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Benchmarks of Quality BoQ

Benchmarks of Quality BoQ. Rationale and purpose. Purpose. The Benchmarks of Quality is a self-assessment process in which the PBIS internal coach will evaluate the development and implementation of the critical features of School-Wide PBIS.

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Benchmarks of Quality BoQ

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  1. Benchmarks of Quality BoQ

  2. Rationale and purpose

  3. Purpose • The Benchmarks of Quality is a self-assessment process in which the PBIS internal coach will evaluate the development and implementation of the critical features of School-Wide PBIS. • The BoQ measures fidelity of implementation, within 10 critical elements of SW-PBIS • The BoQ is designed to give your school feedback for future action planning and is used to determine what level of professional learning in PBIS will be recommended to your school team

  4. Objective: What you can expect to learn • To examine the fidelity of implementation of the universal level • Are we really doing what we think we are doing? • To document the effectiveness of implementation • Is what we’re doing working? • To identify and examine strengths and weaknesses of implementation • Celebrate successes, identify areas to improve

  5. Where You Have Been Formative Assessments • Team Implementation Checklist (TIC) • Self-Assessment Survey (SAS) • School Safety Survey (SSS) Summative Assessments • School Wide Evaluation Tool (SET) • Benchmarks of Quality (BoQ) • Benchmarks of Advanced Tiers (BAT) • Individual Student Systems Evaluation Tool (ISSET)

  6. Why the BoQ and not the SET? • Met the 80% criteria on the SET for two years • Self-assessment heightens awareness • Takes less time • SET may have become routine • SET scores may be inflated and may not reflect current practices

  7. Benchmarks of Quality • Developed by Florida PBIS at the University of South Florida. We have adapted the scoring to best meet schools needs. • Assesses development and implementation of school-wide PBIS • Lists 53 benchmarks of quality in school-wide PBIS programs within 10 critical elements • Completed annually by school teams to identify areas of strength and weakness

  8. Completion of the boq

  9. Who completes the BoQ? Completed by the Universal SW-PBIS Team • Reflects the consensus/majority of team members present (universal coach, administrator, Tier 2/3 systems coach) • For items completed on which there is disagreement, team discusses and comes to score • Should be completed by team members individually; facilitated by the internal PBIS coach; results compiled by internal PBIS coach

  10. How do we take the BoQ? You will complete the final BoQ online at www.pbisapps.org You will need your school’s six digit login number One person will enter the team’s final scores online. So only oneBoQ per school/per year will be in the system.

  11. Options to Complete the Assessment • You can print out a hard copy of the assessment and have the team dialogue and discuss together using the paper version. Then one person can go online to enter the scores in later. • You can pull up the assessment during a team meeting and have each person have a hard copy rubric in front of them. As the team comes to consensus then one person enters the scores on line.

  12. Please… • Try to stay true to your team’s functioning, this is a summative measure to guide your universal team’s work This assessment will be used to guide your future action planning.

  13. Sections of the BoQ • 53 items aligned with PBIS training process addressing areas of: • PBIS Team • Faculty commitment • Effective procedures for dealing with discipline • Data entry and analysis plan • Expectations and lesson plans developed • School-wide recognition system established • Lesson Plans for teaching expectations • Implementation plan • Classroom Systems • Evaluation

  14. Scoring Items • Using the rubric, the team will match their universal implementation to the scoring guide for the BoQ • Scoring guide is based on 3,2,1,0 point scale, not all questions are worth the full value range. • Sub scores will be calculated after each of the ten sections. • A total score will be calculated at the end based on a total of all sub scores

  15. Scoring the Sections on Paper • At the end of each section is a sub section scoring box • After each sub section you will be calculating a sub score. This will be based on the points earned from each section. Points earned will differ from question to question.

  16. Assessing using the BOQ Question Explanations- The following questions are some that we have had the most questions about.

  17. PBIS TEAM 2. Team has regular meetings (at least monthly) • Two Points- Team meets monthly (min. of 9 one-hour meetings) This means August to April or September to May

  18. Faculty Commitment 5. Faculty involved in establishing and reviewing goals Have you shared your SET, Self-Assessment, School Safety results with the rest of the faculty? 6. Faculty feedback is obtained throughout the year Given opportunity to provide feedback for every step of the PBIS process

  19. Effective Procedures for Dealing with Discipline 8. Discipline process includes documentation procedures Are minor and major misbehaviors differentiated and tracked? 12. Suggested array of appropriate responses to major (office managed) problem behaviors All administrators use the menu of selected evidence-based appropriate responses

  20. Data Entry and Analysis Plan Established

  21. Expectations and Rules Developed

  22. Expectations and Rules Developed 21. Staff are involved in development of expectations and rules Knowing that all staff have been involved or been offered the opportunity for equal voice. Staff have guided work, revisions to work

  23. Reward/Recognition Program Established 23. A variety of methods are used students • Free and frequent • Intermittent • Long term 26. Ratios of acknowledgement to corrections are high • Examples of how you might capture the ratio (ticket/data) collection

  24. Reward/Recognition Program Established 28. The system includes incentives for staff/faculty • Continuum of incentives, not always administration based, examples

  25. Lesson Plans for Teaching Expectations and Rules 32. Lessons are embedded into subject area curriculum • Alternating classes to not interrupt instructional time, Academic lab time or advisory, weekly or daily. Using common language, feedback, quick error corrections and re-teaching of expectations

  26. Implementation Plan 37. A plan for teaching students expectations/rules/rewards are developed and scheduled and delivered Plan is developed for throughout the year, not the first two weeks of school. Team anticipates changes to the incentive system. Teaching plan is data driven. 38. Booster sessions for students and staff are planned, scheduled and delivered

  27. Classroom Systems 46. Acknowledgement of students demonstrating adherence to classroom rules and routines occurs more frequently that acknowledgment of inappropriate behaviors • Teachers need to make positive academic and behavioral statements at a rate of 4 positive comments to every 1 corrective statement

  28. Classroom Systems 47. Procedures exist for tracking classroom behavior problems • Classroom behavioral data is kept

  29. Evaluation

  30. Scoring the BoQ on paper • Add up your total score for the end of each of the ten sections. • Place your total score, (the sum of your sub scores) in the total box at the bottom of the page. Remember, you will have to enter all scores online. It will add everything up for you.

  31. Using the boq

  32. Range of Scores for BoQ • BoQ is based out of a total of 107 points. • 80% is 86 total points • Looking at your total score you also want to look at your Big 5 data, although you may have an 70% or higher on the BoQ if your incidents of inappropriate behavior are increasing, you want to examine your universal systems.

  33. Action Planning- What’s Working? • Select items that are working well and celebrate!!! • Ensure that in your action plan these items are sustained and maintained to continue growth and success for all students.

  34. Action Planning- What are areas for growth? • Looking at your sub scores select the 2-3 sections you scored the lowest on or feel need improvement. These will be your action planning topics for next year. • If the topic did not apply to your school, select the point your team feels needs to be worked on. • Example: Early Childhood may scored low in Data Entry and Analysis Plan due to lack of an Office Discipline Referral form. May select another sub section.

  35. School-Wide Action Plan2014-2015

  36. Thank You! • Thank you for your time and dedication to SW-PBIS! • As part of your evaluation process, your internal PBIS coach and principal will be receiving an email outlining your evaluation procedures, this will have the individualized assessment descriptions, social validity survey link, and contact information from the SSD PBIS facilitator team.

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