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81
At Amarado, the CORE assessments are given as formative assessments in grades
kindergarten through second and in third and fourth on as needed basis. Fountas and
Pinnell level reading assessments are also given to students at the beginning of the year.
Additionally, teachers give quarterly assessments such as fluency tests as well as teacher-designed
tests that are reviewed by the administration. In grades five, six, and seven,
Measures of Academic Progress are given two times a year.
Based on data from the beginning of the year assessments and quarterly
assessments, teachers create individual intervention plans, adjust their long term plans,
and plan for future units. This cycle of adjusting instruction and developing intervention
plans occurs quarterly. The director of intervention and assessment reviews the
assessment results and follows-up with teachers to offer support and training to develop
the intervention plans. This director also coaches the instructional aides as well as works
with teachers who have students participating in the student success team (SST).
Ongoing, intensive professional development. As discussed in the previous
section, the data that is generated from formative, summative, and benchmark
assessments at all four of the charter schools are used to drive professional development.
All of the schools approached professional development in different ways, but there are
commonalities in achieving ongoing, intensive professional development. At each of the
schools, there were people who acted in the capacity of an instructional coach. At some
schools, this was a consultant and at others, it was an assisted principal. At each of the
schools, collaborative time during the school day and pupil-free days were a part of the
calendar.
Object Description
| Title | Allocation of educational resources to improve student achievement: Case studies of four California charter schools |
| Author | Patrick, Ramona Kay |
| Author email | rpatrick@usc.edu; ramonakaypatrick@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-28 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-05-04 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | Charter schools are growing at a rapid pace have significantly more flexibility in their allocation of resources in comparison to their traditional public school counterparts in California. Because of this, it is important to study how successful charter schools, with this increased flexibility, are utilizing their resources to achieve high results with their students in a time of fiscal constraint. There is a plethora of data and research on effective school practices to improve student achievement, but a dearth of research on the effective allocation of resources at charter schools. The purpose of this study is to analyze how four high performing charter schools, with high percentages of socioeconomically disadvantaged students in Los Angeles, California, are implementing school improvement strategies and utilizing resources at their school site to impact student achievement. The Evidenced-Based Model, (Odden & Picus, 2008) along with Odden and Archibald’s (2009) Ten Strategies for Doubling Student Performance were used as a lens in this study to compare resource allocation as well as school improvement strategies to best support student achievement at the schools. This study will describe each schools’ instructional vision and improvement strategy, how resources are utilized to implement their instructional improvement plan, how the current fiscal crisis is affecting their allocation of resources, and how actual resource patterns are aligned with the Evidence Based Model (Odden & Picus, 2008). |
| Keyword | charter schools; resource allocation; evidenced-based model |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3815 |
| Contributing entity | University of Southern California |
| Rights | Patrick, Ramona Kay |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Patrick-4438 |
| Archival file | uscthesesreloadpub_Volume51/etd-Patrick-4438.pdf |
Description
| Title | Page 89 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 81 At Amarado, the CORE assessments are given as formative assessments in grades kindergarten through second and in third and fourth on as needed basis. Fountas and Pinnell level reading assessments are also given to students at the beginning of the year. Additionally, teachers give quarterly assessments such as fluency tests as well as teacher-designed tests that are reviewed by the administration. In grades five, six, and seven, Measures of Academic Progress are given two times a year. Based on data from the beginning of the year assessments and quarterly assessments, teachers create individual intervention plans, adjust their long term plans, and plan for future units. This cycle of adjusting instruction and developing intervention plans occurs quarterly. The director of intervention and assessment reviews the assessment results and follows-up with teachers to offer support and training to develop the intervention plans. This director also coaches the instructional aides as well as works with teachers who have students participating in the student success team (SST). Ongoing, intensive professional development. As discussed in the previous section, the data that is generated from formative, summative, and benchmark assessments at all four of the charter schools are used to drive professional development. All of the schools approached professional development in different ways, but there are commonalities in achieving ongoing, intensive professional development. At each of the schools, there were people who acted in the capacity of an instructional coach. At some schools, this was a consultant and at others, it was an assisted principal. At each of the schools, collaborative time during the school day and pupil-free days were a part of the calendar. |
