1. BENCHMARKS OF QUALITY (BOQ) January 30 th, 2007 Joey Ledvina Parr, Ph.D. Elsa Velez, Ph. D.

2. School-wide Benchmarks of Quality Lists components of PBIS programs that address the critical elements of PBIS implementation Completed by school teams on a yearly basis to assess how they score on a 100 point scale with regard to developing and implementing school- wide PBIS Useful in developing action plans for following year One of the measures used by MSDE-SEPH-JHU to determine schools achieving Exemplar Status

3. Three Components of Benchmarks of Quality 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

4. BOQ Will Provide: Summary of team members’ perceptions of PBIS implementation (scored: ++ in place, + needs improvement, and - not in place) Objective assessment of school’s implementation based on criteria described in a rubric (100 point scale) Comparison between the above factors which will encourage discussion of strengths and weaknesses and provides ideas for action planning

5. STEP 1 PBIS Coach uses Scoring Guide to complete: School-Wide Benchmarks of Quality: Scoring Form

6. Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBIS Team1.Team has broad representation10 2 Team has administrative support3210 3 Team has regular meetings (at least monthly) 210 4 Team has established a clear mission/purpose 10 Benchmarks Practice: Scoring Form, Scoring Guide

7. Benchmark3 points2 points1 point0 points 1. Team has broad representation Includes all of the following: Administrator, reg ed teacher, spec ed teacher, member with behavior expertise, and coach Some groups are not represented on the team. 2. 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 a role as the rest of the team, and/or attend most meetings Adminstrator(s) support the process but don’t take as active a role as the rest of the team, and/or attends only a few meetings Adminstrator(s) do not actively support the PBIS process Benchmarks Practice: Scoring Form, Scoring Guide

8. 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 may be helpful

9. Coach collects Team Member Rating Forms Coach tallies all responses provided by team members using the Team Member Rating Form: Tally Sheet

11. Completing Step 2 Using the Team Member Rating Form: Tally Sheet, the PBIS Coach will record on the Benchmarks of Quality Scoring Form the team’s most frequent response for each item If there is a tie, score the higher score

12. Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBS Team1.Team has broad representation10 ++ 2 Team has administrative support3210 + 3 Team has regular meetings (at least monthly) 210 4 Team has established a clear mission/purpose 10 Benchmarks Practice: Scoring Form, Scoring Guide

13. 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 frequent response.

14. Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBS Team1.Team has broad representation10 + 2 Team has administrative support 3210 ++ √ 3 Team has regular meetings (at least monthly) 210 ++ 4 Team has established a clear mission/purpose 10 ++ √ Benchmarks Practice: Scoring Form, Scoring Guide

15. More Practice

16. Completing Step 3 The coach will then complete the Team Summary on p. 3 of the Benchmarks of Quality Scoring Form recording areas of discrepancy, strength and weakness. The Team Member Rating Form: Tally Sheet will be useful in defining and explaining the areas of discrepancy

17. Areas of Discrepancy Item # Team Response Coach ’ s Score Scoring Guide Description Areas of Strength Critical Element Description of Areas of Strength Critical Element Description of Areas in Need of Development Areas in Need of Development 2++, ++, + 0 Administrator does not actively support the process

18. Important: If upon sharing areas of discrepancy (formally or informally), the coach realizes that there is new information that according to the Scoring Guide would result in a different score, 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

19. Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBS Team1.Team has broad representation10 + 2 Team has administrative support3210 ++ √ 3 Team has regular meetings (at least monthly) 210 ++ 4 Team has established a clear mission/purpose 10 ++ √ Adjusting scores after discussion

20. STEP 4 Coach will report back to the team using the Team Report page of the Benchmarks of Quality: Scoring Form Again, adjustments to scores may be made using different color ink Coach leads team through a discussion of the identified areas of strength (high ratings) and weakness (low ratings). This information should be conveyed as “constructive feedback” to assist with action planning.

21. STEP 5 Coach adds up all the points on the Benchmarks of Quality: Scoring Form (maximum score is 100) Coach turns in copies of Benchmarks of Quality Scoring Form and School-Wide Benchmarks of Quality Team Member Rating Forms to PBIS Facilitator in their school district

22. QUESTIONS????