Читать книгу A Handbook for High Reliability Schools - Robert J Marzano - Страница 18

The process of achieving high reliability status for a given level is fairly straightforward. The teacher and administrator leading indicator surveys (from chapters 1 through 5) are administered, and if a school wants a more comprehensive set of data, the student and parent surveys are also administered. Scores on the surveys are analyzed to determine the school’s strengths and weaknesses. The analysis process for interpreting survey results should be designed to identify those items that represent actions considered important to the effective functioning of the school and whose average scores are low.

Items that have these characteristics are candidates for interventions—programs or practices the school will implement to shore up weak areas. Once these programs or practices are in full implementation, a school identifies one or more lagging indicators that either have explicit criterion scores or are concrete enough to be clear about whether their requirements have been satisfied. Once the requirements for satisfying the lagging indicators have been met for a given level, a school considers itself to have reached high reliability status for that level. However, the school is not finished once criterion scores have been met for a given level. Rather, the school then identifies ways to collect quick data to monitor its status and acknowledge success on a periodic basis—say, once a month.

If after administering leading indicator surveys, a school has no low scores on items that are important to the school, then it moves directly to identifying lagging indicators. Once the lagging indicators have been met, the school can consider itself to have reached high reliability status for the level and move to monitoring its status and celebrating success using quick data on a regular basis. Figure I.4 explains how to obtain high reliability status at any given level.

A school will continue the process described in figure I.4 until it has reached high reliability status at all five levels and can declare itself a high reliability school. At such a point, the school would continue to use quick data to monitor its status and success at all five levels. Whenever quick data indicate that a lagging indicator for any level has slipped below the acceptable level, the school leader immediately intervenes to bring the school up to acceptable levels of performance on the fluctuating indicator.