Marzano Implementation Specialists and school leadership teams use performance scales, linked to the 16 SLIs as a measurement metric. The scale delineates five-levels of performance: not using, beginning, developing, applying, and sustaining. Consistent use of these scales inspires in-depth discussions about key elements for success; it also allows schools to celebrate success over time and pinpoint specific areas for improvement.
| Level Descriptions | ||
|---|---|---|
| Level 4 | Sustaining | The school exhibits all behaviours at the Applying level and takes proper action to intervene when quick data indicate a potential problem. |
| Level 3 | Applying | The school employs programs and practices that address and can provide lagging indicators to show the desired effects of these actions. |
| Level 2 | Developing | The school employees programs and practices that address the indicator but cannot provide lagging indicators to show the desired effect of these actions. |
| Level 1 | Beginning | The school is in the beginning but incomplete stages of developing programs and practices that address the indicator. |
| Level 0 | Not Using | The school does not attempt to develop programs and practices that address the indicator. |
Level Descriptions
LEVEL 4: SUSTAINING
The school exhibits all behaviours at the Applying level and takes proper action to intervene when quick data indicate a potential problem.
LEVEL 3: APPLYING
The school employs programs and practices that address and can provide lagging indicators to show the desired effects of these actions.
LEVEL 2: DEVELOPING
The school employees programs and practices that address the indicator but cannot provide lagging indicators to show the desired effect of these actions.
LEVEL 1: BEGINNING
The school is in the beginning but incomplete stages of developing programs and practices that address the indicator.
LEVEL 0: NOT USING
The school does not attempt to develop programs and practices that address the indicator.
At the “not using” level, a school has made no attempt to develop programs and practices that address the indicator. At the beginning level, a school is usually attempting to develop programs and practices but is doing so inconsistently or in an incomplete manner. At the developing level, the school has programs and practices in place that are complete and executed without errors or omissions. However, at the developing level, the school cannot yet provide evidence of the effects of its efforts (commonly called lagging indicators). It is at the applying level that the school can produce evidence of the effectiveness of its practices. At the highest level of the scale, the “sustaining” level, the school continues to collect data (referred to as “quick data”) to ensure continuous improvement relative to the indicators. When an academy reaches this level of operation, it functions as a high reliability organization (HRO).
SLI-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.
| Level Descriptions | ||
|---|---|---|
| Level 4 | Sustaining | The school exhibits all behaviours at the Applying level and takes proper action to intervene when quick data indicate a potential problem. |
| Level 3 | Applying | The school employs programs and practices that provide students, parents, and staff with a sense of safety, order, and support and can provide lagging indicators to show the desired effects of these actions. |
| Level 2 | Developing | The school employs programs and practices that provide students, parents, and staff with a sense of safety, order, and support without significant errors or omissions but cannot provide lagging indicators to show the desired effects of these actions. |
| Level 1 | Beginning | The school is in the beginning but incomplete stages of developing programs and practices that provide students, parents and staff with a sense of safety, order, and support. |
| Level 0 | Not Using | The school does not attempt to develop programs and practices that address the indicator. |
Level Descriptions
LEVEL 4: SUSTAINING
The school exhibits all behaviours at the Applying level and takes proper action to intervene when quick data indicate a potential problem.
LEVEL 3: APPLYING
The school employs programs and practices that provide students, parents, and staff with a sense of safety, order, and support and can provide lagging indicators to show the desired effects of these actions.
LEVEL 2: DEVELOPING
The school employs programs and practices that provide students, parents, and staff with a sense of safety, order, and support without significant errors or omissions but cannot provide lagging indicators to show the desired effects of these actions.
LEVEL 1: BEGINNING
The school is in the beginning but incomplete stages of developing programs and practices that provide students, parents and staff with a sense of safety, order, and support.
LEVEL 0: NOT USING
The school does not attempt to develop programs and practices that address the indicator.
