It should be noted for purposes of full disclosure that some groups within a school district are almost always interviewed in toto. The reason is that the audit is focused on management and those people who have policy and managerial responsibilities for the overall performance of the system as a system. In all audits an attempt is made to interview every member of the board of education and all top administrative officers, all principals, and the executive board of the teachers association or u n i o n . W h i l e t e a c h e r s a n d p a r e n t s a r e i n t e r v i e w e d , t h e y a r e c o n s i d e r e d i n a s t a t u s d i f f e r e n t f r o m those who have system-wide responsibilities for a district’s operations. interviewed unless the system has made a specific request in this regard. Students are rarely
Interviewed Members of the Clover Park School District
Superintendent All administrators
School Board Members Teachers’ Organization Officers
K-12 Teachers (voluntary, self-referred)
Parent-Teacher Organization Officers
Students (during site visit)
Parents and community (voluntary, self-referred)
Approximately 150 individuals were interviewed during the site visit phase of the audit.
Data Sources of the Curriculum Management Audit
A curriculum audit uses a variety of data sources to determine if each of the three elements of curricular quality control is in place and connected one to the other. The audit process also inquires as to whether pupil learning has improved as the result of effective application of curricular quality control.
The major sources of data for the Clover Park School District Curriculum Management Audit were: Documents
These sources consisted of written board policies, administrative regulations, curriculum guides, memoranda, budgets, state reports, accreditation documents, and any other source of information which would reveal elements of the written, taught, and tested curricula and the linkages among these elements.
Interviews are conducted by auditors to explain contextual variables which are operating in the school system at the time of the audit. Such contextual variables may shed light on the actions of various persons or parties, reveal interrelationships and explain existing progress, tension, harmony/disharmony within the school system. Quotations cited in the audit from interviews are used as a source of triangulation and not as summative averages or means. Some persons because of their position, knowledge, or credibility, may be quoted more than once in the audit, but they are not counted more than once because their inclusion is not part of a quantitative/mathematical expression of interview data.
All building sites were toured by the PDK-CMAC audit team. Site visits reveal the actual context in which curriculum is designed and delivered in a school system. Contextual references are important as they indicate discrepancies in documents or unusual working conditions. Auditors attempted to observe briefly all classrooms, gymnasiums, labs, playgrounds, hallways, rest-rooms, offices, and maintenance areas to properly grasp accurate perceptions of conditions, activities, safety, instructional practices, and operational contexts.
Clover Park School District Audit Report Page 9