Pub. 7 2017-2018 Issue 1

10 I don’t believe any organization or person wants to be audited. The audit doesn’t have to be a negative experience. The hope is that the auditor has a wealth of experience and knowledge that can be helpful to your school. Sometimes even helping to simplify the process and add to your under- standing. Couldn’t we all use some simplifying in our lives? I have been a part of education audits for: Title I, At-risk, Land Trust, 401k, fee waiver, Year end financial, enrollment, membership, National School Lunch Program, worker’s compensation, internal audits, the list goes on and on. These range from simply providing on-hand data, to weeks and months of back and forth exchanges. In just listing this partial list my hives have started to return. I believe there are three main concepts to surviving and thriving through audits: 1. Find out what to expect. With many of the audits we go through, there are opportunities to go and view the audit process for another school. Title I audits come to mind. I have witnessed several times, a Title I director attending the audit of another charter school, to witness the process. If this is not possible, asking questions of another school after they have gone through a particular audit would do ‘the trick’. If you wonder which school may give you quality feedback, the UAPCS is excellent at recommending. In many cases the auditors will provide a list of the requirements, and possibly the questions, that will be asked. Obtaining these lists of requirements as far in advance as possible can be very helpful. 2. Over prepare. As a self-proclaimed ‘organization junky’ I find it very helpful to be over prepared, and to feel you have the answer to any question an auditor can throw at you. Many times understanding the subject and parameters better than the auditing organization. There is a literary statement, “if you are prepared, you shall not fear.” When you are not prepared you may likely cause your school and yourself more work and stress. As an example, an auditor may ask if you con- sulted a certain group of stakeholders as you created your plan for a grant. If not prepared, by thinking through this likely potential question, you may give a half-hearted yes, or feel you should answer no. When in reality with some preparation, thought, and input by others, you realize that there was a meeting, a plan was discussed, and excellent input was received. 3. Follow-up and plan for future installments of the audit. The best time to discuss the audit experience is right after it is over, while all the information is fresh. This may be difficult as you expended extra time preparing and working through the audit, but the point person should take just a few minutes to write down what action steps need to happen, what things were learned, and file that for future refer- ence. Organization and preparation if done well, should save time for tasks that are to be repeated. If this is not the case, you are doing it wrong. Take a step back, think about the purpose and see if you can simplify and get the desired result. We are all human and are learning all the time, even if we don’t want to. Those being audited and those that are auditing are performing a service. I would like us to remember that all of the work we do is to support the teaching of children. To encourage efficiencies and improve and innovate educa- tion. If we do that, we can mark ‘audits’ as another work experience that is ‘almost enjoyable.’ Preparing for an Audit BY STEVE FINLEY, DIRECTOR OF BUSINESS SERVICES, REDAPPLE FINANCIAL B eing audited can be a lot like dental work: Not enjoyable while going through it, but usually you are in better shape when it is over.