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147
APPENDIX C: DOCUMENT REQUEST LIST
To assist in the document analysis portion of this study, the following literature and data
were requested from each school site.
DOCUMENT REQUEST LIST
Below is a list of documents necessary to complete the school profile. All documents should
be current for the 2010-2011 academic year.
List of Certificated and Classified Staff
The list should include any person who works in the physical space of the school. It
is necessary to understand the full-time equivalent status (FTE) of each employee, as
well as what their job entails.
List of District Staff Assigned to the School
This list should include all district employees who do not appear on school staff
rosters, 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.
School Bell Schedule
A copy of the bell schedule will be used to document the amount of instructional time
allocated for reading, math, etc.
Master Schedule
A copy of the master schedule should include the class size for each section taught at
the school.
Daily Substitute Rate
The daily rate should reflect pay earned by substitute teachers who replace sick
teachers (not those replacing teachers who are participating in professional
development).
Budget for Consultants (School, District and State)
This budget should include the dollar amount for all other consultants other than
professional development contracted services.
Budget for Staff Development
This budget should reflect the following:
• Substitutes and Stipends (teacher time): Dollar amount for substitutes and
stipends that cover teacher time for professional development.
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 159 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 147 APPENDIX C: DOCUMENT REQUEST LIST To assist in the document analysis portion of this study, the following literature and data were requested from each school site. DOCUMENT REQUEST LIST Below is a list of documents necessary to complete the school profile. All documents should be current for the 2010-2011 academic year. List of Certificated and Classified Staff The list should include any person who works in the physical space of the school. It is necessary to understand the full-time equivalent status (FTE) of each employee, as well as what their job entails. List of District Staff Assigned to the School This list should include all district employees who do not appear on school staff rosters, 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. School Bell Schedule A copy of the bell schedule will be used to document the amount of instructional time allocated for reading, math, etc. Master Schedule A copy of the master schedule should include the class size for each section taught at the school. Daily Substitute Rate The daily rate should reflect pay earned by substitute teachers who replace sick teachers (not those replacing teachers who are participating in professional development). Budget for Consultants (School, District and State) This budget should include the dollar amount for all other consultants other than professional development contracted services. Budget for Staff Development This budget should reflect the following: • Substitutes and Stipends (teacher time): Dollar amount for substitutes and stipends that cover teacher time for professional development. |
