the report card using those proficiency scales; and chapter 5 gives direction about getting rid of time requirements and adjusting reporting systems accordingly. These critical commitments can guide leaders as they work on areas identified by the leading indicator surveys.
If survey results indicate that no leading indicators need to be addressed, school leaders can move on to identifying lagging indicators and criterion scores that will be used to measure whether or not the school has achieved high reliability status for the level. To facilitate this process, each chapter provides a template that leaders can use to identify these indicators and scores, as well as example lagging indicators that school leaders could use. Once the lagging indicators have been created and the criterion scores set, school leaders gather data and other information to track their progress toward and achievement of high reliability status for that level.
Finally, each chapter lists specific questions (for quick conversations) and incidents (for quick observations) that school leaders can use to gather quick data for that level. Each chapter also provides examples of easy-to-collect quantitative data, which allow school leaders to continually monitor their school’s performance on previously achieved high reliability levels and celebrate success.
Figure I.4: High reliability schools process.
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