Page 159 |
Save page Remove page | Previous | 159 of 190 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
152
ELs by providing both Structured English Immersion and Bilingual Education
throughout the district.
Support for Implementation
In response to emerging achievement deficits, RUSD has taken the initiative
to implement reforms needed to improve student achievement. With respect to the
ongoing needs of ELLs, RUSD has created the EL lead position at each school site
with the intent to improve the quality of the EL program. RUSD has also taken major
steps to better coordinate district resources in order to meet its organizational goals.
For example, each school site was assigned an EL lead teacher who provides
information and coaching on the newly adopted collaborative model of instruction,
conducts presentations for staff, facilitates meetings, and works with school
personnel to facilitate professional development activities. These lead teachers
essentially act as liaisons between the school and the district, ensuring that schools
had the support they needed in meeting the needs of EL students. Also, depending
on if a school has a Structured English Immersion program or a Bilingual Education
Program, the Office of Bilingual Education is ready to support every individual site.
Emergent Themes Related to Root Causes
As the team reviewed the interviews and observations, four themes emerged.
One or more of these four themes repeatedly found their way to the center of every
conversation held. These themes first surfaced in the initial scanning interviews and
continued to come up during the follow-up interviews and school visits with site
administrators and teachers. The four emergent themes that were identified were: 1)
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 159 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 152 ELs by providing both Structured English Immersion and Bilingual Education throughout the district. Support for Implementation In response to emerging achievement deficits, RUSD has taken the initiative to implement reforms needed to improve student achievement. With respect to the ongoing needs of ELLs, RUSD has created the EL lead position at each school site with the intent to improve the quality of the EL program. RUSD has also taken major steps to better coordinate district resources in order to meet its organizational goals. For example, each school site was assigned an EL lead teacher who provides information and coaching on the newly adopted collaborative model of instruction, conducts presentations for staff, facilitates meetings, and works with school personnel to facilitate professional development activities. These lead teachers essentially act as liaisons between the school and the district, ensuring that schools had the support they needed in meeting the needs of EL students. Also, depending on if a school has a Structured English Immersion program or a Bilingual Education Program, the Office of Bilingual Education is ready to support every individual site. Emergent Themes Related to Root Causes As the team reviewed the interviews and observations, four themes emerged. One or more of these four themes repeatedly found their way to the center of every conversation held. These themes first surfaced in the initial scanning interviews and continued to come up during the follow-up interviews and school visits with site administrators and teachers. The four emergent themes that were identified were: 1) |
