Brian Agnew NJ : Assumptions about Change Site Based Decision Making

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Assumptions about Change Site-Based Decision
Making

• Campus Planning By Brian Agnew

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Restructuring

• A process through which a district or school
  alters the pattern of its structures (vision,
  rules, roles, relationships) in order to produce
  substantially different results in student
  achievement.

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Site-Based Decision Making

• Site-based decision making is a process for
  decentralizing decisions to improve the
  educational outcomes at every school campus
  through collaborative effort by which principals,
  teachers, campus staff, district staff, parents,
  and community representatives assess educational
  outcomes of all students, determine goals and
  strategies, and ensure that strategies are
  implemented and adjusted to improve student
  achievement.

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Key Ideas from SBDM

• Improve educational outcomes
• SBDM is to be used for enhancing the learning
  outcomes of all students at every campus.
• Collaborative effort
• All stakeholders will work to improve student
  achievement

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Key ideas (cont.)

• Assess, Determine, Ensure
• Participants in the SBDM process provide
  direction by giving input and advice and share
  responsibility for results.
• Student Achievement
• The primary purpose for which schools exist.

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Key Ideas (cont.)

• Process
• Implies an on-going, developmental nature, not a
  one-time project or activity.
• Decentralizing Decisions
• Appropriate and authorized decisions should be
  made as close to the student as possible.

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Site-Based Management

• Site-based management is a system designed to
  increase autonomy in decision making at the
  school level.
• It is a system designed to increase the
  participation of stakeholders in the decision
  making process.

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Assumptions about Change

• Those people affected by a change should be
  involved in making that change.
• Possibilities for change are increased if the
  SBDM team is functioning well.
• Those in formal positions of authority must
  support the change, or it has little chance of
  sustained success.

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Keep in Mind

• Never involve people in activities which affect
  the welfare and livelihood of others without the
  necessary prerequisite training for the
  activities.

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Campus Planning

• The campus-level committee shall be involved in
  the areas of planning, budgeting, curriculum,
  staffing patterns, staff development, and school
  organization.

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Campus Planning

• A principal shall regularly consult the
  campus-level committee in the planning,
  operation, supervision, and evaluation of the
  campus educational program.

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Campus Planning

• The campus-level committee shall hold at least
  one public meeting per year to discuss the
  receipt of the annual campus rating.
• District policy must ensure that systematic
  communications are in place to receive
  broad-based community, parent, and staff input.

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Campus Planning

• Each year, the principal, with assistance of the
  campus level committee, shall develop, review,
  and revise the campus improvement plan for the
  purpose of improving student achievement of all
  student populations with respect to the AEIS
  indicators and other appropriate measures.

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Why Plan?

• Establishes Direction
• Focuses Action
• Increases Motivation
• Reduces Costs by Reducing Risks
• Heightens Communications
• Fosters Creativity

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Critical Decisions

• Where are we now?
• Where do we want to be?
• What strategies will get us there?
• How will we implement our strategies?
• How will we know when we get there?

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Planning Tasks

• Identify and collect data
• Ensure that data is appropriate, accurate,
  consistent, and objective
• Analyze data and turn data into information
• Provide data and information on which decisions
  are to be based
• Provide options and alternatives so decision
  makers can choose
• Monitor and report progress toward goal
• Provide data and information for evaluation

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Decision Making Tasks

• Make decisions on global view of the site, as
  well as special, local needs.
• Monitor progress toward goal and call for
  adjustments as appropriate.
• Validate achievement and/or programs.

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Thank You