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122
APPENDIX B – DOCUMENT REQUEST LIST
List of Documents requested from Schools
All of these documents should be for the current 2009-10 school year.
1. Staff List (School)
This list will likely include any person who works in the physical space of the school. It
is necessary to understand the full-time equivalent (FTE) status of each employee, as well
as what their job entails (for a principal or classroom teacher, this may be obvious, for
special education staff or student support staff, this is not readily clear).
Some staff are paid to work less than 1.0 FTE with the school, yet are housed at
the school full-time. Only the portion of the day that the staff person provides
services to the individual school should be recorded.
Special education and ELL staff, especially, may be dedicated to more than one
project (e.g. 0.5 FTE reading coach, 0.5 FTE resource room).
Distinguish how special education and EL staff provide support (e.g. do they
work with an individual child or a classroom, etc.).
Individuals who serve the school may not be listed and instead are based out of
the district or regional education agency (e.g. speech therapy, visiting coaches) so
you will need to ask them about these people—see below.
2. Staff List (District)
A list of all district employees who do not appear on school staff roster, but who provide
direct services to schools (guidance counselors, psychologists, special education
diagnosticians, etc) and which schools they provide services to, expressed in FTE units.
For instance, a special education diagnostician who works with 3 schools might be listed
three times on this sheet (0.5 FTE, 0.3 FTE, 0.2 FTE) depending upon the number of
days she is allocated to the various schools. Note: You will only be recording the
proportion of FTEs that she spends providing services to the individual school you are
studying.
3. School Schedule (School)
It is helpful to have a copy of the bell schedule to talk through the amount of instructional
time for reading, math, etc.
4. Consultants (School, District, and State)
Budgeted dollar amount for all other consultants other than professional development
contracted services.
5. Class Sizes
You want a copy of the master class schedule to enter this data. Make sure to enter the
class size for every class that is taught at the school.
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 130 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 122 APPENDIX B – DOCUMENT REQUEST LIST List of Documents requested from Schools All of these documents should be for the current 2009-10 school year. 1. Staff List (School) This list will likely include any person who works in the physical space of the school. It is necessary to understand the full-time equivalent (FTE) status of each employee, as well as what their job entails (for a principal or classroom teacher, this may be obvious, for special education staff or student support staff, this is not readily clear). Some staff are paid to work less than 1.0 FTE with the school, yet are housed at the school full-time. Only the portion of the day that the staff person provides services to the individual school should be recorded. Special education and ELL staff, especially, may be dedicated to more than one project (e.g. 0.5 FTE reading coach, 0.5 FTE resource room). Distinguish how special education and EL staff provide support (e.g. do they work with an individual child or a classroom, etc.). Individuals who serve the school may not be listed and instead are based out of the district or regional education agency (e.g. speech therapy, visiting coaches) so you will need to ask them about these people—see below. 2. Staff List (District) A list of all district employees who do not appear on school staff roster, but who provide direct services to schools (guidance counselors, psychologists, special education diagnosticians, etc) and which schools they provide services to, expressed in FTE units. For instance, a special education diagnostician who works with 3 schools might be listed three times on this sheet (0.5 FTE, 0.3 FTE, 0.2 FTE) depending upon the number of days she is allocated to the various schools. Note: You will only be recording the proportion of FTEs that she spends providing services to the individual school you are studying. 3. School Schedule (School) It is helpful to have a copy of the bell schedule to talk through the amount of instructional time for reading, math, etc. 4. Consultants (School, District, and State) Budgeted dollar amount for all other consultants other than professional development contracted services. 5. Class Sizes You want a copy of the master class schedule to enter this data. Make sure to enter the class size for every class that is taught at the school. |
