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

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. 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
Team has regular meetings (at least monthly)
Team has established a clear mission/purpose

7. 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

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. 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 +
Team has regular meetings (at least monthly)
Team has established a clear mission/purpose

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

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 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

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. 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

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 (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

22. QUESTIONS????