• Theoretical Framework includes reference to schools as open systems w/ seven essential characteristics (based upon Hanna, 1988).
  1. Boundary
     1. Physical boundaries in schools (eg districts, schools, classrooms) often lead to psychological barriers.
  2. Purpose and goals
  3. Inputs
  4. Transformative or throughput process
     1. reflects a greater emphasis on the process vs. simply inputs and outputs
  5. Outputs
  6. Feedback
  7. Environment

• Frames of Reference
  1. See model on p. 9. Includes Three dimensions, school climate and culture; school technology: Curriculum & Instruction; and school organizational structures.
  2. School Technology: Curr. & Instr seems most relevant to our needs.
     • Academic focus
     • Curriculum alignment
     • Frequent monitoring
     • Time on task
     • Use of test results
     • Staff development
  3. District level variables found to be helpful to school improvement efforts.
     • clear academic focus and goals at district level
     • curriculum alignment
     • disaggregated test-data analysis
     • focused prof development for teachers
     • leadership trng for principals

Case Studies

1. Using open systems model, authors concluded that first elem had stable inputs regarding SES. An important starting point for any evaluation. What if your SES significantly changes from year to year. We know this has a major impact on outcomes - a year could be lost before it begins (at least in terms of AYP). p. 58 has good description of this.
2. Teacher survey used includes item “Test score data is used to modify instructional practices”
   • this item provides some very interesting results. Only 50% responded positively to this from Yosemite elem (page 111).
3. “Test data analysis and curriclum alignment are two important elements that comprise this componenet and often shape the academic focus for the school.” p. 129
4. Conclusion regarding test results: “While all schools reviewed test results, the more effective schools used the rsults to assist them in curricular alignment, to modify the curriculum and to alter the academic emphasis of individual teachers.” p. 130.