Introduction to the
Benchmarks of Quality (BoQ)
Revised version of the
presentation given at the Summer
2012 Minnesota PBIS Institute
School-wide Benchmarks of Quality (BoQ)
 Lists 53 benchmarks of PBIS programs that
address 10 critical elements of PBIS
implementation
 Completed by school teams on an annual
basis
 Assess how schools score on a 107 point scale
with regard to developing and implementing
school-wide PBIS
School-wide Benchmarks of Quality (BoQ)
 Useful in developing action plans for
following school year
 Encourage team discussion of strengths and
weaknesses and provides ideas for action
planning
 One of the measures used by MDE to identify
model schools
Criteria for qualifying to complete the BoQ
 Score of 80 for overall
Implementation on most
recent SET (within 3
years)
Local
Demonstration
with Fidelity
 Out of training (next
school year – cohorts 1-6)
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Why learn about the BoQ now?
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Timeline for 2012-2013 school year
 January 2013: Notification sent to schools
qualifying for the BoQ
 February 2013: BoQ training, sent by Wilder
Research
 February-May 2013: Complete BoQ and submit
scores on pbisassessment.org
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Three components of the BoQ
 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
STEP 0
 Complete BoQ training
─ This year, two short training videos
─ Training format may be different next year
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STEP 1
 PBIS Coach uses Scoring Guide to complete
the School-Wide Benchmarks of Quality:
Scoring Form
Benchmarks example:
Scoring Form
Critical
elements
STEP 2
++, +,
or -
STEP 1
PBS Team 1. Team has administrative
support
2. Team has regular meetings
(at least monthly)
3. Team has established a
clear mission/purpose
3
2
1
0
2
1
0
1
0
STEP
3

Benchmarks example:
Scoring Guide
Benchmark
3 points
2 points
1 point
0 points
1. 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 role
as the rest of
the team,
and/or attend
most meetings
Administrator(s)
support the
process but
don’t take as
active role as
the rest of the
team, and/or
attends only a
few meetings
Administrator(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 is helpful (e.g. submit at next
month’s meeting, within 1-2 weeks, etc.)
STEP 2
 Coach collects Team Member Rating Forms
 Coach tallies all responses provided by team
members using the Team Member Rating
Form: Tally Sheet
STEP 2: Scoring team member forms
 For items with a range of 0 to 1:
─ 1 = In Place
─ 0 = Needs Improvement or Not in Place
 For items with a range of 0 to 2:
─ 2 = In Place
─ 1 = Needs Improvement
─ 0 = Not in Place
 For items with a range of 0 to 3:
─ 3 = In Place
─ 2 or 1 = Needs Improvement
─ 0 = Not in Place
Tally sheet
ll
I
IIl
IIl
Benchmarks example:
Scoring Form
Critical
elements
STEP 2
++, +,
or -
STEP 1
PBS Team 1. Team has administrative
support
2. Team has regular meetings
(at least monthly)
3. Team has established a
clear mission/purpose
3
2
1
0
2
1
0
1
0
++
++
-
STEP
3

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 frequently responded
by the team.
Benchmarks practice:
Scoring Form, Scoring Guide
Critical
elements
STEP 1
PBS Team 1. Team has administrative
support
2. Team has regular meetings
(at least monthly)
3. Team has established a
clear mission/purpose
3
2
1
0
2
1
0
1
0
STEP 2
++, +,
or -
STEP
3

++
√
++
-
STEP 3
 The coach will then complete the Team
Summary on page 3 of the Benchmarks of
Quality Scoring Form recording areas of
discrepancy, strength, and weakness.
Areas of Discrepancy
Team
Response
1
++, ++, ++
Coach’s
Score
Scoring Guide Description
0
Item
#
Administrator does not actively
support the process
Areas of Strength
Critical
Element
Description of areas of strength
Areas in Need of Development
Critical
Element
Description of areas in need of development
Adjusting scores in areas of discrepancy
 If upon sharing areas of discrepancy, 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
PBS Team 1. Team has administrative
support
2. Team has regular meetings
(at least monthly)
3. Team has established a
clear mission/purpose
3
2
1
0
2
1
0
1
0
STEP 2
++, +,
or -
STEP
3

++
√
++
-
STEP 4
 Coach will report back to the team using the
Team Report page of the Benchmarks of
Quality: Scoring Form
 Coach leads team through a discussion of the
identified areas of strength and weakness
 This information should be conveyed as
“constructive feedback” to assist with action
planning
STEP 5
 Coach adds up all the points on the
Benchmarks of Quality: Scoring Form
 Coach submits scores on pbisassessment.org
 70% score or higher equals implementing PBIS
with fidelity (75 points or higher)
Entering scores into pbisassessment.org
 Visit https://www.pbisassessment.org/login
 Enter your School ID
─ Please contact Wilder Research at
pbisevalmn@wilder.org if you do not know your
School ID for logging in to pbisassessment.org
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Entering scores into pbisassessment.org
Viewing scores on pbisassessment.org
Contact
Wilder Research
pbisevalmn@wilder.org
651-280-2960
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