OIP District Tool: Curricular Audit Checklist and Rubric
Purpose: To fulfill the requirements of the OIP process, the DLT formed a subcommittee made up
of teachers and administrators from each building. The curricular audit is based on current
educational research and will be used to gather district data to improve student achievement.
These tools will also be used to communicate and share district successes and opportunities for
improvement.
Curricular Audit Process: Twice a year, members of the subcommittee will visit a random sampling
of classrooms throughout the district (example: every fifth room within the building). Data will be
collected anonymously and will be non-evaluative. Data will be communicated to staff through the
district’s Share point website.
Tips for Conducting the Audit:
1. The role of each auditing team is to collect evidence. Therefore, it is important for each
team to actively observe the classroom by walking to several different vantage points, take
note of what is written or displayed on the conventional/digital white board, what is said by
the teacher as well as the students, what the students are doing, as well as what is
displayed on the walls around the classroom.
2. Individual classroom observations will be completed by two person teams (one
administrator and one teacher), who will collaborate and complete one observation form
for each visit.
3. Each team will be given a schedule with a list of buildings, classrooms, and times to
conduct each visit. This list will be verified in advance to ensure instruction would be taking
place, therefore it is important that auditing teams follow the established schedule as much
as possible.
4. Audits should be completed digitally via Share point whenever possible. If a technical
difficulty does present itself, auditors should use paper/pencil to complete the audit and
input data at a later time.
5. The team should be as discreet in talking with students or observing the class as possible
as to not disturb the learning process.
6. Administrators and teachers will not be assigned audits of their own buildings.
7. Classroom audits should not be conducted when a substitute is present.
Revised October 2012
OIP District Tool: Curricular Audit Checklist and Rubric
Observation Date:
Approximate number of students on task:
 all/most
 about ¾
 about ½
 about ¼
 few/none
Observation Time:
Observer Group #:
School:
Dominant Student Activity: (Check all that apply)
 Whole group work.
 Cooperative group work.
 Individual work.
 Using technology
 Taking assessment.
 Flexible grouping or intervention
 Other: _______________
Bloom’s Revised Taxonomy: (Check all that apply)
 Remember: Can the student recall or remember the information?
Define, duplicate, list, memorize, recall, repeat, reproduce state
 Understand: Can the student explain ideas or concepts?
Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate,
paraphrase
 Apply: Can the student use the information in a new way?
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch,
solve, use, write.
 Analyze: Can the student distinguish between the different parts?
Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine,
experiment, question, test.
 Evaluate: Can the student justify a stand or decision?
Appraise, argue, defend, judge, select, support, value, evaluate
 Create: Can the student create new product or point of view?
Assemble, construct, create, design, develop, formulate, write.
http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm
Revised October 2012
OIP District Tool: Curricular Audit Checklist and Rubric
1.2/2.2/3.1
The district will ensure the implementation of research-based instructional strategies.
Formative Instructional Practices: (Check all that apply)
Establish clear learning targets for students.
 A standards-based learning target is highly visible in the classroom.
 A standards-based learning target is expressed in student-friendly language.
Students can clearly articulate the expectations of the lesson (Students can answer all the following prompts
successfully):
 What is your learning target? (FIP = Where are you going?)
 Why do you need to know this information? (CCR)
 How are you doing with that learning target? (FIP =Where are you now?)
 What do you need to do to be successful? (FIP = Are you on the right path?)
Collect and document accurate evidence of student learning.
 Evidence that student academic, performance data is collected.
Provide effective feedback
 Evidence that teachers provide effective feedback. (verbal and/or written)
Prepare students to engage in self-assessment, peer feedback, and goal setting.
 Rubrics, checklists, or other documents are used to clearly establish the guidelines for
assignments.
 Examples of proficient and exemplary student work are displayed throughout the classroom.
 Examples of individual, classroom and/or grade-level goals are posted.
 Students are actively participating in self-assessment and/or providing peer feedback.
2.2 Implement research-based instructional strategies for mathematics in all content areas.
Common Core Research-Based Math Strategies (Standards for Mathematical Practices):
 Make sense of problems and preserve in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
 Model with mathematics.
 Use appropriate tools strategically.
 Attend to precision.
Look for and make use of structure.
Look for an express regularity in repeated reasoning.
http://www.corestandards.org/Math
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OIP District Tool: Curricular Audit Checklist and Rubric
District Math Focus Area: Number Sense Research-Based Math Strategies:
 Model and/or discuss different strategies for computing.
 Ask students to calculate mentally.
 Use estimation as part of computing.
Question students about how they reason numerically.
Pose numerical problems that have more than one possible answer.
www.mathsolutions.com/documents/.../10_CMC_MF_NumberSense
Math strategies not observed.
1.2 Implement research-based instructional strategies for reading in all content areas.
Common Core Research-Based Reading Strategies
 Key Ideas and Details
 Craft and Structure
 Integration of Knowledge and Ideas
 Range of Reading and Level of Text Complexity
http://www.corestandards.org/ELA-Literacy/RI
District Reading Focus Area: Informational Text Strategies:
 Academic Summary
 Investigative Reading
 Marking a Text
 Prereading
 Literature Circle; Book Club; Socratic Seminar
 Writing in the Margins
 Organizing Information
 Charting a Text
 Integrating Sources
www.literacyta.com/common-core-standards/reading
 Reading strategies not observed.
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OIP District Tool: Curricular Audit Checklist and Rubric
1.1/2.1. The district will implement a consistent, rigorous PK-12 curriculum based on the
Common Core State Standards.
21st Century Skills needed for College and Career Readiness
The teacher provides opportunities for students to engage in or develop the following 21st Century Skills
(check all that are observed):
Learning and Innovation Skills:
 Critical thinking and problem solving
 Communications and collaboration
 Creativity and innovation
Information, Media, and Technology Skills (Digital Literacy):
 Information literacy
 Media literacy
 Information and communication technologies (ICT) literacy
Career and Life Skills
 Flexibility and adaptability
 Initiative and self-direction
 Social and cross-cultural interaction
 Productivity and accountability
 Leadership and responsibility
Partnership for 21st Century Skills: http://www.p21.org
3.2. The district will ensure the implementation of a system of positive behavioral support which
includes all students and sub groups.
Active supervision is used to maintain appropriate behaviors consistently and fairly.
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Actively engages with class.
Scanning for problems or early warning signs of trouble.
Frequent positive contacts are given.
Individuals or groups are acknowledged for following the rules.
Behavior is corrected calmly and firmly.
Redirection to expected behaviors is used.
Classroom behavior system is visible.
Class attention-getting signals are used effectively.
Revised October 2012