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Summer school interventions are now mandatory for incoming freshmen that have been
identified as being in danger of not graduating and/or passing the CAHSEE.
Cirrus HS also partners with California State University, Northridge (CSUN).
The university provides eight credentialed teachers who are currently seeking their Pupil
Personnel Services credential to assist the school. They support Cirrus High School’s
“Hot 36”. These students are tenth graders who fall into multiple subgroups and receive
targeted, intensive interventions. The CSUN counselors-in-training deliver an approved
resiliency curriculum, monitor students’ grades and work to get the students plugged in to
activities at the school. Because of the disconnect between home language and culture
and the expectations at the school, efforts are underway to connect ELL students to the
Cirrus culture through clubs, college visits, athletics and extracurricular activities. The
staff recognizes the importance of balancing academic achievement with the personal
connection students should make to their school.
Collaborative, professional culture and distributed leadership. Professional
development this year has been targeted to the strategies the administration believes will
specifically address areas of concern for the Cirrus student body. In their urgent message
to the campus community, the ILT asserts that since 80% of our population is ELL,
students need access to academic vocabulary. The staff believes that students know more
than they are able to express, and they struggle with comprehension. The principal states
that teachers need to seek professional development that supports their comfort level with
teaching literacy skills in all subjects. While the expectations for growing professionally
exist, there is little evidence of follow-through. Teacher leadership continues to be an
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 262 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 250 Summer school interventions are now mandatory for incoming freshmen that have been identified as being in danger of not graduating and/or passing the CAHSEE. Cirrus HS also partners with California State University, Northridge (CSUN). The university provides eight credentialed teachers who are currently seeking their Pupil Personnel Services credential to assist the school. They support Cirrus High School’s “Hot 36”. These students are tenth graders who fall into multiple subgroups and receive targeted, intensive interventions. The CSUN counselors-in-training deliver an approved resiliency curriculum, monitor students’ grades and work to get the students plugged in to activities at the school. Because of the disconnect between home language and culture and the expectations at the school, efforts are underway to connect ELL students to the Cirrus culture through clubs, college visits, athletics and extracurricular activities. The staff recognizes the importance of balancing academic achievement with the personal connection students should make to their school. Collaborative, professional culture and distributed leadership. Professional development this year has been targeted to the strategies the administration believes will specifically address areas of concern for the Cirrus student body. In their urgent message to the campus community, the ILT asserts that since 80% of our population is ELL, students need access to academic vocabulary. The staff believes that students know more than they are able to express, and they struggle with comprehension. The principal states that teachers need to seek professional development that supports their comfort level with teaching literacy skills in all subjects. While the expectations for growing professionally exist, there is little evidence of follow-through. Teacher leadership continues to be an |
