Benchmarks of Quality (BoQ) by Nicole Martin Rogers ... - MN PBIS
Benchmarks of Quality (BoQ) by Nicole Martin Rogers ... - MN PBIS
Benchmarks of Quality (BoQ) by Nicole Martin Rogers ... - MN PBIS
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Introduction to the<br />
<strong>Benchmarks</strong> <strong>of</strong> <strong>Quality</strong> (<strong>BoQ</strong>)<br />
Minnesota <strong>PBIS</strong> Institute<br />
<strong>Nicole</strong> <strong>Martin</strong><strong>Rogers</strong>, Ph.D.<br />
Wilder Research
What is Wilder Research<br />
• Nonpr<strong>of</strong>it, part <strong>of</strong> an operating Foundation<br />
• Research and evaluation in education, health,<br />
and human services<br />
• About 70 researchers and 30 support staff<br />
wilderresearch.org
Wilder’s role in <strong>MN</strong> <strong>PBIS</strong><br />
• Coordination <strong>of</strong> assessments: SET and <strong>BoQ</strong><br />
• Gathering, compiling, cleaning, analyzing,<br />
synthesizing, and reporting implementation and<br />
outcome data<br />
wilderresearch.org
School-wide <strong>Benchmarks</strong> <strong>of</strong> <strong>Quality</strong> (<strong>BoQ</strong>)<br />
• Lists 53 benchmarks <strong>of</strong> <strong>PBIS</strong> programs that<br />
address 10 critical elements <strong>of</strong> <strong>PBIS</strong><br />
implementation<br />
• Completed <strong>by</strong> school teams on an annual<br />
basis<br />
• Assess how schools score on a 107 point scale<br />
with regard to developing and implementing<br />
school-wide <strong>PBIS</strong>
School-wide <strong>Benchmarks</strong> <strong>of</strong> <strong>Quality</strong> (<strong>BoQ</strong>)<br />
• Useful in developing action plans for<br />
following school year<br />
• Encourage team discussion <strong>of</strong> strengths and<br />
weaknesses and provides ideas for action<br />
planning<br />
• One <strong>of</strong> the measures used <strong>by</strong> MDE to identify<br />
model schools
Four elements <strong>of</strong> <strong>PBIS</strong>:<br />
Supporting Social Competence & Academic Achievement<br />
OUTCOMES<br />
Supporting<br />
staff behavior<br />
Supporting<br />
decision<br />
making<br />
PRACTICES<br />
Supporting<br />
student behavior
Need, Agreements,<br />
Adoption, & Outcomes<br />
1.<br />
Local<br />
Demonstration<br />
with Fidelity<br />
IMPLEMENTATION<br />
PHASES<br />
2.<br />
4. Systems Adoption,<br />
Scaling, &<br />
Continuous<br />
Regeneration<br />
3.<br />
Sustained<br />
Capacity,<br />
Elaboration, &<br />
Replication
Criteria for qualifying to complete the <strong>BoQ</strong><br />
• Score <strong>of</strong> 80 for overall<br />
Implementation on most<br />
recent SET<br />
• Out <strong>of</strong> training (next<br />
school year – cohorts 1-6)<br />
Local<br />
Demonstration<br />
with Fidelity<br />
wilderresearch.org
Scope & Sequence<br />
wilderresearch.org
Why learn about the <strong>BoQ</strong> now<br />
wilderresearch.org
Three components <strong>of</strong> the <strong>BoQ</strong><br />
• Team Member Rating Form<br />
─ Completed <strong>by</strong> team members independently<br />
─ Returned to coach<br />
• Scoring Form<br />
─ Completed <strong>by</strong> coach using Scoring Guide<br />
─ Used for reporting back to team<br />
• Scoring Guide<br />
─ Describes procedure for completing <strong>BoQ</strong><br />
─ Includes a rubric for scoring each item
STEP 0<br />
• Complete <strong>BoQ</strong> training<br />
─ This year, two short training videos<br />
─ Training format may be different next year<br />
wilderresearch.org
STEP 1<br />
• <strong>PBIS</strong> Coach uses Scoring Guide to complete<br />
the School-Wide <strong>Benchmarks</strong> <strong>of</strong> <strong>Quality</strong>:<br />
Scoring Form
<strong>Benchmarks</strong> example:<br />
Scoring Form<br />
Critical<br />
elements STEP 1<br />
PBS Team 1. Team has administrative<br />
support<br />
2. Team has regular meetings<br />
(at least monthly)<br />
3. Team has established a<br />
clear mission/purpose<br />
3 2 1 0<br />
2 1 0<br />
1 0<br />
STEP 2<br />
++, +,<br />
or -<br />
STEP<br />
3
<strong>Benchmarks</strong> example:<br />
Scoring Guide<br />
Benchmark 3 points 2 points 1 point 0 points<br />
1. Team has<br />
administrative<br />
support<br />
Administrator(s)<br />
attended training,<br />
play an active<br />
role in the <strong>PBIS</strong><br />
process, actively<br />
communicate<br />
their<br />
commitment,<br />
support the<br />
decisions <strong>of</strong> the<br />
<strong>PBIS</strong> team, and<br />
attend all team<br />
meetings.<br />
Administrator(s)<br />
support the<br />
process, take<br />
as active role<br />
as the rest <strong>of</strong><br />
the team,<br />
and/or attend<br />
most meetings<br />
Administrator(s)<br />
support the<br />
process but<br />
don’t take as<br />
active role as<br />
the rest <strong>of</strong> the<br />
team, and/or<br />
attends only a<br />
few meetings<br />
Administrator(s)<br />
do not actively<br />
support the<br />
<strong>PBIS</strong> process.
STEP 2<br />
• <strong>PBIS</strong> Coach asks every <strong>PBIS</strong> Team Member to<br />
complete the School-Wide <strong>Benchmarks</strong> <strong>of</strong><br />
<strong>Quality</strong> Team Member Rating Form<br />
independently<br />
─ Do not give a Scoring Guide to team members<br />
• Giving a deadline is helpful (e.g. submit at next<br />
month’s meeting, within 1-2 weeks, etc.)
STEP 2<br />
• Coach collects Team Member Rating Forms<br />
• Coach tallies all responses provided <strong>by</strong> team<br />
members using the Team Member Rating<br />
Form: Tally Sheet
STEP 2: Scoring team member forms<br />
• For items with a range <strong>of</strong> 0 to 1:<br />
─ 1 = In Place<br />
─ 0 = Needs Improvement or Not in Place<br />
• For items with a range <strong>of</strong> 0 to 2:<br />
─ 2 = In Place<br />
─ 1 = Needs Improvement<br />
─ 0 = Not in Place<br />
• For items with a range <strong>of</strong> 0 to 3:<br />
─ 3 = In Place<br />
─ 2 or 1 = Needs Improvement<br />
─ 0 = Not in Place
Tally sheet<br />
I I l<br />
l l<br />
I<br />
I I l
<strong>Benchmarks</strong> example:<br />
Scoring Form<br />
Critical<br />
elements STEP 1<br />
PBS Team 1. Team has administrative<br />
support<br />
2. Team has regular meetings<br />
(at least monthly)<br />
3. Team has established a<br />
clear mission/purpose<br />
3 2 1 0<br />
2 1 0<br />
1 0<br />
STEP 2<br />
++, +,<br />
or -<br />
++<br />
++<br />
-<br />
STEP<br />
3
STEP 3<br />
• <strong>PBIS</strong> Coach places a “√” next to any item where<br />
there is a discrepancy between the coach’s<br />
rating and the item’s most frequently responded<br />
<strong>by</strong> the team.
<strong>Benchmarks</strong> practice:<br />
Scoring Form, Scoring Guide<br />
Critical<br />
elements STEP 1<br />
PBS Team 1. Team has administrative<br />
support<br />
2. Team has regular meetings<br />
(at least monthly)<br />
3. Team has established a<br />
clear mission/purpose<br />
3 2 1 0<br />
2 1 0<br />
1 0<br />
STEP 2<br />
++, +,<br />
or -<br />
STEP<br />
3<br />
<br />
++ √<br />
++<br />
-
STEP 3<br />
• The coach will then complete the Team<br />
Summary on page 3 <strong>of</strong> the <strong>Benchmarks</strong> <strong>of</strong><br />
<strong>Quality</strong> Scoring Form recording areas <strong>of</strong><br />
discrepancy, strength, and weakness.
Areas <strong>of</strong> Discrepancy<br />
Item<br />
#<br />
Team<br />
Response<br />
1 ++, ++, ++<br />
Coach’s<br />
Score<br />
0<br />
Scoring Guide Description<br />
Administrator does not actively<br />
support the process<br />
Areas <strong>of</strong> Strength<br />
Critical<br />
Element<br />
Description <strong>of</strong> areas <strong>of</strong> strength<br />
Areas in Need <strong>of</strong> Development<br />
Critical<br />
Element<br />
Description <strong>of</strong> areas in need <strong>of</strong> development
Adjusting scores in areas <strong>of</strong> discrepancy<br />
• If upon sharing areas <strong>of</strong> discrepancy, the item<br />
and the adjusted final score should be recorded<br />
on the Scoring Form<br />
• It is recommended that changes be noted with a<br />
different color ink
Adjusting scores after discussion<br />
Critical<br />
elements STEP 1<br />
PBS Team 1. Team has administrative<br />
support<br />
2. Team has regular meetings<br />
(at least monthly)<br />
3. Team has established a<br />
clear mission/purpose<br />
3 2 1 0<br />
2 1 0<br />
1 0<br />
STEP 2<br />
++, +,<br />
or -<br />
STEP<br />
3<br />
<br />
++ √<br />
++<br />
-
STEP 4<br />
• Coach will report back to the team using the<br />
Team Report page <strong>of</strong> the <strong>Benchmarks</strong> <strong>of</strong><br />
<strong>Quality</strong>: Scoring Form<br />
• Coach leads team through a discussion <strong>of</strong> the<br />
identified areas <strong>of</strong> strength and weakness<br />
• This information should be conveyed as<br />
“constructive feedback” to assist with action<br />
planning
STEP 5<br />
• Coach adds up all the points on the<br />
<strong>Benchmarks</strong> <strong>of</strong> <strong>Quality</strong>: Scoring Form<br />
• Coach submits scores on pbisassessment.org<br />
• 70% score or higher equals implementing <strong>PBIS</strong><br />
with fidelity (75 points or higher)
Entering scores into pbisassessment.org
Viewing scores on pbisassessment.org
Questions about the <strong>BoQ</strong>
Most effective ways for Wilder Research<br />
to work with <strong>PBIS</strong> teams and schools<br />
Discussion<br />
• Timeline<br />
• Communication<br />
• Training<br />
• Technical assistance<br />
• Questions about the data calendar<br />
wilderresearch.org
Timeline for 2012-2013 school year<br />
• January 2013: Notification sent to schools<br />
qualifying for the <strong>BoQ</strong><br />
• February 2013: <strong>BoQ</strong> training, sent <strong>by</strong> Wilder<br />
Research<br />
• March-May 2013: Complete <strong>BoQ</strong> and submit<br />
scores on pbisassessment.org<br />
wilderresearch.org
Contact<br />
Wilder Research<br />
pbisevalmn@wilder.org<br />
651-280-2960<br />
wilderresearch.org