Introduction To The High Reliability Schools Framework marzanoresearch.com
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1 Introduction To The High Reliability Schools Framework
2 Elbow Partner Discussion What ideas or thoughts come to mind when you see the phrase: A High Reliability Organization
3 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).
4 High Reliability Organizations (HRO s) Organizations that are continually in pursuit of top performance.
5 High Reliability Organizations 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
6 A few examples of HRO s Airplane Maintenance Teams Nuclear Power Plants Prison Confinement Systems
7 What about schools? Schools have not typically been part of the High Reliability Organization conversation. Why do you think this is the case?
8 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
9 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
10 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
11 Marzano High Reliability Schools Framework 5 Levels Organized in a Hierarchy Top of Page 4 in your handbook
12 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
13 Levels 1, 2, and 3 Foundational for all schools Represent a hierarchy of priority Must be worked on simultaneously because they are interdependent.
14 High Reliability School Levels 3. A Guaranteed and Viable Curriculum 2. Effective Teaching In Every Classroom 1. Safe and Collaborative Culture
15 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
16 High Reliability School Levels 4. Standards-Referenced Reporting of Student Progress 3. A Guaranteed and Viable Curriculum 2. Effective Teaching In Every Classroom 1. Safe and Collaborative Culture
17 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.
18 Establish Essential Learning Targets Develop clear levels of proficiency for each of the essential learning targets within a content area.
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21 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
22 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.
23 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
24 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.
25 One of the highest duties of leadership: Create the conditions in which others can be successful.
26 What do you know about 1 st and 2 nd order change? What are some characteristics of these two types of change?
27 Characteristics of Change With 1 st & 2 nd Order Implications First 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 Implemented by experts Requires new knowledge/skills Implemented by stakeholders
28 Leading Indicators Specific conditions known to be associated with successful schools and continuous school improvement based on research and experience.
29 Lagging Indicator Example Leading Indicator 1.1: The faculty and staff perceive the school to be an orderly and safe place.
30 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.
31 2 Types of Lagging Indicators Concrete artifacts of practice Criterion Scores for performance
32 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.
33 8 Leading Indicators For Level 1 page 15 In your handbook Safe and Collaborative Culture
34 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.
35 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.
36 Critical Commitments Practices at each level that are critical aspects of operation for schools to consider and focus on.
37 Critical Commitments at Every Level Level 5 Level 4 Level 3 Get rid of time requirements to move through levels of knowledge and adjust the reporting systems accordingly Develop proficiency scales for the essential content Report status and growth on the report card using proficiency scales 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
38 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
39 Sample Lagging Indicators for 1.4
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43 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%
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46 Monitoring The System Leading and lagging indicators used in tandem provide clarity and guidance school leaders need to make strategic, data-driven decisions.
47 Using Quick Data
48 FOD Walks:
49 Quick Data Sources: Continuous monitoring using easily collected data FOD walks for Your schools
50 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)
51 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.
52 Quick Conversations Responses are coded Notes capture anecdotal data
53 Quick Observations
54 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 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 selfassessment reports Scheduling documents Reports of college credits earned Student mastery reports Student growth reports Truancies
55 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
56 Data Driven Leadership Strategic, specific, timely data. Not reams of data. Specific data for a specific purpose.
57 High Reliability Schools Framework Allows differentiation for individual schools while still keeping all schools in a district working toward common indicators of best practice.
58 Begin with baseline data Four Different Surveys For Each Level Administrator Staff Student Parent
59 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
60 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.
61 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.
62 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?
63 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?
64 Level 2 Effective Teaching In Every Classroom
65 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.
66 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.
67 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.
68 HRS Network Member schools password protected place to share ideas and best practices. Currently over 200 schools in the network International members from Australia
69 Collective Wisdom HRS collaboration via the Marzano Web Site
70 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.
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77 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.
78 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.
79 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.
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