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187
thinking. There were some adjustments made to the ELD content with adoption across
the district of the new Hampton-Brown Edge series of textbooks. Given the drop in
scores for the ELL subgroup district wide, the district committed to using funds this year
to purchase the new curriculum even though new adoptions were originally not set to take
place until 2013.
The new instructional vision was adopted and put into practice in classrooms as
noted by the principal through informal and formal observations around the campus. The
principal shared evidence of critical thinking best practices via a schoolwide blog.
Posters with Bloom’s Taxonomy were posted around campus and students have been
taught to recognize when they are moving beyond simple recall and up the ladder of
cognitive processes.
Formative assessments and data-based decision making. As part of the new
instructional vision, the faculty has adopted the best practice of using formative
assessments on a consistent basis. A motto was developed: “Rethink-Reteach-Results.”
That is, when teachers analyze their classroom test data or conduct a lesson and find that
students are not mastering the content, they rethink their approach to teaching. Students
likewise must consider the material a second time. Teachers reteach the concepts using
different strategies. Ultimately, this process is designed to bring about higher
achievement results. This motto is used both by teachers and students and is found on
banners around the campus. A culture of improvement exists as a result of these efforts.
Since 2006, each department at SHS has been developing, refining and using
common formative assessments (CFA) in every course to diagnose learning gaps and
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 199 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 187 thinking. There were some adjustments made to the ELD content with adoption across the district of the new Hampton-Brown Edge series of textbooks. Given the drop in scores for the ELL subgroup district wide, the district committed to using funds this year to purchase the new curriculum even though new adoptions were originally not set to take place until 2013. The new instructional vision was adopted and put into practice in classrooms as noted by the principal through informal and formal observations around the campus. The principal shared evidence of critical thinking best practices via a schoolwide blog. Posters with Bloom’s Taxonomy were posted around campus and students have been taught to recognize when they are moving beyond simple recall and up the ladder of cognitive processes. Formative assessments and data-based decision making. As part of the new instructional vision, the faculty has adopted the best practice of using formative assessments on a consistent basis. A motto was developed: “Rethink-Reteach-Results.” That is, when teachers analyze their classroom test data or conduct a lesson and find that students are not mastering the content, they rethink their approach to teaching. Students likewise must consider the material a second time. Teachers reteach the concepts using different strategies. Ultimately, this process is designed to bring about higher achievement results. This motto is used both by teachers and students and is found on banners around the campus. A culture of improvement exists as a result of these efforts. Since 2006, each department at SHS has been developing, refining and using common formative assessments (CFA) in every course to diagnose learning gaps and |
