Site-Based Management Chris Budano, Ph.D. Assistant Director of Education Services For the York City Education Association

What Is Site-Based Management? Site-based management (SBM) also called school-based management, site-based decision-making, and school-based decision-making

What Is Site-Based Management? School improvement model Identify and implement improvement strategies Data driven Student performance School climate & safety Other indicators Context driven SBM is a management structure; it in itself will not lead to improvement. The programs and strategies decided upon & implemented by the team should lead to improvement.

How Does SBM Work? Individuals closest to students make decisions and have responsibility for implementing school improvement plans Parents Teachers & Education Specialists Education support professionals School administrators SBM must be a collaboration among all stakeholders. It can only succeed if all groups are actively represented and willing to work together. Team building and consensus are key to success of the program.

How Does SBM Work? Other members of SBM team also contribute Students Community & business leaders Social service agency representatives Law enforcement representatives

How Does SBM Work? Team of school community members meet regularly Size of team determined by school leaders (administration, PTA/PTO leader(s), local association leader) Team members are chosen from the groups they represent Meet at times convenient for members Place for sharing of ideas & dissemination of information & results

How Does SBM Work? Make decisions about Curriculum, instruction, & assessment Safety Attendance Rules and norms Other areas critical to improving student learning and achievement

How Does SBM Work? Analyze data Determine priorities, Develop vision, mission, and short-term and long-term goals Evaluate implementation of strategies and program Adjust program as needed

Key Characteristics of SBM Research points to certain characteristics of SBM that are more effective at helping teams meet their goals: Leadership Mission & goals Feedback Time Autonomy

Key Characteristics of SBM Leadership – SBM requires a strong, consistent leader Facilitate conversations Guide the team Make difficult decisions Implement the program developed by the team Build trust among team members & between the team and broader school community Manage conflict and develop consensus Provide necessary professional development & support, find resources Professional Development: Curriculum, instruction, & assessment Using data Student development Specific strategies Conflict resolution & consensus building

Key Characteristics of SBM Mission & Goals Clear, concrete, measurable, & achievable Focused on improving student learning and achievement Strong accountability framework High-quality, on-going professional development Expert knowledge Accountability Framework: Monitor progress, Adjust as needed, Celebrate success

Key Characteristics of SBM Feedback Team members must seek feedback from the groups they represent Critiques as well as the positives Offer new ideas and potential strategies

Key Characteristics of SBM Time May take several months to years before full results are achieved Stakeholders need time to understand program and strategies Educators need time to develop skills and implement program and strategies

Key Characteristics of SBM Autonomy Team needs real authority to make changes Team must be able to consider all options before choosing Team must be able to reallocate resources as needed to implement strategies and program Still operate within the district structure Still accountable to parents and community

SBM is Not One-size fits all An immediate cure Different districts and schools will develop different systems, have different goals, and utilize different strategies and programs An immediate cure Won’t fix every problem all at once SBM team must prioritize and respond to data Remember, SBM is not the solution. It is the structure & design in which the solutions are determined and implemented. Goals should be clear, concrete, measurable, and achievable. Teams should develop long-term goals and short-term goals. Assess & evaluate goals on regular basis (quarterly, per semester). Full evaluation at end of school year; adjust goals as needed (due to success, difficulties, and/or new areas for improvement).

Day-to-Day in SBM Potentially little change to daily routine initially District Administration & Community Education Council (CEC) make decisions for district (macro level) Supervision & evaluation Site-based teams make recommendations and requests Personnel & resources requests for positions and type of staff/resources needed come from site-based teams recommendations may come from site-based teams

Day-to-Day in SBM Site-based teams make decisions for building & its day-to-day operations (micro level) Daily schedules Goals Routines Duties Needed resources, staff, professional development, etc.

One Example of SBM Four-year, comprehensive, urban school district. 1200 students – 97% African American, 3% White/Asian; 44% FARMs 2004-2005 served as baseline; 2005-2006 was first year of SBM programs

One Example of SBM SBM Team VP Guidance Counselor Math, Science, Social Studies, English teacher Dean of Students PTA president SAC Special Education Chair Parent Liaison Member of support staff Community member

One Example of SBM Long-term priorities: school culture, achievement in Biology, Government, other subject areas School climate survey of staff, students, and parents Review Biology & Government curricula, teachers adjust instruction

One Example of SBM Short-term priorities: school safety, achievement in math & English Safety: Parent Liaison Uniforms ISS Dean of Students - principal & VPs to focus on instruction Hall/Lunch duties for faculty & staff

One Example of SBM Short-term priorities: school safety, achievement in math & English Achievement: Added Algebraic Concepts course Double period of Algebra New English teachers New resources for reading Reading tutoring & assistance Vertical articulation in math & English Professional development on assessment data and its uses School assessment coordinator

One Example of SBM Algebra Biology English Government 2005 6.5 10.9 N/A 8.2 2006 24.4 31.1 37.9 45.7 2007 26 38 53 2008 58 52 68 2009 63 56 80

Next Steps Building-wide discussions Composition of the site-based team Data collection What data? How to collect that data? Resources needed for data collection & analysis and goal-setting (including professional development)

Future Steps Site-based team discussions Community-wide discussions Data Analysis Goal-Setting: long-term and short-term Community-wide discussions Feedback on data & goals Site-based teams Plan development, implementation, assessment, & revision Professional Development Communication with constituent group(s)

Research Consortium for Policy Research in Education (2012). “School-Based Management.” www.cpre.org. David, J. L. (1996). “The who, what, and why of site-based management.” Educational Leadership, 53(4), 4-9. Guskey, T. R., & Peterson, K. D. (1996). “The road to classroom change.” Educational Leadership, 53(4), 10-14. Hansen, J. S., Rand Corp. and Roza, M. (2005). Decentralized decision making for schools: New promise for an old idea? Retrieved from http://www.rand.org/pubs/occasional_papers/2005/RAND_OP153.pdf. Lindle, J. C. (1996). “Lessons from Kentucky about school-based decision making.” Educational Leadership, 53(4), 20-23. Malen, B., & Ogawa, R. T. (1988). “Professional-patron influence on site-based governance councils: A confounding case study.” Educational Evaluation and Policy Analysis, 251-70. Midgley, C., & Wood, S. (1993). “Beyond site-based management: Empowering teachers to reform schools.” The Phi Delta Kappan, 75(3), 245-252. Ogawa, R. T. (1994). “The institutional sources of educational reform: The case of school-based management.” American Educational Research Journal, 31(3), 519-548.

Questions?

Contact Information Chris Budano, Ph.D. cbudano@psea.org 800-944-7732 Carla Claycomb, Ph.D. cclaycomb@psea.org