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

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

3. 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.

4. 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.

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

6. 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

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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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).

16. 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

17. 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.

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

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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)

25. 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)

26. Research
Consortium for Policy Research in Education (2012). “School-Based Management.” 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), Hansen, J. S., Rand Corp. and Roza, M. (2005). Decentralized decision making for schools: New promise for an old idea? Retrieved from Lindle, J. C. (1996). “Lessons from Kentucky about school-based decision making.” Educational Leadership, 53(4), Malen, B., & Ogawa, R. T. (1988). “Professional-patron influence on site-based governance councils: A confounding case study.” Educational Evaluation and Policy Analysis, Midgley, C., & Wood, S. (1993). “Beyond site-based management: Empowering teachers to reform schools.” The Phi Delta Kappan, 75(3), Ogawa, R. T. (1994). “The institutional sources of educational reform: The case of school-based management.” American Educational Research Journal, 31(3),

27. Questions?

28. Contact Information
Chris Budano, Ph.D Carla Claycomb, Ph.D.