High Reliability Schools is a framework created by research organization Marzano Resources based on decades of research into high reliability organizations. The framework identifies 25 indicators that represent the “right work” in schools and are divided into five distinct areas of practice.  A “reliable” school is one that demonstrates each of these five levels. Think of these levels like building blocks. Schools must prove through a certification process that they have met the indicators at Level 1 before certifying at Level 2. It is not unusual for schools to be working on indicators across multiple levels, but certification is one step at a time.

Level 1 | Safe, Supportive, & Collaborative Culture

Level 2 | Effective Teaching in Every Classroom

Level 3 | Guaranteed & Viable Curriculum

Level 4 | Standards-Referenced Reporting

Level 5 | Competency-Based Education

A common phrase heard in and around education is “we are doing a lot of really good things.” This phrase is often true! A school or teacher can do really good things - they can be fun and flashy, but at the end of the day, what matters is that those things have real impact. A chocolate chip cookie with lots of chocolate chips may look really good, but if another ingredient was left out, the cookie may fall short on the taste test. HRS provides that recipe framework to make sure that building block ingredients aren’t left out.

Why the Levels Matter

Level 1 | Safe, Supportive, & Collaborative Culture

We know from years of educational research that a physically hungry student is not ready to learn. Their body is too focused on that basic need to focus on other things. This level is reflective of that same principle; If a person or student feels unsafe or unsupported, they will not be able to operate at 100%. This level covers the traditional meaning of safety as well as emotional safety. Emotional safety or support makes for an environment where a team member or student will toss out a new idea without fear of failure or judgement.

Level 2 | Effective Teaching in Every Classroom

An effective teacher who uses proven instructional techniques that reach all students will beat most odds. Level 2 ensures that teachers are given all of the tools and support needed to be an effective teacher. Though it is easy to fall back on the thought that some teachers are gifted with a disposition that makes them successful, so much of effective teaching is about intentional practices that provide varied avenues to meet the different learners in their classroom. 

Level 3 | Guaranteed & Viable Curriculum

There are three curricula that exist in schools. The first, the intended curriculum, is defined by state and district expectations. The implemented curriculum is the second and it is what is actually taught in the classroom. The third type, the attained curriculum, is what students actually learn in each course or grade level. In a perfect system all three of these curricula align and create a guaranteed curriculum. When this happens it no longer matters which teacher a student has, or which building they are in. All teachers have the same expectations of what students must know and be able to do. A viable curriculum is one that teachers have both the time and resources to teach. As we create the guaranteed curriculum it is important to ensure it is focused enough to be taught within the time we have. 

Level 4 | Standards-Referenced Reporting

State standards are a piece of the puzzle that rarely make everyday conversations outside of educational meetings. However, these standards are how education is aligned at a state level, which feeds to the federal level. Standards are how society remains on the same page with baseline information that all people should leave school knowing. Many times educators will create plans or units that are tied to specific standards within their subject and grade level. These standards also provide a framework to the teachers on what they need to teach within the school year. Reaching Level 4 means that systems are in place to measure specific things within each standard - so instead of reported data saying the school performed -here- in math, it would say, the school performed -here- in subtraction, -here- in addition, and -here- in multiplication. This detailed reporting means that schools can pinpoint strengths and weaknesses within the standards and plan accordingly.

Level 5 | Competency-Based Education

We have all had that moment in school where the rest of the class seems to “get it” but you’re quietly sitting there confused and uncomfortable to admit that you need more time or explanation. This scenario is reflective of a classroom where time is the constant instead of competency. When time is the constant, a student, and usually class, moves on to the next level, grade, or subject because the predetermined amount of time has been allotted. When competency is the constant, it means that a student will spend as much time as needed to understand the subject matter prior to moving on; This could mean they spend less time or more time than originally allocated. Competency-Based Education results in students having a learning path tailored to their individual strengths and needs, as opposed to the average of the class.

We Are Here

Neosho School District is on step one of level one - Safe, Supportive, and Collaborative Culture. In order to build level one and ensure we get there, we need to know where we are now. Since becoming a High Reliability School is about all aspects of the school, we will be conducting staff, student, and parent surveys to indicate where we are in level one.

The surveys are anonymous and go back to Marzano Resources to be developed into workable data for NSD. They will be open to students, staff, and parents until Sunday, October 31, 2021. If a parent would like to opt their student out of participation in the survey, they can do so by contacting the student's school of attendance by October 18, 2021.

Parents can complete the survey here. | Students will complete the survey during the school day