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173
C. Instructional Facilitators/Coaches: Number of FTE instructional facilitators
and coaches. This may include on-site facilitators and district coaches
(though only the FTE for the specific school should be recorded). Outside
consultants who provide coaching should be captured in an estimated FTE
amount depending on how much time they spend at the school.
D. Trainers/Consultants: Dollar amount for outside consultants who provide
training or other professional development services. If trainers are from the
district, convert to a dollar amount.
E. Administration: Number of FTE district or school-level administrators of
professional development programs. (Again, only the FTE for the specific
school should be recorded).
F. Travel: Dollar amount of the costs of travel to off-site professional
development activities, and costs of transportation within the district for
professional development.
G. Materials, Equipment, and Facilities: Dollar amount of the materials for
professional development including the cost of classroom materials,
equipment needed for professional development activities, and rental or other
costs for facilities used for professional development.
H. Tuition & Conference Fees: Dollar amount of tuition payments or
reimbursement for college-based professional development, and fees for
conferences related to professional development.
I. Other Professional Development: Either FTEs or Dollar amount for other
professional development staff or costs. (Use this category sparingly.)
J. Other Description: Specify what the “Other” professional developments are,
and indicate whether it is a FTE or dollar amount.
XII. Student Services Staff
This expenditure element consists of school-based student support staff, as well as
school expenditures for extra-curricular activities and athletics. Student services
staff should be entered as full-time equivalents (FTEs), which may include
decimals. Enter each staff member’s name that corresponds to the FTEs entered in
the related fields. Indicate in parentheses if the staff member is not a 1.0 FTE in
that category.
A. Guidance: Number of FTE licensed guidance counselors.
B. Attendance/dropout: Number of FTE staff members who manage attendance
and report dropouts.
C. Social Workers: Number of FTE licensed school social workers.
D. Nurse: Number of FTE registered nurses or nurse practitioners
E. Parent advocate/community liaison: Number of FTE staff members who serve
as the parent advocate and/or community liaison, often working with parents
to get their children to attend school.
F. Psychologist: Number of FTE licensed school psychologists or educational
diagnosticians.
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 185 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 173 C. Instructional Facilitators/Coaches: Number of FTE instructional facilitators and coaches. This may include on-site facilitators and district coaches (though only the FTE for the specific school should be recorded). Outside consultants who provide coaching should be captured in an estimated FTE amount depending on how much time they spend at the school. D. Trainers/Consultants: Dollar amount for outside consultants who provide training or other professional development services. If trainers are from the district, convert to a dollar amount. E. Administration: Number of FTE district or school-level administrators of professional development programs. (Again, only the FTE for the specific school should be recorded). F. Travel: Dollar amount of the costs of travel to off-site professional development activities, and costs of transportation within the district for professional development. G. Materials, Equipment, and Facilities: Dollar amount of the materials for professional development including the cost of classroom materials, equipment needed for professional development activities, and rental or other costs for facilities used for professional development. H. Tuition & Conference Fees: Dollar amount of tuition payments or reimbursement for college-based professional development, and fees for conferences related to professional development. I. Other Professional Development: Either FTEs or Dollar amount for other professional development staff or costs. (Use this category sparingly.) J. Other Description: Specify what the “Other” professional developments are, and indicate whether it is a FTE or dollar amount. XII. Student Services Staff This expenditure element consists of school-based student support staff, as well as school expenditures for extra-curricular activities and athletics. Student services staff should be entered as full-time equivalents (FTEs), which may include decimals. Enter each staff member’s name that corresponds to the FTEs entered in the related fields. Indicate in parentheses if the staff member is not a 1.0 FTE in that category. A. Guidance: Number of FTE licensed guidance counselors. B. Attendance/dropout: Number of FTE staff members who manage attendance and report dropouts. C. Social Workers: Number of FTE licensed school social workers. D. Nurse: Number of FTE registered nurses or nurse practitioners E. Parent advocate/community liaison: Number of FTE staff members who serve as the parent advocate and/or community liaison, often working with parents to get their children to attend school. F. Psychologist: Number of FTE licensed school psychologists or educational diagnosticians. |
