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the appropriate curriculum committee,” but does not mention reporting results to the Board. Therefore, this criterion is not met.

Criterion 4.4: Use of data to determine effectiveness of all district functions: The auditors found no board policies, regulations, or procedures related to this criterion. 5. Provides for Productivity Criterion 5.1: Program-based budget (i.e., allocations by activity): The auditors found no board policies, regulations, or procedures related to this criterion. Criterion 5.2: Resource allocations tied to curriculum priorities:

The only reference to this criterion was in the “Message from the Superintendent” at the beginning of the Technical Manual, and it was in the form of a question to readers. The auditors determined that the quality standards for this criterion were not met.

Criterion 5.3: Environment to support curriculum delivery:

The single reference, although indirect, to this criterion was located in Section 4.2: Class Size/Case Load of the Collective Bargaining Agreement. The auditors determined that this criterion was not met.

Criterion 5.4: Support systems focused on mission delivery: The auditors found no board policies, regulations, or procedures related to this criterion. Criterion 5.5: Data-driven decisions for the purpose of increasing student learning:

All three of the documents reviewed for this criterion were located in the Personnel series of board

policies. Board Policy 5254 and associated Termination reference this issue in the context

Procedure of decisions

5254-P1, Probation, Non-Renewal or about teachers’ continued employment

status.

The cited appendices

operationalizing this process.

The

in the auditors

Collective determined

Bargaining Agreement that this criterion was not

are met.

protocols

for

Criterion 5.6: Change processes for long-term institutionalization: The auditors found no board policies, regulations, or procedures related to this criterion. The auditors determined that the existing policies are not being followed and/or sufficiently used to

control and direct district operations. inadequate policies.

There are two general perspectives regarding nonuse of

First, potential users may perceive the policies to be inadequate and, therefore, more of a deterrent than a benefit in facilitating effective curriculum management. Second, the lack of inadequate policy reference by users may signal a system problem—one of failure to recognize the important control function of board policy. If present and not addressed independently, the latter problem continues even after the policy inadequacy issue is resolved. The auditors determined that both conditions are present in the Clover Park School District.

Interviews of central office and campus staff as well as board members revealed that many people have little confidence in the current board policies as a tool for district control or direction for operations and, consequently, are not using them for that purpose. The following are examples:

“Some of our policies and procedures need a real close look. way we want them to.”

They don’t support instruction the

  • “Most of our policies are outdated...we don’t have a system in place for policy development.”

  • “The policy book doesn’t always coincide with regulations and procedures. They are all very

loosely connected.”

The auditors determined that most of the adequate policies are not being followed, indicating a system problem. Three of the five policies (60 percent) determined to be adequate according to curriculum management standards are not being followed as evidenced by the following:

Clover Park School District Audit Report Page 18

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