IV. RECOMMENDATIONS OF THE PDK-CMAC CURRICULUM MANAGEMENT AUDIT TEAM FOR THE IMPROVEMENT OF THE CLOVER PARK SCHOOL DISTRICT.
Based on the three streams of data derived from interviews, documents, and site visits, the PDK- CMAC Curriculum Management Audit Team has developed a set of recommendations to address its findings shown under each of the standards of the audit.
In the case of the findings, they have been triangulated, i.e., corroborated with one another. In the case of the recommendations, those put forth in this section are representative of the auditors’ best professional judgments regarding how to address the problems that surfaced in the audit.
The recommendations are presented in the order of their criticality for initiating system-wide
improvements. The recommendations also recognize monitoring responsibilities of the board of education, and the superintendent of schools.
and differentiate between the policy and the operational and administrative duties of
Where the PDK-CMAC audit team views a problem as wholly or partly a policy and monitoring matter, the recommendations are formulated for the board of education. Where the problem is distinctly an operational or administrative matter, the recommendations are directed to the superintendent of schools as the chief executive officer of the school system. In many cases, the PDK-CMAC audit team directs recommendations to both the Board and the Superintendent, because it is clear that policy and operations are related, and both entities are involved in a proposed change. In some cases, there are no recommendations to the superintendent when only policy is involved or none to the board when the recommendations deal only with administration.
Audit recommendations are presented as follows: The overarching goals for the Board and/or the Superintendent, followed by the specific objectives to carry out the overarching goals. The latter are designated “Governance Functions” and “Administrative Functions.”
Recommendation 1: Develop a Comprehensive Set of Board Policies that Defines and Focuses Organizational Actions, Directs and Implements Innovation, Clarifies and Connects District Planning, and Directs Curriculum and Instruction for Integrity with Organizational Purposes and Excellence in All Programs and Services.
The auditors found that the Clover Park School District’s board policies and administrative regulations/procedures, the job descriptions for employees charged with policy and procedure implementation, and long-range system-wide planning are inadequate to provide control and overall direction for the district in curriculum management efforts (see Findings 1.1, 1.3, and 1.4). Specifically, adequate policies are not in place to direct the design and delivery of a comprehensive, district-wide curriculum (see Findings 2.1, 2.2, 2.3, and 2.4) and to establish connectivity and equity in programs across the district (see Findings 3.1, 3.2, 3.3, and 3.4). Current board policies do not provide clear direction for administrators and teachers in the clinical use of data for feedback in the improvement process (see Findings 4.1, 4.2, and 4.3) or in maximizing the relationship between input and output—productivity (see Findings 5.1, 5.2, 5.3, and 5.4).
Sound policies adopted by the Clover Park School District will enable the district to:
Establish clear direction for the system,
Ensure consistency of action over time as individual members of the board and administration change office,
Guide professional staff members in their individual efforts to improve curriculum in the school system,
Monitor progress in the deliver and attainment of district learning goals,
Clover Park School District Audit Report Page 112