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110
development program that is valuable and effective for fellow teachers. As a result, their
professional development program is flawed.
Efficient and effective use of instructional time. Teachers at the sample school
sites are using standards-aligned textbooks and lesson plans to deliver instruction aligned
with each school’s instructional focus. This alignment is at various stages of
implementation at each of the sample schools. For example, all courses at Stratus HS
follow a structured common syllabus used in each course. The scope and sequence is
clearly constructed, and there are a variety of formative and summative assessments that
are embedded into the pacing of each course. At Cumulus HS and Cirrus HS, the faculty
is just coming onboard with collaborative planning. It is a goal at each of the sites this
year to develop instructional binders for each course that clearly lay out the pacing for
each course and provide resources for delivering the material.
As part of the FOR process, each sample school has selected two to three
instructional strategies that address current problems of practice faced by students, based
on student achievement data. Stratus HS uses formative assessments and reteaching.
Cumulus HS uses common assessments, Specially Designed Academic Instruction in
English (SDAIE) and content writing and reading comprehension tasks in all classes.
Cirrus HS uses English first with all students, not just ELLs, and promotes the use of
academic vocabulary in context.
All teachers using these strategies at their respective school sites are highly
qualified. Instructional aides are available in Special Education and ELD classes.
Students in the ELD program take a two-hour blocked English class and are programmed
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 122 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 110 development program that is valuable and effective for fellow teachers. As a result, their professional development program is flawed. Efficient and effective use of instructional time. Teachers at the sample school sites are using standards-aligned textbooks and lesson plans to deliver instruction aligned with each school’s instructional focus. This alignment is at various stages of implementation at each of the sample schools. For example, all courses at Stratus HS follow a structured common syllabus used in each course. The scope and sequence is clearly constructed, and there are a variety of formative and summative assessments that are embedded into the pacing of each course. At Cumulus HS and Cirrus HS, the faculty is just coming onboard with collaborative planning. It is a goal at each of the sites this year to develop instructional binders for each course that clearly lay out the pacing for each course and provide resources for delivering the material. As part of the FOR process, each sample school has selected two to three instructional strategies that address current problems of practice faced by students, based on student achievement data. Stratus HS uses formative assessments and reteaching. Cumulus HS uses common assessments, Specially Designed Academic Instruction in English (SDAIE) and content writing and reading comprehension tasks in all classes. Cirrus HS uses English first with all students, not just ELLs, and promotes the use of academic vocabulary in context. All teachers using these strategies at their respective school sites are highly qualified. Instructional aides are available in Special Education and ELD classes. Students in the ELD program take a two-hour blocked English class and are programmed |
