School Level Indicators
The sixteen (16) School Level Indicators (SLIs) represent how your school will be guided and measured. The SLIs are a precise scope and sequence of research-supported components which lead to a school becoming a high-reliability organization. A Marzano Academies Site Implementation Specialist assigned to your campus will guide your campus through mastery of each SLI using performance scales created by Dr. Marzano and customized to fit each sites vision, resources, and needs. Successful completion (determined by the Marzano Academies team) of the 16 SLIs leads to certification as a Marzano Academy. The 16 SLIs are:
1. Safe, Orderly, and Supportive Environment
The school has programs and practices in place that provide students, parents, and staff with a sense of safety, order, and support
2. Student Efficacy and Agency
The school has programs and practices in place that help develop student efficacy and agency.
The school has programs and practices in place that are designed to inspire students by providing opportunities for self-actualization and connection to something greater than self.
4. Personal Projects
The school has programs and practices in place that allow students to engage in projects of their own design.
5. Instruction and Teacher Development
The school has a Marzano Academies Inc. (MAI) approved instructional model that is used to provide feedback to teachers regarding their status and growth on specific pedagogical skills.
6. Blended Instruction
The school procures online resources and engages teachers in activities that help them develop online resources for score 2.0, 3.0, and 4.0 levels on proficiency scales.
7. Cumulative Review
The school has programs and practices in place that ensure students continually review and revise critical content and practice various forms of assessment relative to that content.
8. Knowledge Maps
The school ensures that students use Knowledge Maps as tools to comprehend various types of texts and write various types of texts.
9. Measurement Topics
The school has well-articulated measurement topics with accompanying proficiency scales for essential academic content.
10. Cognitive and Metacognitive Skills
The school has well-articulated measurement topics and accompanying proficiency scales for cognitive and metacognitive skills that are systematically taught and assessed throughout the curriculum.
The school has programs and practices in place to ensure that all students have a working knowledge of Tier I, Tier II, and Tier III vocabulary.
12. Explicit Goals for Students’ Status and Growth
The school has explicit goals for students’ status and growth at the individual student level and at the whole school level.
The school has an assessment system that ensures the use of reliable and valid classroom assessments that measure each student’s status and growth on specific measurement topics.
14. Reporting and Grading
The school has a reporting and grading system that depicts both status and growth for individual students and allows for students to be working at multiple levels across different subject areas.
15. Collective Responsibility
The school has programs and practices in place that ensure teachers collectively provide instruction, support, and assessments on measurement topics regardless of whether students are assigned to them as a class.
16. Flexible Scheduling
The school employs scheduling practices that allow students to receive instruction, support, and evaluation on measurement topics at any level in any subject area.
To monitor the status of the academy, school leadership uses performance scales for each indicator which describes five levels of performance: not using, beginning, developing, applying, and sustaining.
At the “not using” level, a school has made no attempt to develop programs and practices that address the indicator. At the beginning level, the school is attempting to develop programs and practices but is doing so in an incomplete manner and still has work to fully address the indicator. At the developing level, the school has programs and practices in place that are complete and executed without errors or omissions. At this level, the school has addressed the important “leading indicators.” However, at the developing level, the school cannot provide lagging indicators regarding the effects of its efforts. It is at the applying level, that the school can produce evidence as to the effectiveness of its leading indicators. This evidence is referred to as “lagging indicators.” At the highest level of the scale, “sustaining”, the school continues to collect data (referred to as “quick data”) to ensure continuous improvement throughout the school relative to the indicators. When an academy reaches this level of operation, it is functioning as a high reliability organization (HRO).
The remainder of this section contains an excerpt from the Marzano Academy Implementation Manual covering the proficiency scales for the first indicator:
1. Safe, Orderly, and Supportive Environment
The school has programs and practices in place that provide students, parents, and staff with a sense of safety, order, and support.