The Audit Process

A service offered by the VI Math Initiative

Overview

This service provides schools with an in-depth "snapshot" of where they fall on a continuum that compares practices and stated goals and objectives to national standards in mathematics. It can be used to show how work in the classroom reflects national standards and to form the basis for professional development and action planning efforts within a school or district.

The information gleaned from the Audit is intended to serve as an initial step in an intensive analysis of a school's mathematics curriculum, instruction and professional development. It can be a very useful reference for school reform when used by school personnel to continue the conversation initiated by the data found in the Audit. It can also serve as a springboard for taking actions towards the improvement of the teaching and learning of mathematics in schools.

Components of the Audit include teacher surveys, interviews with the teachers of mathematics and the school administrators, classroom observations, data collection forms, a presentation of the data, and a template for a written report. These components offer a wide variety of input and impressions that assist in the creation of the "snapshot" school profile.

Process

The Audit begins with an hour-long group session to discuss the process and its goals and objectives, and to explain the survey tool that is used to gather the detailed information that forms the basis of the observations in classrooms. The information in the surveys is analyzed and synthesized in order to form the database upon which observations are done class by class. Following each observation, an hour-long interview is conducted with the respective teacher in order to clarify questions regarding the lesson observed and to gather in-depth information relative to teacher philosophy and practice, influences on instruction, and effectiveness of math teaching.

Administrators participate in similar interviews and are also asked to provide current and historical information regarding math curriculum, test scores, student and community demographics etc.

When all observations and interviews are complete and statistical information collected, data is synthesized and a composite picture of the school's math program is formulated including strengths and areas for improvement. Charts are developed, trends identified and a verbal presentation planned. Over the course of three hours, the Audit team discusses its findings with teachers, then with teachers and administrators together and finally with administrators (three segments for three slightly different audiences). The format for these sessions is highly interactive with discussions framed around the contents of the report. Additions to and amplifications of the information are encouraged and some short-term action steps are identified.

Within a few weeks, a written report is submitted. In addition to including all of the charts and information discussed at the verbal feedback session, it also includes a detailed written account of the current status of the school's math program and recommendations and suggestions of what it would take to improve or strengthen the overall program.

Once all parties have had a chance to read, reflect upon and digest the information (and discuss it with each other informally), a one to two-hour final meeting is held to develop action planning steps, a time line and professional development plans.

Service revised 3/15/02

Updated July 3, 2003