expectations and b) a positive instructional focus (e.g., during in-school suspension students are taught and practice social skills and self-management skills).
A clear plan exists to respond to emergencies or crisis such as a) fire, b) weather, c) assault/fighting, d) stranger on campus, or e) weapons on campus. Plan should include specific instructions for all adults and students and be practiced periodically throughout the school year.
Total C=

D.
Feature	Level of Implementation
School-Wide Data-Based Decision Making	Not at all (0) Partial (1) Full (2)
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A central school data collection system is in place.
Multiple staff can enter data into single data-base.
PBS Team has developed a set of questions to be answered on a formative basis using central data collection system.
"Discipline Referral" or Infraction Form is in line with data entry codes in data collection system.
All behavioral offense data stored in same data-base (e.g., "discipline room" reports, major staff managed infractions).
Data collection system allows on-going decision making (e.g., monthly reports, when a student is seen for an offense, to identify "problem spots") in response to team questions and other.
Data are shared with staff in a usable format (e.g., graphs).
Data are used to make summative evaluations (e.g., year by year comparison, pre/post intervention).
Multiple data sources used to identify students who are not successful with Universal strategies alone (e.g., office referrals, teacher referral).
Total D=

Secondary Level

Positive Behavior Support

This section focuses on key practices, systems, and data management at the Secondary or small group intervention level. The purpose of secondary strategies is to provide students who are not displaying school-wide behavioral expectations at high consistent rates (i.e., "at-risk") additional support. Secondary strategies should not be viewed as a "separate class" of practices, rather as intensifying universal strategies along a continuum. Secondary strategies follow the basic format of universal strategies but are typically implemented in a) smaller groups, b) tailored more toward the individual, and c) may involve other school staff beyond the classroom teacher. Students may need secondary support for brief or long periods of time and may need multiple approaches to be successful (e.g., reading instruction and social skills group). Secondary strategies are typically implemented with about 10-20% of the school population.

E.
Feature	Level of Implementation
Secondary/Small Group Practices	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
Secondary strategies developed based on student need (e.g., academic support, social skill instruction) and possible "function" of problem behavior.
Secondary strategies build on school-wide practices (e.g., use same set of school rules, teach similar expectations, use school reinforcement system).
Secondary strategies follow basic format of a) teach pro-social skill and b) build maintenance and generalization strategies.
A range of secondary strategies available to assist students such as social skill groups, mentors, self-management, peer tutors.
Secondary strategies designed to be implemented within classrooms and other school settings.
If secondary instructional strategies are implemented outside the classroom (i.e., "pull out" program) generalization strategies are developed and implemented consistently by staff.
Total E=

F.
Feature	Level of Implementation
Secondary/Small Group Systems	Not at all (0) Partial (1) Full (2)
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A behavioral support team routinely reviews data to identify students at-risk.
A simple referral process is in place to allow teachers to refer students who are beginning to display chronic patterns of challenging behavior.
Team develops, monitors, and assists with implementation of secondary interventions.
Team assists with training and support for staff who implement secondary interventions.
Team possess and/or can access behavioral expertise to assist in plan development.
Team continues to receive training on secondary practices.
Schedules, teaching expertise, and supervision altered by administrator to allow for implementation of secondary interventions as needed.
Total F =

G.
Feature	Level of Implementation
Secondary/Small Group Data-Based Decision Making	Not at all (0) Partial (1) Full (2)
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Parent permission secured prior to start of secondary interventions as per school district policy.
Individual student data routinely extracted from data-base to identify at-risk students.
Individual student data extracted from data-base to monitor progress of secondary interventions.
Teacher and parent perceptions of student progress gathered pre/post secondary intervention (e.g., surveys, rating scales, anecdotal reports).
Direct observation data collected formatively during past "problem spots or times."
All data sources used to a) celebrate success and/or b) to alter interventions to insure effectiveness.
Data shared with team, teaching staff, and parents.
Total G=

Tertiary Level

Positive Behavior Support

This section focuses on key practices, systems, and data management at the Tertiary or individual student level. The purpose of tertiary strategies is to provide students who are displaying clear chronic patterns of challenging behavior, or severe patterns of challenging behavior, individually developed behavior support plans. Tertiary strategies should not be viewed as a "separate class" of practices, rather as intensifying universal and secondary strategies along a continuum. Tertiary strategies are developed through a 5 step process: a) conduct a functional assessment and gather other data, b) develop plan based on assessment and data review, c) train/consult with all staff who work with the student on the basics of the plan, d) involvement of specialist, external agencies, and family, and e) plan implementation and evaluation. Students may need tertiary support for brief or long periods of time and may need multiple approaches to be successful. Tertiary strategies are typically implemented with about 5-10% of the school population and will include both students with and without IEPs.

H.
Feature	Level of Implementation
Tertiary/Individual Practices	Not at all (0) Partial (1) Full (2)
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Functional assessments conducted for all students in need of an individual plan.
Other data sources reviewed (e.g., discipline reports, past plans, past assessments).
Individual/tertiary strategies developed based on individual student need and "function" of problem behavior.
Tertiary strategies build on school-wide practices (e.g., use same set of school rules, teach similar expectations, use school reinforcement system).
Tertiary strategies follow basic format of a) teach pro-social skill that results in same or similar function as problem behavior, b) multiple opportunities to practice "replacement" behavior provided, and c) school environment does not allow problem behavior to access previous outcomes (i.e., problem behavior not allowed to meet student’s need).
Individualized generalization and maintenance strategies implemented across all school environments.
Total H=

I.
Feature	Level of Implementation
Tertiary/Individual Systems	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
Data routinely screened to identify students who display chronic behavior (e.g., discipline referrals, absence of progress at secondary support level).
A simple process exists for teachers to access a behavior support team when concerns arise regarding student behavior.
Structures exist with administrative support to organize resources and personnel to a) assess students and b) develop and implement student support plans (e.g., release from other duties, a designated building or district person such as school psychologist or behavior consultant available).
Specialists are consulted and participate in assessment and plan development (e.g., special educators, reading specialists, speech/language).
Multiple team members (or other building-based personnel) are trained to conduct Functional Assessments and develop related behavior support plans.
Team members receive on-going professional development and technical assistance in behavioral assessment, intervention development, and consultation/collaboration skills.
Family members involved in plan development and implementation including skill classes/consultation for parents.
External agencies involved in plan development and implementation where appropriate (e.g., mental health).
Total I=

J.
Feature	Level of Implementation
Tertiary/Individual Data-Based Decision Making	Not at all (0) Partial (1) Full (2)
	Move cursor or use "Tab" key to include response for each item.
Parent permission secured prior to start of secondary interventions as per school district policy.
Multiple data sources used to identify students who display chronic behavior (e.g., discipline referrals, absence of progress at secondary support level).
Pre/post measures gathered (e.g., teacher parent rating scales, surveys, anecdotal records, discipline reports).
Multiple measures used to conduct Functional Assessment including "in-direct" (teacher interviews, rating scales, student self-assessment) and "direct" (direct observation).
Specific measurable behavioral objectives developed.
Direct observation data collected on a formative basis.
Total J=

Scoring the Implementation Inventory Online
Level Subscales	Subscale Total	Divide Subscale Total By	Implementation at 80%
Schoolwide Practices A=		/28=%
Schoolwide Systems B+C=		/44=%
Schoolwide Data D=		/18=%
Schoolwide Total A+B+C+D=		/90=%

Secondary Practices E=		/12=%
Secondary Systems F=		/14=%
Secondary Data G=		/14=%
Secondary Total E+F+G=		/40=%

Tertiary Practices H=		/12=%
Tertiary Systems I=		/16=%
Tertiary Data J=		/12=%
Tertiary Total H+I+J=		/40=%


Features Subscales	Practices		Systems		Data
Schoolwide A=		B+C=		D=
Secondary E=		F=		G=
Tertiary H=		I=		J=
Total
Divide Column Total By	/52=%		/74=%		/44=%
Implementation at 80%?

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