Leaders met recently to continue the work of High Reliability Schools. In those sessions, the teams really analyzed survey data and created action plans based off that data.

Cohort 2 had 3 breakout sessions, one for each level, with Tammy Heflebower. These sessions allowed for targeted instruction in the levels each campus is currently working. It also allowed some campuses time to collaborate and work to plan effective implementation of critical HRS components.

Cohort 3 looked at their survey data for Level 1 and created action plans to address areas of concern. Campuses also had time to collaborate with each other to hear and discuss additional ideas for reaching Level 1 certification.

Here are a couple of action planning templates leadership teams can use as they think about the current HRS work they are doing on campus.

Template 1

Template 2

Template 3

Now is a great time to check in on the PLC process at your campus. Some things to keep in mind:

• Do teachers play a role in creating the agenda?
• Are conversations focused on the six essential questions?
• Are leaders able to monitor the effectiveness of PLCs?

Here are some things to consider as you are monitoring Level 2 progress:

• Have teachers set goals for professional growth?
• Do teachers have a way to monitor their progress?
• Is there a way to track the progress of all teachers toward their goals?

Here is a template for writing proficiency scales.

The Marzano Research website has a database of proficiency scales as well. You can find those here: https://www.marzanoresearch.com/resources/proficiency-scale-bank . You will have to be logged in to the website, but the database itself is free! Keep in mind that these scales are not always aligned to TEKS; however, they are examples you can use as you create your own.

Quick conversations are one way to collect quick data to support your leading indicators. An easy way to handle quick conversations is to have your leadership team take turns asking relevant questions for the level you are currently working. These conversations can be rated using a scale of excellent, adequate, or unsatisfactory. This data can be recorded and aggregated monthly. Take a look at the example from our handbook:

Quick observations can easily be handled by members of the leadership team as well. The key is to create specific things for teachers to observe. For example, if you are seeking Level 1 certification, your observations might revolve around the safety and orderliness of the school. Here's an example of what that might look like (taken from our handbook):

At each level, you have access to lots of easy-to-collect quantitative data. The graphic below contains some examples you might consider. Keep in mind that this is not an exhaustive list, but it will give you a place to start.