Developing a How-To Guide for Conducting Audits and Needs Assessments | Conducting a Facilities Audit
Part 1: How-To Guide
In Part 1, you will conduct research and create an evidence-based how-to guide for conducting a facilities audit, conducting a technology audit, and conducting a needs assessment.
Step 1
COURSE OBJECTIVES
- Describe the processes that impact adequate and equitable school funding.
- Identify components of school and district budgets and the principal forces that affect the budgeting process.
- Explain sources of public-school revenue and the relationship to expenditures.
- Demonstrate knowledge of regulations, issues, and procedures related to school facilities purchasing, health and nutrition services, risk management, transportation services, and information management services.
- Connect budgeting and allocation of resources for teaching, learning, and school improvement priorities.
- Recognize the role of leadership in effective financial decision-making.
Step 2
Compose a how-to guide that synthesizes best practices with three sections:
- How to Conduct a Facilities Audit
- How to Conduct a Technology Audit
- How to Conduct a Needs Assessment: Technology, Furniture, Instructional Resources, Classroom Supplies, and Highly Qualified Personnel
Each section should answer the following questions:
- Why is the audit or needs assessment important?
- How often should it be completed, and when?
- Who should be involved in the audit or needs assessment?
- What is assessed and how?
- What is the best way to collect data for the audit or needs assessment?
- How are the data collected for the audit or needs assessment?
- What data are collected for the audit or needs assessment, and how can they be triangulated?
- When is the best time to conduct the audit or needs assessment?
- How does an audit or needs assessment reference the strategic plan or continuous improvement for the school?
Part 2: Facilities Audit and Report
MODULE OBJECTIVES
- Describe the importance of making decisions about the equitable allocation of resources.
- Determine how to conduct audits of facilities and technology.
- Conduct a facilities audit and needs assessment.
In Part 2 of this assignment, you will conduct the facilities audit using a checklist and compose a 1- to 2-page facilities audit report.
Step 3
Using what you have learned about conducting a facilities audit and either your school/district checklist or another checklist of your choice, conduct a facilities audit of your school.
As you conduct the audit and complete the checklist, make note of potential needs you or your guide observe. Garner input from your principal or mentor and at least one other school stakeholder to inform the needs assessment.
Step 4
Compose a 1- to 2-page facilities audit report that states the needs you noted during the facilities audit and provides an evidence-based, in-depth rationale for what is needed and why. The report must clearly identify the resources and other supportive materials listed as background information to demonstrate productive collaboration occurred during the audit process.
Attach your completed facilities audit checklist after the facilities audit report. The checklist is not part of the page count.
Step 5
Proofread your work and use the assignment rubric to ensure you have met all requirements.
Rubric
EL5723 Module 3 Conducting a Facilities Audit Rubric
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EL5723 Module 3 Conducting a Facilities Audit Rubric
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Criteria
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Ratings
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Pts
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This criterion is linked to a Learning OutcomeHow-To Guide for Conducting a Facilities Audit, Conducting a Technology Audit, and Conducting a Needs Assessment
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40to >34.0pts
Mastery
The How-to Guide is professional, aligned to best practices, and formatted in three clearly defined sections: a) how to conduct a facilities audit, b) how to conduct a technology audit; and c) how to assess needs, including facilities, technology, furniture, instructional resources, classroom supplies, and highly-qualified personnel. Each section contains a detailed narrative that addresses answers to what, where, who, why, when, and how questions. A blank facilities audit checklist and technology audit checklist is included. References are included in APA format.
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34to >28.0pts
Proficient
The How-to Guide is formatted in three sections: a) how to conduct a facilities audit, b) how to conduct a technology audit, and c) how to assess needs, including facilities, technology, furniture, instructional resources, classroom supplies, and highly -qualified personnel. Each section contains a that addresses answers to what, where, who, why, when, and how questions. A blank facilities audit checklist and technology audit checklist is included. References are included in APA format.
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28to >22.0pts
Marginal
The How-to Guide addresses some, but not all, assignment prompts.
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22to >0.0pts
Needs Improvement
The How-to Guide does not respond to most assignment prompt.
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0pts
No Submission
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40pts
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This criterion is linked to a Learning OutcomeCompleted Facilities Audit Checklist
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40to >34.0pts
Mastery
The facilities audit checklists is complete for the internship school and clearly evidences the use of resources and other supportive materials listed as background information.
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34to >28.0pts
Proficient
The facilities audit checklist is complete for the internship school.
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28to >22.0pts
Marginal
The facilities and technology audit checklists address most areas.
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22to >0.0pts
Needs Improvement
The facilities and technology audit checklists are missing in most areas.
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0pts
No Submission
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40pts
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This criterion is linked to a Learning OutcomeFacilities Audit Report
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40to >34.0pts
Mastery
The 1-page report addresses the needs noted during the facilities audit and provides an evidence-based, in-depth rationale for what is needed and why. The report clearly identifies the resources and other supportive materials listed as background information.
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34to >28.0pts
Proficient
The 1-page report addresses the needs noted during the facilities audit and provides a rationale for what is needed and why.
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28to >22.0pts
Marginal
The 1-page report addresses some, but not all, needs noted during the facilities audit.
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22to >0.0pts
Needs Improvement
The report is missing most information required for the assignment.
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0pts
No Submission
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40pts
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This criterion is linked to a Learning OutcomeProfessional Dispositions, Laws, Ethics, and Professional Standards
(CAEP RA1.1)
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10to >8.5pts
Mastery
Demonstrates exceptional application of relevant dispositions, laws, ethics, and/or professional standards in education. Clearly justifies practice with relevant professional expectations. Practices align with the highest professional standards, legal compliance, and exemplary ethical behaviors and connections are explicit and detailed.
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8.5to >7.0pts
Proficient
Demonstrates appropriate application of relevant dispositions, laws, ethics, and/or professional standards in education. Practices represent legal and professional behaviors. The applications of laws, ethics, or professional standards to practice are aligned, appropriate, and accurate.
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7to >5.5pts
Marginal
Applications of professional dispositions, laws, ethics, or standards are addressed. Some connections between the legal and professional expectations are identified but practices/behaviors may be inaccurate or irrelevant.
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5.5to >0.0pts
Needs Improvement
Application of professional dispositions, laws, ethics, or standards is missing or inappropriate. Some applications may be illegal or unethical.
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0pts
No Submission
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10pts
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This criterion is linked to a Learning OutcomeLeading/Participating in Collaborative Activities
CAEP RA1.1)
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10to >8.5pts
Mastery
Detailed information is provided to demonstrate meaningful collaboration with multiple stakeholder groups occurred. Multiple stakeholders are identified, and explicit examples illustrate how stakeholder input informed decisions, plans, or activities to demonstrate collaboration occurred.
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8.5to >7.0pts
Proficient
Presents evidence of meaningful collaboration with appropriate stakeholders (peers, colleagues, students, families, or community members). Stakeholders are identified and feedback/input is evident in the assignment or activity to demonstrate collaboration occurred.
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7to >5.5pts
Marginal
Stakeholder collaboration is vaguely described or limited. Elaboration is needed to clearly demonstrate stakeholder involvement in decisions, plans, or activities. Descriptions of collaboration need further development.
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5.5to >0.0pts
Needs Improvement
Collaboration is not addressed in the assignment or activities. Minimal evidence is presented to suggest collaboration occurred.
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0pts
No Submission
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10pts
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This criterion is linked to a Learning OutcomeAPA Format and Writing Mechanics
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10to >8.5pts
Mastery
Submission is free of spelling, formatting, and grammatical errors. Submission is well-formatted and professional.
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8.5to >7.0pts
Proficient
Submission contains minimal spelling, formatting, and grammatical errors that do not impede the understanding of the concepts and plans.
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7to >5.5pts
Marginal
Submission contains multiple spelling, formatting, and/or grammatical errors. Some ideas are unclear due to errors in writing mechanics, or multiple elements of APA format are not followed.
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5.5to >0.0pts
Needs Improvement
Submission contains extensive spelling, formatting, and grammatical errors that significantly impede the understanding and presentation of ideas.
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0pts
No Submission
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10pts
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Total Points:150
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