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the future by combining forecasting results with status-check results.

  • 3.

    Assumptions: A prediction of the events and conditions that are likely to influence the performance of a school organization, element, or key individuals. Preparing planning assumptions is a form of forecasting. Assumptions are concerned with what the future will look like and help bridge the gap between needs and actions in the planning process.

  • 4.

    Components: Means of grouping goals for the purpose of communication and management. All goals will be assigned to a component and each component will consist of one or more goals.

  • 5.

    Objectives: Statements of results that are measurable and have time limitations. They describe the condition(s) a school organization wants to improve. The desired improvements are then translated into goals. Objectives are written for each goal. As objectives are met, goals are accomplished.

  • 6.

    Evaluation: Statements of conditions that show evidence that an objective is satisfactorily achieved and procedures developed for completing the evaluation. Each objective should be evaluated and the evaluation procedures should be developed at the time the objective is written.

  • 7.

    Action Plans: Actions to be taken that will help achieve the objectives. Each objective will have one or more activities. Significant elements of each activity include a due date, responsible person(s), and costs.

  • 8.

    Plan Integration: Goals and action plans are integrated, including resources.

  • 9.

    Planning and Budget Timeline Relationships: Goals and action plans are in place and integrated prior to the budgeting process.

  • 10.

    Multi Year Planning and Goal Feasibility: Planning extends over several years, and the number of goals and actions are feasible within the resources of the district.

  • 11.

    Connected Plans: All documents in a system are aligned to the plan. Unit and school based improvement plans are aligned to the district goal priorities.

  • 12.

    Stakeholder Commitment: Stakeholders in a system (community, board, administrators, staff and students) are committed to the plan.

  • 13.

    Monitoring in Design: System for assessing the status of activities, analyzing the results, and reporting outcomes are built into the design of the plan.

Although the district had completed a strategic plan in 1997, neither the strategic plan nor the more recent District Focus goals, tie the individual school and department plans into a cohesive whole. The planning process was fragmented and lacked coordination.

Analysis of district-wide and central office planning documents using the 13 CMAC planning criteria revealed the following:

  • 1.

    Mission: “The mission of the Clover Park School District is to teach all children what they need to know to succeed and contribute to their community.” The 2001-04 Technology Plan included the district’s mission as well as their own. Other planning documents had their own mission statements and were not formally connected to the district’s mission.

  • 2.

    Critical Analysis: No formal critical analysis of internal and external issues was present in the district’s strategic plan. Some school site-plans included constituent surveys as follow-up devices. Several departments surveyed internally. There was no evidence that this information was utilized in the strategic plan or the District’s Focus.

3. Assumptions: The 2001-04 Technology Plan identifies financial and technological support issues to predict plan outcomes. Because all of the school site plans, the Administrator of Elementary Schools Department Plan (now the K-12 administrator plans), the School Programs Department Plan and the Human Resources Department Plan used the same format, they outlined

internal events which may affect attainment of the plans’ goals. information is not included in the planning documents, however.

Analysis of the predicted

4. Components: The District Focus document provides a general framework for planning. However, only four district planning documents coordinated their plans’ goals with the District Focus. The Administrator of Elementary Schools Department Plan was the only plan to address all seven District Focus goals.

Clover Park School District Audit Report Page 23

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