“There is a shortage of qualified substitutes in every employment classification.” (Administrator)
Causes of staff attrition are complex. The regional labor market is competitive for all positions. The
military base, itself, experienced the threat
always experiencing some a work stoppage and auditors
level of transition. found concerns with
The district recently job satisfaction. Long-
term stability of staff in general focus and achieve its mission.
Site-based management has not met the goals identified in Board Policy 2100. The combination of program fragmentation and staff attrition has resulted in inefficiencies and lost opportunities such as the massive loss of high school students (see Exhibit 5.1.1). Auditors found the line between district decisions and site-based decisions to be fuzzy. For example, school level and district level planning are often unaligned (see Finding 1.2). In at least one case an individual felt no allegiance to district priorities, “I like being my own boss and doing my own thing.”
To compensate for high attrition, systems need to be in place in which new personnel can quickly gain the knowledge and skills needed to be competent and productive. Site-based management, with its multiple national models, makes it difficult to establish system-wide training programs and documents that would increase the efficiency of new employees. The resultant fragmentation of the current site-based management approach of the Clover Park School District is detrimental to optimization of student achievement.
Finding 5.4: Program Interventions Are Extensive but Reflect Lack of Policy Direction and Non-congruence with Audit Criteria.
Program interventions are often used in excellent school systems to improve a selected aspect of the system’s operations, instruction, equity, economy, or general organizational activities. Interventions, or innovations, can be valuable tools in responding to changing circumstances, identified needs, deficiencies, or less than optimal performance. As such, interventions provide a vehicle for systems to improve over time.
The auditors were looking to see if program interventions met criteria established for sound and effective program intervention strategies. These criteria are shared below.
Based on Needs
Exhibit 5.4.1 Criteria for Program Interventions and Innovation Efficacy Interventions related to documented system needs, assessments of operational curriculum effectiveness, and resource allocation. Documents exist to define the purpose of the program intervention, why it addresses the system need, and how it will impact upon student achievement and plans for implementation. A detailed process for implementing the program intervention is provided,
Resource Support Knowledg
including strong communication and components for adequate and effective staff development. Adequate human, materiel, and fiscal resources needed are identified to initiate the program in the short term, and to sustain the program in the long-term. Formative feedback and summative evaluation criteria are identified which are tied
to program goals, objectives, and expenditures.
The auditors reviewed documents (including school performance reports and board policies); interviewed administrators, teachers, parents, and others; and observed each school in action. The auditors worked to identify what interventions, or program innovations, if any, were being used in the Clover Park School District. The auditors identified many program interventions in place in the system, and the interventions are listed in Exhibit 5.4.2.
Clover Park School District Audit Report Page 108