Connecting districts and schools to improve teaching and learning: A case study of district efforts in the Orchard Field Unified School District

The public demand for school improvement has been at the forefront of the national agenda for at least two decades because of an ever-increasing achievement gap between students who are lower socio-economic minority and their middle class white counterparts. Educational reform measures lack critical components---local level support, adequate budgets, and resources---and seem destined for failure.; School districts across the country are working to improve teaching and learning by implementing instructional improvement designs. The purpose of this study was to identify how school districts implement an instructional improvement design to make gains in student achievement. Five research questions were utilized to guide this study and identified the factors and elements that influenced a district's design for improved teaching and learning. The execution of the design was documented to determine the extent and effectiveness of the implementation strategy.; The findings revealed that the district utilized six research-based components of high performing schools as their instructional design. These included: research-based strategy instruction, standards-based curriculum and assessment, data analysis, focused professional development, achievement-driven structures and support, and academic-centered family and community practices. The district employed a systematic approach for implementation beginning with schools that were in danger of failing, and then adding schools each year as it became evident that this new approach was having a positive impact on student performance.; Overall the district was successful in implementing a comprehensive instructional design within a highly centralized environment. Creating a common vision for teaching and learning, providing continuous staff development for teachers and administrators, and utilizing a variety of communication methods provided the appropriate setting for the district to impact change at the classroom level. Key findings, implications and recommendations for future research are included within this study.