Page 118 |
Save page Remove page | Previous | 118 of 271 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
106
19 AP courses each. Cirrus HS is in the process of eliminating all courses that do not
fulfill the a-g requirements.
Formative assessments and data-based decision making. In 2006, it was the goal
of the then assistant superintendent to create common formative assessments (CFAs) for
every course at every school. Districtwide planning days were arranged on SB1193 days,
and teachers were trained how to unwrap standards and apply them to the CFAs they
were creating. The buy-in for the CFA process was met with resistance by the local
teachers association, which feared the data from the CFAs were to be used in teacher
evaluations. Stratus HS deeply implemented the use of common assessments over the
past five years as it was a schoolwide action plan as part of their accreditation process.
The follow-through at Stratus on the CFAs has created a culture of collaboration and has
yielded deep conversations about instruction and where teachers can provide
interventions for struggling students. At present, every single course, including all
physical education, the arts and career-technical education classes have quarterly CFAs.
Time at department meetings has been reserved for discussion of the CFA results using
common rubrics. Teachers then share best practices based on whose students earned the
best results or achieved the most growth over time. A protocol is in place to guide
discussions and track data. Currently, this internal accountability system is making CFA
results public with a reporting of results on a data board in the main office.
This level of implementation of the CFAs has not occurred or is only evident in
some courses at the other sites in this study. Despite the District’s dedication of
resources to this project over the years, Cumulus and Cirrus did not make common
Object Description
| Title | Navigating troubled waters: case studies of three California high schools' resource allocation strategies in 2010-2011 |
| Author | Landisi, Brian Anthony |
| Author email | landisi@usc.edu; blandisi@charter.net |
| 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 | 2011-04-28 |
| Advisor (committee chair) | Picus, Lawrence O. |
| Advisor (committee member) |
Hentschke, Guilbert C. Nelson, John L. |
| Abstract | This study was conducted to examine instructional strategies and resource allocation in successful schools. The study was based on the analysis of three comprehensive high schools in one school district in Southern California. Each of the study schools increased students’ academic achievement over time as measured by sustained growth on California’s Academic Performance Index. The efforts of these study schools also contributed to narrowing the achievement gap.; Successful schools in this study were analyzed primarily through the lens of Odden’s (2009) 10 Strategies for Doubling Student Performance. In addition to effective organizational and instructional strategies, this study also analyzed human and fiscal resource allocation at the sample schools. The study used the Evidence-Based Model (Odden & Picus, 2008) to analyze how the schools allocated resources during 2010-2011, navigating a catastrophic economic crisis facing California and the rest of the nation. Interview data, student achievement data and information on school-level resource use were included in case studies on each of these successful schools.; The findings indicate that although the resource use patterns of the study schools were significantly fewer than what the Evidence-Based Model suggests, the improvement strategies showed many commonalities to those suggested in the body of literature on school improvement. Strong leadership from the district office supported the reform efforts at each of the school sites. This leadership came in the form of a single district focus combined with continuity of leadership, development and retention of talent within the district and a common school improvement framework.; A heavy investment of time and fiscal resources into professional development created a collaborative culture within and between the high schools in the study. The schools that were most successful in raising student achievement demonstrated a commitment to collaboration and embraced the role of teacher leaders. The most effective schools in the study had in place internal accountability structures to support the implementation of the school and district focus. It is the effective implementation of research-based strategies, not simply resource allocation that makes schools successful and contributes to further growth in student achievement. Implications for policy and practice are discussed. |
| Keyword | education finance; secondary education; educational leadership; budget crisis; instructional leadership; Odden and Picus; resource allocation; school finance; school reform |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2010/2011 |
| 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-m3797 |
| Contributing entity | University of Southern California |
| Rights | Landisi, Brian Anthony |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Landisi-4355 |
| Archival file | uscthesesreloadpub_Volume14/etd-Landisi-4355.pdf |
Description
| Title | Page 118 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 106 19 AP courses each. Cirrus HS is in the process of eliminating all courses that do not fulfill the a-g requirements. Formative assessments and data-based decision making. In 2006, it was the goal of the then assistant superintendent to create common formative assessments (CFAs) for every course at every school. Districtwide planning days were arranged on SB1193 days, and teachers were trained how to unwrap standards and apply them to the CFAs they were creating. The buy-in for the CFA process was met with resistance by the local teachers association, which feared the data from the CFAs were to be used in teacher evaluations. Stratus HS deeply implemented the use of common assessments over the past five years as it was a schoolwide action plan as part of their accreditation process. The follow-through at Stratus on the CFAs has created a culture of collaboration and has yielded deep conversations about instruction and where teachers can provide interventions for struggling students. At present, every single course, including all physical education, the arts and career-technical education classes have quarterly CFAs. Time at department meetings has been reserved for discussion of the CFA results using common rubrics. Teachers then share best practices based on whose students earned the best results or achieved the most growth over time. A protocol is in place to guide discussions and track data. Currently, this internal accountability system is making CFA results public with a reporting of results on a data board in the main office. This level of implementation of the CFAs has not occurred or is only evident in some courses at the other sites in this study. Despite the District’s dedication of resources to this project over the years, Cumulus and Cirrus did not make common |
