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Technology Audit Seminar - ISTE2010
The document serves as a guide for conducting technology audits in educational institutions, emphasizing the importance of improvement, accountability, and the role of both internal and external auditors. It outlines various levels of audits, methodologies, and necessary documentation while providing tips for creating effective audit checklists and reports. The ultimate goal is to foster positive growth and assess the impact of technology on student achievement and learning environments.
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Technology Audit Seminar - ISTE2010
- 1. TECHNOLOGY AUDITS MADE EASY: NAVIGATING THE PATH TO EXCELLENCE Dr. Larry S. Anderson, Founder/ Director National Center for Technology Planning P. O. Box 2393 • Tupelo, MS 38803 • 662.844.9630 larry@nctp.com • www.nctp.com
- 2. "It is avery funny thing about life - if you refuse to accept anything but the best you very often get it." —W. Somerset Maugham 1874-1965 — Novelist & Playwright
- 3. Technology Audit SurvivorsGuide http://www.nctp.com/iste/audit
- 4. HOW WELL DOYOU KNOW YOUR SCHOOL?
- 5. HOW WELL DOYOU • Budget KNOW YOUR √ School SCHOOL? √ District √ Tech Only • Personnel √ Certification • Facilities • Achievement
- 6.
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- 8. FOCUS: • School leader preparing for audit • Internalauditors - classroom teachers - librarians/media specialists - any others you choose to use • External auditors
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- 10. WHO’S MONITORING THIS IN YOUR DISTRICT?
- 11. HOW DO YOU KNOW?
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- 13. WHAT DO YOUSEE?
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- 19. Ground Rules: 1. Suspenddisbelief 14
- 20. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 14
- 21. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 3. The central purpose of an audit is improvement! 14
- 22. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 3. The central purpose of an audit is improvement! 4. An audit must begin at the local level 14
- 23. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 3. The central purpose of an audit is improvement! 4. An audit must begin at the local level 5. Ideally, an audit never ends 14
- 24. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 3. The central purpose of an audit is improvement! 4. An audit must begin at the local level 5. Ideally, an audit never ends 6. Audit is a good thing! 14
- 25. Ground Rules: 1. Suspenddisbelief 2. Technology exists to support learning & people 3. The central purpose of an audit is improvement! 4. An audit must begin at the local level 5. Ideally, an audit never ends 6. Audit is a good thing! 7. “That which does not kill us makes us stronger.” —Goethe 14
- 26. Introduction • Audit isa good thing • Real leaders WANT an audit! • Audit reveals areas of strength, primarily • Audit is feared only by those who have something to hide • Audit promotes growth • Audit demonstrates accountability • Audit yields positive direction, action, & momentum 15
- 27. What is an audit?
- 30. ...after learning about technologyintegration and planning...I know one thing is true. It is not about the technology. It is about people and what you do to build people. And ultimately, it is about putting in far more than you expect to get out and then realize that you got out far more than you put in. —Dr. Mark Benno 18
- 31.
- 32. Technology Accountability Matrix Timeframe: AY 2007-2012 Lesso Action Time DRI Eviden ns Broadband network access in each March 15, 2008 Evelyn Briscoe, ITS physical plant facility (related to instruction) Broadband wireless access available December 8, 2008 J. Moreau, LRC 24x7 throughout All personnel have mobile computing April 15, 2009 Porter Roberts, Support capability Technology-based instruction becomes January 31, 2010 Andy Carvin, Comptroller financially profitable Virtual mentor online program (homework helpers) deployed fully Teacher incentives in place for innovative use of technologies. Technology student government created to aid district in long-range planning, implementation, and evaluation. District-wide professional development program tailored, specifically, to teachers’ needs 20
- 33. Role of atechnology audit With the current emphasis on accountability, making the case to support not only audits, but educational technology generally, needs to be done in terms that are recognized as valid. In other words, we need to craft and implement a technology plan built on a foundation of objectives that target student achievement as well as return on investment. Then the audit can test whether or not the desired ends have been achieved. —Dr. Terrie Gray 21
- 34. Technology Plan/Audit InteractionModel (Figure 1.1) 22
- 35. Systems Outcomes AuditModel (Figure 1.2) 23
- 36.
- 37. ACTIVITY #2: • Create a Technology Audit Checklist – You’re walking into a school building, clipboard in hand – Your job: audit the use of technology in that school – What items would you include on a checklist that would help you, and members of your audit team, to determine the use of technology in that school? – Be prepared to share your thoughts
- 38. ACTIVITY #2: • Create a Technology Audit Checklist – You’re walking into a school building, clipboard in hand – Your job: audit the use of technology in that school – What items would you include on a checklist that would help you, and members of your audit team, to determine the use of technology in that school? – Be prepared to share your thoughts •If you were going to begin a technology audit in a school building, where would you start? ... and ... what would you look for?
- 39. What did you learnfrom that activity?
- 41.
- 42. Types of audits: • Internal • External 28
- 43. Internal • Conducted totallyby personnel within the district • Similar to an accreditation self-study • Organization is the key to success in this audit Collect, then organize evidence • Quasi-internal audit (parents, community members) • Should be ongoing 29
- 44. Internal 30
- 45. Internal • •Evidence tobethat allude to technology learning objectives compiled • reports that demonstrate technology impact • evidence of tech-related successes • student achievement data • reports showing tech upgrades/changes in the past year • internal study of alignment between tech plan and curriculum & instructional practices 30
- 46. Internal • •Evidence tobethat allude to technology learning objectives compiled • reports that demonstrate technology impact • evidence of tech-related successes • student achievement data • reports showing tech upgrades/changes in the past year • internal study of alignment between tech plan and curriculum & instructional practices • Posting these data online, for the local audit team, demonstrates tech prowess within the district 30
- 47. Internal • •Evidence tobethat allude to technology learning objectives compiled • reports that demonstrate technology impact • evidence of tech-related successes • student achievement data • reports showing tech upgrades/changes in the past year • internal study of alignment between tech plan and curriculum & instructional practices • Posting these data online, for the local audit team, demonstrates tech prowess within the district • Format for reports: consider aligning with requirements of external auditor, as well 30
- 48. Internal • •Evidence tobethat allude to technology learning objectives compiled • reports that demonstrate technology impact • evidence of tech-related successes • student achievement data • reports showing tech upgrades/changes in the past year • internal study of alignment between tech plan and curriculum & instructional practices • Posting these data online, for the local audit team, demonstrates tech prowess within the district • Format for reports: consider aligning with requirements of external auditor, as well • Designate DRIs early in the process 30
- 49. External • All rulesfor internal audit apply, plus... 1. conducted by outside individual, agency, or group 2. conforms to a set of defensible, agreed-upon criteria 3. produces reports that show areas of strength, weakness, and improvement (gap analysis) 4. Results in an action plan! 5. average costs — $5,000 to $50,000 (average) 6. duration: on-site visit 3-5 days (if documents are in order) 7. ensures credibility (perhaps the most important criterion) 31
- 50. External • Danger!: externalaudits conducted by superordinate agencies (SEAs, etc.) -- major flaw ‣ SEAs and similar agencies do have an agenda when they attempt to audit a subordinate entity, especially if the entity receives funding or depends, in some regard, upon the superordinate agency • Suggestion: find consultant or group unrelated to your school • Suggestion: find consultant or group genuinely interested in helping your school improve • Credibility is the key concern in determining who you choose to lead your external audit 32
- 51. Levels of audit 33 5
- 52. Levels of audit • Level I • Level II 34
- 53. Level I • Basic,in nature • Schools should begin with a basic audit the first year (recommendation) • Can be perceived/used as a learning tool (profit from our mistakes before we go to the next level) • Scenario: Smallwood School District (p. 37) 35
- 54. Summary: Level I Components 1.Document Inventory 2. Correlation of documents with practice 3. Facilities overview/inspection 4. Correlation of tech plan with funding/budgeting 5. Student performance 6. Personnel assessment/evaluation 7. Technology policies 8. Compliance 9. E-Rate 10. Results of a Level I audit 36
- 55. Level II • Moreexpensive and expansive (extensive) than Level I • Level I audit is rather prescribed; Level II is more flexible, within certain boundaries • “Tailoring” of an audit is available — and expected • Technology plan, especially, & other plans help guide content of Level II audit • Provides broader range of benefits than Level I 37
- 56. Level II • Merely an extension of Level I (in every dimension) • Requires intensified effort and commitment • Benefits are more comprehensive, as well • Basic difference – comprehensive nature of Level II • complexity • coverage • depth • commitment required • Completely comprehensive (inasmuch as possible) • covers everything, in theory • theory isn’t reality • The Impact Factor is important • Direct • Indirect 38
- 57. Level II Direct Impact • Items and activities where the “touch” of technology is apparent • Examples 39
- 58. Level II Indirect Impact • The “touch” of technology is not readily apparent • Examples • Direct link Textbook Student textbook purchases purchases learning • hiring practices Indirect link • transportation Technology use • food service • counseling Direct link Hiring Effective practices schools Indirect link Technology use in effective schools 40
- 59. Level II Why isa Level II audit more expensive? 41
- 60. Level II Why isa Level II audit more expensive? • quantity of results • quality of results 41
- 61. Level II Why isa Level II audit more expensive? • quantity of results • quality of results ~ more school-based personnel spend more time ~ auditors need more time to peruse ~ auditors need more time to investigate ~ auditors need more time on site ~ increased hosting of special events 41
- 62. Phases of anaudit 42
- 63. Phases of anaudit 43
- 64. Phases of anaudit • Phase One: Getting Ready (Pre-Audit) 43
- 65. Phases of anaudit • Phase One: Getting Ready (Pre-Audit) • Phase Two: On-Site Visit 43
- 66. Phases of anaudit • Phase One: Getting Ready (Pre-Audit) • Phase Two: On-Site Visit • Phase Three: Results & Follow-Up (Post Audit) • establish new courses of bold action • improve areas where need for improvement was noted • continue to expand upon existing excellence 43
- 67. Scope of anaudit 44
- 68. Scope of anaudit Technology Facilities Curriculum/ Plan Plan Learning Plan Compliance Level I Basic, essential elements Correlation: tech Personnel Technology plan with assessment/ E-Rate budget/funding evaluation Policies 45
- 69. Scope of anaudit 46
- 70. Data Collection &Analysis 47
- 71. Data collected by/forauditors • Technology Plan • Teacher Roster • Student Achievement Synopsis/Profile • Budget • Professional Development Plan & Calendar • Equipment Inventory • Physical Plant Layout • Infrastructure Plan • Organizational Chart • Community Profile • Examples of Success Using Technology • students • administrators & staff • Charting the Data Collected - (Fig. 9.3 - p. 140) 48
- 72. When I audit... • Technology plan! • Curriculum frameworks (scope, sequence, articulation) √ technology-infused courses √ relationships among courses √ evidence of technology plan alignment(s) • Personnel report √ show certification areas/levels √ show how tech is used for managing personnel info • Organizational chart √ determine existence & role of Tech Coordinator/Director √ determine existence & role of tech integration • Facilities plan √ how campuses are connected (LAN/WAN/SAN) • Financial plan √ how plan is funded (internal, external) √ responsibilities for funds, funds flow, reporting (accountability) √ alignment with technology plan • Professional Development plan/calendar • Community profile 49
- 73. Data Tools • Forms •Software 50
- 74.
- 75. FORMS: • Checklists -- to ensure auditors are checking everything • Rating scales (to “score” the school/district on how well it’s doing), maybe as a summative tool • Improvements/deficiencies -- or points of commendation. These may show up in the summative letter of audit, upon conclusion of the on-site visit. • Questionnaires (for interviews with teachers, admins, students, staff, parents, community, etc.). Pros and cons of using questionnaires?
- 76. FORMS (FOR LOCALS): •Checklists -- forms & letters in place for visiting team -- letter fm school board indicating their commitment to fund the audit & support its outcomes – letter fm superintendent indicating support for audit, including supporting outcomes – establishment of a document room – collection of data & evidence to support the audit – all committees have chairs...and committees have been meeting (book of meeting minutes) • District/School Information Lists -- showing location, administrators, other pertinent information • Document Routing & Signoff Sheets • Reminder/Memo Sheets
- 77. Audit Planning Matrix Area Local team Desired Date Target Ext. audit audited members outcome(s) begun date date
- 78. TECHNOLOGY NEEDED: • Flip-type video camera • Digital recorder • iPhone/Smartphone (for recording -- audio or still photos; using with database) • DB software for iPhone/iPod/iPad -- syncing with central database. Tap Forms; Google Docs/Forms. • Measuring tape (compliance with electrical codes, human spacing, etc.)
- 79. TECHNOLOGY NEEDED: • Flip-type video camera • Digital recorder • iPhone/Smartphone (for recording -- audio or still photos; using with database) • DB software for iPhone/iPod/iPad -- syncing with central database. Tap Forms; Google Docs/Forms. • Measuring tape (compliance with electrical codes, human spacing, etc.) • PENCIL !!
- 80. OTHER STUFF NEEDED: •Portable clipboard (the kind with a compartment inside) • multi-colored pens • sticky notes • colored highlighters • file folders • othertask-specific devices (network sniffers, portable access points, spare Ethernet cable, blank CDs, etc.)
- 81.
- 82. REPORTS NEEDED: • Personnel report
- 84. REPORTS NEEDED: ✓Personnel report • Technology plan
- 86.
- 89.
- 91. REPORTS NEEDED: ✓Personnel report ✓Technology plan • Floor plan (physical plant) • Network wiring plan, overlaid on physical plant floor plan
- 92. INFRASTRUCTURE AUDIT • Floor plan • Overlay • Structured network plan • Assets connected to the network • Load balancing • Contingency plan(s) • Support
- 103. REPORTS NEEDED: ✓Personnel report ✓Technology plan ✓Floor plan (physical plant) ✓Network wiring plan, overlaid on physical plant floor plan • Funding plan/report (showing evidence of the: – impact of external funds, too; – reliance on one-time money for recurring costs; – administration’s clear commitment to continual funding for technology; – complete transparency of policies, practices, and plans for funding)
- 104.
- 105. FUNDING PLAN/REPORT • Why do we want to see this?
- 106. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment
- 107. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future
- 108. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future • Explains variety of funded activities/items
- 109. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future • Explains variety of funded activities/items • Shows sources of funding
- 110. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future • Explains variety of funded activities/items • Shows sources of funding • Givesauditors a chance to suggest additional funding sources & strategies
- 111. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future • Explains variety of funded activities/items • Shows sources of funding • Givesauditors a chance to suggest additional funding sources & strategies • Shows evidence of flow of funds
- 112. FUNDING PLAN/REPORT • Why do we want to see this? • Demonstrates commitment • Contrasts past with future • Explains variety of funded activities/items • Shows sources of funding • Givesauditors a chance to suggest additional funding sources & strategies • Shows evidence of flow of funds • Discern congruence with technology plan
- 113. What questions wouldyou want to ask (re: funding)?
- 114. CONGRUENCE: DOES THE PLANMATCH WHAT YOU OBSERVE??
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- 125.
- 126. Reports/Results • Best imaginableresult of audit = realizing that you now have a solid, valid reason for revising your technology plan! • Streamline the new plan – more concise, more usable, more applicable • New plan will focus freshly upon your vision and the efforts required to make visions become reality • Develop major pillars of progress for your plan • New plan should be: simple and communicable 95
- 127. Reports/Results • Questions todrive results – see pp. 203-212 • Reports filed by auditors: 1. Letter of Audit Verification (sent to school client) 2. Report on Findings 3. Report on Commendations 4. Report on Recommendations 5. Notice of Closing the Audit 6. Letter to superordinate agency(ies) (see Fig 13.1 – p. 214) • Reports should be filed with client school no later than 14 days after completion of site visit • First, reports.....then, action!! 96
- 128. Benefits of atechnology audit 97
- 129. Benefits of aTechnology Audit • Information storehouse • Advice and insight from external source • Bragfest! • Camaraderie • Self-understanding • Validation • Efficiency • Financial • Data gathering techniques • Politics • Total Cost of Ownership 98
- 130. If it’s tobe... it’s up to me! 99
- 131. ELEMENTS TO WATCH FOR: • Safety • Special Ed • Future expansion • External (grant, etc.) support and/or dependence • Fast response team/plan in place? Support • Obsolescence plan • Broad-based involvement in developing, revising tech plan and future plans
- 132. and... • Remember the purpose of an audit — IMPROVEMENT • Focus upon encouragement • Strengthen your strengths • Highlight/publicize your successes • Be honest in your self-appraisal • Ask for help! • Share what you learn with others
- 133.
- 134. Technology Audit SurvivorsGuide http://www.nctp.com/iste/audit
- 135. TECHNOLOGY AUDITS MADE EASY: NAVIGATING THE PATH TO EXCELLENCE Dr. Larry S. Anderson, Founder/ Director National Center for Technology Planning P. O. Box 2393 • Tupelo, MS 38803 • 662.844.9630 larry@nctp.com • www.nctp.com
Editor's Notes
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- #6 Bullet 1: \n a) What is the total amount of your district budget this year?\n b) How much has it changed in the past 2-5 years?\n c) How much is designated specifically to ed tech?\nBullet 2:\n a) How many faculty do you have who are certified to teach tech courses?\n b) What other kinds of tech-related certifications do your staff have?\nBullet 3:\n a) Do you have a map of your entire facilities?\n b) How well suited are your facilities for implementation of technologies?\nBullet 4:\n a) Do you have any data that reveal how tech use impacts student achievement?\n
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- #12 What are some observed practices that cause public concern?\n- poor planning\n- poor oversight\n\nResult? An eroding level of trust\n
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- #17 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #18 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #19 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #20 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #21 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #22 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #23 Directions: Read the following script aloud (ad lib is OK), then proceed to step through each item in the list. Elaboration on each point is not necessary.\n\nScript:\n Before we begin examining the contents of our audit guide, let’s agree upon some foundational principles and ground rules that will help provide a framework for our thinking.\n
- #24 Script elements:\n Too often, we have heard the word “audit” and we think it is a negative thing—something which requires expending time that we don’t have (or, which we feel like we don’t have). Yet, in reality–especially when we stop and think about this deeply–we realize that an audit is a good thing.\n Leaders don’t shirk from an audit. That reaction is reserved for cowards. Conversely, we want an audit. Why? Because an audit allows us to show others our real areas of strength.\n Also, with its central focus upon improvement, we know our schools (and the personnel within) will become better.\n If we want to improve our golf swing--or our putting--we look for a golf audit ... usually someone knowledgeable ... who can come in, take a look at us, and suggest improvements.\n Even Tiger Woods has a coach! Why? Because, the best want to get better!\n
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- #28 This is a team activity--\n\nDirections: Ask each team to pull out their technology plan, then swap it with a different team. Important: Do Not Begin Looking at the Plan!!\n When each team has a tech plan from a different district/school, give teams only 60 seconds to examine the tech plan. At the end of 60 seconds, call “time,” then ask teams to close the tech plans.\n\nAsk: Tell me the #1 goal that school plans to achieve. Then, what are the 3-5 major goals of the plan?\n\nPurpose: To see if the plans really are focused on achieving goals -- if plans are clear -- if plans are auditable!\n
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- #30 “Begin with the end in mind.” —Stephen Covey, in Seven Habits of Highly Effective People\n
- #31 What is student achievement? (define/describe for participants)\n * include multiple intelligences\n * include 21st Century Skills in description\nSee p. 4 in Technology Audit Survivor’s Guide\n\n
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- #39 Suggestion: Go over these points carefully, and in detail, so the school leaders can internalize what they will want to do in their own internal auditing activities. These points will give guidance to the local teams.\n
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- #48 Directions: You may want to allow some “silent time” for people to read the Smallwood scenario (in the book). Purpose: to gain an entry-level understanding of the Level 1 process.\n This may be a good time to entertain questions or observations, even for a “parking lot.”\n Perhaps, good questions (after reading is complete) would be, “Well, what do you think?” “Were there any surprises?” “Was there anything unclear about what you read?” “Is this what you expected?”\n
- #49 Script: So, there we have it— the components of a Level I audit.\n Now, let's move on to other areas of the audit.\n
- #50 Bullet 5: Note: Emphasize the benefits feature of a Level 2 audit.\n
- #51 Script: \n As we examine these statements, we can see that a Level 2 audit is more in-depth in almost every aspect. It “digs deeper” and takes a broader look.\n While this requires more effort by the school, it also provides more benefit, as well (like planting & harvesting).\nMore work is required of local team members, as well as the community. Yet, more benefits accrue to those who work diligently.\n\n The Level 2 audit covers everything, in theory. However, theory is not reality. So, in reality, this audit covers all aspects of technology implementation in which the school is involved. Further, decision makers can learn a great deal by expanding an audit to areas in which they are not yet involved.\n
- #52 Figure 6.3 - p. 77\n
- #53 Figure 6.4 - p. 78\n
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- #57 Phase One -- p. 98\n a. Build teams\n b. Enroll team members & enlist volunteers from community\n c. Convene members in brainstorming session (briefing)\n d. Conduct internal audit\n e. Engage/hire external audit team\n f. Submit report(s) to auditors\nPhase Two -- page 101\n a. Think of yourself as an auditor and provide all the amenities you think you would want/need\n b. Be the auditor’s strongest supporter\n c. Hold/host events that showcase work performed in the schools\nPhase Three -- page 105\n a. Auditors submit final report, in written form, as well as oral, if desired\n b. Schools can begin working on progress suggested in reports\n c. Hold “debriefing” meetings so school and community personnel can voice their observations\n
- #58 Phase One -- p. 98\n a. Build teams\n b. Enroll team members & enlist volunteers from community\n c. Convene members in brainstorming session (briefing)\n d. Conduct internal audit\n e. Engage/hire external audit team\n f. Submit report(s) to auditors\nPhase Two -- page 101\n a. Think of yourself as an auditor and provide all the amenities you think you would want/need\n b. Be the auditor’s strongest supporter\n c. Hold/host events that showcase work performed in the schools\nPhase Three -- page 105\n a. Auditors submit final report, in written form, as well as oral, if desired\n b. Schools can begin working on progress suggested in reports\n c. Hold “debriefing” meetings so school and community personnel can voice their observations\n
- #59 Phase One -- p. 98\n a. Build teams\n b. Enroll team members & enlist volunteers from community\n c. Convene members in brainstorming session (briefing)\n d. Conduct internal audit\n e. Engage/hire external audit team\n f. Submit report(s) to auditors\nPhase Two -- page 101\n a. Think of yourself as an auditor and provide all the amenities you think you would want/need\n b. Be the auditor’s strongest supporter\n c. Hold/host events that showcase work performed in the schools\nPhase Three -- page 105\n a. Auditors submit final report, in written form, as well as oral, if desired\n b. Schools can begin working on progress suggested in reports\n c. Hold “debriefing” meetings so school and community personnel can voice their observations\n
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- #64 1. Tech plan -- p.117\n Tech Audit Accountability Matrix -- Fig. 9.1, p. 119\n2. Teacher Roster - p. 122\n Personnel Report Form -- Fig. 9.2, p. 124\n3. Student Achievement Synopsis/Profile -- P. 125\n4. Budget -- p. 126\n5. Pro-D Plan & Calendar -- p. 127\n6. Equipment Inventory - p. 128\n7. Physical Plant Layout - p. 130\n8. Infrastructure Plan -- P. 130\n9. Organizational Chart -- p. 133\n10. Community Profile -- p. 134\n11. Examples of Success -- p. 135\n12. Charting the Data Collected -- p. 139\n
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- #68 What do you think? \nShould these items be prescribed by the external auditor? \nShould they be designed by the local teams? \nShould they be built in consultation between local teams and external auditor?\n
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- #119 Action Step:\nHave participants to open their books to page 203. Then, discuss what these questions will provide. Encourage participants to make notes in the columns if they think of additional questions.\n\n
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