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Southgate Elementary

Tillicum Elementary

Tyee Park Elementary

Woodbrook Middle School

off of students. Limited ADA compliant restrooms. Carpet coming up in media center. Intercom doesn’t work. Portables are substandard with no running water. Some rooms have odors with air quality concerns. Mechanical problems with hot and cold spots. New appearance. Portables are substandard. Some exterior paint peeling. Air quality is poor in some rooms and one hallway has an odor. Halls are very dark and unheated. Limited ADA compliant restrooms. Heating problems with hot and cold spots.

In summary, while most buildings are attractive and functional, some are not. Inadequate facilities and/or lack of proper care result in compromised learning environments for teachers and students. Continued effort must be made to address the multiple needs of an aging plant facility. The district’s initiative to establish and implement common facility standards should be institutionalized. Current funding levels for facilities maintenance will not adequately address major renovation/replacement needs in all buildings within a satisfactory time line.

Finding 5.3: Site-based Management Processes in the System Are Fragmented and Ineffective.

To be an effective system, a school organization needs to demonstrate that it is in control of itself in terms of goals, expectations, direction, and processes. If a system becomes decentralized but focused on central aims and purposes, control of the organization can still be manifested. However, if units within an organization pick and choose goals and processes, and even add some of their own, the system may become internally contradictory, fragmentary, and counterproductive. Without vigorous and harmonious allegiance to overarching organizational values, the system may become divergent, contentious, conflicting, and discordant. Effective school systems demonstrate constancy of purpose, with commonly held fidelity toward organizational intentions and objectives.

The auditors reviewed district policies, planning, training, and implementation documents regarding site-based management, Section 4.6 of the Collective Bargaining Agreement, and interviewed board members, administrators, principals, teachers, and parents to determine the nature and quality of results obtained. Policy 2100, Site-based Management, was adopted September 8, 1997. The policy identifies four goals:

  • 1.

    To improve the quality of instructional programs for students in each school;

  • 2.

    To provide a climate which enhances the effectiveness and satisfaction of all staff;

  • 3.

    To building a high degree of confidence and support by parents and community for school programs; and

  • 4.

    To improve the decision-making process by allowing schools to use their initiative to seek new and creative strategies and solutions.

What the auditors found in actual practice was a wide variety of programs in various phases of implementation, many of which were not fully understood by teachers, administrators, or patrons. School initiatives were more idiosyncratic in nature than congruent with the system as a whole. Site- based decision-making has fragmented the district and created uneven and discrepant levels of service. Furthermore, there was not adequate assessment data to verify program effectiveness on the basis of student achievement (see Findings 4.1, 4.2, and 4.3).

Interviews revealed:

“Individual schools are not trained to manage “The district needs well-defined lines of councils.” (Parent)

multi-million dollar site-based budgets.” responsibilities between district- and

(Teacher) site-based

Clover Park School District Audit Report Page 105

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