Positive Behaviour for Learning Behaviour for Learning Public Schools NSW The BoQ reliably assesses PBL team’s implementation is easy to complete by PBL coaches provides feedback

Positive Behaviour for Learning NSW

Benchmarks of Quality

Public Schools NSW

Positive Behaviour for Learning Public Schools NSW

Positive Behaviour for Learning NSW acknowledges the professional support received

from Professor Tim Lewis, University of Missouri,

Columbia USA http://pbismissouri.org

Benchmarks of Quality adapted by Positive Behaviour for Learning NSW (2013) from

School-wide Benchmarks of Quality (Revised 2010) USF, Tampa, Florida

Acknowledgements


The Benchmarks of Quality (BoQ) evaluate the development and implementation of critical elements of Tier 1 Universal Prevention

The Benchmarks are used by teams to identify areas of success and areas for improvement

What are the Benchmarks of Quality?


The BoQ reliably assesses PBL team’s implementation

is easy to complete by PBL coaches

provides feedback to the team

clarifies outcomes as related to implementation

helps to identify exemplar schools

Advantages of the BoQ


The BoQ 53 benchmarks align with Tier 1 Universal Prevention:

PBL team Staff commitment Effective procedures for dealing with discipline Data entry and analysis Expectations and rules Reward/ recognition system Lesson plans for teaching expectations Implementation Classroom systems Evaluation

Purpose of the Benchmarks of Quality


When is the BoQ used?

The BoQ should be completed

early in Term 4 each school year


Elements of the Benchmarks of Quality

Coach Scoring Guide

• Describes the procedures for completion • Includes a rubric for scoring each benchmark

Team Member Rating Form • Completed by team members individually • Tallied by team data manager using BoQ Tally Sheet • Returned to coach for scoring


Elements of the Benchmarks of Quality

Coach Scoring Form • Completed by coach using Coach Scoring Guide • Used for reporting back to team • Available as an Excel Spreadsheet and a Word

document • Coaches are encouraged to use the Excel

Spreadsheet as it includes additional features!


Method of Completion

Coach Uses the Coach Scoring Guide to ascertain the

appropriate score for each Benchmark and records on the Coach Scoring Form (in Excel or Word)

Uses the Tally Sheet sent in by team data manager and Coach Scoring Form to record the team’s most frequent response for each item using ++ for “in place”, + for “needs improvement” and - for “not in place”

Resolves any discrepancies with PBL school team and reports back to team and PBL State Team contact


Alternative Method of Completion

Alternative Option – Coach Scoring Form is completed at a PBL team meeting with all members reaching consensus on the appropriate score for each Benchmark using the Coach Scoring Guide rubric

The team identifies areas of strength and need and

records on BoQ Action plan


BoQ Action Plan BENCHMARKS OF QUALITY (BoQ) ACTION PLAN

Critical Elements Benchmarks of Quality

Yes

(++)

Pa

rtia

l (+

) N

o (-)

Actions Needed or Questions to Ask Follow Up

1. PBL Team 1.Team has Principal support 2.Team has regular meetings (at least monthly) 3.Team has established a clear mission/purpose

2. Staff Commitment 4.Staff are aware of behaviour problems across school through regular data sharing

5.Staff involved in establishing and reviewing goals 6.Staff feedback is obtained throughout the year

3. Effective Procedures for Dealing with Discipline

7.Discipline process described in narrative format or depicted in graphic format

8.Discipline process includes documentation procedures 9.Discipline referral form includes information useful in decision making 10.Problem behaviours are defined 11.Major/minor behaviours are clearly differentiated 12.Suggested array of appropriate responses to major (office-managed) problem behaviours

4. Data Entry and Analysis Plan Established

13.Data system is used to collect and analyse office discipline referral (ODR) data (includes student, time, location, problem, number of referrals per day per month)

14.Additional data are collected (attendance, grades, school attendance, surveys) and used by PBL team

15.Data analysed by team at least monthly 16.Data shared with team and staff monthly (minimum)


Completion of BoQ Step 1 – Coach’s Scoring

The coach will use his or her best judgment based on personal experience with the school using the descriptions and exemplars in the Coach Scoring Guide to score each of the 53 Benchmarks on the Coach Scoring Form, pages 1 and 2

Do not leave any Benchmarks blank Scoring is based on a 3,2,1,0 point scale

Not all questions are worth the full value range


Completion of BoQ Step 1 – Coach’s Scoring (cont)

Once the coach has addressed any discrepancies with the school’s PBL team and adjusted the Coach Scoring Form, he/she adds all the points from questions 1 to 53 together. This is the total score

BoQ maximum score is 107 points The total score is divided by 107 and multiplied by 100

to determine the overall percentage on the BoQ


Completion of BoQ Step 1 – Coach’s Scoring (cont)

BoQ score of 80% or greater indicates implementation is consistent and ongoing across staff as they teach, reinforce and engage in proactive discipline practices

BoQ score of less than 80% indicates a need to

continue to revisit universal implementation and classroom systems

After reviewing school-wide data, if incidents of

inappropriate behaviour are increasing and the BoQ score was 80% or higher, stay at universals and examine universal systems approach


Completion of BoQ Coach’s Scoring Form

BENCHMARKS OF QUALITY (BoQ) COACH SCORING FORM

School Name: __________________________________ Network: __________________________ Coach’s Name: _________________________________ Date: _____________________________

STEP 1: Coach uses the Coach Scoring Guide to determine appropriate point value. Circle ONLY ONE response. STEP 2: Indicate your team’s most frequent response. Write the response in column 2. (in place ++, needs improvement +, or

not in place - ). If there is a tie, report the higher score. STEP 3: Place a tick next to any item where there is a discrepancy between your rating and the team’s rating. Document the

discrepancies on page 3. Critical

Elements STEP 1 STEP 2 ++, + or -

STEP 3

PBL Team

Sub total _____/ 6

1. Team has Principal support 3 2 1 0

2. Team has regular meetings (at least monthly) 2 1 0

3. Team has established a clear mission/purpose 1 0

Staff Commitment

Sub total _____/ 6

4. Staff are aware of behaviour problems across school through regular data sharing 2 1 0

5. Staff involved in establishing and reviewing goals 2 1 0

6. Staff feedback is obtained throughout the year 2 1 0

Effective Procedures for Dealing with Discipline

Sub total ____/ 11

7. Discipline process described in narrative format or depicted in graphic format 2 1 0

8. Discipline process includes documentation procedures 1 0

9. Discipline referral form includes information useful in decision making 2 1 0

10. Problem behaviours are defined 3 2 1 0

11. Major/minor behaviours are clearly differentiated 2 1 0

12. Suggested array of appropriate responses to major (office-managed) problem behaviours 1 0

Data Entry and Analysis Plan Established

Sub total _____/ 7

13. Data system is used to collect and analyse ODR data 3 2 1 0

14. Additional data are collected (attendance, grades, school attendance, surveys) and used by PBL team 1 0

15. Data analysed by team at least monthly 2 1 0

16. Data shared with team and staff monthly (minimum) 2 1 0

Expectations and Rules Developed

Sub total ____/ 11

17. 3-5 positively stated school-wide expectations are posted around school 3 2 1 0

18. Expectations apply to both students and staff 3 2 1 0

19. Rules are developed and posted for specific settings (settings where data suggest rules are needed) 2 1 0

20. Rules are linked to expectations 1 0

21. Staff are involved in development and/or review of expectations and rules 2 1 0


Completion of BoQ Step 2 – Team Member’s Rating

Each PBL team member independently completes the Team Member Rating Form

Members should be instructed to rate each of the 53

Benchmarks according to whether the component is “in place”, “needs improvement” or “not in place”

Some of the Benchmarks relate to product and process

developments, others to action items


Completion of BoQ Step 2 – Team Member’s Rating (cont)

In order to be rated “in place” the Benchmark must be

developed and implemented (where applicable) Team data manager collects and tallies responses

using the Tally Sheet then forwards the Tally Sheet to the coach


Completion of BoQ Step 2 – Team Members Rating (cont)

BENCHMARKS OF QUALITY (BoQ) TEAM MEMBER RATING FORM Directions: Place a tick in the box that most accurately describes your progress on each benchmark.

Critical Elements Benchmarks of Quality

Check One

In P

lace

(++)

Nee

ds

Impr

ovem

ent (

+)

Not

In P

lace

(-)

PBL Team 1. Team has Principal support

2. Team has regular meetings (at least monthly)

3. Team has established a clear mission/purpose

Staff Commitment

4. Staff are aware of behaviour problems across school through regular data sharing

5. Staff involved in establishing and reviewing goals

6. Staff feedback is obtained throughout the year


7. Discipline process described in narrative format or depicted in graphic format

8. Discipline process includes documentation procedures

9. Discipline referral form includes information useful in decision making

10. Problem behaviours are defined

11. Major/minor behaviours are clearly differentiated 12. Suggested array of appropriate responses to major (office-managed) problem

behaviours


13. Data system is used to collect and analyse office discipline referral (ODR) data 14. Additional data are collected (attendance, grades, school attendance, surveys) and

used by PBL team

15. Data analysed by team at least monthly

16. Data shared with team and staff monthly (minimum)


17. 3-5 positively stated school-wide expectations are posted around school

18. Expectations apply to both students and staff 19. Rules are developed and posted for specific settings (settings where data suggest

rules are needed)

20. Rules are linked to expectations

21. Staff are involved in development and/or review of expectations and rules


Completion of BoQ Step 2 – Team Members Rating (cont)

BENCHMARKS OF QUALITY (BoQ): TALLY SHEET Critical

Elements Benchmarks of Quality In Place (++) Needs Improvement (+) Not In Place (-)

PBL Team 1. Team has Principal support

2. Team has regular meetings (at least monthly)


Staff Commitment

4. Staff are aware of behaviour problems across school

5. Staff involved in establishing and reviewing goals



7. Discipline process described


9. Discipline referral form includes useful information


11. Major/minor behaviours are clearly differentiated

12. Suggested appropriate responses to major problem behav’s


13. Data system is used to collect and analyse ODR data

14. Additional data are collected and used by PBL team




17. 3-5 positively stated school-wide expectations posted

18. Expectations apply to both students and staff

19. Rules are developed and posted for specific settings

20. Rules are linked to expectations

21. Staff are involved in development of expectations and rules


Completion of BoQ Step 3 – Team Report

The coach then completes the Team Summary on page 3 of the Coach Scoring Form, recording areas of discrepancy, strength and need


Completion of BoQ Step 3 – Team Report (cont)

Discrepancies – If there are any Benchmarks for which the team’s most frequent rating varied from the coach’s rating, the descriptions and exemplars from the Coach Scoring Guide should be used as the basis for discussion to reach consensus either at a team meeting or informally

If upon sharing areas of discrepancy the coach realises there is new information that would result in a different score, the Benchmark and the adjusted final score should be recorded on the Coach Scoring Form


Completion of BoQ Step 4 – Reporting Back (cont)

BENCHMARKS OF QUALITY (BoQ) TEAM SUMMARY

School: ________________________________________ Date: ________________________

Critical Elements Sub Score Critical Elements Sub Score

PBL Team / 6 Reward/ Recognition Program / 16

Staff Commitment / 6 Lesson Plans for Teaching Expectations / 9

Effective Procedures for Dealing with Discipline / 11 Implementation Plan / 13

Data Entry and Analysis / 7 Classroom Systems / 14

Expectations and Rules Developed / 11 Evaluation /13

Benchmarks Score: ______________/ 107 Benchmarks Percentage: ___________ %

Areas of Discrepancy

Item # Team Response Coach’s Score Scoring Guide Description

If a team discussion of an area of discrepancy reveals information that was previously unknown to the coach and would justify a different score on any item (based upon the Scoring Guide), adjust the benchmark item(s) and total scores.

Areas of Strength Critical Element Description of Areas of Strength

Areas in Need of Development

Critical Element Description of Areas of Strength


Completion of BoQ Step 4 – Reporting Back to PBL Team

After completing the Coach Scoring Form the coach reports back to the PBL team using the Team Summary page of the Coach Scoring Form

The coach then leads the team through a discussion of

the identified areas of strength (high ratings) and need (lower ratings)

This information should be conveyed as constructive

feedback to assist with action planning


Scoring the BoQ

Benchmarks Score: ______________ / 107

Benchmarks Percentage: _______________ % (Total points divided by 107 multiplied by 100)

BENCHMARKS OF QUALITY (BoQ) COACH SCORING FORM

School Name: __________________________________ Network: __________________________ Coach’s Name: _________________________________ Date: _____________________________

STEP 1: Coach uses the Coach Scoring Guide to determine appropriate point value. Circle ONLY ONE response. STEP 2: Indicate your team’s most frequent response. Write the response in column 2. (in place ++, needs improvement +, or

not in place - ). If there is a tie, report the higher score. STEP 3: Place a tick next to any item where there is a discrepancy between your rating and the team’s rating. Document the

discrepancies on page 3. Critical

Elements STEP 1 STEP 2 ++, + or -

STEP 3

PBL Team

Sub total _____/ 6

1. Team has Principal support 3 2 1 0

2. Team has regular meetings (at least monthly) 2 1 0

3. Team has established a clear mission/purpose 1 0

Staff Commitment

Sub total _____/ 6

4. Staff are aware of behaviour problems across school through regular data sharing 2 1 0

5. Staff involved in establishing and reviewing goals 2 1 0

6. Staff feedback is obtained throughout the year 2 1 0


Sub total ____/ 11

7. Discipline process described in narrative format or depicted in graphic format 2 1 0

8. Discipline process includes documentation procedures 1 0

9. Discipline referral form includes information useful in decision making 2 1 0

10. Problem behaviours are defined 3 2 1 0

11. Major/minor behaviours are clearly differentiated 2 1 0

12. Suggested array of appropriate responses to major (office-managed) problem behaviours 1 0


Sub total _____/ 7

13. Data system is used to collect and analyse ODR data 3 2 1 0

14. Additional data are collected (attendance, grades, school attendance, surveys) and used by PBL team 1 0

15. Data analysed by team at least monthly 2 1 0

16. Data shared with team and staff monthly (minimum) 2 1 0


Sub total ____/ 11

17. 3-5 positively stated school-wide expectations are posted around school 3 2 1 0

18. Expectations apply to both students and staff 3 2 1 0

19. Rules are developed and posted for specific settings (settings where data suggest rules are needed) 2 1 0

20. Rules are linked to expectations 1 0

21. Staff are involved in development and/or review of expectations and rules 2 1 0

BENCHMARKS OF QUALITY (BoQ) TEAM SUMMARY

School: ________________________________________ Date: ________________________

Critical Elements Sub Score Critical Elements Sub Score

PBL Team / 6 Reward/ Recognition Program / 16

Staff Commitment / 6 Lesson Plans for Teaching Expectations / 9

Effective Procedures for Dealing with Discipline / 11 Implementation Plan / 13

Data Entry and Analysis / 7 Classroom Systems / 14

Expectations and Rules Developed / 11 Evaluation /13

Benchmarks Score: ______________/ 107 Benchmarks Percentage: ___________ %


Excel Spreadsheet

When you enter the BoQ data into the Excel

spreadsheet it calculates the percentages and turns these into graphs It is very easy to use


Excel Spreadsheet BENCHMARKS OF QUALITY (BoQ) COACH SCORING FORM

School Name: Region:

Coach’s Name: Date:

Please note: Coaches should only enter details into cells shaded purple STEP 1: Coach uses the Coach Scoring Guide to determine the appropriate point value. Enter or select the value in the STEP 1 column. STEP 2: Indicate your team’s most frequent response. Enter or select the response in the STEP 2 column. (In place ++, needs improvement +, or not in place - ). If there is a tie, report the higher score. STEP 3: An X will display next to any item where there is a discrepancy between your rating and the team’s rating. Document the discrepancies in the "Areas of Discrepancy" section below.

Critical Elements Benchmark items Points available STEP 1 STEP 2 STEP 3

Sub total 3 2 1 0 (0,1,2,3) ++, + or - (X or blank)

PBL Team

1. Team has Principal support

0 / 6 2. Team has regular meetings (at least monthly)


Staff Commitment

4. Staff are aware of behaviour problems across school through regular data sharing

0 / 6 5. Staff involved in establishing and reviewing goals



7. Discipline process described in narrative format or depicted in graphic format

0 / 11


9. Discipline referral form includes information useful in decision making


11. Major/minor behaviours are clearly differentiated

12. Suggested array of appropriate responses to major (office-managed) problem behaviours


13. Data system is used to collect and analyse ODR data (includes student, time, location, problem, number of referrals per day per month)

0 / 7 14. Additional data are collected (attendance, grades, school attendance, surveys) and used by PBL team




BoQ Critical Elements

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Benchmarks of Quality: Critical Elements

PBL Primary School


0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

0.8

0.9

1

PBL Team StaffCommitment

EffectiveProcedures forDealing with

Discipline

Data Entry andAnalysis

Expectationsand RulesDeveloped

Reward/Recognition

Program

Lesson Plans forTeaching

Expectations

ImplementationPlan

ClassroomSystems

Evaluation Overall BoQpercentage

Benchmarks of Quality: Critical Elements - Trends 2012 2013

BoQ – Comparison Graph

Coach Feedback to Team

Areas of Strength

Critical Element (select from drop-down) Description of Areas of Strength

PBL team A highly committed team. Efficient meetings. Members follow up on actions for next meeting.

Lesson plans for teaching expectations Lesson plans and support material are clear and linked to expectations and taught to all students.

Expectations and rules Expectations with exemplars are clear and posted around all settings.

Reward/recognition system Recognition and reward systems are in place with a variety of rewards, free and frequent, intermittenst and strong and long term/

Classroom systems Classroom visits clearly evidenced students' thorough knowledge of school expectations and the students questioned could identify all expectations and describe the behaviours which demonstrate the expectations.

Areas of in Need of Development

Critical Element (select from drop-down) Description of Areas in Need of Development

Data entry and analysis Analysis of ODR data at each PBL team meeting

Implementation Strategies for sharing PBL strategies with families and staff new to the school.

Evaluation Ongoing evaluation of PBL progress reported regularly to team and school staff to celebrate success.

Staff commitment Strategies to maintain PBL momentum with changes to ensure sustainability of team and to prevent burnout of hardworking PBL members.


Teams without access to a Coach

The team coordinator or principal completes the On-site

Walkthrough and Coach Scoring Form The team meets and reaches consensus on the

appropriate score for each Benchmark


Teams without access to a Coach (cont)

After completing the Coach Scoring Form the team should use the Team Summary page of the Coach Scoring Form to guide a discussion of the identified areas of strength (high ratings) and need (lower ratings)

This information should be used as constructive feedback

to assist with action planning

Your local PBL contact is available to assist [email protected]

mailto:[email protected]


Completion of BoQ Step 5 – Reporting

The coach will forward the Team Summary page of the

Coach Scoring Form to the PBL State Team via email to [email protected]

mailto:[email protected]


What if the Results are Questioned?

Access local PBL Team contact for verification Second completion of BoQ by internal or external coach On-site walkthrough with PBL school team


On-Site PBL Walkthrough

Completed by a PBL coach or a member of the PBL state team

This tool is used as a quick review of school-wide implementation

It can be used to support the coach in verifying aspects of the Benchmarks



ON-SITE PBL WALKTHROUGH

Purpose: This tool is to be used as a quick review of school-wide implementation. It can be used to support the coach to complete the Benchmarks of Quality. The walkthrough is to be completed by a PBL Coach (if applicable) or a representative of the PBL State Team.

Observer: __________________ School: _______________________ Date: _____________ School Expectations __________________________ __________________________ ________________________ ________________________ ________________________ Visibility Indicate where Expectations/ Rules are visible: Main Office Classrooms Canteen Playground Hall Other ___________________ Other ____________________ Based upon the school’s data, record the most problematic areas in the school in the spaces below. Then indicate whether Expectations/ Rules Posters are visible in the areas by circling Yes or No under each setting listed. __________________ __________________ __________________ __________________

Yes/No Yes/No Yes/No Yes/No Classrooms Visit 5 classrooms from a variety of classes/grades to determine if expectations/ rules are visible. Indicate how many classrooms had visible expectations. 1 2 3 4 5



School-wide sites observed to see if Expectations/Rules are visible

Using the school’s data identify the most problematic areas in the school and indicated whether the Rules/Expectations posters are visible in those areas

5 classrooms observed to see if Expectations/Rules are visible

5 students interviewed – random sample including one special needs student

5 staff members interviewed and asked 4 questions. This should take 3-5 minutes per staff member


How will you administer the BoQ?

Who will complete?

Which process will you use? (coach or team)

When will it be completed?

What data system will you use?

What if there is a question about the results?


The PBL Team

would like to acknowledge the ongoing work and support of

PBL schools by our coaches

Acknowledgement

Documents

Positive Behaviour for Learning Behaviour for Learning Public Schools NSW The BoQ reliably assesses PBL team’s implementation is easy to complete by PBL coaches provides feedback