| Name of Tool | Implementation Level | Description/Purpose | Authors/Citation | Considerations for Use |
| ISF Implementation Inventory (Version 3) | School | The ISF Implementation Inventory is intended to serve as an efficient and valid assessment of ISF implementation for the purposes of ongoing evaluation and action planning. | Splett, Perales, & Weist, 2019 | Who: PBIS/ISF Systems Planning Team When: The ISF Implementation Inventory is completed during a PBIS/ISF team meeting as facilitated by a coach. Then a report card is produced with final scores to facilitate discussion and action planning. Access for Use:
For link to enter data and receive school report card for action planning, please email Joni Splett (splett@coe.ufl.edu). |
| School | The purpose of the survey is to evaluate readiness to interconnect PBIS and SMH; that is, delivering SMH services through the PBIS framework. Readiness includes perceptions of all those involved (teachers, students, administrators, family members, etc.), feasibility of implementing changes, and types of available resources. | Vittoria Anello and Mark Weist | Who: Teachers, Students, administrators, family members When: Exploration Phase: Prior to initial implementation Access for Use: View Tool | |
| School | When a data indicates a need for a new initiative, this guide, checklist and case examples should be used to determine the best fit and will also guide teams to install systems features like data decision systems as well as training and coaching features that increase intervention fidelity and positive outcomes for children, youth and families. | Robert Putnam, Susan Barrett, Lucille Eber, Tim Lewis, and George Sugai | Who: School Community Team who include stakeholders who are responsible for selecting and installing new initiative When: Data determines need for new initiative Access for Use: | |
| District/Community | This guide is used when topics such as funding, evaluation and integrated teaming becomes a barrier to an integrated approach. The questions promote dialogue around current funding status and help teams determine specific action steps to promote flexible funding model. (i.e. clinicians can be paid to participate in school teams) | ISF Development Team (Barrett, Eber and Weist 2011) | Who: DCLT When: Exploration Phase Access for Use: View Tool |
Resource Mapping in Schools and School Districts: A Resource Guide | District/Community and School | Resource mapping offers a method to link regional, community, and school resources with an agreed upon vision, organizational goals, specific strategies for addressing problems, and expected outcomes so that youth and families have access to the full array of services that they need. Graphically mapping resources helps to better organize the heterogeneous resources and assets that are available within a larger system into a standardized, understandable, and centralized format. As a result of resource mapping, community partners, school staff, families, and youth have more flexibility, autonomy, choice, and a better understanding of the resources and services that are available within a school and the larger community. | Lever, N., Castle, M., Cammack, N., Bohnenkamp, J., Stephan, S., Bernstein, L., Chang, P., Lee, P, & Sharma, R. (2014). Resource Mapping in Schools and School Districts: A Resource Guide. Baltimore, Maryland: Center for School Mental Health. | Who: DCLT, SLT When: Exploration Phase to identify and organize resources and services available within community and schools. Access Website for Use: |
| School | Assist schools implementing PBIS and using the Tiered Fidelity Inventory to enhance current implementation to include ISF approach. | Barrett, Perales, & Eber, 2015 | Who: Systems Planning Team When: Completed during annual action planning and reviewed quarterly to assess progress toward goals during PBIS/ISF Team meetings. Access for Use: View Tool | |
| Partnering MH Agency | This checklist is to assist agency leadership and staff during the initial implementation of ISF. It provides guidance on essential elements of core ISF features. MH leadership and staff will develop an action plan based on completion of the tool to ensure integrity of ISF implementation. | Perales, K., 2016 | Who: Partnering Mental Health Agency administration and direct service staff When: Exploration and Initial Implementation Phases Access for Use: View Tool | |
| ISF Implementation Workbook (ver2 August 2017) ** Please see ISF New Materials page for updated resources. Specifically Chapter 5 on School Installation and School Installation Guide. | School, District, and Partnering MH Agency | As part of training, technical assistance, and coaching by an ISF Facilitator, this workbook is intended to support district and school leadership teams who are aligning and integrating School Mental Health (SMH) and Positive Behavioral Interventions and Supports (PBIS). Teams will be able to identify action steps towards implementation of an Interconnected Systems Framework (ISF). | Perales, K., Pohlman, K., VanEcker, E., Barrett, S., and Eber, L., 2017 | Who: District and Community Leadership and Building Level Implementation Teams When: As part of implementation process guided by an ISF Facilitator with training and technical assistance |
| Technical Guide for Alignment of Initiatives, Programs, Practices in School Districts | District/Community and School | The alignment brief provides a description of a formal process to help communities/districts/schools guide decision making on implementation of initiatives, programs, and/or practices. The brief also includes an appendix with tools to support the alignment process. | PBIS TA Center | Who: District and Community Leadership and Building Level Implementation Teams When: When making decisions about adding or eliminating initiatives or practices. Access: View Tool |
