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56
Inconsistencies in our presentation could potentially discredit all of our work. Once
we were able to align the common findings among the three inquiry teams we then
focused on the unique differences as an additional area of focus.
At that time we agreed to develop a streamlined PowerPoint. Every inquiry
team was assigned the responsibility to produce three to five slides that would
convey the information that their team wanted to present. This assignment was
undertaken with the understanding the there would be an initial set of slides that
would frame the inquiry project and highlight the commonalities among the three
groups. The group was very clear that the PowerPoint should be cohesive and
connected in its presentation. Although three inquiry teams examined three different
topics we did not want three different styles to come across in the PowerPoint. We
wanted the focus to be on RUSD and the inquiry work that was conducted in their
district. We sought to provide a way to present our proposed solutions as a way to
support the work currently in place while at the same time addressing their pre-identified
areas of concern.
Possible Solutions Presentation
The presentation of our collective work was also strategically planned. One
member from each inquiry team presented the main slides pertaining to their group’s
work. In addition, the entire group had one additional member open and close the
presentation to provide a coordinated introduction and conclusion. The other team
members provided support during the question and answer session that immediately
followed each inquiry team presentation.
Object Description
| Title | An alternative capstone project: A gap analysis inquiry project on the district reform efforts and its impact in narrowing the Hispanic EL achievement gap in Rowland Unified School District |
| Author | Molina-Solis, Lesette Wendy |
| Author email | lwm5995@lausd.net; molinaso@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-28 |
| Advisor (committee chair) |
Rueda, Robert S. Marsh, David D. |
| Advisor (committee member) | Escalante, Michael F. |
| Abstract | The purpose of this case study was to conduct a gap analysis for the pervasive underperformance of Hispanic English Learner (EL) students in Rowland Unified School District. This qualitative inquiry project looked at educational practices from elementary through middle school throughout the district and how these aligned to district initiatives for narrowing the gap. Through the use of interviews, observations and surveys, the authors gathered information to develop perceived root causes and then formulate solutions to present to the Superintendent and her executive board.; The process of change, district support and cultural proficiency all contributed to the existing Hispanic EL achievement gap in Rowland Unified. Despite the district’s efforts in addressing the students’ needs via district wide initiatives supported from a grant through the Ball Foundation, high beliefs in collaboration and de-centralized nature of the district, Hispanic EL student needs were not adequately being addressed. In actuality, the fairly recent programs identified to address EL needs had not been fully implemented by all district stakeholders. Although district level personnel demonstrated much support and commitment to addressing EL student needs, the decentralized nature of the district hampered the implementation with fidelity of EL classroom strategies. Lastly, a sufficient percentage of staff members had perceived assumptions about their students’ academic progress. The staff overwhelming demonstrated limited cultural proficiency about their students’ home life, background and knowledge base to adequately aid their students in gaining access to the classroom curriculum. In addition to sustaining and ensuring implementation of research based effective teaching practices for ELs, staff members need to increase their understanding of their students’ cultural background through guidance and increased accountability from the district. |
| Keyword | Hispanic EL; achievement gap; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2001/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3802 |
| Contributing entity | University of Southern California |
| Rights | Molina-Solis, Lesette Wendy |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-MolinaSolis-4309 |
| Archival file | uscthesesreloadpub_Volume14/etd-MolinaSolis-4309.pdf |
Description
| Title | Page 63 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 56 Inconsistencies in our presentation could potentially discredit all of our work. Once we were able to align the common findings among the three inquiry teams we then focused on the unique differences as an additional area of focus. At that time we agreed to develop a streamlined PowerPoint. Every inquiry team was assigned the responsibility to produce three to five slides that would convey the information that their team wanted to present. This assignment was undertaken with the understanding the there would be an initial set of slides that would frame the inquiry project and highlight the commonalities among the three groups. The group was very clear that the PowerPoint should be cohesive and connected in its presentation. Although three inquiry teams examined three different topics we did not want three different styles to come across in the PowerPoint. We wanted the focus to be on RUSD and the inquiry work that was conducted in their district. We sought to provide a way to present our proposed solutions as a way to support the work currently in place while at the same time addressing their pre-identified areas of concern. Possible Solutions Presentation The presentation of our collective work was also strategically planned. One member from each inquiry team presented the main slides pertaining to their group’s work. In addition, the entire group had one additional member open and close the presentation to provide a coordinated introduction and conclusion. The other team members provided support during the question and answer session that immediately followed each inquiry team presentation. |
