BENCHMARKS OF QUALITY (BOQ) October 23, 2008 Joey Ledvina Parr, Ph.D.

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 First, I will explain a little bit about the School-wide Benchmarks of Quality Lists over 50 benchmarks of quality school-wide PBS programs that address 10 critical elements Are to be 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 PBS Are useful in developing action plans for following year Are one of the measures used by the PBS Project to determine model schools

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

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

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

Benchmarks Practice: Scoring Form, Scoring Guide Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBIS Team Team has broad representation 1 2 Team has administrative support 3 2 3 Team has regular meetings (at least monthly) 4 Team has established a clear mission/purpose

Benchmarks Practice: Scoring Form, Scoring Guide 3 points 2 points 1 point 0 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

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

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

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

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

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.

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

More Practice

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

Areas of Discrepancy Areas of Strength Areas in Need of Development Item # Team Response Coach’s Score Scoring Guide Description Administrator does not actively support the process 2 ++, ++, + Areas of Strength Critical Element Description of Areas of Strength Turn to Page 3 of the Scoring Form. This is called the Team Summary. Now return to the example on the screen. Remember that I noted item 2 as an area of discrepancy. So I listed Item #2, the team’s responses, my score for the item, and the scoring guide description for my score. This area of discrepancy will generate a discussion with the team about why they put a higher rating than I did. As it turns out, although the administrator did not attend meetings, the team leader met with him often and he frequently addressed the faculty in support of the PBS team’s plans. So, I changed the score I gave to Item 2 to reflect this information and gave them a 1. Let’s move on to the next part of the Team Summary. This is where you choose the top areas of strength and top areas in need of development. The team may have more than space allows, just use your best judgment in selecting which items to include. Areas in Need of Development Critical Element Description of Areas in Need of Development

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

Adjusting scores after discussion Critical Elements STEP 1 STEP 2 ++, +, or _ STEP 3 PBS Team Team has broad representation 1 + 2 Team has administrative support 3 2 ++ √ 3 Team has regular meetings (at least monthly) 4 Team has established a clear mission/purpose

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.

STEP 5 (maximum score is 100) 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

QUESTIONS????