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Site-Based Decision-Making Tutorial. A Collaborative Approach to Integrated Planning and Decision-Making Processes A Parent and Community Guide to Site-Based Decision-Making in Fort Worth ISD 2012-2013. Purpose of SBDM.

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site based decision making tutorial

Site-Based Decision-Making Tutorial

A Collaborative Approach to

Integrated Planning and Decision-Making Processes

A Parent and Community Guide to Site-Based Decision-Making in Fort Worth ISD


purpose of sbdm
Purpose of SBDM
  • To establish a collaborative approach to improve student achievement for all students
  • These decisions involve administrators, teachers, parents, business representatives and community members as partners in the business of increasing student achievement
legal foundations
Legal Foundations
  • Texas Education Code (TEC)
    • 11.251 Planning and decision Making process
    • 11.252 District-Level Planning and decision Making
    • 11.253 Campus Planning and Site-Based Decision Making
    • Financial Accountability System Resource Guide
    • Section 9.2.3 district and campus Improvement Plans
    • Section 9.2.7 Evaluation of SCE Programs
    • Section 9.4 Risk Assessment
legal foundations1
Legal Foundations
  • Public Law (P.L.) 107-110 [NCLB]
    • 1114 (b) Components of a Title I School-wide Program (SWP)
    • Public Law (.L.) 107-110 [NCLB]
    • 1115 ( c ) Components of a Title I Targeted Assistance program
background information
Background Information
  • Site-based decision-making (SBDM) was introduced in FWISD in the summer of 1981
  • Staff and community participation was increased during the 1983-84 school year with the formation of several special interest groups
  • Since that time, SBDM has remained a viable strategy for making informed decisions at the campus level
basic assumptions about effective planning
Basic Assumptions About Effective Planning
  • Planning is an ongoing, continuous process focused on the performance of all students.
  • Needs assessments and revisions to plans should occur at least annually.
  • No single best “model” or process for planning exists, but critical components should be addressed.
  • District and campus plans should reflect the unique needs of the population served and outcomes for all students.
basic assumptions about effective planning cont
Basic Assumptions About Effective Planning, (cont.)
  • Campus and district performance objectives and goals should be complementary and mutually supportive.
  • Budgets should be developed in coordination with campus plans that include broad-based parameters regarding the allocation of resources.
expected results of sbdm
Expected Results of SBDM
  • Improved student achievement
  • Effective district and campus planning
  • Increased community involvement
  • Established accountability objectives for all students
  • Improved communication and information flow
  • Collaborative decision-making
  • Effective distribution of funds; and
  • Coordination of regular and special program components
roles and responsibilities
Roles and Responsibilities
  • To provide input to the principal within the scope of state law and local policy regarding-
    • Planning
    • Budgeting
    • Curriculum
    • Staffing
    • Staff Development
    • School Organization
roles and responsibilities1
Roles and Responsibilities
  • The SBDM Team serves in an advisory capacity.
  • The principalis responsible and accountable for all decisions made at the campus level.
  • The SBDM team must establish a district-required subcommittee--Campus Employee Relations Council (CERC)
roles and responsibilities2
Roles and Responsibilities
  • The Campus Employee Relations Council (CERC) is a subcommittee of the SBDM team established for open communication between the principal and the faculty
  • The CERC shall function in an advisory role to the SBDM Team in decisions affecting faculty members.
roles and responsibilities3
Roles and Responsibilities
  • The principal shall seek the advice of the CERC when appropriate and the CERC may bring concerns to the principal as it deems necessary.
who makes up the sbdm team
Who makes Up the SBDM team?
  • Principal
  • Four teachers (Nominated and elected by teachers: election supervised by the Principal and members of the SBDM team. This elected group will be considered for representation on the Campus Employee Relations Council (CERC).)
  • One campus-based, non-teaching professional staff member (Nominated and elected by non-teaching professional staff members: election supervised by the Principal and members of the SBDM team and considered for representation on the CERC.)
  • One district-level professional staff member
who makes up the sbdm continued
Who makes up the SBDM continued...
  • Three parents (Elected by parents. This parent cannot be an employee of FWISD.)
  • Two community members (Selected by the Principal and elected SBDM members. Must be at least 18 years of age.)
  • Two business community representatives (Selected by Principal and other elected SBDM members.)
from the sbdm team
From the SBDM Team ...
  • One District Employee Relations Council (DERC) representative
  • Nominated and elected by the SBDM team from among the CERC
who makes up the sbdm continued1
Who makes up the SBDM continued...
  • In addition, others can be added to the team in order to make sure the school’s major constituent groups are represented, i.e., teachers, parents, etc..
  • The core group of 14 shall ensure that racial and gender diversity is reflected on the team
  • At least two-thirds of the campus employees on the team must be teachers (those who teach at least 4 hours a day)
how long does one serve
How long does one serve?
  • Schools will specify terms for SBDM members in their by-laws
  • If a school chooses to implement a staggered term, they must hold elections for at least one teacher and one parent per year
  • Vacancies must be filled by election
  • Vacancies in selected positions shall be filled by the remaining team members
team processes and procedures
Team Processes and Procedures

Each team must establish the following:

  • Develop and agree on an organizational structure for addressing decisions in the areas of planning, budgeting, curriculum, staffing patterns, school organization, and staff development
  • Processes to examine issues in depth and develop recommendations
  • Decision-making procedures and/or processes for reaching agreement
  • Processes for submission of issues to the team for consideration
  • Approve the portions of the campus improvement plan addressing campus staff developmental needs, as stated by law
meeting times
Meeting Times
  • The principal will set up a minimum of eight meetings each year
  • One meeting must be public, after the school receives the annual campus rating from Texas Education Agency (TEA)
please note
Please note…
  • SBDM teams should be in place by September 1
  • Teacher representatives for SBDM/CERC should be elected by September 1
  • DERC elections should be completed by September 1
please note1
Please note…
  • The superintendent is an integral part of the collaborative decision-making process
  • Nothing in the decision-making process shall be made to limit or affect the power of the local board of trustees
  • The role of the SBDM is advisory. Its input is crucial in helping the principal make the best decisions for the school and students
  • There will be times when the principal will make decisions due to time limitations and other factors with little or no stakeholder input
  • SBDM does not change the legal governance of schools
decision points and questions to ask
Decision Points and Questions to Ask

For any issue, one needs to ask:

  • Can an SBDM team consider this issue under the law or SBOE rule?
  • If the answer is “No,” simply terminate the consideration
  • If the answer is “Yes,”then one needs to ask the next question
decision points and questions to ask1
Decision Points and Questions to Ask
  • Can an SBDM team consider the issue under District Parameters?
  • If the answer is “No,”then the team can choose to terminate the consideration orwork through approval processes to revise District parameters.
  • If the answer is “Yes,”then proceed to the next question.
decision points and questions to ask2
Decision Points and Questions to Ask
  • Does this issue impact student performance in measurable terms?
  • If “No,”refer to the principal or other committee for resolution.
  • If “Yes,” then move to the next question.
decision points and questions to ask3
Decision Points and Questions to Ask
  • Is this issue aligned to the Goals and Objectives in the Campus Improvement Plan?
  • If “No,” either refer to the principal for resolution or revise the CIP through approved processes to include the goals and objectives related to the issue. Then ask the next question.
  • If “Yes,” ask the next question.
decision points and questions to ask4
Decision Points and Questions to Ask
  • Do we possess the knowledge and resources to effectively resolve this issue?
  • If “No,”then secure the outside knowledge, expertise or resources needed, then answer the next question.
  • If “Yes,” then proceed to next question.
decision points and questions to ask5
Decision Points and Questions to Ask
  • Are there other campuses or outside agenciesinvolved in or impacted by this issue?
  • If “Yes,” then secure the involvement of personnel from other campuses, programs, or agencies impacted by the issue. Then do the following:
decision points and questions to ask6
Decision Points and Questions to Ask

After other involvement is secured, do one of the following:

  • Advise principal or others
  • Recommend action and resolution
  • Develop and act upon solution

If the answer is “No,”then one may also follow the above steps

certificate of completion
Certificate of Completion
  • Once you have read through this tutorial, please print off the next slide, which is your Certificate of Completion.
  • Keep a copy for yourself and give one copy to the principal, who presides over your SBDM.

Certificate of Completion

Site-Based Decision-Making Tutorial



Participant’s name


Date of Completion

texas education code
Texas Education Code

For more information concerning the legislative laws,

please visit the Texas Education Code, Chapter 11 at

More information can also be found in the Texas School Law Bulletin, 2000 edition.