Introduction To The High Reliability Schools Framework · PDF fileIntroduction To The High Reliability Schools Framework. ... High Reliability School Levels 5. ... –Clear rules and

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Introduction To The High Reliability

Schools Framework


Elbow Partner Discussion

• What ideas or thoughts come to mind

when you see the phrase:

• A High Reliability Organization


High Reliability Organizations

(HRO’s)

• Organizations that Can Not tolerate high

levels of failure…

• Organizations that “take a variety of

extraordinary steps in pursuit of error free

performance” (Weick, Sutcliffe, Ostefeld, 1999).



(HRO’s)

• Organizations that are continually in pursuit

of top performance.



• Continually monitor for errors in critical

factors of their operation….

• Immediately take action to keep those errors

from becoming system wide failures

• Recognize the interrelatedness of their

systems of operation


A few examples of HRO’s

• Airplane Maintenance Teams

• Nuclear Power Plants

• Prison Confinement Systems


What about schools?

• Schools have not typically been part of the

High Reliability Organization conversation.

• Why do you think this is the case?


The reality is….

• There was a long period of time when

schools were willing to accept high levels

of failure….

• And…

• Schools have not had a blueprint for the

concept of becoming a High Reliability

Organiztion


In the Era of Accountability…

• Schools are expected to be HROs

• Schools are measured by their ability to:

– Be safe collaborative places

– Create systems that help improve teaching

and learning

– Get as many students as possible

proficient or beyond in your state standards


Marzano Research

High Reliability Schools Model

• Based on the concept of HROs

• Research and practices from other

professional organizations

• And 40 years of educational research into

effective school practices


Marzano High Reliability

Schools Framework

5 Levels Organized in a Hierarchy

Top of Page 4 in your handbook


High Reliability School Levels

5. Competency-Based Education

4. Standards-Referenced Reporting of

Student Progress

3. A Guaranteed and Viable Curriculum

2. Effective Teaching In Every Classroom

1. Safe and Collaborative Culture


Levels 1, 2, and 3

• Foundational for all schools

• Represent a hierarchy of priority

• Must be worked on simultaneously

because they are interdependent.







Levels 4 and 5

• Optional for schools

• Add an additional layer of reliability in

learning with these levels

• Levels 1, 2 and 3 must be in place first




Student Progress





Level 4

• A school’s reporting system clearly

identifies each student’s status on

specific essential learning targets for

each subject at each grade level.


Establish Essential Learning Targets

• Develop clear levels of proficiency for

each of the essential learning targets

within a content area.







Student Progress





Level 5 “The Rare Air”

• A school replaces a system that

matriculates students based on time

with one that matriculates students

based on demonstrated competence

in specific content areas.




Student Progress





HRS As Strategic Planning Model

• Long term focus on sustained school

improvement

• With short term focuses on specific areas

in specific levels of a school’s operation.


One of the highest duties of leadership:

• Create the conditions in which

others can be successful.


What do you know about

1st and 2nd order change?

What are some characteristics of these

two types of change?

Characteristics of Change With

1st & 2nd Order ImplicationsFirst Order Second Order

An extension of the past A break with the past

Within existing paradigms Outside of existing paradigms

Consistent with prevailing norms, values Conflicts with prevailing norms, values

Incremental Complex

Linear Nonlinear

Implemented with existing

knowledge/skills

Requires new knowledge/skills

Implemented by experts Implemented by stakeholders


Leading Indicators

• Specific conditions known to be

associated with successful schools

and continuous school improvement

based on research and experience.


Lagging Indicator Example

• Leading Indicator 1.1: The faculty and staff

perceive the school to be an orderly and

safe place.


Lagging Indicators

• Data and/or artifacts of practice that

provide evidence for the degree to which

leading indicators are present in a

school’s operation.


2 Types of Lagging Indicators

• Concrete artifacts of practice

• Criterion Scores for performance


Lagging Indicator Examples

• Leading Indicator 1.1: The faculty and staff perceive the school to be an orderly and safe place.

• Artifact = Lagging Indicator:

– School safety review documents

– Clear rules and procedures for operation of the school

• Criterion Score = Lagging Indicator:

– Climate survey indicates 90% or more of faculty and staff believe the school is safe and orderly.


8 Leading Indicators For Level 1

page 15 In your handbook

Safe and Collaborative Culture


1.1 The faculty and staff perceive the school environment as

safe and orderly.

1.2 Students, parents, and the community perceive the school

environment as safe and orderly.

1.3 Teachers have formal roles in the decision-making process

regarding school initiatives.

1.4 Teacher teams and collaborative groups regularly interact

to address common issues regarding curriculum,

assessment, instruction, and the achievement of all

students.


1.5 Teachers and staff have formal ways to provide input

regarding the optimal functioning of the school.

1.6 Students, parents, and the community have formal

ways to provide input regarding the optimal functioning

of the school.

1.7 The success of the whole school, as well as individuals

within the school, is appropriately acknowledged.

1.8 The fiscal, operational, and technological resources of

the school are managed in a way that directly supports

teachers.


Critical Commitments

• Practices at each level that are critical

aspects of operation for schools to

consider and focus on.


Critical Commitments at Every Level

Level 5 Get rid of time requirements to move through levels of

knowledge and adjust the reporting systems accordingly

Level 4 Develop proficiency scales for the essential content

Report status and growth on the report card using proficiency

scales

Level 3 Continually monitor the viability of the curriculum

Create a comprehensive vocabulary program

Use direct instruction for knowledge application and

metacognitive skills

Level 2 Create an evaluation system whose primary purpose is teacher

development

Level 1 Implement the professional learning communities (PLC)

process


Leading Indicator Level 1.4

• Teacher teams and collaborative groups

regularly interact to address common

issues regarding curriculum, assessment,

instruction, and the achievement of all

students.

• Level 1 Critical Commitment


Sample Lagging Indicators

for 1.4





Geometry Benchmark

Geometry - Cycle 3 Benchmark Met Passing Standard

ALL AA Hisp White At Risk CTE EOD LEP Sp Ed

Teacher A 64.6% 43.4% 52.8% 78.7% 30.7% 65.4% 44.4% 18.8% 16.1%

Teacher B 72.2% 41.8% 60.0% 79.8% 47.2% 72.1% 49.1% 18.2% 44.4%

Teacher C 64.7% 41.4% 53.3% 68.1% 28.0% 62.3% 41.2% 0.0% 46.2%

Teacher D 57.4% 49.0% 53.3% 64.7% 29.7% 59.1% 47.7% 30.8% 18.4%

Teacher E 83.0% 35.3% 77.0% 86.6% 63.2% 82.4% 61.8% 60.0% 38.9%




Monitoring The System

• Leading and lagging indicators used

in tandem provide clarity and

guidance school leaders need to

make strategic, data-driven decisions.


Using Quick Data


FOD Walks:


Quick Data Sources:

• Continuous monitoring using easily

collected data

FOD walks for

Your schools


Lagging Indicator Example

• Leading Indicator 1.1: The faculty and staff

perceive the school to be an orderly and

safe place.

• Lagging Indicators:

– Climate survey (one piece of evidence)


The question is….

• Can you substantiate that data?

• Is the climate survey accurate and do you

monitor for errors before they grow.

• Use Quick Data sources….


Quick Conversations • Responses are coded

• Notes capture anecdotal data


Quick Observations


Easy-to-Collect Quantitative Data

Examples:Level 1 Level 2 Level 3 Level 4 Level 5

•Rule violations

•Detentions

•Tardies

•Attendance

data

•Expulsions

•Bullying

incidents

•Truancies

•Teacher scores

on observation

protocols

•Instructional

rounds data

•Walk-through

data

•Teacher PD

requests

•Curriculum

alignment

documents

•Student IEPs

and ILPs

•Formative

assessment data

•Student and

class progress

tracking sheets

•Summative

assessment data

•Student self-

assessment

reports

•Scheduling

documents

•Reports of

college credits

earned

•Student

mastery reports

•Student growth

reports


Why use Quick Data

• To monitor the health of your systems

(FOD walk)

• Allow you to take action as soon as you

sense something not operating correctly


Data Driven Leadership

• Strategic, specific, timely data….

• Not reams of data….

• Specific data for a specific purpose….


High Reliability Schools Framework

• Allows differentiation for individual schools

while still keeping all schools in a district

working toward common indicators of best

practice.


Begin with baseline data

• Four Different Surveys For Each Level

– Administrator

– Staff

– Student

– Parent


2 Survey Options

• All surveys are available in your handbook

• Online surveys available with a data report

from Marzano Research via the HRS

network.

• Sample Data Report…


HRS Process• Collect survey data.

• Identify your areas of strength, then

substantiate and monitor them with lagging

indicators and quick data.

• Identify your areas for growth, then use those

for strategic planning initiatives.

• Set up your lagging indicator and quick data

sources to monitor your systems.


HRS Leadership

• Use the lagging indicators to guide your

leadership actions.

• We will focus on some specific indicators

today that could be applicable to you

immediately.


What are you doing well?

• Begin with your 4s and 5s

• What lagging indicators could you get your

hands on immediately to substantiate your

perceptions?

• What quick data could you use to monitor

these indicators?


Task Two, Address low areas

• What are your lowest areas in level 1?

• What strategic initiatives can you enact in

to improve this indicator?

• This is where your strategic planning

discussions need to begin.

• How can you monitor these?


Level 2

Effective Teaching In Every Classroom


2.1 The school leader communicates a clear vision as to

how instruction should be addressed in the school.

2.2 Support is provided to teachers to continually enhance

their pedagogical skills through reflection and

professional growth plans.

2.3 Predominant instructional practices throughout the

school are known and monitored.


2.4 Teachers are provided with clear, ongoing evaluations

of their pedagogical strengths and weaknesses that are

based on multiple sources of data.

2.5 Teachers are provided with job-embedded professional

development that is directly related to their instructional

growth goals.

2.6 Teachers have opportunities to observe and discuss

effective teaching.


Long-Term Strategic Focus

• Certification Process

• School leaders monitor the lagging indicators and quick data to look at the “health” of their school.

• Marzano Lab review these and if all the indicators from a level are in good shape…

• The school can be awarded certification by levels.


HRS Network

• Member schools password protected

place to share ideas and best practices.

• Currently over 200 schools in the network

• International members from Australia


Collective Wisdom

HRS collaboration via the

Marzano Web Site


High Reliability Schools Network

• An international link for school leaders to

share and compare ideas and practices

with each other.

• A place for Marzano Lab to post and share

pieces of research or short videos with

member schools.








HRS Framework Uses

1. Road map for best practices in school

operation and leadership.

2. Guiding framework for strategic planning

in a school.

3. District-wide framework to establish

standards for school operation in the

district.


Certification Awards

• A school can apply for certification in a

specific level.

• Marzano Research associate conducts

certification review.

• Award of certification for a school that has

all leading indicators successfully in place

and has the lagging indicators to

substantiate them.


High Reliability Schools

• A leadership framework based on years of

best practice research.

• Provides areas for long-term strategic

planning while focusing on critical

immediate needs in each level.

Documents

Introduction To The High Reliability Schools Framework · PDF fileIntroduction To The High Reliability Schools Framework. ... High Reliability School Levels 5. ... –Clear rules and