An alternative capstone project: Gap analysis of districtwide reform implementation of Focus on Results

An inquiry team of three doctoral candidates critically examined the implementation process of the Focus on Results (FoR) reform initiative in GUSD. The Rossier School of Education at the University of Southern California (USC) and the Glendale Unified School District (GUSD) collaborated in this alternative capstone inquiry project.;The Clark and Estes (2002) gap analysis model was used to determine: (1) the degree of FoR implementation districtwide; (2) the identification of performance gaps in the implementation; and (3) the identification of the root causes of the performance gaps.;The data used in this process was obtained through interviews, observations, and document analysis. The data was analyzed, quantified, and classified through the gap analysis to identify the performance gaps in the implementation of FoR.;This inquiry analysis identified that the district had a multi-year comprehensive implementation plan designed to build the capacity at all levels of the organization to sustain the reform effort. We found that the plan had established a good foundation from which the district could deepen the implementation process.;The issues uncovered by the gap analysis process included a misalignment of the organizational goal structure, gaps in the knowledge/skill capacity of individuals across different district role groups, and the need to deepen the implementation and delineate a sustainability plan. In an effort to sustain the reform initiative, research-based solutions addressing these three specific areas were proposed to GUSD to strengthen the foundation of their implementation.