School-Based PBIS

Implementation Phases Inventory (IPI) - Project Target

School ______District ______Date form was completed ______

Person completing the form______Did you tour the school?Yes/No

Time Visit Began ______Time Visit Ended______

Persons present during the visit (names and roles) ______

______

Instructions:

  • This form is to be completed by representatives from Project Target conducting site visits. Consultation with the team coach is recommended, but not required.
  • A few suggestions forfeatures to look for have been provided in italicsbelow some of the items.
  • There are a fewopen-ended questions located at the end of the form and space for additional comments is provided.
  • The IPI can be scored using the procedure described on page 4, however scoring isoptional.

PreparationPhase / Not (0) / Partial (1) / Full (2)
*1 / District supports and is invested in PBIS.
  • A point of contact has been identified; time is allocated for coaching and training; release time for meetings and planning.

*2 / School-level administrators support and are invested in PBIS.
  • Active involvement in process; funding allocated for support; time on agenda; integrated with multiple initiatives.

*3 / Staff support and are invested in PBIS.
  • 80% staff buy-in and participation.

*4 / PBIS team has been established.
  • Representative of staff; protected meeting schedule.

*5 / PBIS team has been sufficiently trained.
  • Team attends Summer Institute; builds an action plan.

*6 / School has an identified coach.
*7 / Coach has been sufficiently trained.
  • Coach participates in summer training; attends coaches and regional meetings; knowledgeable about PBIS, behavioral theory, and data-based decision making; skilled in group dynamics, facilitation, and public speaking.

8 / PBIS team held at least two meetings prior to the beginning of school to develop/update the action plan and plan for PBIS launch.
9 / At least one member of the PBIS team has training/skills in functional behavior assessment.
  • Fits into the 3-tiered logic; link between PBIS team and student services team.

10 / A plan is in place for training new team members.
  • Access to online tutorial, and national and state websites; attends regional meetings.

Note. * indicates minimal critical elements of PBIS.

Initiation Phase / Not (0) / Partial (1) / Full (2)
*1 / PBIS team meets at least once a month.
*2 / Coach attends at least one PBIS team meeting a month.
*3 / Coach has contact with school at least twice a month.
  • Coach provides technical assistance and support at least monthly.

*4 / 3-5 school-wide behavior expectations have been clearly defined.
*5 / Teaching plans for school-wide behavioral expectations have been developed.
  • Written documentation necessary for full criteria.

*6 / System for rewarding students has been developed.
  • Written documentation necessary for full criteria.

*7 / A strategy for collecting discipline data has been developed.
*8 / Behavior expectations are posted throughout the buildings.
  • At least one posting per classroom; postings in non-classroom settings (e.g., hallways, cafeteria).

9 / Coach has established a working relationship and good communication with the school and PBIS team.
10 / A strategy for collecting positive behavior data has been developed.
11 / A plan has been developed to provide assistance or advice to teachers about handling challenging situations.
  • Formalized procedures for all staff including new staff, substitutes, and student teachers; problem behaviors clearly defined.

12 / New and returning personnel have been oriented to PBIS.
13 / A system for identifying students in yellow and red zone has been developed.
14 / Staff and administrators are clear about which behavior problems are handled in the classroom vs. those handled by the administration.
15 / Parents have been informed about PBIS.
  • PBIS is described in newsletters to parents; reviewed at parent conferences; covered at PTA meetings.

Implementation Phase / Not (0) / Partial (1) / Full (2)
*1 / School-wide behavioral expectations are taught directly and formally to students.
  • Occurs multiple times each year (beginning of school year, after school breaks); integrated into curriculum; common language used across setting and staff.

*2 / Positive behaviors are rewarded consistently.
*3 / Office referral forms are completed consistently by staff.
*4 / Discipline data are gathered and entered into a data base.
*5 / Coach receives reports/data monthly.
6 / PBIS efforts are coordinated with other school-wide efforts.
  • Corrective action plans, school improvement plans, school-wide programs (e.g., character education efforts) are consistent with PBIS.

7 / Procedures for handling undesirable behaviors are implemented consistently.
8 / Discipline data are summarized and reported to staff.
9 / Discipline data are used to make decisions.
10 / PBIS Team uses data to make suggestions regarding PBIS implementation.

Note. * indicates minimal critical elements of PBIS.

Implementation Phase cont. / Not (0) / Partial (1) / Full (2)
11 / Students in yellow and red zone receive additional interventions or services.
  • Decision rules developed (e.g., students with 2-5 referrals are referred to student service team).

12 / A system to assess the effectiveness of interventions for yellow and red zone students has been developed.
  • Use data to monitor effectiveness of strategies/plans; written documentation necessary for full criteria.

Maintenance Phase / Not (0) / Partial (1) / Full (2)
1 / Data are used to make decisions regarding additional training.
2 / Professional development is provided to staff.
3 / Data are used to inform and update the action plan.
4 / A set of materials/tool kit has been developed to sustain PBIS.
  • Documentation to support ongoing use of PBIS.

5 / Links with community have been established to provide incentives for students and staff.
6 / Morale is sustained among students and staff.
  • Staff attendance and participation is consistently high; rapid completion of staff surveys; system in place for recognizing staff contributions.

7 / Parents are involved in PBIS-related activities, programs, and/or services.

Note. * indicates minimal critical elements of PBIS.

Overall Estimation of Implementation Phase:Mark the number on the scale below to indicate your perception of the overall level of PBIS implementation at this school.

1 2 3 4 5 6 7

Preparation Initiation Implementation Maintenance

Additional Questions:

  • Your general impressions of the school, PBIS team, and overall implementation of PBIS:
  • General impression given by coach:
  • Challenges faced by school since the last IPI or SET was completed (e.g., staff changeover, major construction):
  • What services/programs are being provided to red & yellow zone students?

  • Is school a potential exemplar?
  • If so, in which area/aspects does it excel?
  • Could the team facilitate/participate in training?
  • If so, which area(s)?
  • Which member(s) of the team?
  • Suggested areas for improvement, technical support, or additional training:
  • Additional comments:

Please collect the following materials (if applicable):

-Most recent staff list (and ask about name changes)

-List of PBIS team members

-Sample token/buck used as a positive reward

Scoringthe IPI (optional): The IPI is scored by summing the responses for each subscale with Not = 0, Partial = 1, Full = 2 points. Insert the total score for each subscale into the second column in the chart below. To get a percentage score for each subscale, divide each total subscale score by the number indicated in the third column. The Minimal Critical Elements subscale is the total score for the 20 items with an asterisk (i.e., items 1-7 under Preparation, items 1-8 under Initiation, and items 1-5 under Implementation).

Level/Subscale / Total Subscale Score / Divide total subscale score bythis number: / = %
Preparation / 20
Initiation / 30
Implementation / 24
Maintenance / 14
*Minimal Critical Elements / 40

IPI p.1

PTv.11.7.04