Rosanne Stripling, Lead Auditor August 10, 2015
Rosanne Stripling, Lead Auditor
August 10, 2015
The Purpose of the Audit The curriculum management audit provides
school boards, administrators, teachers, and the public an objective look at how well their system is doing in the core business of teaching and learning—learning by all students (FINDINGS)
The audit also identifies what the district must to do to improve. . . in specific terms (RECOMMENDATIONS)
LISD Expectations
“. . . an objective and comprehensive
assessment of the systems that produce
teaching and learning for every student to
promote . . .the district’s vision of
“Empowering and Inspiring Excellence.”
BASIC CONSTRUCT FOR AUDITING
RATIONAL SYSTEMS
The Written Curriculum (the work plan)
Teaching (the work)
Testing (work measurement)
Quality Control
• curriculum - the work plan
• teaching - the work
• testing - work measurement
2
Curriculum
3
Connectivity 4
Assessment
1
Control 5
Productivity
Major Data Sources
(Triangulated)
• DOCUMENTS: policies, memoranda, contracts,
guides, linkage documents, manuals
• INTERVIEWS: key participants in the
design and delivery of the curriculum
focusing on interrelationship among
documents and implementation
• SITE VISITS: observation of the context
for curriculum delivery, noting potential
discrepancies and other factors affecting
delivery
Overarching Questions in
Audit Investigations
1. Does it exist? (e.g., policies, planning,
curriculum)
2. Is it any good? (based on audit
quality standards)
3. Is it used?
4. Has it made a difference? (in student
achievement)
REMINDERS:
The CMA is a deficit audit, in that it addresses only those things that are not working well (inadequate).
The breadth and depth of Findings and Recommendations are material to the district.
LISD Audit Report:
11 Findings in 5 Standards
5 Recommendations
Standard 1 - Control
Findings
BOARD POLICIES AND REGULATIONS
are not adequate.
The asset of HUMAN RESOURCES is not
managed in an efficient and effective manner.
Positions and Job Descriptions
Organizational Chart
Important elements of PLANNING and PLANS are
missing or inadequate.
Standard 2 - Direction
Findings
The district provided no documents that the auditors considered to be WRITTEN CURRICULUM.
Textbooks and programs are main teaching resources; inconsistent alignment reduces quality.
Standard 3-
Connectivity and Equity
The district’s EXPECTATIONS FOR
INSTRUCTIONAL PRACTICES are
not being realized.
PROFESSIONAL DEVELOPMENT is
not aligned to expectations.
MONITORING OF INSTRUCTION is
emerging but not fully established.
Standard 4 - Feedback
STUDENT ACHIEVEMENT has been lower
than the state average for three years.
The ASSESSMENT SCOPE is incomplete.
CBAs lack total alignment to the STAAR and
TEKS and the process in place for their
administration is inconsistent.
The use of DATA AS FEEDBACK for
instructional improvement is fragmented and
inconsistent. No formal PROGRAM
EVALUATION is in place.
Standard 5 - Productivity
The annual BUDGETING
PROCESS is not driven by
curricular goals, strategic
priorities, or cost benefit
findings.
5 Recommendations Presented in order of importance
Include specific action plans and some examples (policy)
Some based on several findings
Presented in two parts:
– Governance
– Administration
Recommendation 1
Develop, revise, and adopt board
policies/regulations to communicate
governance expectations and increase
control over human resources for
improved effectiveness and
accountability. (3 years)
Recommendation 2
Develop a comprehensive curriculum management system for a tightly aligned written and taught curriculum to promote higher levels of achievement by all students. (5 years)
Recommendation 3
Develop a comprehensive system
for administering, collecting,
and analyzing assessment data
for effective use as feedback for
improvement of instruction and
learning by all students. (5
years)
Recommendation 4
Refine and expand the
planning process to focus
resources toward achieving
institutional mission and
goals. (3 years)
Recommendation 5
Develop and implement a
budgeting process that aligns
resource allocations to strategic
priorities and is based on cost
benefit and other “effectiveness”
data. (3 years)
A Time of Challenge . . .
A Time of Opportunity
-
- For the
- Livingston Independent
School District