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B. Non-Certified Tutors: Number of FTE tutors who are not licensed teachers
and provide help to students one-on-one or in small groups of 2-5.
C. ISS Teachers: Number of FTE licensed teachers who monitor/teach In-
School Suspension (ISS) students.
D. ISS Aides: Number of FTE Title I funded aides who monitor/teach In-
School Suspension (ISS) students.
E. Title I Teachers: Number of FTE non-special education teachers who
provide small groups of students with extra help as a function of the Title I
program.
F. Title I Aides: Number of FTE non-special education aides who provide
small groups of students with extra help as a function of the Title I program.
G. ELL Class Teachers: Number of FTE licensed teachers of English as a
second language (ESL) who work with non-English speaking students to
teach them English.
H. Aides for ELL: Number of FTE aides of English as second language (ESL)
classes who work with non-English speaking students to teach them English.
I. Gifted Program Teachers: Number of FTE teachers who instruct students in
the gifted program.
J. Gifted Program Aides: Number of FTE aides who instruct students in the
gifted program.
K. Gifted Program Funds: Dollar amount budgeted for the gifted program for
the 2008-09 school year
L. Other Extra Help Teachers: Number of FTE teachers who provide
supplemental instructional assistance to students to learn the school’s
curriculum. (Use this category sparingly.)
M. Other Extra Help Teachers Description: Indicate what the “Other” extra help
staff do.
N. Other Extra Help Classified Staff: Number of FTE classified staff that
provides supplemental instructional assistance to students to learn the
school’s curriculum. (Use this category sparingly.)
O. Other Extra Help Classified Staff Description: Indicate what the “Other”
extra help classified staff does.
P. Special Ed. Teacher (Self-contained for students with severe disabilities):
Number of FTE licensed teachers who teach in self-contained special
education classrooms and work with “severely” disabled students for most
or all of the school day. These teachers may teach a modified version of a
school’s curriculum or other learning goals required by their students’
Individualized Education Programs (IEPs).
Q. Special Ed. Inclusion Teachers: Number of FTE licensed teachers who assist
regular classroom teachers with mainstreamed students who have physical
or mental disabilities, or a learning problem. These students generally have
“less severe” disabling conditions.
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 182 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 170 B. Non-Certified Tutors: Number of FTE tutors who are not licensed teachers and provide help to students one-on-one or in small groups of 2-5. C. ISS Teachers: Number of FTE licensed teachers who monitor/teach In- School Suspension (ISS) students. D. ISS Aides: Number of FTE Title I funded aides who monitor/teach In- School Suspension (ISS) students. E. Title I Teachers: Number of FTE non-special education teachers who provide small groups of students with extra help as a function of the Title I program. F. Title I Aides: Number of FTE non-special education aides who provide small groups of students with extra help as a function of the Title I program. G. ELL Class Teachers: Number of FTE licensed teachers of English as a second language (ESL) who work with non-English speaking students to teach them English. H. Aides for ELL: Number of FTE aides of English as second language (ESL) classes who work with non-English speaking students to teach them English. I. Gifted Program Teachers: Number of FTE teachers who instruct students in the gifted program. J. Gifted Program Aides: Number of FTE aides who instruct students in the gifted program. K. Gifted Program Funds: Dollar amount budgeted for the gifted program for the 2008-09 school year L. Other Extra Help Teachers: Number of FTE teachers who provide supplemental instructional assistance to students to learn the school’s curriculum. (Use this category sparingly.) M. Other Extra Help Teachers Description: Indicate what the “Other” extra help staff do. N. Other Extra Help Classified Staff: Number of FTE classified staff that provides supplemental instructional assistance to students to learn the school’s curriculum. (Use this category sparingly.) O. Other Extra Help Classified Staff Description: Indicate what the “Other” extra help classified staff does. P. Special Ed. Teacher (Self-contained for students with severe disabilities): Number of FTE licensed teachers who teach in self-contained special education classrooms and work with “severely” disabled students for most or all of the school day. These teachers may teach a modified version of a school’s curriculum or other learning goals required by their students’ Individualized Education Programs (IEPs). Q. Special Ed. Inclusion Teachers: Number of FTE licensed teachers who assist regular classroom teachers with mainstreamed students who have physical or mental disabilities, or a learning problem. These students generally have “less severe” disabling conditions. |
