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99
Appendix G
Comprehensive School Reform – Solutions Summary Chart
General Issue
Recommendations
Rationale
Evidence/Literature
Some lack of clarity of overall District goals
Clarify the roles of the four reform initiatives and how they relate to each other.
Clarification and simplification of multiple reform strategies/policies can create ―teacher overload‖ reducing the capacity for reform implementation
Visual representations can help key players understand their role within the reform movement, as well as strategize prospective interactions that could drive implementation.
Meyer (2006)
Ghun (2008)
Johnston (2002)
Some lack of goal alignment across the District, especially at the site level.
Cleary defining ―non-negotiables‖ within a decentralized structure and ensure buy-in from all stakeholders.
Create accountability structures at site level to ensure system-wide success
Goal alignment to support goal implementation – activities such as priority-setting to provide authority to the reform Drive instructional reform at classroom level Benchmarks and standards related to the reform effort allow sites to track their progress, evaluate faithfulness of implementation and develop the capacity to self-monitor.
Elmore (2002)
O‘Day (2002)
Meyer (2006)
Ostrom (2009)
Wong (2002)
Johnston (2002)
Object Description
| Title | Comprehensive school reform: Effective implementation |
| Author | Hasson, Monalisa |
| Author email | hasson62@sbcglobal.net; monalish@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-19 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rueda, Robert S. |
| Advisor (committee member) |
Marsh, David D. Escalante, Michael F. |
| Abstract | Over the last decade, districts throughout the nation have been challenged with the goal of improving student achievement with the ultimate target of attaining 100% proficiency in the core subject areas across all student subgroups. This is an ambitious endeavor that most would agree should be the ultimate goal regardless of socioeconomic status, primary language, or ethnicity of the students which a district serves. The dilemma schools face is in the implementation of comprehensive school reforms that will move districts toward this goal.; This inquiry-based project investigated the Rowland Unified School District through a collaborative model of research using the gap analysis method developed by Clark and Estes (2002) to identify possible barriers to full and effective implementation of comprehensive reform efforts in the District. The body of literature identified components or elements of effective implementation. The research team used this literature research to inform the study of the District, the research team’s findings, conclusions, and possible solutions. |
| Keyword | comprehensive school reform; program improvement; goal alignment; decentralization; gap analysis |
| Geographic subject | school districts: Rowland Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3758 |
| Contributing entity | University of Southern California |
| Rights | Hasson, Monalisa |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Hasson-4529 |
| Archival file | uscthesesreloadpub_Volume62/etd-Hasson-4529.pdf |
Description
| Title | Page 104 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 99 Appendix G Comprehensive School Reform – Solutions Summary Chart General Issue Recommendations Rationale Evidence/Literature Some lack of clarity of overall District goals Clarify the roles of the four reform initiatives and how they relate to each other. Clarification and simplification of multiple reform strategies/policies can create ―teacher overload‖ reducing the capacity for reform implementation Visual representations can help key players understand their role within the reform movement, as well as strategize prospective interactions that could drive implementation. Meyer (2006) Ghun (2008) Johnston (2002) Some lack of goal alignment across the District, especially at the site level. Cleary defining ―non-negotiables‖ within a decentralized structure and ensure buy-in from all stakeholders. Create accountability structures at site level to ensure system-wide success Goal alignment to support goal implementation – activities such as priority-setting to provide authority to the reform Drive instructional reform at classroom level Benchmarks and standards related to the reform effort allow sites to track their progress, evaluate faithfulness of implementation and develop the capacity to self-monitor. Elmore (2002) O‘Day (2002) Meyer (2006) Ostrom (2009) Wong (2002) Johnston (2002) |
