Introduction to the Benchmarks of Quality (BoQ)

Revised version of the presentation given at the Summer 2012 Minnesota PBIS Institute

School-wide Benchmarks of Quality (BoQ)

Lists 53 benchmarks of PBIS programs that address 10 critical elements of PBIS implementation

Completed by school teams on an annual basis

Assess how schools score on a 107 point scale with regard to developing and implementing school-wide PBIS

School-wide Benchmarks of Quality (BoQ)

Useful in developing action plans for following school year

Encourage team discussion of strengths and weaknesses and provides ideas for action planning

One of the measures used by MDE to identify model schools

Criteria for qualifying to complete the BoQ

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LocalDemonstration with Fidelity

Score of 80 for overall Implementation on most recent SET (within 3 years)

Out of training (next school year – cohorts 1-6)

Why learn about the BoQ now?

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Timeline for 2012-2013 school year

January 2013: Notification sent to schools qualifying for the BoQ

February 2013: BoQ training, sent by Wilder Research

February-May 2013: Complete BoQ and submit scores on pbisassessment.org

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Three components of the BoQ

Team Member Rating Form─ Completed by team members independently─ Returned to coach

Scoring Form─ Completed by coach using Scoring Guide─ Used for reporting back to team

Scoring Guide─ Describes procedure for completing BoQ─ Includes a rubric for scoring each item

STEP 0

Complete BoQ training─ This year, two short training videos

─ Training format may be different next year

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STEP 1

PBIS Coach uses Scoring Guide to complete the School-Wide Benchmarks of Quality: Scoring Form

Critical elements STEP 1

STEP 2++, +,

or -

STEP 3

PBS Team

1. Team has administrative support 3 2 1 0

2. Team has regular meetings (at least monthly) 2 1 0

3. Team has established a clear mission/purpose 1 0

Benchmarks example:Scoring Form

Benchmark 3 points 2 points 1 point 0 points1. Team has

administrative support

Administrator(s) attended training, play an active role in the PBIS process, actively communicate their commitment, support the decisions of the PBIS team, and attend all team meetings.

Administrator(s) support the process, take as active role as the rest of the team, and/or attend most meetings

Administrator(s) support the process but don’t take as active role as the rest of the team, and/or attends only a few meetings

Administrator(s) do not actively support the PBIS process.

Benchmarks example:Scoring Guide

STEP 2

PBIS Coach asks every PBIS Team Member to complete the School-Wide Benchmarks of Quality Team Member Rating Form independently─ Do not give a Scoring Guide to team members

Giving a deadline is helpful (e.g. submit at next month’s meeting, within 1-2 weeks, etc.)

STEP 2

Coach collects Team Member Rating Forms Coach tallies all responses provided by team

members using the Team Member Rating Form: Tally Sheet

STEP 2: Scoring team member forms

For items with a range of 0 to 1:─ 1 = In Place─ 0 = Needs Improvement or Not in Place

For items with a range of 0 to 2:─ 2 = In Place─ 1 = Needs Improvement─ 0 = Not in Place

For items with a range of 0 to 3:─ 3 = In Place─ 2 or 1 = Needs Improvement─ 0 = Not in Place

Tally sheet

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Benchmarks example:Scoring Form

Critical elements STEP 1

STEP 2++, +,

or -

STEP 3

PBS Team

1. Team has administrative support 3 2 1 0 ++

2. Team has regular meetings (at least monthly) 2 1 0 ++

3. Team has established a clear mission/purpose 1 0 -

STEP 3

PBIS Coach places a “√” next to any item where there is a discrepancy between the coach’s rating and the item’s most frequently responded by the team.

Benchmarks practice:Scoring Form, Scoring Guide

Critical elements STEP 1

STEP 2++, +,

or -

STEP 3

PBS Team

1. Team has administrative support 3 2 1 0 ++ √

2. Team has regular meetings (at least monthly) 2 1 0 ++

3. Team has established a clear mission/purpose 1 0 -

STEP 3

The coach will then complete the Team Summary on page 3 of the Benchmarks of Quality Scoring Form recording areas of discrepancy, strength, and weakness.

Item #

Team Response

Coach’sScore Scoring Guide Description

Areas of StrengthCritical Element Description of areas of strength

Areas in Need of Development

1 ++, ++, ++

0 Administrator does not actively support the process

Areas of Discrepancy

Critical Element Description of areas in need of development

Adjusting scores in areas of discrepancy

If upon sharing areas of discrepancy, the item and the adjusted final score should be recorded on the Scoring Form

It is recommended that changes be noted with a different color ink

Adjusting scores after discussion

Critical elements STEP 1

STEP 2++, +,

or -

STEP 3

PBS Team

1. Team has administrative support 3 2 1 0 ++ √

2. Team has regular meetings (at least monthly) 2 1 0 ++

3. Team has established a clear mission/purpose 1 0 -

STEP 4

Coach will report back to the team using the Team Report page of the Benchmarks of Quality: Scoring Form

Coach leads team through a discussion of the identified areas of strength and weakness

This information should be conveyed as “constructive feedback” to assist with action planning

STEP 5

Coach adds up all the points on the Benchmarks of Quality: Scoring Form

Coach submits scores on pbisassessment.org 70% score or higher equals implementing PBIS

with fidelity (75 points or higher)

Entering scores into pbisassessment.org

Visit https://www.pbisassessment.org/login Enter your School ID─ Please contact Wilder Research at

pbisevalmn@wilder.org if you do not know your School ID for logging in to pbisassessment.org

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Entering scores into pbisassessment.org

Viewing scores on pbisassessment.org

Contact

Wilder Research

pbisevalmn@wilder.org

651-280-2960

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