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248
district pays for the consultants and for two teachers from the school site to attend the
monthly FOR meetings. The school supplements the cost of this program with Title I
funds. Since using the FOR framework calls for greater collaboration among teachers at
the school, the ILT has involved teachers in the development of their “urgent message”
and the identification of their “problem of practice.”
The school has had limited success in finding teachers willing to attend AP
conferences and regional workshops. But the Love and Logic classroom management
model has been embraced schoolwide, and it has been used to train and support teachers
working with at-risk students. As the school moves forward with its PI plan in 2010-
2011, Cirrus HS must spend $71,600, or ten percent, of its Title I funds on professional
development. The principal and district leadership are supportive of any teacher’s
request to attend a conference.
Efficient and effective use of instructional time. The master schedule at Cirrus
HS has been designed to maximize the number of students having access to and fulfilling
the California State University (CSU) and University of California (UC) a-g requirements
for college entrance. In fact, administration is in the process of removing the remaining
non-a-g core courses within the next year. Because ELLs comprise a significant portion
of the student body, there has been a great deal of emphasis on appropriate course
selection and program placement for these students. A two-hour block of instruction in
the target language is designed for ELD students. A guidance course that once used to be
part of the freshman year was removed from the curriculum some ten years ago by the
Board of Education. Cirrus High School staff, however, saw a need for building study
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 260 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 248 district pays for the consultants and for two teachers from the school site to attend the monthly FOR meetings. The school supplements the cost of this program with Title I funds. Since using the FOR framework calls for greater collaboration among teachers at the school, the ILT has involved teachers in the development of their “urgent message” and the identification of their “problem of practice.” The school has had limited success in finding teachers willing to attend AP conferences and regional workshops. But the Love and Logic classroom management model has been embraced schoolwide, and it has been used to train and support teachers working with at-risk students. As the school moves forward with its PI plan in 2010- 2011, Cirrus HS must spend $71,600, or ten percent, of its Title I funds on professional development. The principal and district leadership are supportive of any teacher’s request to attend a conference. Efficient and effective use of instructional time. The master schedule at Cirrus HS has been designed to maximize the number of students having access to and fulfilling the California State University (CSU) and University of California (UC) a-g requirements for college entrance. In fact, administration is in the process of removing the remaining non-a-g core courses within the next year. Because ELLs comprise a significant portion of the student body, there has been a great deal of emphasis on appropriate course selection and program placement for these students. A two-hour block of instruction in the target language is designed for ELD students. A guidance course that once used to be part of the freshman year was removed from the curriculum some ten years ago by the Board of Education. Cirrus High School staff, however, saw a need for building study |
