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                       sbm
            is the e-mail list of the
       Site-Based Management Strategy Team
   Providence School Department Strategic Plan
         "Designing the Future Together"
 Team Web Site  http://notaol.com/sbm/
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 Thank you for participating in sbm! You can post
 messages to the group either by "Reply"ing to any
 group message, or by composing a new message to
 sbm_notaol.com. Remember that a "Reply" will go to
 the whole group, not just to the author of the
 message. Info on subscribing, unsubscribing, and
 obtaining the current list can be had by e-mailing
 listserv_notaol.com with the 2-word message
 help sbm
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Sun, 28 Mar 1999 10:33:44 PST
Subject: [sbm] SBM Team
Reply-To: sbm_notaol.com

Greetings...

Welcome to the Site-Based Management Team list-serve, the first step in
connecting all our members electronically. Additional names will be
added after on meeting March 31.

The March 31 meeting will start at 5:30 pm, with the first half hour
being used to orient new members. At 6 pm we will move into work on team
guidelines, followed by a clarification of our charter.

Call me if you have questions.


Greg Enos
401-433-7522

Get Your Private, Free Email at http://www.hotmail.com

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From: GJWL_aol.com
Date: Sun, 28 Mar 1999 19:41:31 EST
To: sbm_notaol.com
Subject: Re: [sbm] SBM Team
Reply-To: sbm_notaol.com

Greg,  This is some information regarding SBM that I though you might like
to see.  It is from the web site for North Central Regional Lab.  Go to
www.ncrel.org and then click on PATHWAYS TO sCHOOL IMPROVEMENT.

Barbara Ashby

Click Here:
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go100.htm
Critical Issue:
Transferring Decisionmaking to Local Schools: Site-Based Management

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Date: Tue, 30 Mar 1999 04:17:56 -0500 (EST)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Team Web Site
Reply-To: sbm_notaol.com

I spoke to Tony Terceira (P.S.D.'s Director of Technology) on Monday
morning.  It appears that the department's website would be a difficult
place for us to keep information that requires frequent updates.

I have put up an interim site at
        http://users.ids.net/~toman/sbm/
        
        [note: as of 10/20/99, the new location is
                 http://notaol.com/sbm/           ]
        
So far, it contains meeting dates and an archive of all postings to this
email list.  I will try to add links to other sites as people suggest them
in their postings to this list.

If anyone would like to help with this, or take it over, or provide a site
with a catchier URL :-) PLEASE let me know  at tom_notaol.com or 401-xxx-yyyy.

Tom Arrison

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Tue, 30 Mar 1999 09:12:18 PST
Subject: [sbm] SBM Charter
Reply-To: sbm_notaol.com

Site-Based Management Strategy Team

Charter

Generate the action items to implement the site-based management
strategy for the Providence School Department.

Approach

Utilize the talents of a volunteer team (parents, teachers,
administrators, students) to identify best practices and lessons
learned, formulate a realistic list of action items, and present
findings in a user-friendly format (e.g. video, website) that will
enhance understanding and successful implementation.

Communications
. Weekly meetings
. Email
. FAX
. Telephone clusters
. Action Log
. Meeting minutes
. Electronic file listing
. Team roster

Team Consensus

The action items will be the result of team consensus, using The
Cambridge Group Action Plans process.

Operating Process

Minutes, documentation
Consensus process
Email operations
Meeting dates, times, locations
Charter understanding



Current: March 24, 1999

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Get Your Private, Free Email at http://www.hotmail.com

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Date: Tue, 30 Mar 1999 20:32:01 -0500 (EST)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] new list subscriber
Reply-To: sbm_notaol.com

Pat Reilly's email address is JEPH805_aol.com

It's been added to the sbm subscription list.

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From: JWHoward_aol.com
Date: Wed, 31 Mar 1999 10:13:18 EST
To: sbm_notaol.com
Subject: [sbm] Vidal Perez: April 7
Reply-To: sbm_notaol.com

hello, all.

Vidal Perez has agreed to attend our meeting on April 7.  He will arrive at
7:30, which  gives us time to attend to other business.

To get the most from his time, I suggest we prepare some questions or issues
in advance.  If you would like to send these to me (JWHoward_aol.com), I
will collect and forward them to Mr. Perez ahead of the meeting.  I would
like a moment to confirm that this time is OK at ton

Mr. Perez is the neutral chair of the SBM technical support committee,
although he says it has been dormant due to personnel changes in the past
year.

Greg, can we please briefly confirm this time as OK at tonight's meeting so
I can finalize the appointment with Mr. Perez?

Thanks!

Jonathan Howard
(401) 331-2272

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 31 Mar 1999 13:22:47 PST
Subject: [sbm] Vidal Perez: April 7, 7:30 pm
Reply-To: sbm_notaol.com

Johnathan...thank you...please confirm Vidal for 7:30 pm (from a
presentation standpoint)...Frank will be at that meeting, so it is
appropriate to invite Vidal earlier as a guest...I expect we will seek
Vidal's connection to other information sources...thanks...Greg

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From: JEPH805_aol.com
Date: Wed, 31 Mar 1999 20:58:19 EST
To: sbm_notaol.com
Subject: [sbm] Updated Meeting List As Of 3/31/99.
Reply-To: sbm_notaol.com
Content-Transfer-Encoding: 7bit

Dates:  Wednesday   April 7,1999    (Guest Speakers-may run until 8 P.M.)


        Mondays     April 12, 1999  (Vacation April 19-23, 1999  No Meetings)

                    April 26, 1999

                    May    3,  1999

                    May   10, 1999

                    May   17, 1999

                    May   24, 1999  ( ? Necessary)

(If we need extra working time then Tuesdays)

        Tuesday     May    4, 1999

                    May   11, 1999

                    May   18, 1999

 TIME:       5:30P.M.-7:30P.M.

 PLACE:  SAME ROOM

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Content-Type: text/plain; charset="us-ascii"
Date: Thu, 1 Apr 1999 10:24:56 -0400
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm] sbm minutes 3/31/99
Reply-To: sbm_notaol.com

Hello and Good Morning!  The second SBM Meeting was held on 3/31/99 in
Board Room C of the Providence Public School Department/School Board
building from 5:30 pm until 7:30 pm.  It was attended by:  G. Enos, F.
Gorman, J. Howard, I. Lee, B. Ashby, T. Arrison, A. Ferrara, J. Rich, J.
Nota, M. Acevedo, P. Reilly, & T. Bacon.

Minutes/Documentation-  By April 7th, there will be a system in place
hopefully utilizing a laptop  computer to record minutes and to
keep our Action Log.  The Action Log will  be a standard format that records
dates, times, resources, and individual"jobs" as well as recording the Action
Steps in devlopment for SBM.

Consensus Process- Two models were discussed concerning team consensus; the
Cambridge Group Action Plans Process and another utilizing a process
faciltator, time keeper, record keeper, and smaller teams for group work.
**If an individual is absent for a meeting, he/she cannot "contest" the
consensus decision(s) made at that meeting.  Also, it will be noted in the
Action Log those items that were not agreed upon- no consensus met.

Email Operations- Email will continue through the List Serv and Web Site
which we would like to give a "THANK YOU!" to Tom Arrison for developing so
quickly.  Jonathan Howard has offered his assistance in these areas as well.
Anyone wishing to be added to the list serv must be approved by the team and
especially Greg Enos.

**PLEASE KEEP ALL ITEMS POSTED IN EMAIL FORM!
It may take you a few minutes to type , but it would take Tom A. a while to
type and/or retype any documents/messages/resources/etc. that are
faxed or given to him directly----RESPECT OUR TIME CONSTRAINTS IN THIS MATTER
AND IT WILL AID OUR EFFICIENCY!  Thanks.

Meeting Dates/Times/Locations- These have already been posted to the list
serv!!!

Charter Understanding- Has been discussed and should be formalized by the
April 7th meeting.

**MEXT MEETING:   Frank Pallotta and Vidal Perez will be guest speakers
concerning SBM format, roles, application process(es), and resources.

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Date: Thu, 1 Apr 1999 16:12:38 -0500 (EST)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] New List Subscribers
Reply-To: sbm_notaol.com

John Rich                   jedrich_lifespan.org

and

Maria E. Acevedo      dreams02907_yahoo.com

have been subscribed to the sbm listserv.

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Date: Sat, 3 Apr 1999 16:18:10 -0500 (EST)
Content-Type: text/plain; charset="us-ascii"
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Website additions
Reply-To: sbm_notaol.com

Thanks to Tom Bacon for the minutes of the 3/31 meeting, and to Barbara
Ashby and Jonathan Howard for the web links.  If you haven't recently,
please visit the page at http://notaol.com/sbm/ to see the additions.

NOTE:  When revisiting the site, use your RELOAD or REFRESH button to make
sure you see the latest version.

REQUEST FOR MINUTES: Would anyone who attended our first (3/24) meeting be
willing to attempt to write up minutes?  If, like me, you feel your notes
are incomplete, you could e-mail them to me tom_notaol.com instead of to the
list, and I could combine all submissions into a more complete version. Or,
better yet, *you* could volunteer to be the collector of first-meeting notes :-)

REQUEST FOR POINTERS TO WEB RESOURCES:  Please share the fruits of your
browsing with the team; post any SBM-related websites that you discover to
this list, and I'll add them to the links on our homepage.

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From: JWHoward_aol.com
Date: Mon, 5 Apr 1999 12:58:43 EDT
To: sbm_notaol.com
Subject: [sbm] WORK PLAN  RECOMMENDATION- April 5
Reply-To: sbm_notaol.com

April 5
To the Site-Based Management Action Team

Dear Friends,

It has been good to meet you all and I look forward to knowing you better.
Greg has guided us through some big process issues quickly and we dig in on
SBM itself starting Wednesday. Before we get too far into the facts and
details, however, I hope we will organize our task. This is my proposal for
a working plan.

I offer this framework as one way to decide where we are going and how to
get  there and in no way to foreclose other options or questions I have
overlooked.  If anyone has a "friendly amendment" to offer, please post it
and I will try to accommodate it.  If you have an alternative plan, I urge
you to offer it for our consideration.  I've run this by Greg, who has asked
me to post it to the group.

I will look to Greg to let us know on Wednesday how the group can deal with
this through the consensus process we agreed last week.  Here's my idea:

As we've been told, our task is to recommend action steps toward the existing
Strategic Plan's strategy #9.  These are steps that the Department and the
Board would have to implement. The strategy reads: "Develop ways to address
the issue of site-based management."

I see six big questions stemming from this very general strategy.  I propose
using these six questions as a structure for our overall task.

Any one of these questions could occupy us for months if we let it. Instead,
we will need to make quick decisions. The consensus process explained by Tom
Arrison last week can help us make good decisions quickly.  We should also
use "off the shelf" definitions and positions where possible and set fairly
tight (yet agreed and very clear) limits on time for and length of response.

I suggest we assign each question (or perhaps two questions) to a member or
subgroup, asking them to frame the question, to do research and inform us on
the issue and to develop a recommended position.  A good deal of this could
be done via e-mail in advance of our meetings.  We will need to assign
members to each question and set a schedule for them to report.

Questions 1 & 2 are basically background information and we have a made a
good start on them already.

1. What is "site-based management"?
. In general?
. In Providence?

2. What is the current state of SBM?
. In general? (have excellent articles and sites to look at)
. in Providence? (will hear from two authorities)
What additional research is needed? Who will do it and when?  How will this
be communicated to and considered by the group?

Questions 3 & 4 establish our desired outcomes.

3. What is SMB for?
We have a starting assumption that we must focus our recommendations on
promoting higher student performance.  Is that enough, or are there critical
subsidiary goals, such as professional development, educational innovation,
curriculum control, community or parent involvement, etc.?

4. In what ways should it be "addressed"?
. By defining it?
. By deciding if it is necessary or desirable?
. By making it easier (or harder) to achieve?
. By educating teachers and parents and promoting more SBM applications?
. Other: ____________________________???

Questions 5 & 6 deal with the action steps themselves and will need some
group processing to decide how much of this can be delegated and how much we
need to address as a group.

5. How does SBM relate to other important elements of the strategic plan and
of good service to students generally?
If the District is committed to SBM as a strategy, mustn't action toward
each of the other eight strategies be based on school-based planning and
implementation?  Conversely, we must ensure that our recommendations fit
with and promote the other strategic goals, such as attendance, professional
development and so on.  (This also relates to #2 above: what is SBM for?)

6. What are some feasible action steps for our subcommittee to recommend
that PSD could really take in the direction selected?  For example:
. Render more formal definition of/guidance toward SBM?
. Form ongoing committee to explore issues further?
. Expand District technical team reviewing applications to include wider
groups?
. Revise or scrap current application procedures?
. Set goals and targets for SBM within PSD?
. Develop criteria or checklist for successful SBM?
. Other: ____________________________???

That's as far as I've gone with this idea.  It's certainly open to discussion
whether these are the right questions and whether to tackle them one (or two)
at a time or all at once.  If you can offer some response via the e-mail
group, please do so.

Can someone tell me whether Maria Acevedo will get this message via e-mail
and, if not, what her fax number is?  Thanks.

Jonathan Howard

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Date: Mon, 5 Apr 1999 13:34:38 -0400 (EDT)
To: sbm_notaol.com
From: "Rich, John E." 
Subject: RE: [sbm] WORK PLAN  RECOMMENDATION- April 5
Reply-To: sbm_notaol.com

Jonathan

Nice work Jonathan! Congrats!

I am responding quickly to your proposed list of questions. Everything there
makes sense to me. One item that is not included that is also very important
is the notion of measurement, outcomes, indicators, etc.

It seems to me that any new program has to have clearly identified
expectations to be successfull over time. That would mean, how do we measure
the impact of the program, what monitors do we put in place, who and how do
we collect the data, who and how do we report it out and who and how do we
hold people accountable for progress relative to the goals and outcomes.

There is so much related to all that, such as how do the indicators get
determined, are they uniform or related to project proposal by site, etc.
etc.

That is my contribution, for now.

John Rich

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Date: Mon, 5 Apr 1999 14:49:07 -0400 (EDT)
Content-Type: text/plain; charset="us-ascii"
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] OATS
Reply-To: sbm_notaol.com

There was some discussion at the 3/31 meeting about OATS:
Outcomes - Assessments -Teaching Strategies,
the Providence model for "student-centered, teacher-driven reform."

Although there is more current information available in print, some
good background can be found at the OATS website,
http://www.ri.net/OATS/

Some of the better material is "hiding" behind a link that requires
clicking on the OATS logo, or you can go directly to
http://www.ri.net/OATS/oats2.html

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Content-Type: text/plain; charset="us-ascii"
Date: Mon, 5 Apr 1999 15:04:59 -0400
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm] sbm "6 Questions"
Reply-To: sbm_notaol.com

Hello folks! Jonathan, your plan looks great!  The only things that should
be added (& if I missed it I'm sorry to reiterate!)....the actual members
on a site-based team, the application itself, and the application
process...these questions should be answered at Wednesdays meeting.

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From: Ritoy_aol.com
Date: Mon, 5 Apr 1999 15:30:36 EDT
To: sbm_notaol.com
Content-Type: text/plain; charset="us-ascii"
Subject: Re: [sbm] Upcoming meetings.
Reply-To: sbm_notaol.com

Dates and locations are confirmed as follows:

April 7th -- School Board Room C -- 3rd floor
April 12th -- Cafeteria in Basement
April 26th -- Cafeteria in Basement
May 3 -- School Board Room C -- 3rd floor
May 10th -- Cafeteria in Basement
May 17th -- School Board Room C -- 3rd floor
May 24th -- Cafeteria in Basement.

I have not booked the three Tuesdays but there should be no problem
finding a space.  Keep me posted as to the 4th, 11th and 18th.

Thanks.

MaryKay Schnare

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From: GJWL_aol.com
Date: Tue, 6 Apr 1999 12:50:02 EDT
To: sbm_notaol.com
Content-Type: text/plain; charset="us-ascii"
Subject: Re: [sbm] OATS
Reply-To: sbm_notaol.com

A good article from Educational Leadership on SBM:


Click Here: http://www.ascd.org/pubs/el/decjan/david.html
Site-Based Management: Making It Work
The Who, What, and Why of Site-Based Management
Jane L. David
Educational Leadership Vol. 53, No. 5 December 1995/January 1996

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Date: Tue, 6 Apr 1999 15:03:44 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] new list subscriber
Reply-To: sbm_notaol.com

Jeannine Nota            anota_msn.com

has been subscribed to the sbm listserv.

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From: JWHoward_aol.com
Date: Wed, 7 Apr 1999 11:12:10 EDT
To: sbm_notaol.com
Content-Type: text/plain; charset="us-ascii"
Subject: [sbm] Questions for Vidal Perez
Reply-To: sbm_notaol.com

Hello, everybody,

Grag asked me to see if Vidal Perez could come earlier, but he cannot come
before 7:30 tonight due to an earlier meeting. Here's how I summarized the
questions offered for him at last week's meeting:

"We need accurate information on the current process and state of SMB in the
city.  Last night, members offered the following areas of interest that you
might address:

"What is the recent history of the process?  Who has applied and who has been
approved or rejected?  Have applicant schools withdrawn?  Why?

"What leads to success?  Do applicants use consultants?  Is the formal
process the whole process, or are informal contacts and go-aheads from the
administration or union important?  What characterizes applications that are
accepted?  What leads to rejection?"

Meanwhile, I have learned a lot from reading the two applications provided.
I would like to share these applications with a colleague -- can whoever
brought these last time -- Greg? -- bring extra copies tonight?

I've had comments from John Rich and Tom Bacon about my Six Questions.  Tom
notes the lack of specific process information in my questions- "the actual
members on a site-based team, the application itself, and the application
process."  As Tom notes, Vidal can help us answer these.  John brings up the
issues of measurement, monitoring, accountability.  The article from
Educational Leadership posted yesterday also notes that point.  I addressed
this very briefly under Question 6, Recommendations (to PSD) as "set criteria
or checklist for success?"  If we agree that the six questions work as a
large structure, we can ask the work group addressing #6 to address the
critical issue of measures and accountability more specifically.

See you later,

Jon Howard

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Date: Thu, 8 Apr 1999 09:26:31 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] New list subscriber
Reply-To: sbm_notaol.com

Joyce Stevos, PSD's Director of Strategic Planning, has been added to the
sbm listserv:       jstevos_aol.com

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From: JWHoward_aol.com
Date: Fri, 9 Apr 1999 09:15:05 EDT
To: sbm_notaol.com
Subject: [sbm] Minutes for Weds, April 7, 1999
Reply-To: sbm_notaol.com

SBM Minutes April 7, 1999    5:30 p.m.

ATTENDING:  Maria Acevedo, Greg Enos, Tom Bacon, Fran Gorman, Pat Reilly,
Jonathan Howard, Tom Arrison, Maureen Kenner, Connie Doyle, Lou Schmitt

NEW MEMBERS: We were joined by three new members. Providence school teachers
Maureen Kenner and Connie Doyle  Maureen and Connie are also members of the
Site-Based team at Vartan Gregorian (formerly Fox Point) Elementary.  Lou
Schmitt is a consultant in organizational development.

AGENDA: Team Operations, Research Areas, Key Questions, Presenter: Vidal Perez

A. OPENING COMMENTS: G. Enos:
1. Frank Pallotta, PSD member of the PSC could not attend tonight's session
as scheduled. (will meet on 4/26/99).

2. Greg also spoke by phone with PTU President Phyllis Tennian since our last
meeting.  She had been unaware of the Strategic Plan work groups.

3. Team Issues:
T. Arrison would like a PSD member who worked on the Strategic Planning
Document to discuss the "parameters" in the Plan, one of which reads "In the
adoption of any activity, we will always attempt to enhance site-based
decision-making."

J. Howard:  Should address our lack of visibility-no one knows we exists,
which in turn undermines our likelihood of having an impact. Key players
likely to resist us because they have not been informed.

J. Howard: Recommends that we make it a practice to go quickly around table
at the beginning of each meeting for each member to report contacts,
information or issues that have occurred during the week.  Agreed

B. INFORMAL DISCUSSION OF VARTAN GREGORIAN SBM EXPERIENCE
Spontaneous Q&A with our two new members from Vartan Gregorian Site-Based
Team gave us a useful picture of SBM as it has actually been achieved.  Some
key observations:

1. Critical conditions that enabled successful SBM implementation at VG:
. Focus on student achievement/teaching and learning
. Strong Site Improvement Team "family" committed to consensus decision
making.
. Vision and leadership from two successive principals
. Integration and use of each new initiative - OATS, SALT and own
research-based initiative, such as ELLI.
. Finding strengths inside the building.

2. Problems and barriers:
. Not prepared for some issues - e.g. separate union for teacher assistants.
. Uncertainty about recertification process - SBM authorized for one year,
ending June 99 - have not been informed what will happen.

C. RESEARCH AREAS:
1. Six Questions -  J Howard presented his idea for using six questions as
framework for our work plan.
1. What is SBM?
2. What is the current state of SBM (theory, reality, research issues???)
3. What is the purpose of SBM?
4. How should SBM be "addressed"? (e.g. define, decide, process, promotion)
5. How does SBM relate to the other areas of the PSD Strategic Plan?
6. What are some of the feasible Action Steps we can propose to PSD?

Although there appeared to be agreement with this framework, no formal
decision was made on using this framework or assigning members to parts of it.

3. Research areas: Greg called for members to select research areas from list
on the agenda.  Members will post to the Listserv by April 12.

SBM Leadership Roles in other States/areas outside RI		Lou Schmitt
SBM's Educational History					Fran Gorman
SBM Working Definition/Mission, Grantwriting Resources		Tom Bacon
Contacting Phyllis Tennian and Joyce Stevos			Greg Enos
Comer Model							Tom Arrison
Parents and SBM in other districts - 				Jon Howard

D. VIDAL PEREZ, Neutral Chairperson on Site-Based Technical Support Team for
District
(Since so few of us could stay to hear Vidal, I am providing a summary of his
important review of the process and perspectives.)

Vidal works for the Federally-funded LAB (Northeast and Islands Regional
Educational Laboratory) at Brown University and has supported SBM efforts in
NYC and other areas.  In Providence, he has been a consultant to individual
schools applying for SBM as well as nuetral chair to District's team
responsible for approving all SBM applications.

He provided his LAB report on SMB dated Mar. 9, 1998, which was copied and
distrubed to all.  It provides definitions, core principles and a general
process for instituting SBM in Providence.  He also had the starting document
from the Leviton SBM experience, which Jon Howard will try to obtain for the
group.

Where is SBM in Providence right now?  In Limbo, since June 1998, when the
two senior PSD reps (Supt. Zarella and Asst. Supt. Renzulli) announced their
retirements.  School Board left vacancies to Feb. 1999, and then its two
nominees both left the system. This leaves PSD represented by one member,
Geneva  Johnson, a teaching assistant at Mt. Pleasant HS.

The idea of the Team is to have CEOs and senior executives from management
and Union in the room so that decisions made can be final.  The Union feels
it is useless to meet until PSD has executive representation.  There are no
pending applications.  The Team approved two apps: Gregorian and Fortes, in
June 1998 before went into dormancy.

History of the process:
There were six schools actively pursing SBM in Jan. 1998. Fortes and Lima
were required by contract to apply.  Windmill, Gregorian, Veazie Street, and
ALP had teams.

Plan in early 98 was to do 6, double to 12 in 99 and set up network of
approved schools to disseminate lessons. In March 1998, the LAB assessed the
six and devised framework for progress toward SBM (see the March 1998
report). Keys to process: What is school now?  What should it be?  How does
it need to change?  What decisions now made centrally, do you need to control
at your school?  Vidal and LAB provided technical support at the sites. The
process calls for 10 sessions, but sometimes schools can jump ahead.

Fox Pt. And ALP went forward (plus Fortes and Lima), other 2 deferred.
Gregorian and Fortes approved. Lima and ALP denied.  Notes that both denials
were unanimous.  Approvals were Union 3 in favor, PSD 2 opposed (Zarella and
Renzulli) one not present.  PSD later changed votes to make approvals
unanimous.

The Union very promptly fulfilled commitment to waive 11 contract provisions
(on issues such as hiring) to enable the two plans in June 1998. The PSD
failed to provide the corresponding assurances until December, which led to
considerable resistance from Central Office departments on specific
deviations from SOP when school opened in fall.  This should not have
happened, since the Supt. Specifically approved all these deviations in the
course of approving the plans.

Vidal assesses the Union's position as willing to waive contract when it is
clear teachers want it and there are clear educational results.  PSD is easy
to convince of the educational merits, but lacks any will to change
procedures to accommodate.

What is the review process: one-year report from each SBM school on
achievement of stated goals.  Each year, school resubmits new budget.  Need
big budget change in professional development. Should not be a punitive
process. Vidal has responsibility for devising the process and will do so in
May - June.

Why SBM?
All trends favor or rely on school autonomy.  "The School" not the district.
(Article 31). Central Admin becomes a service provider.  Dept of Ed. has said
that Art.31-mandated site plans can be SBM applications.

Vidal's major concern is to locate the changes schools need control of to
create schools people are banging on the doors to get into.  Help avoid
faddism and deal with fundamentals.  Got to help teachers get over being told
"no."  Gets schools effectively thinking about teaching and learning.

What would Vidal change?  The application process.  Don't wait for
applications, but make a decision that school "X" will become SBM, then work
with them to achieve it.  Look for willing schools, but also set targets by
zone or level and cajole participants. Sees SITs bumping up against
constraints, esp meeting Art. 31 requirements, which lead them to consider
SBM as logical next step.  At same time there are Principals and other who do
not want to do SBM.  Trick is to start where a particular school is right
now, be flexible.

No new schools in pipeline.  Veazie, Windmill and ALP could reactivate.
Classical, Perry and one other might join the process in Sept. 1999.  If all
went well could have 6 new SBMs in spring of 2000.  However, need central
office to bring people along.

Meeting adjourned at 9:15.

Submitted by Jonathan Howard with initial notes from Tom Bacon
Friday, April 9

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: "Rich, John E." 
To: "'sbm_mail.notaol.com'" 
Date: Fri, 9 Apr 1999 16:53:42 -0400
Subject: RE: [sbm] Minutes for Weds, April 7, 1999
Reply-To: sbm_notaol.com

Sorry to have missed the last meeting, but Jon certainly did a wonderful job
with the minutes. Thanks.

My confusion is the following section on research. Are you asking for me to
select one of these areas? if so, I choose number 6.

Hope I have it right.

John Rich


C. RESEARCH AREAS:
1. Six Questions -  J Howard presented his idea for using six questions as
framework for our work plan.
1. What is SBM?
2. What is the current state of SBM (theory, reality, research issues???)
3. What is the purpose of SBM?
4. How should SBM be "addressed"? (e.g. define, decide, process, promotion)
5. How does SBM relate to the other areas of the PSD Strategic Plan?
6. What are some of the feasible Action Steps we can propose to PSD?

Although there appeared to be agreement with this framework, no formal
decision was made on using this framework or assigning members to parts of
it.

3. Research areas: Greg called for members to select research areas from
list on the agenda.  Members will post to the Listserv by April 12.

SBM Leadership Roles in other States/areas outside RI		Lou Schmitt
SBM's Educational History					Fran Gorman
SBM Working Definition/Mission, Grantwriting Resources		Tom Bacon
Contacting Phyllis Tennian and Joyce Stevos			Greg Enos
C[]omer Model							Tom Arrison
Parents and SBM in other districts - 				Jon Howard

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: "Greg Enos" 
To: sbm_notaol.com
Date: Sat, 10 Apr 1999 12:32:19 PDT
Subject: [sbm] Research
Reply-To: sbm_notaol.com

John...if you have time to do some research, please look at how site-based
management team are organized at the school level...the actual assignments
people are working on are listed at the end of this message....the 6
questions are a starting point....thanks....please note we are meeting in
the cafeteria on Monday....thanks...greg

==== [ QUOTATION OF JOHN'S MESSAGE REMOVED ] ====

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From: FGorman938_aol.com
Date: Mon, 12 Apr 1999 09:47:43 EDT
To: sbm_notaol.com
Subject: [sbm] (no subject)
Reply-To: sbm_notaol.com

For information about "site based management" published in Education Week.

Go to: WWW.edweek.com

You can find a variety of articles going back to 1980 in "The Archives"

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

Date: Mon, 12 Apr 1999 12:49:56 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] New Subscribers
Reply-To: sbm_notaol.com

Maureen Kenner          mfkenner_aol.com

and

Lou Schmitt             lou_schmitt_compuserve.com

have been subscribed to the sbm listserv.

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: GJWL_aol.com
Date: Mon, 12 Apr 1999 22:12:51 EDT
To: sbm_notaol.com
Subject: [sbm] Check out School/Site-based Management
Reply-To: sbm_notaol.com

 Click here:
http://www.ascd.org/services/eric/sbm.html
School/Site-based Management


An interesting article on our topic.

Barbara

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From: JWHoward_aol.com
Date: Tue, 13 Apr 1999 09:02:28 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Check out School/Site-based Management
Reply-To: sbm_notaol.com

Dear Barbara,

Thanks for sharing that article.  I was tantalized by some of the abstracts
in the site you connected us to, which appear to be from ERIC Digest.  Can we
get full text over the web on these back articles?  If not, where can back
issues of be found in RI?

Jon Howard

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From: GJWLEE_aol.com
Date: Tue, 13 Apr 1999 13:30:01 EDT
To: GJWL_aol.com, sbm_notaol.com
Subject: Re: [sbm] Check out ED357436 May 93 Who Runs the Schools? The
Principal'sView. Researc
Reply-To: sbm_notaol.com

In a message dated 4/13/99 3:09:11 AM, you wrote:

<< Click
here: ED357436 May 93 Who Runs the Schools? The Principal's View. Research
Report. http://oeri2.ed.gov/databases/ERIC_Digests/ed357436.html

>>

This is information regarding principals and site based management.

Isabella

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: GJWL_aol.com
Date: Tue, 13 Apr 1999 22:22:02 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Check out School/Site-based Management
Reply-To: sbm_notaol.com

In a message dated 4/13/99 9:03:03 AM Eastern Daylight Time, JWHoward_aol.com
writes:

<< Thanks for sharing that article.  I was tantalized by some of the
 abstracts in the site you connected us to, which appear to be from
 ERIC Digest.  Can we get full text over the web on these back articles?
 If not, where can back issues of be found in RI?

 Jon Howard >>

Hi John,

The articles cited in the abstracts may be available at the Professional
Development Library at 797 Westminister St.  The library is located on the
3rd floor.  I know they have School Administrator.  I may have the Phi Delta
Kappan article at my school, I will check.  The ERIC documents can be ordered
if you do not find them online.  You can search the ERIC website by searching
under "ERIC and education".  You can search by subject or document number.
You could also call the library at RIC or Brown.  Good luck.

Barbara

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Date: Thu, 15 Apr 1999 09:07:41 -0400
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm]
Reply-To: sbm_notaol.com

SBM Minutes:   4/12/99
5:30-7:30 p.m.   **REMEMBER:  This is PUBLIC KNOWLEDGE!!!
 AGENDA:  Team Feedback, SBM Advantages & Disadvantages, Research
Reports/Assignments

Present:  G. Enos, T. Arrison, B. Ashby, J. Howard, F. Gorman, T. Bacon, J.
Rich, L. Schmitt, and M. Kenner

Team Feedback:
-Joyce Stevos has been contacted and is working with the team.
-Carl Squier was a consultant for the Vartan Gregorian School _ Fox Point,
V. Gregorian has "sub-committees" under the SBM Team.  These committees
focus on utilizing the school's resources  (Academic Team for example,
School Improvement Team, Curriculum Committee, etc.)    **May  7th _  8:00
a.m.= open invitation for anyone wishing to attend  V. Gregorian's School
Improvement Team meeting.  These meetings will be held every two weeks from
then
-Nomination of SBM and/or SIT (School Improvement Team)= committee
nomination and a vote; self-nominations are also probable.
-SBM Team _ V. Gregorian = 8 teachers, 4 parents, 2 community partners,
School Dept. Representative (Non-Voter), RIDE Rep. (also non-voting).
-AYP (Average Yearly Progress); percentage of students who should increase
in a given year.  Standards to achieve in a given year-Benchmarks
(realistic and attainable)

Advantages of SBM for Providence School Dept.:
1. Ability to build staff based on the school's individual needs (hiring &
firing practices, postings)
2. Input on decisions that effect student population (Curriculum for example)
3. SBMs receive Waivers to get past the "NO" (contract rules)
4. Accelerated rate of change
5. Budget manipulation/control to assist with needs assessment
6. Greater opportunity to reflect on scores and how to achieve better
scores (related to budget)
7. Community partners, parents, etc. (Non-School "Investors") can raise
issues that teachers/staff may not
8. Parents have more input on teaching and Learning
9. Shared leadership
10. Increased professional development
11. Ability to restructure staff
12. Constant Review and Self-Evaluation of the school (Self Study):
Data-driven and child-centered
13. **Improved Student Performance
14. Increased morale
15. Element of trust; everyone's voice is heard and validated

ACTION LOG:  Research reports & Assignments
-L. Schmitt on Leadership:  still researching over the net and have found
success stories of smaller school districts.
**To be posted by 4/16/99
-F. Gorman on History if SBM:  2-5 articles to be posted asap to allow for
a universal knowledge base
-T. Bacon on SBM Working Definition:  [amended and] accepted and will be
posted 4/13/99 along withGrant writing resources/writing tips, etc.
-T. Arrison: Comer Model; also to be posted.  James Comer is a Child
Psychologist who has written about Education and child-centeredness
-J. Howard:  Parental issue and involvemen  = ongoing research
-J. Rich:  To speak again to Vidal Perez on information and feedback
-M. Kenner:  Recertification process - Where does V. Gregorian go next??
(or any other SBM?)
-B. Ashby: How SBM relates to the other areas of the Prov. School Dept.'s
Strategic Plan
-G. Enos: Will speak to I. Lee as to the Principal's role, insights,
concerns for and from SBM

APPENDIX W:  SITE-BASED MANAGEMENT:  Union Language from contract; to be
read & [decided] as to its posting _ next meeting

NEXT MEETING:  4/26/99  Providence School Dept. in Basement Cafeteria

************************
AMENDMENT:

Minutes amended by the Team at the 5/3/99 meeting to delete the word "voted"
[changes shown in square brackets, above] to reflect the Team's decision to
operate by consensus, not by voting.
************************

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Date: Thu, 15 Apr 1999 09:22:57 -0400
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm] Sorry for any delays!!
Reply-To: sbm_notaol.com

I will explain _ our next meeting for the delays in sending the minutes and
other information promised to the team....SORRY!!!  Everything should be in
place by Friday, 4/16/99.
Tom Bacon

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: "Greg Enos" 
To: sbm_notaol.com
Date: Thu, 15 Apr 1999 12:58:50 PDT
Subject: [sbm] Subject Listings
Reply-To: sbm_notaol.com

Greetings...

Please be sure to fill in the subject block with a descriptive title that
is easy to find. As our volume increases, this will become more important.

Thanks....Greg

_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com
 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

Date: Sun, 18 Apr 1999 11:33:53 -0400
From: "Louis R. Schmitt" 
To: sbm 
Subject: [sbm] Leadership issue
Reply-To: sbm_notaol.com

     Fellow team members -

In my research on the issue of leadership models for site-based management,
there has been little written about specific case implementations of SBM
and the leadership model/style utilized to foster change and ultimate
successful implementation.

However, much of what relates to leadership focuses upon the principal as
the key to success in any change effort in schools, whether SBM or other
initiatives.  And a contributing factor to any change effort is the size of
the school system and centralized control structures.  In general, small
school districts raise the voice of the principal to a higher level among
all participants in the efforts, with commensurate responsibility for
change.

In business, we use a term "centers of excellence".  These are departments
or divisions that operate at a much higher level than other parts of the
organization, and it is most often due to the leadership of an individual
who chose to make a difference and began to shape the vision of what will
be for that segment under his or her responsibility.  He or she then would
work diligently to foster work group accountability, removal of obstacles
to success, and establishing clear communication methods to keep everyone
abreast of how it was going.  It is often a high-risk position, with that
manager acting as the buffer with the "outside world": the rest of the
organization, where progress is somewhat foreign; and the centralized
leadership of the executive group, where as long as results are achieved
and you don't cause added turmoil elsewhere, you are tolerated.  The
biggest failing of COE's are that they are often only as sustainable as the
strength and survivability of the leader, because the outside influences to
revert are so great.

That said, the long term success of SBM in Providence lies not in a few
COE-type schools, but in a system-wide implementation of SBM.  What that
requires is a cadre of very capable leaders in the principals' positions at
every school, and an extraordinary leader in the superintendent's seat to
facilitate the political shift from centralized to site-based management.
This is a monumental task and involves substantial resources and internal
changes to make it happen.  And it is a shift from absolute hierarchical
leadership to a participative form, where administrators, principals,
teachers, and other stakeholders in the educational process work together
to alter the state of the existing system to support SBM.


The Office of Research, Office of Educational Research and Improvement of
the United States Department of Education produced  two reports: "Who Runs
the Schools: The Principal's View" [1] and "Who Runs the Schools: The
Teacher's View" [2]. The results were not really surprising.  Principals
felt that the school districts maintained substantial control over issues
such as curriculum, hiring and discipline policies.  The influence was
always judged to be greater with larger district size.  And teachers did
not believe that they had much influence over these areas.  For site based
management to be successful, those perceptions and the reality in
Providence must change.


A document entitled "Critical Issue: Leading and Managing Change and
Improvement" [3] states the following:

"Principals and other key school leaders should help teachers and other
stakeholders build effective teams by developing new organizational
structures and creating a shared vision that focuses on authentic student
learning.  Such inspired and informed leadership is critical to the success
of schools".

Also:

For school improvement efforts to be successful, teachers, parents,
community and business partners, administrators, and students must share
leadership functions.  Likewise, the principal's role must change from that
of a top-down supervisor to a facilitator, architect, steward,
instructional leader, coach, and strategic partner".


A final document, "School Leadership: A Profile Document" [4] was developed
at the Ontario Institute for Studies in Education at the University of
Toronto.  With only minor "cultural" modifications, this profiling matrix
provides a comprehensive way of evaluating the current state and offers
insight into the levels of performance relating to the following leadership
attributes for a principal:

- The Principal as Manager
- The Principal as Instructional Leader/Program Facilitator
- The Principal as School-Community Facilitator
- The Principal as Visionary
- The Principal as Problem Solver

Based on what I know of the desired outcomes for SBM in Providence, this is
likely the most comprehensive resource for determining what should be the
leadership model for PSD principals and a tool to potentially evaluate the
current state of the incumbents.


Lou Schmitt

Suggested links:

[1] "Who Runs the Schools: The Principal's View", located at
http://www.ed.gov/pubs/OR/ResearchRpts/prinview.html [Back to text]

[2] "Who Runs the Schools: The Teacher's View", located at
http://www.ed.gov/pubs/OR/ResearchRpts/teachvie.html [Back to text]

[3] "Critical Issue: Leading and Managing Change and Improvement",
located at
http://www.ncrel.org/sdrs/areas/issues/educatrs/leadrshp/le500.htm [Back to text]

[4] "School Leadership: A Profile Document", located at
http://www.oise.utoronto.ca/~vsvede/index.html [Back to text]

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From: JWHoward_aol.com
Date: Sun, 18 Apr 1999 11:45:47 EDT
To: sbm_notaol.com
Subject: [sbm] "Voting" in the minutes
Reply-To: sbm_notaol.com

Friends,

I should have reacted earlier, but I've been busier this week.

The minutes refer to an upcoming "vote" at the next meeting.  This should
read "decision."

We have not yet followed our own agreed process for formal consensus
decision-making.  Tom and Fran have practical experience here and I propose
that we let them oversee the decision-making at tomorrow's meeting.  As I
understand it, "consensus" does not mean "informal".

As another point of business, I would like to agree on the road map of the
trip we are taking -- that is the steps we plan to take and the goals we
expect to achieve.  I'm pleased that we have begun to dig into issues, but
I'm still confused about how and when we will get to "action steps" and how
we will present these to the Strategic Planning Committee.

Regards,

Jonathan Howard

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Date: Sun, 18 Apr 1999 18:16:12 -0400
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm] sbm and grants
Reply-To: sbm_notaol.com

Here is what I promised the listserv the other day!

[A Word 8.0 document was attached to this message;
 the listserv can't post file attachments to this archive.

 The first of the three enclosed files,
 "School-Based Management and Student Performance" by David Peterson,
 ERIC Digest, Number 62, ED336845 Oct 91, is available at
 http://www.ed.gov/databases/ERIC_Digests/ed336845.html

 The second file,
 "Site-Based Teams: At the Seat of Power", in the October 1995 issue of
 School Planning & Management Magazine, is available at
 http://notaol.com/sbm/spm.htm ]

*****************************************************************


The difference between fiction and reality? Fiction has to make sense.
                      -- Tom Clancy

otliam: rif00142_ride.ri.net
Marilyn Salisbury
R.F.Kennedy School, Providence
Computer Teacher
1998 RIF Trainer

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Date: Mon, 19 Apr 1999 12:29:23 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] No attachments, please
Reply-To: sbm_notaol.com

Please do not attach files to messages sent to the sbm mailing list address.
There are two reasons for this request:

1) Not all group members may have the software (such as MS Word) to open the
attached file.

2) The software that automatically posts these messages to the website can
not deal with attachments.

ALTERNATIVES TO FILE ATTACHMENTS:

1) Copy the text out of the source file and paste it directly into an e-mail
message to the group.

2) E-mail the file as an attachment to me, tom_notaol.com, and I will post
it to the website, the sbm list (as text), or both.

Thank you,

Tom Arrison

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 21 Apr 1999 05:40:44 PDT
Subject: [sbm] Action Team Leader Meeting Two
Reply-To: sbm_notaol.com

The Action Team Leaders met April 16 to review
concerns/celebrations/needs/problems and receive a draft sample
of the Action Plan with Action Steps.

I reported on the SBM website, projected videotape plans, and the
research progress to date.

A copy of the sample action plan will be distributed at our 4/26 meeting.

Most other teams are making good progress.

The Attendance Team((#1) headed by Dan Corley has specifically requested
that attendance be included in SBM plans.

Blank Professional Development Credit Report forms are available for team
members who can use them.

Greg Enos

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 21 Apr 1999 05:54:58 PDT
Subject: [sbm] Reading Item Sequence
Reply-To: sbm_notaol.com

I would like Barbara, John and Fran to work as a team to formulate
a recommendation for the 4/26 meeting.

Situation: The SBM team is collecting and generating a number of
significant documents that would be useful to a person who wants
to learn about SBM management. Items are added to the website
(Resources) in the order received.

Idea: Post research/documents/links to the Resource section in a
logical order, so a website visitor could read them in an
understandable sequence. Specifically, it should be easy to use
by members of the Providence School Planning Team (names listed
in the draft strategy brochure). I believe we want them to read
selected items before the June 8 meeting (full Planning Team
meeting to review the action plans).

Starting Throughts: The Who, What, Why article and  LAB report
seem like good items to start with.

Fran, John, and Barbara --- please connect and come to the meeting
with a recommendation. Plan on a maximum of 5 minutes of
discussion during meeting.

Other Team Members ---- feel free to communicate your thoughts to
Fran, John, and Barbara.


Thanks...Greg (401-433-7522)

_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com
 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 21 Apr 1999 05:27:14 PDT [REVISED Fri, 23 Apr 1999 07:53:30 PDT]
Subject: [sbm] Team Update
Reply-To: sbm_notaol.com

Good morning...

You deserve more information and I am making a commitment to do
the following:

1. provide a review of the Strategy Action Team Leader
meeting(4/16/99) by COB 4/21/99.

2. post the 4/26/99 meeting agenda by noon 4/23/99. Please be
sure to review it so we can make the most of our meeting time.

3. sketch out the milestones we need to meet between now and June 8.

Thank you for your constructive comments. Keep them coming.


Greg



_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com
 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

Date: Wed, 21 Apr 1999 13:04:10 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Change of "Our Charter"
Reply-To: sbm_notaol.com

Per team leader Greg Enos, "Our Charter", at the top of our
homepage, has been changed from

> To generate the action items to implement the site-based
> management strategy for the Providence School Department

to

> To generate the action items to implement the site-based
> management strategy for the Providence School Department
> that improves student performance

Also per Greg, the LAB's report to the School Board, which Vidal Perez
distributed at the 4/7 meeting, has been posted to the homepage. Many thanks
to Vidal Perez and Grace Rivera of the LAB at Brown for permission to do so,
and for providing the report in electronic form.

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Date: Wed, 21 Apr 1999 15:19:13 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Working Definition of SBM
Reply-To: sbm_notaol.com

At the April 12 meeting, team member Tom Bacon submitted, and the team
amended, a "Working Definition of Site-Based Management". Team leader Greg
Enos has asked me to post it to the website. I'd like to make sure that my
mark-up correctly reflects the team's consensus. Those who attended, please
check your hand-outs:
................................................
SBM: SITE-BASED MANAGEMENT

   SBM is a consensus-driven learning environment which is linked to
decentralization and driven by the School Improvement Team. Having greater
control over decisions regarding budget, personnel, and curriculum, it
focuses on the following: student performance, teaching and learning, needs
assessment, accountability, professional development, review, and
evaluation. It is representative of the entire school community. Through the
involvement of Principals, Teachers/Staff, Parents, Community Partners, and
Students in the decision-making processes, more effective learning
environments are created.
................................................

I will post the definition to the homepage before the 4/26 meeting.

Thanks,
Tom Arrison

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From: GJWL_aol.com
Date: Thu, 22 Apr 1999 13:31:50 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Working Definition of SBM
Reply-To: sbm_notaol.com
Content-Transfer-Encoding: 7bit

Sounds good to me.

Barbara A.

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 23 Apr 1999 07:32:03 PDT
Subject: [sbm] Minutes for March 24
Reply-To: sbm_notaol.com

SBM Minutes March 24, 1999  6-8 p.m.

ATTENDING: P. Reilly, T. Bacon, B. Ashley, I. Lee, J. Howard, M.
Torrance, F. Gorman, T. Arrison, G. Enos

AGENDA: Charter, Introductions, Focus

A. Charter

Generate action items to implement site-based management strategy in
Providence schools. G. Enos provided basic information on the
strategy process.

B. Introductions

Team members participated in a simple listening-introduction exercise.

C. Focus

Improve student performance. Urban school districts with 25,000
students and 2-5 years of site-based management experience will be
research targets.

D. Administrative

Team  members were given printed reports, strategy, and school
progress reviews.

Meetings will primarily be used to share learnings and answer
questions.

Telephone and email addresses were collected. A listserve will be
established.

Submitted by G. Enos


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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 23 Apr 1999 07:36:26 PDT
Subject: [sbm] Agenda - April 26
Reply-To: sbm_notaol.com

SBM Meeting Agenda - April 26, 1999

Dr. Frank Pallotta Overview of Site-Based Management

Team Operations Issues

Website Organization

Contract Language Posting to Website

Research Reports

Research Action Items


Current: April 23, 1999


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Date: Mon, 26 Apr 1999 13:47:57 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Safe Schools
Reply-To: sbm_notaol.com

Maureen Kenner sent me this link:


Click here: Safe Schools http://www.ascd.org/safeschools

With her permission, I'm passing it on to the group. As she says, "I think
it's important considering the tragedy this week. School safety should be in
the front of any program!"

I would add that school safety is a good example of a "quality of school
life" issue that should be on the table of any school site team.

Tom Arrison

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Date: Mon, 26 Apr 1999 13:47:52 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Invitation from Gregorian SBM Team
Reply-To: sbm_notaol.com

Maureen Kenner also passed on the following reminder:

"The invitation to attend Gregorian's SIT meeting on May 7 at 8:00a.m. is
extended to our group (we meet every other Friday from then)"

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From: "Rich, John E." 
To: "'sbm_mail.notaol.com'" 
Date: Mon, 26 Apr 1999 17:37:57 -0400
Subject: RE: [sbm] Team Update-Corrected
Reply-To: sbm_notaol.com

Greg

Sorry to be missing the meeting on 4.26, but after a week away, I am still
plugging away here at work. Thought I would be able to make it.

Will be there next week with my report.

Thanks

John Rich

=========== [ QUOTATION OF PREVIOUS MESSAGE REMOVED ] ========

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Date: Tue, 27 Apr 1999 03:22:33 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Comer Schools
Reply-To: sbm_notaol.com

Greetings!

At the Monday 4/26 meeting I handed out my report (so far) on the Comer
School Development program as it applies to SBM. Here it is for those of you
not at the meeting. Last week I added the Comer Schools homepage to our web
links, and this week I plan to add more links to their web pages.

...............................
Aspects of the Comer School Development Program
Applicable to Site-Based Management in Providence

1)  As at least two Team members have pointed out, The Comer SDP
    is offered only to entire districts, not to individual schools.
    The point is not that we should advocate for the adoption of the
    Comer SDP (not a bad idea, in my opinion, but well outside the
    parameters of our Team), but rather, that we should look at their
    approach to SBM. Why? They are very early practitioners of SBM,
    and have much hard-earned experience.

2)  The SDP revolves around an "atmosphere of learning" and
    insists that the adults who run schools should model, and not
    just prescribe, the behavior that leads to learning.  Democracy
    and respect for others can best be demonstrated daily in the
    management of each school.

3)  Comer Schools are primarily in "majority minority" districts
    such as ours.  They show that all parents and the wider community
    have a role in ensuring the quality of their children's education.

4)  They are chlld-centered.  The background of Dr. Comer and the
    SDP is in child development as well as in education.

5)  They support a strong sub-committee system to ensure that SBM Teams:

    a)  steer the fine line between excessive attention to detail, on
        one hand, and endless discussion without action on the other.

    b) Include as many school community members as possible in actual
       management decision-making and implementation.

6)  They have a wider view of the areas of concern to Site Teams than
    we currently hold in Providence.

7)  They insist that SBM can not be successful without TRAINING at the
    school level in SBM and consensus management for ALL members of the team.

The Comer SDP Website is http://info.med.yale.edu/comer/
More specific links will be posted this week.

Submitted by Tom Arrison

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From: MFKenner_aol.com
Date: Tue, 27 Apr 1999 20:27:32 EDT
To: sbm_notaol.com
Subject: [sbm] Bravo to work done by committee!
Reply-To: sbm_notaol.com

Hello everyone,
Missed Monday's meeting but wanted to congratulate all on a very professional
job and educational opportunity on the webpage!  Bravo! See you next week.
Maureen Kenner

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From: JWHoward_aol.com
Date: Wed, 28 Apr 1999 10:45:15 EDT
To: sbm_notaol.com
Subject: [sbm] Minutes - Monday, April 26, 1999
Reply-To: sbm_notaol.com

     Site-Based Management Strategy Team
Minutes - Monday, April 26, 1999
Present: Greg Enos, Fran Gorman, Maria Acevedo, Lou Schmidt, Barbara Ashby,
Tom Arrison, Jonathan Howard
The meeting opened at 5:30 PM

1. GUEST: DR. FRANK PALLOTTA, ASSISTANT SUPERINTENDENT FOR TEACHING AND
LEARNING

A. Site improvement teams vs. site improvement teams.
Dr. Pallotta prefers "site improvement teams" (SIT) to "site based management"
(SBM) to avoid "connotations of control." Later, he noted the RI Dept. of Ed.
has mandated that each school have a three-year action plan by November of
1999 and that each plan shall be created by a SIT (which can be a SBM team)
with at least 2 parents, 2 teachers and the principal. Dr. Pallotta passed out
RIDE's "short guide" for SITs.

B. Dr. Pallotta offered some observations on what makes for successful SITs.
- Coherent vision, mission, goals and objectives
- Diversity and representation of the community
- Agreeing to disagree
- The concept of "teaming" - how to work in a team
- Consensus decision-making; unless skillfully facilitated, voting is
divisive.
- Strong facilitator, preferably the school principal, but if not, then
someone principal relies upon for leadership in the school.  (The assumption
that principals would know how to facilitate teams has turned out to be
wrong.)
- Clear agenda as a starting point for discussion - work and issues will
evolve from here.
- Understanding what to talk about and what not.
- Constitution and by-laws governing team discipline, succession, etc.
- To be avoided: "self-serving," "my child" attitude or blaming specific
teacher.

Does or should the SIT have the final word on educational issues?
Dr. Pallotta's own view is not fixed, but contractually, teachers have the
right to vote on curriculum and teaching methods.

What do SITs talk about?  Not specific implementation, but general direction..
For instance, don't second-guess specific suspension, but do set overall
discipline process. Principals must buy-in to SIT's influence, which is part
of forming a SIT.

C. Questions:
Have principals been trained to work with SITs?  The old corps was trained,
but newer promotions have not been systematically trained.

The strategic plan parameters say "we will always attempt to enhance
site-based decision-making", while, of the nine actual strategies, SBM is the
least clear.  How did the strategic planning team arrive at this result?  Dr..
Pallotta sas the term "site-based management" is used loosely.  His view: why
go through the whole formal SBM process when SIT has the same effect?  People
who think there is special funding for SBM schools should realize the money
for SBM as such will dry up.

Is the zone administrator position useful in changing administration from
manager to resource provider for schools?  Yes.  Zone administrators sit in
on SITs and carry lessons from site to site.  Also, they evaluate principals
and link schools to resources.  Schools call one person they know, not many.

How do you keep schools consistent under SIT/SBM?  OATs is the key and
Providence is way ahead of the rest of the state on that score. New hires are
trained.  You deal with staff turnover by continuity of vision.

Can SIT's influence staff selection?  Yes. First, schools have authority now
to change the nature of a given staff position.  For example, a school can
change a social worker to a counselor in its budget submission.  Downside
here is that you take the first person off transfer list. Another route is
negotiating a specific building-wide exemption from contract so that SIT can
interview and select.  If the SIT wanted this exemption, it would go to
superintendent, who would approach PTU.  PTU would probably agree providing
the union's building rep had no objection. Thus, schools have the potential
to win a major (perhaps the major) advantage of SBM without going through the
SBM process.  Five schools besides the two SBM sites (e.g. Veazie St.) have
staff selection authority.

Dr. Pallotta concluded with the plea that our recommendations result in
setting consistent parameters across all schools in the District.

2. TEAM ISSUES: Greg
A.	Calendar: Meetings now scheduled for Mondays: May 3, 10, 17 and 24.
Greg wants to set Tuesday, May 18 as firm meeting date.  His intention is
that we will meet in working groups on May 17 and finalize our presentation
on May18. May 24 would be a wrap-up, perhaps to create a video.
B.	We present to the larger planning group on Tuesday, June 8.  Greg was
told we would present first at 9 AM.  Will need to decide who will present.
We will have 20 minutes.
C.	Website organization.  Greg suggested Barbara, Fran and John Rich
structure links and materials on our website in terms of priorities so that
new members and the planning team can quickly visit and get up to speed.
There was no agreement on the need for this and this issue was deferred to
next week.
D. Stucture and work plan: Jon Howard suggested that an issue like
structuring links and documents on the website would fall into place if we
had an agreed "structure of inquiry."  Greg responded that we will finalize
this structure at next week's meeting.

3. APPENDIX W
Should we post "Appendix W", the contractual provision governing formal SBM
in the District?  This was agreed by consensus.

4. RESEARCH REPORTS
Greg held Lou's report on leadership out as a model for research reports.
A. Parental involvement - Jon Howard - Has found relatively little on SBM and
parents --  national PTO has standards for parental involvement, one of which
addresses local decision-making.  His report with links will be posted later..
B. Comer model - Tom Arrison.  Tom handed out his summary of how Comer is
relevant to SBM.

4. REPORT OUT FORMAT
Greg handed out the report of Action Team #2, which was put forward as the
model for team output at a recent team leader meeting.  The format of their
report:
	1. Cover letter
	2. Original goal & three new action objectives
	3. Action steps (5 to 8steps) for each objective
	4. Cost/benefit (tangible and intangible) matrices for each plan.
Group members were surprised by the cost estimates in the plan.  We are not
necessarily bound by this precedent, but this seems to be what the planning
team is prepared for.

The meeting ajourned at 8:30.  Our next meeting is Monday, May 3 at 5:30 PM.
We meet in School Board meeting room C at the School Department building.

Submitted by Jonathan Howard

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From: JWHoward_aol.com
Date: Wed, 28 Apr 1999 12:29:03 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Invitation from Gregorian SBM Team
Reply-To: sbm_notaol.com

Dear Maureen,

I'd like to attend.  I'll just present myself at the front door a little
before 8.  Let me know if I need special directions.

Jon Howard (331-2272)

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Date: Wed, 28 Apr 1999 12:23:12 EDT
To: sbm_notaol.com
From: JWHoward_aol.com
Subject: [sbm] Parents and SBM
Reply-To: sbm_notaol.com

     Parental Roles in Site-Based Management

Here is what I found on the web (rather little) with some of my own
observations and conclusions.

Parental involvement in a child's education is one of the few factors clearly
correlated with improved student performance, which has been identified as a
key objective for SBM in Providence. Vigorous and well-planned parental
involvement can be an important "equalizer" for children in poorer districts
such as Providence.

"... regardless of parents' education, parental involvement with children's
schooling is associated with better attendance, higher achievement test
scores, and stronger cognitive skills. In addition, when parents help
elementary school children with their schoolwork, social class and education
become far less important factors in predicting the children's academic
success (Dauber & Epstein, 1993)." (Connard, with Novick, Ecology of the
Family, http://www.nwrel.org/cfc/publications/ecology2)

The National PTO summarizes a wide range of benefits: better social behavior:
lower dropout rates, higher vocational achievement as well as improved report
cards. (http://www.pta.org/programs)

Nevertheless, there is little touching on parents and SBM specifically.  To
take this from the other end, what do parents need from schools? The National
PTO has also developed and promotes national standards for parental
involvement in six areas.  Here are their core standards:

Standard I: Communicating-Communication between home and school is regular,
two-way, and meaningful.
Standard II: Parenting-Parenting skills are promoted and supported.
Standard III: Student Learning-Parents play an integral role in assisting
student learning.
Standard IV: Volunteering-Parents are welcome in the school, and their
support and assistance are sought.
Standard V: School Decision Making and Advocacy-Parents are full partners in
the decisions that affect children and families.
Standard VI: Collaborating with Community-Community resources are used to
strengthen schools, families, and student learning.

In relation to Standard V, which directly relates to SBM and other school
governance, the PTO offers the following success criteria:

Successful programs:
1. Provide understandable, accessible, and well-publicized processes for
influencing decisions, raising issues or concerns, appealing decisions, and
resolving problems.
2. Encourage the formation of PTAs or other parent groups to identify and
respond to issues of interest to parents.
3. Include parents on all decision-making and advisory committees, and ensure
adequate training for such areas as policy, curriculum, budget, school reform
initiatives, safety, and personnel. Where site governance bodies exist, give
equal representation to parents.
4. Provide parents with current information regarding school policies,
practices, and both student and school performance data.
5. Enable parents to participate as partners when setting school goals,
developing or evaluating programs and policies, or responding to performance
data.
6. Encourage and facilitate active parent participation in the decisions that
affect students, such as student placement, course selection, and individual
personalized education plans.
7. Treat parental concerns with respect and demonstrate genuine interest in
developing solutions.
8. Promote parent participation on school district, state, and national
committees and issues.
9. Provide training for staff and parents on collaborative partnering and
shared decision making.

Not much to ask, really, far less than full-blown site-based management.
Nevertheless, accomplishing this standard in Providence requires some major
cultural change.  Here are my own parental observations from 17 parent-years
in Providence schools.

Parents usually don't speak the language of education. Many Providence
parents don't speak English, the language in which school business is
conducted.  Yet, even well-educated parents will be unacquainted with more
than a few of the theories, doctrines, methods and laws that inform and
govern educational practice. No matter the spoken language or educational
background, the "language barrier" can be an obstacle for all parents.

Educators are professionals, paid to instruct and to organize education all
day every day.  Parents are amateurs.  They must take time from their jobs,
their families or their leisure to participate. In a complicated educational
environment, just staying up to speed over the long term is perhaps
impossible for all but a very few parents.

These handicaps are magnified when important information fails to reach
parents. From individual student performance to school-wide and district-wide
changes and issues, the system tends to communicate in writing, using one of
the least reliable delivery mechanisms known - the student backpack.
Generally, the communication dynamic is basic: one-way information flow to
parents, with the occasional signature requested. The communication goal is
often to purge the system of liability (permissions, waivers and warnings)
and less often to inform parents, engage them in education or learn from
them.  The assumption is that once sent, the message is binding whether or
not it was received or understood (which is rarely measured).

Lack of frutiful communication is hardly surprising, since educators are not
trained to work with parents. A survey by the national PTA showed that
training and competence in parental involvement is rarely provided or
required for teaching standards, degrees or certification. (PTO) Educational
researchers, asked to list the most critical teaching skills, did not mention
working with parents among their list of 37 skills.  (Connard/Novick)

Whether as cause or effect of these disadvantages (or yet others), parents
have little formal status or influence on school decision-making.  Parents
(in the role of parents) are at the end of the line. They are assumed to have
less to contribute to decision-making and policy and are less often consulted
or recruited than teachers, administrators, state officials, consultants,
political leaders, community and business representatives.

Finally, I will offer some conclusions, which are entirely my own:

Parents are not experts on educational theory or administration.  They are
experts on their own kids and how families work.  Most care little for
theories, but care passionately about individual student achievement.  They
are the primary responsible (adult) customers of the system.  Ultimately, the
political base supporting the system rests on parents.  Parents should focus
on and be consulted primarly on ends, and less on means.  In SBM terms, this
might mean that parents play a very large role in setting the goals and
measuring student outcomes, while professionals design and manage the system
to achieve those outcomes.

Jon Howard

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From: MFKenner_aol.com
Date: Wed, 28 Apr 1999 17:21:10 EDT
To: sbm_notaol.com
Subject: [sbm] Invitation from Gregorian SBM Team
Reply-To: sbm_notaol.com

Jon has accepted our open invitation to attend the Friday, May 7, 1999, SIT
meeting at Gregorian School.  We have a security buzzer at the main door.
Please ring and announce as SIT guest.  Thanks. Maureen Kenner

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Thu, 29 Apr 1999 07:44:31 PDT
Subject: [sbm] SBM Team Agenda -  May 3, 1999  5:30-7:30 p.m.
Reply-To: sbm_notaol.com

SBM Team Agenda -  May 3, 1999  5:30-7:30 p.m.

1. Phyllis Tennian - Providence Teacher Union
2. Key Questions & Research Assignments
3. Team Schedule


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Date: Fri, 30 Apr 1999 18:31:23 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Issue Page at EdWeek
Reply-To: sbm_notaol.com

At the 4/26 team meeting, Fran Gorman showed us a printout of the SBM page
at the EdWeek website. It's a good collection of background information, and
printed and web resources:


Click Here: http://www.edweek.org/context/topics/schbased.htm


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From: "Greg Enos" 
To: sbm_notaol.com
Date: Sun, 02 May 1999 11:28:19 PDT
Subject: [sbm] Preparation for May 3 Meeting
Reply-To: sbm_notaol.com

Good afternoon...

Please review the agenda for the May 3 meeting and bring your calendar with
you.

If you will not be able to attend, please call me at 401-433-7522 on Monday.

Thanks....Greg
_______________________________________________________________
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From: FGorman938_aol.com
Date: Mon, 3 May 1999 12:44:09 EDT
To: sbm_notaol.com
Subject: [sbm] SBM History and Thoughts
Reply-To: sbm_notaol.com

Hi,

Below you will find some of my findings in the research on the history of SBM
as well as some of the issues and concerns about SBM.


	Fran


SBM History
		May 1, 1999

Background:
 (www.edweek.com/context/topics/schbased.htm)

	School (Site) based management is not a new concept in fact it was
the norm in the one-room schoolhouse of the past where the teacher was the
academic leader and the business manager.  Over the years school systems
became larger and more complex and various levels of decision making
evolved.  Power shifted from the teacher, to the principal, to the district
superintendent and school board, then to state councils, state
superintendent, and up to governors and federal officials.

	By the 1980s the school business as many other industries were
perceived to be top-heavy, employed top down management and did not
effectively use the experience and abilities of the front-line worker.
Conversely researchers were finding there were real advantages to teachers,
principals, and students having a sense of ownership and the
freedom to go about achieving their goals.

	 School-based management (SBM) is generally agreed to be a strategy
to improve education by transferring significant decision making authority
from state and district offices to individual schools. SBM provides
principals, teachers, students, parents and community representatives
greater control over the education process by giving responsibility for
decisions about the budget, personnel, and the curriculum.

	Proponents ( AASA, NAESP, NASSP and other sources)say SBM can:
(http://www.ed.gov/pubs/OR/ConsumerGuides/baseman.html)

		1. Allow competent individuals in the schools to make
                     decisions that will improve learning;
		2. Give the entire school community a voice in key decisions;
		3. Focus accountability for decisions;
		4. Lead to greater creativity in the design of programs;
		5. Redirect resources to support the goals developed in each
                     school;
		6. Lead to realistic budgeting as parent and teachers become
                     more aware of the school's financial status, spending
                     limitations, and the cost of its program; and,
		7. Improve morale of teachers and nurture leadership at all
                     levels.

Why are School Districts Decentralizing?
(http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/93-1why.htm)

	According to the North Central Regional Education Laboratory there
are five primary pressures:

	1. Demands from powerful constituencies  - in particular parents,
          community groups, legislators, business, and in some instances
          teachers' unions - for more input into and control over the
          schooling process and tougher accountability measures

	2. Strong agreement among these constituencies that the current
          educational structure is not working well for an increasing
          number of students

	3. The inability of massive bureaucracies - with their
          characteristic policies, common work rules, and top-down
          decision-making structures to respond to the widely varying
          needs of local schools and communities

	4. The rapidly changing nature of work and the workplace, and the
          concomitant perception that schools are not keeping pace with
          the current demands of society

	5. Growing competition for public school dollars and students
          from the advocates for school choice, vouchers, and privatization

These pressures create a climate of crisis that demands substantive changes
in the ways schools structure the learning environment, deliver educational
services, govern themselves, and are held accountable.


Why School-Based Management Fails
(http://www.ed.gov/pubs/SER/SchBasedMgmt/execsum.html)

	1. SBM is adopted as an end in itself. As a form of governance. SBM
          in of itself will not generate improvement in school performance.
          Instead, it is simply a means through which school-level
          decisions makers can implement various reform that can improve
          teaching and learning.  Some schools get bogged down in issues of
          power, who can vote, who can attend meeting instead of connecting
          and placing efforts on curriculum and instructional reform.

	2. Principals work from their own agenda, not helping to develop a
          common one. Principals appeared to dominate or be autocratic in
          all decisions. They presented a vision for the school --fait
          accompli-- to staff. This has lead to power struggles. Teachers
          have little sense of ownership and accountability  to the plan.

	3. Decision making power is centered in a single council. Struggling
          SBM schools tended to concentrate power in a single council that
          was composed of a small committed group who were aware they did
          not have broad representation. They can get bogged down in power
          issues, develop strong feelings of alienation among other faculty
          members, "we" vs. "they" factions can develop.

	4. Business as usual. Too many schools have assumed that SBM occurs
          with average levels of commitment and energy.  Research indicates
          that SBM is time consuming and a complicated process that places
          high demands on all individuals involved.  Schools struggle with
          SBM when they simply layered SBM on top of what they were already
          doing.  Meetings after school poorly attended.  Schools did not
          redesign their schedules to encourage staff to meet during the
          regular school day.  Feelings of isolation among teachers due to
          the absence of meetings that allowed staff and stakeholders to
          interact around specific projects and tasks.



Strategies for Success
(www.ed.gov/pubs/CPRE/fb2sbm.html)

	Strategies for success according to Priscilla Wohlsetter and Susan
Albers Mohraman who researched and studied the practices of
decentralization in the private sector and who have been implementing
"high-involvement management" over several decades.  They suggest that
high-involvement management is most appropriate where the work (like
teaching in schools) is complex; is best done collegially or in teams;
involves uncertainty in its day-to-day tasks; and exists in a rapidly
changing environment.

	Research in the private sector also indicates that control over four
resources needs to be decentralized throughout the organization in order to
maximize performance improvement:

		Power to make decisions that influence organizational
                  practices, policies and directions
		Knowledge that enables employees to understand and
                  contribute to	organizational performance including
                  technical knowledge to do the job or provide the
                  service, interpersonal skills, and managerial knowledge
                  and expertise;
		Information about the performance of the organization,
                  including revenues, expenditure, unit performance, and
                  strategic information on the broader policy and economic
                  environment; and
		Rewards that are based on the performance of  the
                  organization and the contributions of individuals.

In the education arena, school based management has been viewed largely as a
political reform that transfers power (authority) over budget, personnel and
curriculum to individual schools.  Little attention has been given to
empowering school sites with control over information, professional
development (knowledge) or compensation systems (rewards).




Power:

	The main question, "Who at the school site is the power given to?"
In SBM power is shifted from central administration to a council at the
school site. Groups who typically have not had much power in managing
schools. However, group empowerment may not be the most effective means of
school management. Strong central leadership, like a school principal, is
key to successful management. Effective leaders set the schools vision,
serve as instructional leader, coordinate reform efforts and rally support
for the school.
	A second question is what power should be given to school sites? The
most effective SBM programs would be ones where schools are given lump-sum
budgets to allocate according to local needs and the authority to hire and
fire school staff, including principals and teachers.
	A strategy to empower SBM and to increase performance could be to
establish self-contained teams who produce a defined product or deliver a
service to a defined customer, this could be by defined by grade level or
department.
	A second strategy could be to set mini-enterprises in schools where
students are organized into "houses" or "cadres" and taught by teams of
teachers. These mini-enterprises could be empowered to make decisions about
resource allocation and given incentives to optimize performance.
	A third approach could be Quality improvement teams with
representatives from various levels who build consensus among groups with
different responsibilities on what organizational improvements should be
made and how changes should be designed.
	A fourth strategy could be the establishment of  Task Teams to enable
groups to have input into decisions that are best done uniformly throughout
the organization for reasons that include economies of scale in the areas
of curriculum, teaching and day to day operations, and in the areas of
demands of constituencies or legal requirements.


Knowledge:

	Employees need training to expand their job skills and increase the
breadth of their perspectives, so they can contribute in more ways to the
organization and make more knowledgeable decisions about improvement. In
schools this can be accomplished by expanding teachers' knowledge about
instructional and programmatic changes of the schools, including knowledge
about teaching, learning and curriculum. This area has not been usually
considered as part of SBM and usually more professional development is needed.
	Secondly individuals need teamwork skills for high involvement
management, problem-solving, decision-making and communications skills. This
area is frequently undeserved and districts with SBM have done little to
develop general organizational skills among SBM participants.
	Thirdly, individuals need organizational knowledge. This includes
budgeting and personnel skills, as well as an understanding of the
environment and strategies for responding to changes in the environment.
	Fourthly, there has been an absence of training for district office
personnel whose roles change under SBM. School district implementing
decentralized management need to encourage a wide variety of training
experiences that support operating practices in both the district office and
school site.
	District offices often provide training and consulting services to
the schools. It isoften believed that central office staff have the
knowledge that the individuals at the site lack. Sometimes this is true,
often it is not. Participants in SBM need a complex understanding of both
decentralized school governance and instructional reform. Studies indicate
that promising approaches are joint efforts that draw upon the knowledge
of teachers, administrators and outside experts and feature ongoing
staff development in which participants at all levels enrich the system
with their acquired knowledge and insight, while drawing on new source of
understanding.


Information:

	Power can only be decentralized if individuals to whom the power is
entrusted have access to the information necessary to make good decisions.
In public schools implementing decentralized management have not focused
much attention on sharing information among participants, particularly at
the school site. The major focus in districts under SBM appears to be how
information is shared vertically between individual schools and the
district office and whether schools are adhering to regulatory policies.
Many district provide schools with standardized test data.
	School district under SBM are just beginning to provide sites with
information about organizational performance needed to develop school-based
plans. To meet district wide goals, individuals at the school site need
information about their performance relative to those goals. Schools must
have information about their performance relative to other schools, whether
or not they are competing with others as in a market-based plan.
	Schools need information about the extent to which they are meeting
client -- parent and student--needs. This information needs to be available
in a timely fashion so modifications can be made to improve organizational
performance.
	A mission statement is one tool that a school site can use to define
school goals, measure progress toward reaching the goals, and to share
information with the community-at-large. Mission statement define the school
culture and environment. Independent schools whose survival depends on their
ability to communicate unique attributes to parents and students may stress
business information about finances, salaries, enrollments, sources of income
and types of expenditures.
	How information is transmitted in the school community is important.
Public schools informal methods of communication most prevalent are:
parent-teacher conferences, collegial sharing among teachers and ad hoc
meetings with visible, accessible administrators. Independent schools favor
formalized approaches with explicit written codes of conduct.
	Procedure for dealing with conflict management, faculty compensation,
job descriptions, strategic plans, and methods and timetables for meeting
goals are typically written down and distributed to the school community.
	Effective public schools suggest they also transmit formal written
information about performance expectations for students and staff, but not
to the extent of independent schools.
	School districts under SBM need to develop more systematic
strategies for sharing information at the school site, with the district
office, and with schools serving similar populations.

Rewards:

	This area is a great challenge to SBM. A key lesson from the private
sector is that decentralized management is most effective when there is
consensus on performance measures and units can be held accountable for
performance.  Employees need to see the relationship between pay and
performance. Such conditions do not often exist in education. It is
understood in the private sector that high performance will lead to greater
profits, but funding in public education is rarely affected by evidence
about performance.
	Few districts engaged in SBM have decentralized financial rewards.
Teachers are paid on standardized salary scale and districts allocate funds
on a per pupil basis. There exists a value difference that divides educators
and the community.
	Policy makers would often like to reward successful schools with
resources but budget constraints would oblige them to allocate less to
schools that are failing an untenable approach to school improvement.
	Extrinsic rewards besides monetary, could be sabbaticals or
opportunities to pursue full-time study, mentor teacher positions,
attendance at professional conference, classes at local colleges and
universities, involvement in teacher networks focused on curriculum,
teaching and assessment.
	Research indicates that an effective reward system also must
include opportunities for achieving intrinsic (internal) rewards. Many
teachers are strongly motivated by factors such as achieving success with
students or enjoying collaborative work with peers.
	School districts need to devise new approaches --both extrinsic and
intrinsic-- to reward participants. Rewards can motivate individuals to use
their enhanced resources (power, information and knowledge) to further
districtwide and school-based goals. Rewards can be used to align the goals
of the people at the district office and school sites who have different
preferences and value different outcomes.



Managing the Change to SBM

	The transition to SBM entails large-scale change in educational
organizations. Successful decentralization requires that systems and
processes be redesigned so power, knowledge and information accrue at the
operating levels of the school, and that rewards are contingent on
performance and contribution. Recruitment practices need to attract people
who thrive on the challenge of working in a decentralized setting;
development practices must be altered and supplemented to ensure
participants have needed competencies.

	The transformation eventually involves all organizational
components, including strategy, structure, technology, processes, rewards
and other human resource systems.

	Large scale change is threatening to the people involved, because it
entails new roles and responsibilities and because it challenges traditional
assumptions and values. The change process has to be carefully managed.

	SBM will not be successful unless a compelling case is made for it.
Districts embarking on SBM should be very clear about the need for change
and the ultimate purpose for the change process.

	Understanding the need for change: What does change entail?

	Defining "high performance" that can be agreed upon by all
stakeholders who become partners in the effort. The focus on educational
outcomes frames the change in SBM in a way that it replaces issues of who
gains and who loses power.

	Develop a shared vision for the organization that involves all
levels of stakeholders and:
		a. links people together
		b. provides goals
		c.        "      criteria
		d.        "      change activities
		e         "      ongoing decisions

Changes in structures and roles.

	In SBM creating an empowering the site council often has been the
main change intervention. They are expected to make decisions that change
the nature and effectiveness of the education that takes place in the
school. Councils become change agents and should be educated accordingly.

	They will have to know:
		a. design change
		b. the dynamics of change
		c. the natural stages of transition
		d. the resistance associated with change

	SBM councils will need:
		a. training in group process
		b. however, a more extensive group of skills and knowledge
                  will be required

	The role of school management--principals and superintendents:
		a. changes from directive and control oriented  to a role
                  that involves creating an empowering environment in which
                  teachers can easily try new approaches
		b. the role includes facilitating and coaching for high
                  performance
		c. ensuring proper resources are in place
		d. making certain that development needs of participants are
                  addressed
		e. freeing teachers up to make changes so school sites truly
                  become focus of continuous improvement

	Superintendents will have to:
		a. actively model new leadership roles
		b. set expectations and provide feedback to district-level
                  managers and school principals about the change expected
                  in how they perform their roles

	Principals  will have to:
		a. provide leadership in the organizational transition
		b. model and reinforce the new behaviors
		c. exert leadership in collective forums, where their
                  influence is exercised as a group member rather than
                  hierarchically.

	Teachers will have to extend their focus to include participating:
		a. in shaping the school environment
		b. creating the school vision
		c. working with other stakeholders to determine goals and
                  objective
		d. taking responsibility for resource allocation and use
		e. influence shifts from individual classroom to influence
                  exercised in collective forums, including councils,
                  problem solving groups, and various work teams

	Participation by parents, students and community stakeholders:
		a. shifts from an advocating personal viewpoint to
		b. participating in a forum that takes a schoolwide view
		c. addresses concerns of many different stakeholders

This will require considerable team building to develop trust and
willingness to workthrough differences and develop consensus. The
transition to SBM is not simply atransfer of power. It is the
establishment of new roles of stakeholders and it will not be successful
unless its development is planned and the resources provided.


Resources:

	Time, energy and money over an extended period of time will
be required. School districts will have to invest in new site-based
information systems. Including measurement and feedback systems,
financial and budgeting systems and reward systems. These will take
expert time but should be done in a participative way so the various
stakeholders understand and help shape them. People will have to be
freed up to participate.

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Date: Mon, 3 May 1999 23:11:51 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] PROBE report
Reply-To: sbm_notaol.com

At tonight's meeting, Maureen asked about the PROBE sbm recommendations.
I posted Recommendation 21 to the web page a while ago, but I forgot to
announce to the list that I'd found it and posted it, so here's the link:

Report of the PROBE
Commission -- Chapter 5, Recommendation 21 -- School-Based Management
http://notaol.com/sbm/probe.htm

Thanks to Ben McOsker and Dan Challener at Public Education Fund / PROBE for
copyright permission to post the material to our website. Unfortunately, the
complete report is not available online, but paper copies are still
available from

Public Education Fund
15 Westminster Street
Providence, RI 02903
Telephone (401)454-1050

Tom Arrison

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Date: Tue, 4 May 1999 09:48:38 -0400
From: "Louis R. Schmitt" 
To: sbm 
Subject: [sbm] Followup to last night's discussion
Reply-To: sbm_notaol.com

>From Lou Schmitt

Dear SBM members:

As I shared a model which I use in my work around leadership and systems in
change, it seemed as if this might be better shared in a more complete form.
To that end here's a more complete description of what I was talking about.

Whenever I work with an organization, my company, Success Horizons, considers
how three balancing systems affect an organization's overall effectiveness
and how each system may be enhanced to improve the organization.  The
elements of this model include:

Leadership / direction -- people in an organization need to be clear on where
an organization is going in order to do their best on its behalf.  Leaders
have far more responsibility than just understanding the environment in which
the organization is immersed; they must translate their understanding of the
vision into its lower level components, cultivate accountability for results,
reinforce efforts consistent with the desired results, and take a personal
stake in the continuing development of the workforce.  By openly accepting
feedback on their performance as leaders and responding with their own
developmental actions, the leadership sets an example and recognizes the
importance and difficulty of personal adaptation for the benefit of the
organization.  Clear and consistent communication, of news both good and bad,
strengthens the bond to perform at high levels.  Leadership at every level
(in this case the superintendent, the zone administrators, the principals,
and any other leader position) must be working from a common vision of what
is to be achieved; their roles in support of that vision are different.
Each level of leadership must possess the capability to translate this
higher view into workable terms for their direct reports, so that the
"what does this mean for me and my work" questions are answered and
understood.  Commitment has to be in both words and action;
inconsistencies are extremely obvious and lead to questions about the
seriousness of the leaders to make it work.

Process / control -- processes capture the mechanics of work; that is, they
establish how work is performed to achieve a desired result.  Controls
establish how issues such as quality, compliance to regulations, and
repeatability of the results will be attained within a process, or throughout
the organization as a whole.  Ignoring required controls is not advisable and
may be legally risky.  Organizations do have the latitude to change their
processes and still maintain control.  Effective organizations encourage
workforce improvement of processes that provide measurable gains in
significant areas while preserving the necessary controls.  By establishing
process authority at the lowest levels, and being clear on control
maintenance, individuals can make significant improvements in the delivery
of product or service, lowering cost and improving delivery without placing
the organization or its people at risk.  In SBM, clarity on delineation of
authority between site and central administration and crisp policies for
schools on compliance matters will permit expedite the process improvement
at  the site level.  When limits are known, the rules of the game are more
easily understood and compliance is less of an afterthought, as the
requirements to be met are available and clear.

Engagement / renewal -- different members of a workforce can vary greatly in
their actual performance of the same task; this is the result of how well an
individual is engaged in the work at any time.  Often this is a reflection
of the degree to which an organization captured the hands, mind and heart
of the employee, so that she will fully contribute to the cause.  Until an
organization more fully understands the unique individual and values what the
individual has to contribute to the effort, it will not likely see the best
possible performance. Organizations also need to concern themselves with
future development of the workforce. Creating renewal opportunities, i.e.,
training and development relating to employment preservation and improvement
in the future, reduces the loss of organizational intellect and minimizes the
costs associated with layoffs, replacement, and loss of productivity.  In the
case of SBM, engagement and renewal are immediate concerns.  Leadership, team
building, consensus training, process evaluation and improvement methods are
all development needs for participants in SBM.  Viewed as an investment in
"new infrastructure" rather than an additional cost, the return will be
substantive.

I consider organizational effectiveness to be a systems matter.  Making a
change in one area can bring about change in another part of the system,
sometimes positive and expected, and other times negative and unanticipated.
Any organization considering how to increase its effectiveness must be
sensitive to the possibility of systems disruption and explore solution
opportunities for such consequences before implementation.
Each of the three elements exert influence on each other, while combined
they act to support the effectiveness of the organization.

I hope that this is helpful to those who were trying to make some sense of
what I way saying last night.  If you have questions, please feel free to
pose them to me.

Lou Schmitt

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From: MFKenner_aol.com
Date: Tue, 4 May 1999 21:06:43 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Followup to last night's discussion
Reply-To: sbm_notaol.com

Thank you Lou and Fran for some very interesting reading material.  Connie
and I plan to reflect on the info when we sit down with our principal
tomorrow.
Maureen

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From: JWHoward_aol.com
Date: Wed, 5 May 1999 10:02:47 EDT
To: sbm_notaol.com
Subject: [sbm] Lou's model
Reply-To: sbm_notaol.com

Lou, I got your emails.  I believe I got all of the original message in both,
although the formatting had odd returns and extra lines.  It was worth the
effort to search and replace these. (I'll send the Word for Windows file to
anyone who wants it.)

This model provides a clear and simple framework for breaking SBM down into
parts we can address.  In my quick review, I think it touches on the core
problems.

I will thry to frame my eventual draft objectives within these three
catagories.  Maybe if we all do the same, it could help us divide the
thinking and working we need to do to finish.

Thanks,
Jon

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From: MFKenner_aol.com
Date: Thu, 6 May 1999 20:52:23 EDT
To: sbm_notaol.com
Subject: [sbm] Vartan Gregorian objectives
Reply-To: sbm_notaol.com

Hello all,
Hope everyone is well.  Connie and I sat with Mary Brennan, our principal,
and tried to create some objectives for SBM. We began by asking ourselves
"What are we presently doing as a SBM school?"

I.  SHARED DECISION MAKING
  Administrators, teachers, parents (and students) share equal,
interconnected opportunities and responsibilities for making decisions that
affect school improvement.  The concepts of a school as a "community of
leaders"* and a "community of learners"* must be supported in order for a
professional culture to exist in a school. (*Roland S. Barth, lecturer on
education at Harvard )

II.  TEACHING AND LEARNING
To promote strong instructional leadership with a focus on teaching and
learning, commitment to new ideas, and delegation of responsibilities for
implementing the changes needed to improve student performance.

III.  BUDGET
To align school budget with teaching and learning and to allow adequate
flexibility with finances.  High priority must be placed on ongoing
professional development and training, innovative practice and communication,
which is necessary to provide a common knowledge base and common skills.
Ability to restructure the design of the school so that it reflects teaching
and learning.

We have found that our objectives are interconnected, woven together.
Presently, SBM serves as the mechanism to enable all participants at Vartan
Gregorian to improve performance.  Hope these contributions are on the right
track. Would appreciate your feedback.
Have a nice weekend.  See you Tuesday night.

Maureen and Connie

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From: FGorman938_aol.com
Date: Fri, 7 May 1999 09:48:44 EDT
To: sbm_notaol.com
Subject: [sbm] SBM ojectives
Reply-To: sbm_notaol.com

Hi,
	After reviewing the PROBE Report on Recommendation 21, our research,
interviews and discussions it occurs to me that there should be an objective
that deals with a means, methods, strategies to monitor and evaluate the
roles of each individual, groups and the processes (design, development,
implementation and products of SBM) in each of the Providence schools and the
Central Office. This would help to identify and share promising practices as
well as identify those areas and strategies that need to be modified in the
development of high achieving and effective learners throughout the
community. This could be part of the "accountability" piece in the evolution
of SBM in the Providence Public Schools.

	Fran

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From: JWHoward_aol.com
Date: Fri, 7 May 1999 10:56:20 EDT
To: sbm_notaol.com
Subject: [sbm] 1. Gregorian SBM 2. Amend Maureen's post
Reply-To: sbm_notaol.com

Hello all,

1. Gregorian SMB meeting
This morning, Pat Reilly, Tom Arrison and I attended the Gregorian SBM team
meeting as observors.   The observations which follow are entirely mine and
I'll rely on everyone who attended to amplify, dispute or correct them.

This was a very good meeting.  It stayed on point, but there were lots of
discrete and non-disruptive exchanges of information on the side between two
or three people.  Members were very good about making their point quickly and
staying within the scope of the issue on the table, but valuable bits of
information kept coming up spontaneously. The group laughed a lot.  It was
focused, informative, interesting, fun.  And, it ended on time (of course it
had to).

More than 20 people (excluding us 3) gathered at 8AM. Since Principle Mary
Brennen was late, Connie Doyle opened the meeting, and briskly called for
reports. She allowed limited side comments for information, but headed off
potential distractions smoothly.

Questions on reports were about how one project or initiative connected to
others. There's a summer kindergarten starting in July.  Special Ed teachers
have related questions that connect to scheduling and transportation for
summer programs. How does mid-summer school connect to school opening in
Sept?  As chair, Connie drew out what was learned from each activity and on
recording the problems and issues for planning the next similar activity.
Important bits of information came out:  Emily noted her special ed. group
had found money for buses in the budget (applause).  Maureen, as recorder,
takes even more notes than me.  She releases trped one-page minutes to all
members and posts them on bulletin boards.

A good deal of the meeting was taken up by a presentation from Ralph Bregard,
seeking Gregorian's participation in a statewide arts integration program
(SPECTRA).
Ralph described kids doing the Dance of the Atoms.  ("You're an electron.").
One teacher noted enviously she'd just taught the unit on volumes
lecture-style yesterday: "I was dying up there."  Other teachers saw
connections to ideas they already use: multiple intelligences, core
knowledge.  Other positive comment: new outlets for kids who don't have art
opportunities, other ways for "restless" kids to shine, new ways for quieter
kids to sharpen seeing, listening and processing. Concerns were about time
resources for training, but the people in the room were looking at ways to
make it work, not obstacles.

The meeting broke up quickly as school opened and a special meeting for all
teachers was set for next week to discuss and decide on the arts program.

I sought out one of the three parents in the room after the meeting. Shawn
Johnson has two young kids at VG.  She loves SBM.  Although no parent spoke
at this meeting, she says she often does.  Teachers and others report from
expertise -- she reports what she observes at home.  For instance, her 2nd
grader has poor handwriting, but her kindergartner does better due to
concentration on letterforms in her kindergarten.  She was able to share this
with the kindergarten team, which was thinking about easing up on this
element, through SBM.

Another observation: a lot of links to big players in the room. Dept. of Ed
staff, a couple of Brown University people, one of whom works with the Supt.
Search Committee.  These people provide critical support, information,
linkage according to Maureen.  Competition for attention by these kinds of
participants will grow with SBM.

Thanks to Connie, Maureen and everyone at V. Gregorian School!

2. Maureen's amendments.
Maureen is away this weekend.  She asked me to amend her earlier posting on
objectives on her behalf.
A. In Part One add the element of "community partners."
B. In Parts 2 & 3 the practice of "embedded reflection" is critical.

My own ideas on objectives will follow.

Regards,
Jon

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From: JWHoward_aol.com
Date: Fri, 7 May 1999 11:34:23 EDT
To: sbm_notaol.com
Subject: [sbm] My objective offerings
Reply-To: sbm_notaol.com

Hello again.

Here are my offered objectives.  Given the lack of commitment and movement in
the district, not only to SBM but to any coherent program for change, I
believe we must define big objectives closely aligned to SBM principles and
to the ultimate student performance objectives.  I also think that as we
discuss all of the objectives and action steps we not try to solve all
problems.  You can't micro-manage autonomy.

We also have latitude to limit our action steps to the short term.  Perhaps
focusing on getting the ball rolling in 1999-2000 is more important than
attempting to envision the year 2010 (or even 2001).


Objectives:
1. Make individual school communities the key innovators in efforts to
improve student performance and make classroom teachers the primary actors in
these efforts.  (Promote and encourage site-based planning and management.)

2. Empower school communities to choose and quickly implement the teaching
and learning methods and policies that best respond to their student
performance goals.

3. Create and support a management style in schools and the District which
focuses primarily and persistently on support for school-based strategies for
improving student performance.

4. Recognize the school community as the collaborative team of teachers,
students parents, administrators and all others with the interest and
enthusiasm to learn, teach and contribute to the core objective of educating
children.

See you all Tuesday,

Jon

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Date: Fri, 07 May 1999 12:09:29 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] SBM "Action Objectives", T. Bacon
Reply-To: sbm_notaol.com

Hello folks! Here is my "homework" pertaining to SBM's three Action
Objectives:

1. To implement programs and strategies that promote, as well as
improve, Student Performance and Achievement (constant review and
self-evaluation; reflecting on students' scores and how to improve
them).

2. To allow the individual school greater control over budget with
respect to that school's Needs Assessment (i.e.student needs,
community needs, learning styles, professional development, curriculum,
etc.)

3. To secure and maintain Community Partnerships which further enhance
the school's mission, vision, and goals.

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From: LRSSUCCESS_cs.com
Date: Fri, 7 May 1999 16:31:01 EDT
To: sbm_notaol.com
Subject: [sbm] Objectives
Reply-To: sbm_notaol.com

Team Members:

Sorry for the delay in posting this.

My thoughts fro objectives:

1)  Establish a consistent model of leadership throughout the entire
structure of SBM in PSD

2)  Establish clear delineation of responsibility and authority between sit
and central admin.

3)  Support professional development as necessary for the effective
implementation and perpetuation of SBM at all approved sites.

4)  Definition of scope of SBM in Providence school system (percentage of
schools, limits to acceptance, exceptions, etc.)

Hope this helps.  Enjoy the weekend and see you Tuesday.

Lou Schmitt

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Mon, 10 May 1999 07:03:54 PDT
Subject: [sbm] May 11 and other thoughts
Reply-To: sbm_notaol.com

Good Monday morning to all...

I have several thoughts this morning:

1. Thank you to all who have contributed to the listserve discussion
concerning objectives. This will help us create the objectives and action
items for the site-based strategy.

2. Our next meeting is Tuesday, May 11, starting at 5:30 p.m. We will
confirm the key objectives, establish sub-teams to draft the language, and
resolve concerns. Please bring your positive energy and open minds.

3. There has been some excellent reporting and research published on the
listserve since last Monday. Please take time to read it.

4. Call me (401-433-7522) if you will be unable to attend the May 11
meeting.

5. Our scheduled meetings:

a. May 11
b. May 17 - sub-teams working on objectives and action items
c. May 18 - final draft work for written report
d. May 24 - videotape session at Hope HS
e. June 8 - Providence School Strategy meeting

Thanks....Greg





_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com

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From: JWHoward_aol.com
Date: Tue, 11 May 1999 09:36:13 EDT
To: sbm_notaol.com
Subject: [sbm] Fwd: K-12 public schools grantwriting
Reply-To: sbm_notaol.com

Dear friends,

My wife spotted this post to a listserv on fundraising.  It's not really SBM,
but I know the teachers among us may be interested.

See you tonight,

Jon

> ----------
> From: 	Pamela Kress
> Reply To: 	cfrnet_medicine.wustl.edu
> Sent: 	Monday, May 10, 1999 1:43 PM
> To: 	cfrnet_medicine.wustl.edu; Cfrnet_wustl.edu
> Subject: 	K-12 public schools grantwriting
>
> I have several questions regarding public schools (K-12):
>
> 1.  Do any of you work as grantwriters (full- or part-time) for public
> schools?
> 2.  If not, do you know if your public school system has a professional
> grantwriter? Full or part time?  Do they have a standing committee devoted
> to researching or writing grants?
> 3.  If you are a grant writer for a college or university, do you ever
> help your public school system with grant writing? For a fee, or pro bono?
>
> If you have any experience and/or knowledge of how your local schools go
> after state or federal grants, I'm very interested.  I have worked with
> our school district once on a grant that involved my college's Education
> Department, and have also lent some help on other grants that did not
> involve us.  I'd like to know what others do.
>
> Thanks,
> Pam Kress
>

Date: Mon, 10 May 1999 15:12:51 -0700
Reply-To: cfrnet_medicine.wustl.edu
Sender: owner-cfrnet_medicine.wustl.edu
From: Suzanne Marriott 
To: "'cfrnet_medicine.wustl.edu'" 
Subject: RE: K-12 public schools grantwriting

Pamela,
	I write grant proposals for a K-12 district in California.  For the
past three years I've done this part time in addition to teaching, but next
year I will be full time in this capacity.  We have no standing committee
devoted to researching; I do that in addition to developing programs with
teachers and administrators that meet grant guidelines and researching
grants to fit existing programs.  Most of the grants we go for are state
grants.  The RFPs usually are sent to the Superintendent, and they get
routed to me.  I also subscribe to a few grant newsletters: Grants for
School Districts (Quinlan Publishing Group) and Education Grants Alert
(Aspen Publishers).  Our local County Office of Education is another
resource as they have a grants office offering research information on CD,
workshops, etc.  They also publish a newsletter called Funding Alert.  The
Chronicle of Philanthropy is a good resource for finding information on
private foundations.

Suzanne Marriott

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Date: Tue, 11 May 1999 12:12:12 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Fwd: Minutes of 5/3 Meeting from Greg
Reply-To: sbm_notaol.com

SBM Meeting 5/3/99

Attended by: G. Enos, T. Arrison, J. Howard, F. Gorman, L. Schmitt, M.
Kenner, P. Reilly, T. Bacon, P. Tennian, J. Rich, M. Acevedo, C. Doyle.

Dates/Action Items:
     5/10 CANCELLED
     5/11 discussion of objectives
     5/17 Sub Teams draft specific objectives
     5/18 FINAL DRAFT due
     5/24 video recording of presentation
     6/8 Strategy Team _ 9 am to present SBM Strategies

1. Guest Speaker: Phyllis Tennian
Union issues/concerns- SBM is a good vehicle for designing a school
(Teachers and Parents especially).  Tough for some teachers to work in
groups, some teachers just want to teach, teacher selection, etc.  Union
helped to develop the RFP for SBM and the Language involved to develop the
school's Philosophy and then work towards Program(s).  Difficult to define
SBM; it took one year to define it.  Assurances are needed from both sides
for any SBM plan and its support.  **The children must be kept in their
schools (restricted mobility) because SBM is tailored to those students and
their individual needs (Community needs as well)!!  Changes in
administration cause you to "re-educate" these new individuals and this
takes even more time; Also-original assurances may not be followed through
because of this "administrative turnover".  Parameters were set between the
central admini-  stration and the SBM schools (**SEE LAB DOCUMENT pages 5 &
6: "Administrative/Central Office Parameters").  Every year there has to be
a review , evaluation/assessment---Were the goals and objectives met? and
How can we meet and/or improve on those next year?  The "Job Model" as it
stands under SBM allows those teachers/staff/principals to "opt out" and
work at another school if that individual's personal teaching philosophy
does not reflect and/or adhere to the SBM model and that school's
philosophy/program.  Parents Making a Difference can assist with any
information dissemina-
tion.  SBM is a "culture".  Union will assist if "management" (central
office admin.) wants to move towards SBM, the PTU obviously cannot advocate
it or not…the union does not decide/prescribe program.  Needs are not
static, be wary of what each school/program needs and the resources to
implement.  Building Principal is key and his/her balance between empowering
and leading.  SBM forces one to critically view him/herself and the school.
There are possibly 4 schools ready to become SBM.  There are plenty of
prototypes to examine.  SBM needs to be implemented quickly or it may phase
out.  Although there is a re-commitment to SBM, there will not be 20 or even
15 schools who are SBM by 2001 (or even 2005).  Any language affecting
contractual language and work environment; National Labor Relations Board
has advised that 51 percent of labor force must agree by vote.  SBM Team at
the school must be able t interview EVERY individual who works at that
school
(custodial staff, teacher assistants, clerical, etc.).

2.     Strategy and Objectives:  Review of language and draft(s)
        BY 5/18 we will have decided by consensus, the strategy , the number
of objectives, and the action items under each objective.
**MUST BE "PRESCRIPTIVE" IN WHAT WE SAY!!
**PLEASE consider and post to the list serv your recommended objectives by
noon Friday (5/7/99)!!

3.  Next Meeting:  ***MEETING DATE CHANGED TO 5/11/99 (TUES.)  Time= 5:30 -
8:30? Please be at the school dept. 5 minutes early.

4.Amendment to Minutes of April 12, 1999 Team Meeting:
The team decided to amend the minutes of the April 12  meeting to
change 2 references to "voting", to reflect the Team's decision to
operate by consensus. [Changes made to website and listserv archive
on 5/11/99 - Tom Arrison]

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From: MFKenner_aol.com
Date: Tue, 11 May 1999 22:08:26 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Fwd: Minutes of 5/3 Meeting from Greg
Reply-To: sbm_notaol.com

Please note for the attendance Maureen Kenner and Connie Doyle were also
present at the May 3 meeting.  Thanks.

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Date: Wed, 12 May 1999 00:19:12 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Power-Empowerment Action Items
Reply-To: sbm_notaol.com

Here are the proposed Action Items that were assigned -- or
should I say "adhered" -- to the "Power-Empowerment" sub-team,
Fran Gorman and Tom Arrison.

All are welcomed -- nay, encouraged -- to submit new ones, to
suggest transfers between this group and the other three, and
to submit explanatory remarks and/or amendments to any of these
fifteen:

1. Determine how to evaluate the implementation process of SBM at
each site. 3/1/2000

2. Identify which "services" will continue to be performed at
central admin. for all school sites.

3. Require SBM certification process to flow from demonstrated
achievement through SIT process rather than focus on paper-
based application.

4. Establish how decisions will be made at each school. 1/1/2000

5. School budget will be aligned with teaching and learning.
( Adequate flexibility with $ )

6. Determine the roles of Central Office in supporting SBM at each
site by 1/1/2000.

7. District will (Date: 99-00 school year) pilot "Delegation Conferences":
1 with one of two existing SBM schools
1 with new applicant, with process included in their application

8. Create master plan with goals, objectives and outcomes targets
for school consideration relative to SBM by 8/99.

9. Determine if there are any school sites where SBM will not be
applied.

10. Align admin and teachers around leadership and success
indicators by 6/2000

11. Reconstitute SBM Technical Review Committee by 8/1/99

12. Committee Nomination: Self-Nomination to SIT?

13. Contributor is "contracted" for a "term" (1 yr., 2 yrs. ???)
determined by SIT and individual school's needs.

14. Central Office must adhere to and administer background checks
(BCI) on said persons.

15. U/B SBMTSC will (by DATE: __/__ ) consider modifying the
"Application" (RFP) to include:
"A plan to allow parents to select their own representatives
on SBM teams."

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Date: Wed, 12 May 1999 00:30:14 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: Re: [sbm] Fwd: Minutes of 5/3 Meeting from Greg
Reply-To: sbm_notaol.com

At 10:08 PM 5/11/99 EDT, Maureen Kenner wrote:

>Please note for the attendance Maureen Kenner and Connie Doyle were also
>present at the May 3 meeting.  Thanks.

Hi, Maureen,

You were shown as present in the minutes as posted.

The minutes on the website and in the listserv archive
have already been amended to show the presence of
Connie (sorry, Connie) and the absence of Martha Torrance.

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From: JWHoward_aol.com
Date: Wed, 12 May 1999 08:15:28 EDT
To: sbm_notaol.com
Subject: [sbm] Draft SBM action items "Information"
Reply-To: sbm_notaol.com

Proposed (draft) action steps - May 11, 1999
Grouped under
"Information"

- Develop critical indicators for successful educational change by 10/99.

- Create process to involve community - parents, students teachers,
administration and staff - in SBM by 8/99.

- Publish application/recertification process by 7/1/99.

- Union/Management SBM Technical Support Team will consider modifying the
"application" (RFP) to include:  "Show the specific means by which parent
reps on the SBM Team will report to an receive input from the larger parent
community" by ______.

- Develop a leadership model for teachers by 12/99.

- Create role expectations for each participant in SBM by _____, 2000.

- School budgets will be public and widely accessible - at library, on Web
and by mail upon request.

- Links to the community will be developed for educational purposes, along
with other relevant community services (social, medical, etc.).

- Districts and schools will establish organizational conditions that foster
involvement - promote organizational learning.

- Union/Management SBM Technical Support Team will immediately start
publishing their minutes.

- Provide a forum for schools to engage in the debate over choice of SBM for
themselves by 12/99.

END
recorded by Jon Howard, May 12, 1999

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From: JWHoward_aol.com
Date: Wed, 12 May 1999 08:15:20 EDT
To: sbm_notaol.com
Subject: [sbm] Self-organized societies
Reply-To: sbm_notaol.com

 Friends,

I read an article recently that describes the present global upheaval as a
huge transition from industrial, highly structured societies toward
information-based and spontaneously organized institutions.

The passage below struck me as very pertinent to school-based authority:

"The idea that order has to come from a centralized, rational, bureaucratic
hierarchy was very much associated with the industrial age… We know now,
however, that in an information society neither governments nor corporations
will rely exclusively on formal bureaucratic rules to organize people.
Instead they will decentralize and devolve power, and rely on the people over
whom they have nominal authority to be self-organizing. The precondition for
such self-organization is internalized rules and norms of behavior…"

Francis Fukayama. "The Great Disruption," The Atlantic, May 1999

If this is true, SIT and SBM at least have history moving their way.

Regards,
Jon

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 12 May 1999 09:14:56 PDT
Subject: [sbm] Urgent - Flash - Read This Today
Reply-To: sbm_notaol.com

Good Wednesday afternoon...

The SBM Team has decided to organize the final report into four sections
(Knowledge, Reward, Information and Power). In preparation for the May 17
meeting, please make a point to read items posted on the listserve.

May 17 will be a night for the four teams to discuss and draft their
objectives and action items. Leaders have been designated (see May 11
minutes when posted), so connect with them directly.

May 18 we will integrate all items into one plan.

Call me if you will not be able to attend...Greg 333-9050


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Date: Wed, 12 May 1999 12:41:56 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] SBM minutes 5/11/99
Reply-To: sbm_notaol.com

This is a multi-part message in MIME format.

Content-Type: text/plain; charset=us-ascii
Content-Transfer-Encoding: 7bit

Here are the attached minutes!

[ NOTE: An MSWord for Mac document was attached to this message.
  The listserv can't post file attachments to this archive.]

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Date: Thu, 13 May 1999 09:33:22 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] SBM minutes 5/11/99 AS TEXT
Reply-To: sbm_notaol.com

Here are the minutes from Tom Bacon's Word document
converted to text.
Tom A.
.........................................

SBM MINUTES: 5/11/99

Hello and Welcome to the Site Based Management list serv!

Attendance:  M. Kenner, G. Enos, F. Gorman, L.Schmitt, J. Howard,
J. Rich, T. Arrison, and T. Bacon

1. Team Discussion-
  What exactly is needed to make SBM work? Restructuring is key and
  the Central Office's role.  How has the Charter School model
  affected SBM?  Competition issues and Equity issues are abound.
  How to "Market" the schools in a district.  What happens to the
  reality that disenfranchised individuals face on a daily basis?
  A cadre of dedicated teachers and others entering the profession
  keep things optimistic.

2. Action Items and Subsequent Objectives-
  **Based upon the book entitled Successful School-Based Management
  by Priscilla Wohlstetter, Amy N. Van Kirk, Peter J. Robertson,
  and Susan A. Mohrman (and the consensus process!), we have chosen
  the four (4) areas of KNOWLEDGE and SKILLS, INFORMATION,
  POWER (empowerment), and REWARDS to focus our action items
  and objectives on/under. We have broken into "sub-groups":

   a. Lou Schmitt = Rewards
   b. Maureen Kenner & Tom Bacon = Knowledge and Skills
   c. Fran Gorman and Tom Arrison = Power (empowerment)
   d. John Rich and John Howard = Information

3. *** PLEASE BE SURE TO REVIEW THIS INFORMATION AND ALIGN
       YOURSELF WITH ONE (1) OF THE ABOVE TEAMS (a-d).***
  Please refer to each individual team's work which will be posted
  to the listserv..

4. Assumptions and Realities Surrounding SBM-
  Our team discussion generated the following list as a sort of
  "reality check" regarding the format, eligibility, and action
  items of SBM:

   -SBM will improve student performance and school performance
   -School based decision making (SBM) is "good"
   -Schools have a choice
   -Approved SBM schools will receive money to meet their plan
   -A SBM will respond quickly and directly to student needs
   -Distributed leadership is better than centralized
     management/leadership
   -Action items may become "orphaned" in their conception and to
     objective

5. DATES:
  5/17 = draft objectives,
  5/18 = "integrate",
  5/19 = FINAL REPORT,
  5/26 = "tentative" video at Hope High School

Submitted by Tom Bacon

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From: JWHoward_aol.com
Date: Thu, 13 May 1999 10:13:56 EDT
To: sbm_notaol.com
Subject: Re: [sbm] SBM minutes 5/11/99
Reply-To: sbm_notaol.com

Tom B.:

I think we agreed not to attach documents but to cut and paste them into
e-mail messages.  Everyone may not be able to open Word -- and I've
contracted several macro-viruses from Word files with macros embedded in them.

Jon H.

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Thu, 13 May 1999 10:11:38 PDT
Subject: [sbm] Dr. Priscilla Wohlstetter
Reply-To: sbm_notaol.com

Dr. Wohlstetter(University of Southern California) provided me with some
information this afternoon:

* Districts tend to be strong in one of the four areas(e.g.
rewards/accountability), none were great across the board

* The research for the book was done 1993-94

* Superintendent turnover has had an impact on SBM implementation

* The book used "composite" examples

* Districts that did a really good job were Chicago(reward and information
sharing), Louisville(professional development), St. Louis, Newark, and
Prince William County(near Washington, D.C.)

She was glad to hear that her book has had a positive reception.

Greg


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Date: Fri, 14 May 1999 08:57:07 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] SBM Action Objectices
Reply-To: sbm_notaol.com

Knowledge and Skills Team: M. Kenner & T. Bacon

"Power must be accompanied by knowledge of the school and how it
operates as an organization so that teachers, parents, and the principal
can improve it. Districts considering a move to SBM should be aware that
the demand for professional development will increase. We found
significant differences between actively restructuring schools and
struggling schools in who was trained, what skill areas were focused on,
how long training lasted, and why training was provided" (Wohlstetter,
Van Kirk, Robertson, Mohrman).

Here are the items from Monday's meeting (5/11/99) concerning the areas
of Knowledge & Skills and the objectives for the PSD:

- efforts oriented toward teaching for understanding (classroom
changes); *innovations in curriculum and instruction

- create a 30 minute overview of Providence model of SBM for all staff
by 3/1/00

- determine essential leadershipp criteria and competencies for various
leadership positions in PSD sites (Providence School Dept.)

- schools should choose the source of SBM Team training, and include
this in this in their application/budget

- have an outside evaluation team (SALT, GTECH, consultant, RIDE) review
the SIT?SBM Team _ each Providence School against fixed criteria of: 1.
activity, 2. decision-making & implementation, 3. Par-
ticipation (utilizing the PTA), 4. responsiveness to student perform-
ance & SALT measures

- develop training program for leadership in teaching by 6/00

- establish a uniform team training model for SIT/SBM teams

- inservice training and/or preservice traing to include parents,
college students, community partners, etc. who are "bound" to the SIT/
school

- assign zone managers to recruit and/or ensure the above training
practices

- *a basic training progam for SBM (what is it?, application?, etc.)
to all participants involved by 1/2/00; promoting understanding and
awareness _ candidate schools

"Food for thought", Tom & Maureen

-
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Date: Fri, 14 May 1999 09:08:23 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] SBM Action Objectives: REWARDS
Reply-To: sbm_notaol.com

Lou Schmitt is the "Rewards" sub-team leader.

Wohlstetter, Van Kirk, Robertson, and Mohrman have explained Rewards as:
"...being essential for acknowledging the extra effort SBM requires as
well as to recognize improvements in teaching and learning. We found
that rewarding effort is problematic in successful SBM schools as it is
in other schools, although the actively restructuring schools provided
rewards more readily than struggling schools".

- money $$$

- the staff _ a "successful" schools should receive more traing
opportunities (purchased by school or central office)

- empowerment in the decision-making process and the day-to-day
curriculum devlopment as well as budgetary concerns

- intrinsic rewards (increased professionalism, sense of trust and being
trusted, having a "voice", etc)

**Feel free to add any comments, concerns, and/or other objectives to
this listing as well as to any other listing concerning the Sub-Teams
and their objective lists!

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 14 May 1999 12:17:21 PDT
Subject: Fwd: Re: [sbm] Providence SBM
Reply-To: sbm_notaol.com




>From: Priscilla Wohlstetter 
>To: "Greg Enos" 
>Subject: Re: Providence SBM
>Date: Thu, 13 May 1999 12:02:10 -0700
>
>Greg,
>Enjoyed chatting with you today.  I forgot to mention our web site which
>includes a listing of the Center's selected publications.  Many educators
>have found the piece in Kappan (1995?) useful.  Let me know if you have
>difficulty locating it.
>Keep in touch.
>Penny
>
>
>#############################################
>Professor of Education and Director,
>Center on Educational Governance
>Rossier School of Education
>Waite Phillips Hall, 901
>University of Southern California
>Los Angeles, CA  90089-0031
>TEL:  213-740-3450
>FAX:  213-749-2707
>WEBSITE:http://www.usc.edu/dept/education/cegov/
>
>


_______________________________________________________________
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Date: Mon, 17 May 1999 09:02:23 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] SORRY!!!!
Reply-To: sbm_notaol.com

I hate to do this, BUT I cannot attend tonight's SBM meeting! I am
really sorry. I have to attend my summer class at PC tonight, I had to
take the 1st summer session because of a scheduling problem.
Please call me tonight or tomorrow....THANKS!

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From: MFKenner_aol.com
Date: Mon, 17 May 1999 15:54:19 EDT
To: sbm_notaol.com
Subject: [sbm] Tonight's Meeting
Reply-To: sbm_notaol.com

Hello all,
Have left a message with Greg saying I have a previous board membership
meeting tonight and won't be in attendance for SBM.  Thought Tom Bacon could
fill Connie in.  However, he is also unavailable.  She will need help folding
in to a group.  Thanks.
Maureen

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From: LRSSUCCESS_cs.com
Date: Mon, 17 May 1999 20:52:24 EDT
To: sbm_notaol.com
Subject: [sbm] Notes from 5/17 meeting
Reply-To: sbm_notaol.com

Here are the transcribed "output notes" from the 5/17 meeting.  Actual
minutes of meeting were not recorded.

     STRATEGY #9

WE WILL DEVELOP WAYS TO ADDRESS THE ISSUE OF SITE-BASED MANAGEMENT

ACTION OBJECTIVES

Rewards "objective"

PSD WILL PROVIDE NEW INCENTIVES, BOTH INTRINSIC AND EXTRINSIC, TO
PARTICIPANTS THAT SUPPORT IMPLEMENTATION AND EXCELLENCE IN SITE-BASED
MANAGEMENT

- PAY SUPPLEMENT
- CURRICULUM FREEDOM
- INCENTIVE
- CAREER ALTERNATIVE LADDER
- PARENT REWARDS
- VARIETY OPTIONS, RECERTIFICATION, SABBATICAL (VS. ADMIN)
- OPPORTUNITY FOR STAFF
- PUBLIC RECOGNITION


Knowledge and skills "objective"

PSD WILL ENCOURAGE SITE-BASED MANAGEMENT BY FACILITATING SCHOOL-INITIATED
TRAINING EXPERIENCES DESIGNED TO ENHANCE THE KNOWLEDGE AND SKILLS OF
PARTICIPANTS IN BOTH SCHOOL GOVERNANCE AND INSTRUCTIONAL REFORM

- TRAINING JOB SKILLS
- TEAMWORK SKILLS
- ORGANIZATIONAL KNOWLEDGE (BUDGET AND PERSONNEL)
- PROBLEM SOLVING / DECISION-MAKING
- GRANT WRITING THINKING
- DELEGATION CONFERENCE IN GROUP DECISION-MAKING
- TRAIN ADMIN TO SUPPORT TEAMS


Power "objective"

PSD WILL RECOGNIZE THE SHARED ACCOUNTABILITY OF ADMINISTRATORS, TEACHERS,
STAFF, PARENTS, AND (WHERE APPROPRIATE) STUDENTS AS A SCHOOL SELF-GOVERNANCE
STRUCTURE EMPOWERED TO MAKE DECISIONS ON TEACHING AND LEARNING

- THE SYSTEM AS A WHOLE HAS SHARED ACCOUNTABILITY AND INDIVIDUAL
   RESPONSIBILITIES
- SCHOOLS HAVE POWER
- ALL PARTIES TO SCHOOLS
- COMMUNITY OF LEADERS AND LEARNERS

As mentioned at the meeting this evening, I will not be attending the 5/18
session.

Lou Schmitt

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From: "Rich, John E." 
To: "'sbm_mail.notaol.com'" 
Date: Tue, 18 May 1999 16:39:10 -0400
Subject: RE: Re: [sbm] Providence SBM
Reply-To: sbm_notaol.com

Hi All

This is a general post in case someone is reading an hour before the
meeting.

I will not be at the meeting today. Sorry for the late notice.

My best wishes are with you as you continue (finish??!!!) the work we did
last night. Looked good to me. HOpe it works.

Take care all

JR

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 19 May 1999 08:10:11 PDT
Subject: [sbm] The Final Stretch
Reply-To: sbm_notaol.com

Thank you for your participation in creating the Site-Based Management
Strategy for the Providence Schools. I appreciate your contribution.

We have tackled a big project and are almost finished. Your efforts during
the next week are very critical to the final report.

The strategy, four objectives (power, knowledge and skills, information, and
rewards), and about half of the action items have reached the final draft
stage and will be posted to this listserve soon. Please read the draft, give
it your IMMEDIATE attention, and return your written comments by noon this
Friday (5/21).

The final draft will be finally reviewed on Monday, 5/24 at 5:30 pm at
Providence Schools.
Please plan to participate.

We would like you to be part of the videotape (tentative title: "Site-Based
Management in the Providence Schools") on Wednesday (5/26) at Hope High
School and the final presentation to the district Strategy Team on 6/8.

Contact me directly 401-333-9005 or gregenos77_hotmail.com if you have
comments, suggestions, or comments.

Peace…Greg Enos



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From: "Greg Enos" 
To: sbm_notaol.com
Date: Wed, 19 May 1999 08:16:38 PDT
Subject: [sbm] SBM Video Plan
Reply-To: sbm_notaol.com

Good morning. These are my thoughts about the video. Your input is welcomed.
   Greg
++++++++++++++++++++++++++++++++++++++++++++++++++++

Site-Based Management in the Providence Schools - June, 1999

Objective: Produce a videotape that highlights the proposed site-based
strategy, objectives and action items, as discussed by 7-12 members of the
SBM strategy team.

Length: 8-15 minutes.

Audience: Providence School District Strategy Team

Schedule:
May 26 - Taping at Hope HS
June 1 (tentative) - Distribution to Strategy Team with a letter from the
SBM team

Concept: Present the information in a simple, conversational style that
requires a minimal amount of editing and only two graphics (Site-Based
Management in the Providence Schools - June, 1999) and the website address:
http://notaol.com/sbm/

Proposed Sequence of Shots:

1. Title graphic Site-Based Management in the Providence Schools - June,
1999
2. Wide shot of entire team 2-10 seconds
3. Team leader: "the sbm strategy is….and this is the SBM team…" 2-10
seconds
4. Each member identifies themselves (name, parent/teacher/…) 60-120 seconds
5. Team leader: "we have four objectives concerning power, information…." 5
seconds
6. Power objective comments by one team member 60-120 seconds
7. Knowledge and skills objective comments by one team member 60-120 seconds
8. Information objective comments by one team member 60-120 seconds
9. Rewards objective comments by one team member 60-120 seconds
10. Webmaster: "all of this information and much more is available on our
website…." 30-60 seconds
11. Team leader: "thank you for your time and attention…team members are
available to answer your questions before June 8." 2-10 seconds
12. Wide shot of team with website: address http://notaol.com/sbm/
2-10 seconds
13. Title graphic Site-Based Management in the Providence Schools - June,
1999 2-10 seconds

Contact: Greg Enos, 401-333-9050

Current: May 19, 1999


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From: JWHoward_aol.com
To: sbm_notaol.com
Subject: [sbm] (no subject)
Reply-To: sbm_notaol.com

Click Here to return to Greg Enos's message
referring to these minutes
 Minutes of the SBM Action Planning Team

Tuesday, May 18
Present: Greg Enos, Fran Gorman, Maureen Kenner, Tom Arrison, Jon Howard,
Maria Acevedo, Barbara Ashby

Agenda:
To compose objective for "Information" area and develop action items for all
four areas if possible

Team notes:
Results to date will be posted May 19
Comment (in the form of suggested language changes - add, delete or change)
to the list by Friday, May 21.
Greg & Lou will generate draft action steps for Reward objective
Jon will show suggested changes in [brackets] for review.
Barbara will get her grad student to type up bibliography of our sources.

We will meet Monday, May 24, to finalize all items and language for the
report.
Greg has reserved the studio at Hope High School for Wednesday May 26 at 5:30
to create a video. We will need to assign roles for our presentation to the
Planning Team on June 8.

Video:
Briefly discussed how video should work.  Jon's suggestion that individuals,
especially teacher and parent participants in SIT/SBM, should advocate for
our objectives speaking from their own experience and needs was accepted.
Barbara suggested central interviewer role to prompt discussion.

Objectives and action items
The notes below collect the objective and action step drafting work we did
last night (Tuesday, May 18), adding it to the work done the night before
(Monday, May 17.)  I've put it all together as a single draft.  What's
missing are action steps for:
- Power
- Rewards
In place of the action steps in these two areas, I've repeated the action
steps that were assigned to each when we first generated and sorted action
steps last week (the exercise with sticky notes). On my own initiative I have
also located quotes from Wohlstetter, et. al. for Power and Information and
pasted in the quote from Fukayama I sent around since I think it helps shape
the very ambiguous stategy we were given to start with. These are totally
open to challenge.
I've composed this in Word. The e-mail results may be messy.  If anyone wants
me to send them the original Word file as an attachment, let me know and I'll
mail it.

Meanwhile

Also needed: Greg will compose executive summary cover letter.

Minutes submitted by Jon Howard


Click Here to return to Greg Enos's message
referring to the minutes and draft report

DRAFT DOCUMENT BEGINNING

STRATEGY #9 (as written by the Strategic Planning Team and given to our
action team as a charge)
"WE WILL DEVELOP WAYS TO ADDRESS THE ISSUE OF SITE-BASED MANAGEMENT"

"The idea that order has to come from a centralized, rational, bureaucratic
hierarchy was very much associated with the industrial age… We know now,
however, that in an information society neither governments nor corporations
will rely exclusively on formal bureaucratic rules to organize people.
Instead they will decentralize and devolve power, and rely on the people over
whom they have nominal authority to be self-organizing. The precondition for
such self-organization is internalized rules and norms of behavior…"Francis
Fukayama. "The Great Disruption," The Atlantic, May 1999

Draft Action Objectives as of May 18

Rewards
Rewards are "… essential for acknowledging the extra effort SBM requires as
well as to recognize improvements in teaching and learning. We found that
rewarding effort is problematic in successful SBM schools as it is in other
schools, although the actively restructuring school provided more rewards
more readily than struggling schools." (Wohlstatter, Van Kirk, Robertson,
Mohrman)

Rewards draft objective:
PROVIDENCE SCHOOLS WILL PROVIDE NEW INCENTIVES, BOTH INTRINSIC AND EXTRINSIC,
TO PARTICIPANTS THAT SUPPORT IMPLEMENTATION AND EXCELLENCE IN SITE-BASED
MANAGEMENT

Key words from May 17 discussion leading to the objective:
- pay supplement
- curriculum freedom
- incentive
- career alternative ladder
- parent rewards
- variety options, recertification, sabbatical (vs. admin)
- opportunity for staff
- public recognition

Reward action steps will be drafted by May 24.  Here are ideas collected to
this area at our meeting of May 11 (from Lou Schmitt's posting, May 14)
- money $$$
- the staff _ a "successful" schools should receive more training
opportunities (purchased by school or central office)
- empowerment in the decision-making process and the day-to-day
curriculum devlopment as well as budgetary concerns
- intrinsic rewards (increased professionalism, sense of trust and being
trusted, having a "voice", etc)

Knowledge and skills
"Power must be accompanied by knowledge of the school and how it operates as
an organization so that teachers, parents and the principal can improve it.
Districts considering a move to SBM should be aware that the demand for
professional development will increase. We found significant differences
between actively restructuring schools and struggling schools in who was
trained, what skill areas were focused on, how long training lasted, and why
training was provided." (Wohlstatter, Van Kirk, Robertson, Mohrman)

Knowledge and skills Draft objective:
PROVIDENCE SCHOOLS WILL ENCOURAGE SITE-BASED MANAGEMENT BY FACILITATING
SCHOOL- INITIATED TRAINING EXPERIENCES DESIGNED TO ENHANCE THE KNOWLEDGE AND
SKILLS OF PARTICIPANTS IN BOTH SCHOOL GOVERNANCE AND INSTRUCTIONAL REFORM

Key words from May 17 discussion leading to the objective:
- training job skills
- teamwork skills
- organizational knowledge (budget and personnel)
- problem solving / decision-making
- grant writing thinking
- delegation conference in group decision-making
- train admin to support teams

Knowledge and skills Draft action items from May 18:
1. Create a 30-minute overview of Providence model of site-based management
for all staff by March 1, 2000.
2. Site improvement teams should choose the source of SBM team skills
training and include this in their budgets by April 1, 2000.
3. Site improvement teams should choose the source of teaching and learning
skills training and include this in their budgets by April 1, 2000.
4. Provide a basic training program on school governance for site improvement
teams to all schools by January 2, 2000.
5. Providence Schools will pilot joint training ("delegation") conferences on
school governance team skills for groups including members from existing SBM
schools, a school working to achieve SBM and Providence Schools' central
support staff.

Power
"The main focus of school-based management has been the decentralization of
power. The question is, 'who at the school site is the power given to?' Power
is shifted most often from the central administration to a council at the
school site…In this way, SBM empowers groups who typically have not had much
power in managing schools….
"A second concern… is what powers should be given to school sites. SBM
programs generally delegate at least some control over budget, personnel and
curriculum decisions… Budgetary powers are usually the first to be
decentralized." (Wohlstetter and Mohrman, School-Based Management: Strategies
for Success at CPRE Finance Briefs - www.ed.gov.CPRE)

Power Draft objective:
PROVIDENCE SCHOOLS WILL RECOGNIZE THE SHARED ACCOUNTABILITY OF
ADMINISTRATORS, TEACHERS, STAFF, PARENTS, AND (WHERE APPROPRIATE) STUDENTS AS
A SCHOOL SELF-GOVERNANCE
STRUCTURE EMPOWERED TO MAKE DECISIONS ON TEACHING AND LEARNING

Key words from May 17 discussion leading to the objective:
- the system as a whole has shared accountability and individual
responsibilities
- schools have power
- all parties to schools
- community of leaders and learners

Power Action steps will be drafted by May 24.  Here are ideas collected to
this area at our meeting of May 11, from Tom Arrison's posting)
1. Determine how to evaluate the implementation process of SBM at each site.
3/1/2000
2. Identify which "services" will continue to be performed at central admin.
for all school sites.
3. Require SBM certification process to flow from demonstrated achievement
through SIT process rather than focus on paper- based application.
4. Establish how decisions will be made at each school. 1/1/2000
5. School budget will be aligned with teaching and learning.( Adequate
flexibility with $ )
6. Determine the roles of Central Office in supporting SBM at each site by
1/1/2000.
7. District will (Date: 99-00 school year) pilot "Delegation Conferences":1
with one of two existing SBM schools1 with new applicant, with process
included in their application
8. Create master plan with goals, objectives and outcomes targets for school
consideration relative to SBM by 8/99.
9. Determine if there are any school sites where SBM will not be applied.
10. Align admin and teachers around leadership and success indicators by
6/2000
11. Reconstitute SBM Technical Review Committee by 8/1/99
12. Committee Nomination: Self-Nomination to SIT?
13. Contributor is "contracted" for a "term" (1 yr., 2 yrs. ???) determined
by SIT and individual school's needs.
14. Central Office must adhere to and administer background checks (BCI) on
said persons.
15. U/B SBMTSC will (by DATE: __/__ ) consider modifying the "Application"
(RFP) to include:"A plan to allow parents to select their own representatives
on SBM teams."

Information
Draft objective:
PROVIDENCE SCHOOLS WILL SUPPORT A SCHOOL COMMUNITY'S NEED TO ACCESS, PROCESS
AND UTILIZE INFORMATION IN SUPPORT OF SHARED DECISION-MAKING AND STUDENT
ACHIEVEMENT. PARENTS HAVE A RIGHT TO TIMELY INFORMATION.

Key words from May 18 discussion leading to this objective
- family-friendly (formats)
- learning & teaching
- tools to manage data
- information-sharing (among schools)
- information for action
- inform to support goals

Information Draft action items from May 18:
1. Publish the SBM application and recertification processes by July 1, 1999.
2. The district-wide Union/Management SBM Technical Support Committee will
publish their minutes beginning July 1, 1999.
3. Union/Management SBM Technical Support Team will consider modifying the
SBM application ("RFP") to include: "show the specific means by which parent
representatives on the SBM team will report to and receive input from the
larger parent community" by October 1, 1999.
4. Providence Schools will provide a forum where school communities can
engage in a discussion of the transition from site improvement teams to
site-based management.
5. School budgets will be widely accessible - at the library, on Web and by
mail upon request.
6. Each Providence School shall have an outside evaluation team (which may
include existing teams such as SALT, GTECH, RIDE, PROBE, or consultants)
review the school's site improvement or site-based management team against
fixed criteria of effectiveness, to include measures of:
a. activity
b. decision-making and implementation
c. participation (using the National PTA standards of parental involvement
and similar standards for other groups)
d. responsiveness to student performance information and SALT measures.


Drafted and recommended by the Site-Based Management Action Planning Team
Members:

Greg Enos -  Team Leader,
Tom Arrison, -  Webmaster, Parent, Classical High School and former school
advisory cabinet member at Flynn School.
Tom Bacon -  Recorder - teacher at Robert F. Kennedy, graduate student at
Providence College
Maria E. Acevedo - Parent, Member of Gtech Report Committee and Parent Center
Coordinator at Flynn School.
Barbara Ashby - Teacher and Librarian, Member of Site Improvement Team,
George J. West Elementary School
Connie Doyle -  Focus teacher and Site Improvement Team co-chair at Vartan
Gregorian Elementary School
Fran Gorman - Educational Consultant
Jonathan Howard - Parent, ML King Elementary School & Classical High School
--writer and communications consultant to non-profit organizations
Mareen Kenner - Special Education Teacher, member of Site Improvement Team at
Vartan Gregorian Elementary School and Parent, Nathanael Greene Middle School
Isabella Lee - Principal, leader of Site Improvement Team, George J. West
Elementary School
Patricia Reilly - Nurse Teacher, Esek Hopkins School
John Rich - Parent, Classical High School - Group process consultant at
Lifespan
Lou Schmitt - Success Coach

THE END
Click Here to return to Greg Enos's message
referring to the draft report
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From: GJWLEE_aol.com
Date: Fri, 21 May 1999 10:34:58 EDT
To: sbm_notaol.com
Subject: [sbm] SBM Budget Organization Plan
Reply-To: sbm_notaol.com

Good Morning,

	Sorry for the no text message.  I was not able to post the budget
plan.  I will try to get it faxed.


Isabella

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Date: Fri, 21 May 1999 13:36:56 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] 5/24 Meeting
Reply-To: sbm_notaol.com

Good afternoon folks! I am going to be about 15 minutes late for
Monday's meeting, I will definitely be there! See you soon!

Tom Bacon

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From: GJWL_aol.com
Date: Fri, 21 May 1999 14:37:39 EDT
To: sbm_notaol.com
Subject: Re: [sbm] bibliography
Reply-To: sbm_notaol.com

Site-based Management Bibliography

Edmonton Public Schools.  "Blueprints for Success Conference Brochure May
26-29 1999." Edmonton, Alberta: Edmonton Public Schools, 1999.

Kenner, Maureen and Tom Bacon "Knowledge and Skills Team Meeting Notes
5-11-99."  Site- Based Management Strategy Team, Providence 5-11-99.

The Probe Commission.    Imagine...Providence Blueprint for Education.
Providence:The Public Education Fund, May 1993.

The Probe Commission.  "Recommendation 21. Establish Site Management at Five
Prototype Schools." in Imagine...Providence Blueprint for Education.
(Providence: Public Education Fund, 1993), 64-67.

Providence School Department Council for Excellence in Teaching and Learning.
OATS Objectives and Frameworks.  Providence: Providence School Department,
1998.

Providence Teachers Union.  Appendix W Site Based Management.  Providence:
Providence Teacher's Contract ratified August 31, 1995.

Rhode Island Department of Education.  School Improvement Team A Short Guide
One School, One Team, One Plan.  Providence: Rhode Island Department of
Education April 1998.

SBM/SDM Collaborative Report to the Joint BPS/BTU Steering Committee.  Boston:
SBM/SDM Collaborative, February 1995.

Internet Resources

Association for Supervision and Curriculum Development.  "Selected ERIC
Abstracts on School/Site-Based Management." [Web] available from
http://www.ascd.org/services/eric/sbm.html.

Bacon, Thomas E.  "Proposed Objectives 2 for SBM." Site-Based Management
Strategy Team Providence, 5-7-99 e-mail list of SBM available to subcribers
at sbm_notaol.com

Brandt, Ron. "What It Takes to Make it Work." Educational Leadership Vol. 53
no. 4 December 1995/January 1996. [Web] available from
http://www.ascd.org/pubs/el/decjan-over.html.

Cotton, Kathleen.  "School-Based Management."  School Improvement Research
Series Topical Synthesis # 6; Northwest Regional Educational Laboratory.
[Web] available from http://www.nwrel.org/scpd/sirs/7/topsyn6.html.

David, Jane L.  " Site-Based Management: Making it Work: The Who, What, and
Why of Site-Based Management." Educational Leadership Vol. 53, No. 5 December
1995/January 1996. [Web] available fr
http://www.ascd.org/pubs/el/decjan/david.html.

Education Week on the Web.  "School-Based Management." [Web] available from
http;//www.edweek.com/context/topics/schbased.htm.

Gorman, Fran.  "Proposed Objectives 1 for SBM." Site-Based Management
Strategy Team Providence, 5-7-99 e-mail list of SBM available to subcribers
at sbm_notaol.com

Kenner, Maureen.  "Proposed Objectives 4 for SBM." Site-Based Management
Strategy Team Providence, 5-7-99 e-mail list of SBM available to subcribers
at sbm_notaol.com

North Central Regional Educational Laboratory.  "Pathways to School
Improvement." [Web] available from http://www.ncrel.org/sdrs/.

North Central Regional Educational Laboratory.  "Decentralization: Why, How
and Toward What Ends."  NCREL's Policy Briefs.  Report 1, 1993. [Web]
available from http://www.ncrel.org/sdrs/pbriefs/3/3-1stpa.htm.

The Northeast and Islands Regional Educational Laboratory at Brown
University.  "LAB at Brown." [Web] available from
http;//www.lab.brown.edu/public/index.shtml.

OATS Outcomes Assessments Teaching Strategies.  "Framework for Teaching and
Learning in the Providence Public Schools." [Web] available from
http://www.ri.net/OATS/

Odden, Allan R.  "Critical Issue: Transferring Decisionmaking to Local
Schools: Site-
Based Management."  Pathways to School Improvement.  1995. [Web] available
from
http://www.ncrel.org/sdrs/areas/issues/envrnmnt/go/go100.htm.

Office of Educational Research and Improvement.  "Who Runs the Schools?  The
Principal's View."  OERI of the U.S. Department of Education May 1993. [Web]
available from http://www.ed.gov/pubs/OR/ResearchRpts/prinview.html.

Office of Educational Research and Improvement.  "Who Runs the Schools?  The
Teacher's View."  OERI of the U.S. Department of Education June 1993. [Web]
available from http://www.ed.gov/pubs/OR/ResearchRpts/teachview.html.

Peterson, David.  "School-Based Management and Student Performance."  Eric
Digest, Number 62.  ED336845 Oct. 91. [Web] available from
http://www.ed.gov/databases/ERIC_Digests/ed336845.html.

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 21 May 1999 11:57:39 PDT
Subject: [sbm] Sample SBM Budget
Reply-To: sbm_notaol.com

Isabella M. Lee(George J. West Elementary School Principal) has drafted the
following sample school budget for a SBM school with 800 students. Please
review it and post your comments on the listserve by noon Monday.

Are there additional items that should be considered ?
(NOTE: Connie and Maureen please take special note).

Sorry for the formatting problems.
Thank you - Greg.

===================


SBM BUDGET ORGANIZATION PLAN
|
PRINCIPAL has an assistant principal for management, an assistant principal
for teaching and learning, and a site based management team.

The Site-Based Management has responsibility for:

Partners in Education
Parental Involvement
Professional Issues
Assessment and Data

The assistant principal for management has responsibility for:

Maintenance
Supervision of Students
Teacher Assistants
Discipline

The assistant principal for teaching and learning has responsibility for:

Teacher Grade Teams
SALT
Teacher Evaluation
Professional Development



ABOUT SCHOOL BASED BUDGETING/BUDGETING FOR SCHOOL IMPROVEMENT

http://bb.ssd.K12.wa.us/bb/hb_sbb.htm/

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Sample SBM School Budget (800 students, 35 teachers, 10 staff)

GOAL Group/GOAL	/ACTION Step	COST(Funding Source/Owner)

Learning Environment/Cultivate a learning environment that supports
foundation skills./Develop a student enrichment and recognition program.
$1,996,540.00(LEA/
60,391.50(LEA)
25,000.00(Title I)
480,000.00(Title I)
Owner- SBMT/PRINCIPAL)


School Programming Implementation/Implementation academic programs that
enhance the foundation skills of Reading,Math, Writing and Health./Provide
opportunities for teachers to
to read,synthesize reflect and utilize data gathered through SALT.

5,000.00(Pioneer Schools)
3,000.00(Title I)
Owner SBMT





Learning Communities/Support the leadership capabilities of teachers and
students through high expectations and multiple learning
opportunities./Support leadership capabilities through a strong professional
development program.
30,000(Title 1)
12,000(Article 31)
Owner - Principal/SBMT


Leadership/Promotes foundation aids through the development of student
leadership programs./Establish special programs that provide opportunities
for students to demonstrate leadership in the foundation skills.

15,530(LEA)
6,000(Title 1)
4,000(Title 1)

Owner SBMT

Administrative/Promote administrative policies and procedures that support
high expectations and support for all students./SBM team will identify
equity gap in Math, Writing, English/Language Arts.

1,244(LEA)
2,000(Pioneer Schools)

Owner - Principal/SBMT


_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 21 May 1999 12:02:37 PDT
Subject: [sbm] Final Report
Precedence: bulk
Sender: sbm-owner_notaol.com
Reply-To: sbm_notaol.com

The proposed sequence of items in the final report(as of 5/21) is:

Executive Summary(including working definition of SBM)
Team Listing
Strategy/Objectives/Wohlstetter narrative
Objectives/Action items for each of 4 sections
Sample Budget
Bibliography


This is the order of the agenda for the 5/24 meeting.

Addtionally, we will discuss the 5/26 videotape project, letter to strategy
team, and June 8 presentation to district strategy team.


Your thoughts and inputs are welcome. Greg


_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 21 May 1999 12:06:54 PDT
Subject: Re: [sbm] bibliography
Reply-To: sbm_notaol.com

Barbara...thanks for this bibliography...please bring this on disk so it can
easily be added to the final report...Greg

[QUOTATION OF ORIGINAL MESSAGE REMOVED]

_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com, sbm_notaol.com
Date: Fri, 21 May 1999 12:15:19 PDT
Subject: Re: [sbm] Final Report for YOUR Review
Reply-To: sbm_notaol.com

Good afternoon and thank you to Jon Howard for drafting the final report and
doing the meeting minutes. PLEASE review the draft report and add your
comments by noon Monday. We will meet at the school department 5/24 at 5:30
pm.   Greg

[QUOTATION OF ORIGINAL MESSAGE REMOVED]
Click Here for Jon Howard's draft report

Click Here for minutes of the Tuesday 5/18
meeting

_______________________________________________________________
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Date: Fri, 21 May 1999 15:43:20 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] SIT membership "loophole" closed
Reply-To: sbm_notaol.com

Here's some context for the language in the new teachers' contract which Tom
B. told us about.

The "75%" language in the main body of the new contract was a provision
formerly in effect at some schools that had contract appendices.

Until now, there was a requirement that SBM Teams have 51% teachers, but no
such requirement for SIT teams.

Rather than moving toward the PROBE recommendations
(http://notaol.com/sbm/probe.htm),
the new contract moves  away from them:

{Language below is from the PTU's summary of the new contract at
http://www.proteun.org/FYI.html)
............................................................
NEW: Article 8-35 School Improvement Team

8-35.1 Each school shall have a School Improvement Team made up
       of teachers, parents, non-certified school personnel,
       community representatives, students (where age-appropriate)
       and the building principal.

8-35.2 School Improvement Team members are volunteers and shall
       not be compensated for their services.

8-35.3 School Improvement Teams shall function in accordance with
       established protocol and by-laws and in accordance with
       applicable federal, state and local laws; regulations and
       mandates; and collective bargaining agreements.

8-35.4 School Improvement Teams may be made up of any number of
       individuals however the majority of members shall be teachers
       elected by the faculty of each school. The Union Building
       Delegate shall automatically serve as a teacher member of the
       School Improvement Team.

8-35.5 School Improvement Teams may recommend modifications to any
       collective bargaining agreement. Any modification to the
       Providence Teachers Union/Providence School Board Collective
       Bargaining Agreement must have 75% school faculty approval as
       well as Union/Board approval.
...............................................................

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Sun, 23 May 1999 10:12:04 PDT
Subject: [sbm] Executive Summary Draft - Final Report
Reply-To: sbm_notaol.com

May 23, 1999

Site-Based Management in Providence

To: Providence Schools Strategy Planning Team Members

Site-Based Management should be used to improve student performance in the
Providence Schools. It is a worthy concept that is a natural and logical
extension of School Improvement Teams, as mandated by Article 31 and
supported by SALT data. It should be expanded to at least 10 schools by
September 1, 2000.

Our objectives and action items are based on research and discussion in 10
team meetings(more than 190 people hours of effort) in which the consensus
process was used. They are organized under Power, Knowledge and Skills,
Information and Rewards, consistent with the findings of Successful
Site-Based Management by Priscilla Wohlstetter, Amy N. Van Kirk, Peter J.
Robertson, and Susan A. Mohrman.

Site-based management is a consensus-driven learning environment which is
linked to decentralization and driven by the School Improvement Team. Having
greater control over decision regarding budget, personnel and curriculum, it
focuses on the following:
Student performance, teaching and learning, needs assessment,
accountability, professional development, review and evaluation. It is
representative of the entire school community. Through the involvement of
Principals, Teachers, Staff, Parents, Community Partners, and Students in
the decision processes, more effective learning environments are created.

Research included direct contact with national and local site-based
management experts, internet searches, and review of contemporary published
work. The Site-Based Management Team website
(http://notaol.com/sbm/) contains current articles, links to
relevant websites, and team proceedings (charts, minutes, reviews).
Additionally, a listserve linked team members and promoted rapid exchange of
information and electronic dialog.

We would like to acknowledge the help of Phyllis Tennian(President,
Providence Teachers Union), Vidal  P. Perez(Chairperson of the Union/School
Board Site Based Management Technical Support Committee), Dr. Frank W.
Pallotta (Assistance Superintendent for Teaching and Learning), and Dr.
Priscilla Wohlstetter (University of Southern California Rossier School of
Education). They spent time to provide valuable insights and information.

A videotape has also been prepared to give you an insight into how
site-based management can work in Providence, Members of our team are
available to discuss site-based management with you before the June 8-9
Strategy Planning Team summit.


Enclosures:
Team Member Listing
Strategy and Objectives
Objectives and Action Items
Budget
Bibliography


_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Sun, 23 May 1999 10:11:25 PDT
Subject: [sbm] Bibliography Updates - Final Report
Reply-To: sbm_notaol.com

Suggested Bibliography additions(5/23)
A.Barbara --- please make these additions to the bibliography and bring a
copy on disk to the meeting

B.Maureen/Tom --- please send the full Wohlstetter information to Barbara by
noon Monday

C.All SBM team members --- please double check to determine if there are any
missing items. Special attention should be given to the internet resources
area where much individual work was done.

Site-Based Management Bibliography

Wohlstetter, Priscilla…Successful Site-Based Management…

Charles N. Fortes Elementary School. “Proposal for a Site Based Managed
School Model.” Providence: Charles N. Fortes Elementary School, May 15,
1998.

Kenner and Bacon 5-11 meeting notes/////MOVE to internet resources

Northeast and Islands Regional Educational Laboratory at Brown University.
“Report to the Providence School Board.” Providence: Northeast and Islands
Regional Educational Laboratory at Brown University, March 9, 1998.

Providence Journal. “Providence Loses School Officials to the Suburbs.”
Providence: Providence Journal, March 28, 1999.

Vartan Gregorian Elementary School. “Vartan Gregorian Site Based Management
Application.” Providence: Vartan Gregorian Elementary School, June 1998.

Internet Resources

Arrison, Tom. “Aspects of the Comer School Development Program Applicable to
Site-Based Management in Providence.” Site-Based Management Strategy Team
Providence, 4-24-99 e-mail list of SBM available to subscribers at
sbm_notaol.com.

Ashby, Barbara. “Pathyways to School Improvement.” Site-Based Management
Strategy Team Providence, 4-24-99 e-mail list of SBM available to
subscribers at sbm_notaol.com.

Council of Great City Schools. “Site-Based Management Summary and Analysis.”
June 1998. [Web] available from hhtp://www.cgcs.org/html.

Gorman, Fran. “SBM History and Thoughts.” Site-Based Management Strategy
Team Providence, 5-3-99 e-mail list of SBM available to subscribers at
sbm_notaol.com.

Howard, J.W.. “Gregorian SBM Meeting Observations.” Site-Based Management
Strategy Team Providence, 5-7-99 e-mail list of SBM available to subscribers
at sbm_notaol.com.

Howard, J.W.. “Parental Roles in Site-Based Management.” Site-Based
Management Strategy Team Providence, 5-7-99 e-mail list of SBM available to
subscribers at sbm_notaol.com.

Kenner, Maureen “Vartan Gregorian Objectives.” Site-Based Management
Strategy Team Providence, 5-6-99 e-mail list of SBM available to subscribers
at sbm_notaol.com.

Schmitt, Louis R. “Leadership and Systems in Change.” Site-Based Management
Strategy Team Providence, 5-4-99 e-mail list of SBM available to subscribers
at sbm_notaol.com.

Schmitt, Louis R. “Leadership Issues.” Site-Based Management Strategy Team
Providence, 4-18-99 e-mail list of SBM available to subscribers at
sbm_notaol.com.

Submitted by G. Enos 5/23/99


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From: GJWL_aol.com
Date: Mon, 24 May 1999 08:08:49 EDT
To: sbm_notaol.com
Subject: Re: [sbm]Meeting for 5/24
Reply-To: sbm_notaol.com

Hi Greg:

Where and when are we meeting today.  I have to take my husband to the
airport around 5:00 PM and will come after I drop him off.

Barbara Ashby

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Mon, 24 May 1999 06:35:56 PDT
Subject: [sbm] Agenda - May 24
Reply-To: sbm_notaol.com

SBM Team Agenda – May 24, 1999

Thank you !
Data updates or additions.
Final report review:
a. Team listing
b. Objectives page
c. Objectives/action items
d. Budget
e. Bibliography
f. Executive Summary
g. Other additions
Volunteers to talk with Strategy Team members
Videotape – May 26 – Hope HS
June 8 Presentation

G. Enos (5/23)


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From: "Greg Enos" 
To: sbm_notaol.com, sbm_notaol.com
Date: Mon, 24 May 1999 06:38:35 PDT
Subject: Re: [sbm]Meeting for 5/24
Reply-To: sbm_notaol.com

We are meeting at the School Department headquarters, 5:30-7:30 pm. I don't
know the room location yet.

[QUOTATION OF ORIGINAL MESSAGE REMOVED]

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Thu, 27 May 1999 11:37:51 PDT
Subject: [sbm] June 8 Strategy Meeting at RIC
Reply-To: sbm_notaol.com

Thanks to all of your for the site-baed management contribution. MaryKay's
message follows:


Here is the scoop on June 8th and 9thMeeting Location: Rhode Island College,
Faculty Dining Center There should be no problem parking as the students are
out for the summerYour time:

Greg's Team -- 6/8/99 from 9-10 AM

Each team has one hour.

You should plan on spending about 20-25 minutes highlighting your report and
the remaining time should be spent answering questions. Both Joyce and I
will be along with the 30 members of the Strategic Planning Team. Your
remarks should be addressed to them. The room will have easels and an
overhead projector. I am bringing a digital projector and can bring my
laptop if you want to do a PowerPoint presentation. Please let me know.

Thanks for ALL that you have done for Providence -- for all our futures!!!

Best wishes,MaryKay


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From: MFKenner_aol.com
Date: Fri, 28 May 1999 07:16:21 EDT
To: sbm_notaol.com
Subject: [sbm] Bravo!
Reply-To: sbm_notaol.com

Hi all,
Just a quick congratulations on a job well done with our SBM team!  Some of
the valuable lessons we have learned are teamwork, collegiality and the
ability to follow through on a project in a highly professional manner.  Our
sense of humor certainly helped also!  Thank you for all your efforts on the
web.  It has been a rewarding (and fatiguing) experience and a pleasure to
have worked with you.  See you on the 8th.  Have a restful and relaxing
weekend.
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 28 May 1999 05:17:53 PDT
Subject: [sbm] May 17 Minutes
Reply-To: sbm_notaol.com

SBM Minutes May 17, 1999

ATTENDING: B. Ashby, M. Kenner, J. Howard, T. Arrison, L. Schmitt, M.
Acevedo, C. Doyle, J. Rich.

This was a working meeting where the team developed the objectives and
action items for the power, knowledge and skills and information sections of
the final report.

Here are the transcribed "output notes" from the 5/17 meeting(taken by L.
Schmitt).

     STRATEGY #9

WE WILL DEVELOP WAYS TO ADDRESS THE ISSUE OF SITE-BASED MANAGEMENT

ACTION OBJECTIVES

Rewards "objective"

PSD WILL PROVIDE NEW INCENTIVES, BOTH INTRINSIC AND EXTRINSIC, TO
PARTICIPANTS THAT SUPPORT IMPLEMENTATION AND EXCELLENCE IN SITE-BASED
MANAGEMENT

- PAY SUPPLEMENT
- CURRICULUM FREEDOM
- INCENTIVE
- CAREER ALTERNATIVE LADDER
- PARENT REWARDS
- VARIETY OPTIONS, RECERTIFICATION, SABBATICAL (VS. ADMIN)
- OPPORTUNITY FOR STAFF
- PUBLIC RECOGNITION


Knowledge and skills "objective"

PSD WILL ENCOURAGE SITE-BASED MANAGEMENT BY FACILITATING SCHOOL- INITIATED
TRAINING EXPERIENCES DESIGNED TO ENHANCE THE KNOWLEDGE AND SKILLS OF
PARTICIPANTS IN BOTH SCHOOL GOVERNANCE AND INSTRUCTIONAL REFORM

- TRAINING JOB SKILLS
- TEAMWORK SKILLS
- ORGANIZATIONAL KNOWLEDGE (BUDGET AND PERSONNEL)
- PROBLEM SOLVING / DECISION-MAKING
- GRANT WRITING THINKING
- DELEGATION CONFERENCE IN GROUP DECISION-MAKING
- TRAIN ADMIN TO SUPPORT TEAMS


Power "objective"

PSD WILL RECOGNIZE THE SHARED ACCOUNTABILITY OF ADMINISTRATORS, TEACHERS,
STAFF, PARENTS, AND (WHERE APPROPRIATE) STUDENTS AS A SCHOOL SELF-GOVERNANCE
STRUCTURE EMPOWERED TO MAKE DECISIONS ON TEACHING AND LEARNING

- THE SYSTEM AS A WHOLE HAS SHARED ACCOUNTABILITY AND INDIVIDUAL
RESPONSIBILITIES
- SCHOOLS HAVE POWER
- ALL PARTIES TO SCHOOLS
- COMMUNITY OF LEADERS AND LEARNERS


_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 28 May 1999 05:29:56 PDT
Subject: [sbm] Minutes-May 18, 24, 26
Reply-To: sbm_notaol.com

SBM Minutes May 18, 1999, 5:30-8:30 p.m.

ATTENDING: B. Ashby, F. Gorman, M. Kenner, J. Howard, T. Arrison, L.
Schmitt, M. Acevedo, G. Enos,

The team [] drafted the final report.

======================================================

SBM Minutes May 24, 1999  5:30-9 p.m.

ATTENDING: B. Ashby, M. Kenner, J. Howard, T. Arrison, L. Schmitt, M.
Acevedo, C. Doyle, T. Bacon, G. Enos, F. Gorman, I. Lee, P. Reilly.

The team came to agreement on the final report, edited the text, and
prepared for the videotape session at Hope High School on May 26.

=====================================================

SBM Minutes May 26, 1999  5:30-7:30 p.m.

ATTENDING: B. Ashby, M. Kenner, J. Howard, T. Arrison, L. Schmitt, M.
Acevedo, C. Doyle, F. Gorman, G. Enos, I. Lee, P. Reilly.

The team taped a presentation of site-based management, received a copy of
the final report, and agreed on preparation for the June 8 strategy team
meeting.


_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 28 May 1999 05:32:09 PDT
Subject: [sbm] Minutes-May 17-Corrected
Reply-To: sbm_notaol.com

SBM Minutes May 17, 1999  - Corrected

ATTENDING: B. Ashby, M. Kenner, J. Howard, T. Arrison, L. Schmitt, M.
Acevedo, C. Doyle, F. Gorman, J. Rich.

This was a working meeting where the team developed the objectives and
action items for the power, knowledge and skills and information sections of
the final report. Here are the transcribed "output notes" from the 5/17
meeting taken by L. Schmitt.

     STRATEGY #9: WE WILL DEVELOP WAYS TO ADDRESS THE ISSUE OF SITE-BASED
MANAGEMENT

ACTION OBJECTIVES

Rewards "objective"

PSD WILL PROVIDE NEW INCENTIVES, BOTH INTRINSIC AND EXTRINSIC, TO
PARTICIPANTS THAT SUPPORT IMPLEMENTATION AND EXCELLENCE IN SITE-BASED
MANAGEMENT

- PAY SUPPLEMENT
- CURRICULUM FREEDOM
- INCENTIVE
- CAREER ALTERNATIVE LADDER
- PARENT REWARDS
- VARIETY OPTIONS, RECERTIFICATION, SABBATICAL (VS. ADMIN)
- OPPORTUNITY FOR STAFF
- PUBLIC RECOGNITION

Knowledge and skills "objective"

PSD WILL ENCOURAGE SITE-BASED MANAGEMENT BY FACILITATING SCHOOL- INITIATED
TRAINING EXPERIENCES DESIGNED TO ENHANCE THE KNOWLEDGE AND SKILLS OF
PARTICIPANTS IN BOTH SCHOOL GOVERNANCE AND INSTRUCTIONAL REFORM

- TRAINING JOB SKILLS
- TEAMWORK SKILLS
- ORGANIZATIONAL KNOWLEDGE (BUDGET AND PERSONNEL)
- PROBLEM SOLVING / DECISION-MAKING
- GRANT WRITING THINKING
- DELEGATION CONFERENCE IN GROUP DECISION-MAKING
- TRAIN ADMIN TO SUPPORT TEAMS

Power "objective"

PSD WILL RECOGNIZE THE SHARED ACCOUNTABILITY OF ADMINISTRATORS, TEACHERS,
STAFF, PARENTS, AND (WHERE APPROPRIATE) STUDENTS AS A SCHOOL SELF-GOVERNANCE
STRUCTURE EMPOWERED TO MAKE DECISIONS ON TEACHING AND LEARNING
- THE SYSTEM AS A WHOLE HAS SHARED ACCOUNTABILITY AND INDIVIDUAL
RESPONSIBILITIES
- SCHOOLS HAVE POWER
- ALL PARTIES TO SCHOOLS
- COMMUNITY OF LEADERS AND LEARNERS


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From: JWHoward_aol.com
Date: Fri, 28 May 1999 09:15:50 EDT
To: sbm_notaol.com
Subject: [sbm] Fwd: SBM site
Reply-To: sbm_notaol.com

Dear Friends,

Passing along regards from Vidal Perez.

The videotaping was fun -- thanks for stubbornly persisisting with this idea,
Greg. You all were mahvelous!

See you June 8.

Jon
......................[message from V. Perez follows]..........

Date: Wed, 26 May 1999 14:21:06 -0500
To: JWHoward_aol.com
From: Vidal Perez 
Subject: Re: SBM site

Jon,
I would like to commend you and your fellow committee members on the work
that you have done.  I have gone through your web site and can see that you
guys have put alot work in.
 I would like and welcome  an opportunity to discuss your recommendations
at some point.  By the way,  the training that we gave SBM teams was based
on Wohlstetter, et.al  monograph: Organizing for Successful School Based
Management.  The LAB distributed a copy to each  SBM team member at each of
the schools that applied.  (over 100 copies were purchased and
distributed).  Please convey my sentiments to your colleagues.

Vidal


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From: "Greg Enos" 
To: sbm_notaol.com
Date: Tue, 01 Jun 1999 11:45:08 PDT
Subject: [sbm] Videotape
Reply-To: sbm_notaol.com

The final videotape is 10:08 long and looks terrific. You all did an
excellent job. If a copy is available before June 8 I will post a message
here.

Greg


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From: MFKenner_aol.com
Date: Thu, 3 Jun 1999 17:03:51 EDT
To: sbm_notaol.com
Subject: [sbm] June 8 possible disaster!
Reply-To: sbm_notaol.com

Hi,
What a day we had!  Seems the district strategic planning team meetings set
for June 8 and June 9 have been canceled! That's the word at school today!
Frustrated and discouraged are the two other words that come to mind right
now.  Has anyone else heard anything?  Please reply!
Peace,
Maureen

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From: Greg Enos 
To: sbm_notaol.com
Date: Thu, 03 Jun 1999 16:16:52 PDT
Subject: [sbm] June 8 Meeting & SBM Video
Reply-To: sbm_notaol.com

Good evening, no matter where you are tonight.

As you can see from the following message, the Strategic Planning Retreat
has been rescheduled for July 21 & 22. This gives us additional time to
completely communicate our message.

I truly appreciate the fact that this causes significant pain to many of
you. In some cases we have deferred (or declined) work with our clients.
This is really a test to see how dedicated we are to site-based management.
Thank you for your dedication.

Please note MaryKay's sincere appreciation.

On a lighter note, copies of the SBM video will be available. Do we want to
get together next week(at a school, small cookout, other) ?

Please post your thoughts and keep the faith.

Greg


+++++++++++++++++++++++++++++++++++++++++++
The following message was received from MaryKay today:

Dear Friends,

By now, each of you has received a personal or voice mail message from me
about the cancellation of the Strategic Planning Retreat for June 8th and
9th.  There were just too many conflicts within the Providence School
Department,including but not limited to Finance Committee meetings and work
of the Superintendent Search Committee.  Working with the RI Department of
Education and the Interim Superintendent, we have rescheduled this retreat
for July 21 and 22.  This is a Wednesday and Thursday.  You work will be
presented to this group on July 21st.  I will be writing to each of you
asking you to pick a time and call me about any special needs you may have.

We hope to have in the audience at this date the new Superintendent as well
as the Interim.  This will provide the continuity and support that we need
to

move the Plan forward to the School Board and then to implementation.

Both Joyce and I appreciate the chaos this must wreck with your personal and

professional schedules.  Please accept our apologies.  We appreciate
TREMENDOUSLY the work on the Action Team reports.  Many thanks.

MaryKay


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From: GJWL_aol.com
Date: Thu, 3 Jun 1999 20:57:07 EDT
To: sbm_notaol.com
Subject: Re: [sbm] June 8 possible disaster!
Reply-To: sbm_notaol.com

Yes, the meetings scheduled for June 8 and 9 have been cancelled.  They are
being rescheduled for July in the hope that the new Superintendent will be
available.

Barbara

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From: JWHoward_aol.com
Date: Fri, 4 Jun 1999 15:49:55 EDT
To: sbm_notaol.com
Subject: [sbm] Since we've got time...
Reply-To: sbm_notaol.com

Dear Team,

I hope this postponement doesn't have some dire meaning.

I wasnt' going to say anything, since we were pressed for time and the final
draft looked 99% OK to me, but now that we have a couple of weeks, I would
like to point out that a language change we agreed on at our last meeting did
not make it into the final draft of the "Power" objective.

Specifically, we changed "school self-governance structure" to
"self-governing school community." This notion of a school community is very
important to me as a parent -- a "self-governance structure" only means
autonomy from central office, while a community means that power is shared
within the school. Also, in the same sentence, we deleted "on teaching and
learning."

The final agreed language, from my notes was:
"Providence Schools will recognize the shared responsibility and
accountability of administrators, teachers, staff, parents and (where
appropriate) students as a self-governing school community empowered to make
decisions."

Do other people remember it this way or perhaps have notes that agree with
mine? I don't want to impose new burdens on Greg or Tom Bacon, so if others
will back me up on this change, I'll take responsibility to follow through
with Mary Kay.

Do other people remember it this way?

As for a cookout, I'm there.

Regards,
Jon

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From: Ritoy_aol.com
Date: Fri, 4 Jun 1999 16:16:26 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Since we've got time...
Reply-To: sbm_notaol.com

Dear Action Team members,

While there is time before the convening of the Strategic Planning Team
meeting, the documents and video tape have been disseminated.  The internal
task is now to provide cost-benefit anaysis and begin to look at long range
implications.  Re-editing and re-tooling is not a viable option.  Thanks for
your concern.  I have sent Greg a snail mail document that is what went out
the the Strategic Planning Team.  Any specific insights you may have at this
time can be worked into your 20-25 minute oral presentation on July 21st.

Thanks.

MaryKay Schnare

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Date: Fri, 4 Jun 1999 20:48:57 -0700 (PDT)
From: maria acevedo 
To: sbm_notaol.com
Subject: Re: [sbm] Since we've got time...
Reply-To: sbm_notaol.com

Hi Jon & other team Members
I agree with you we did change the language at our
last meeting. As for me let me know about the cookout.
take care all.
===
mea
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From: MFKenner_aol.com
Date: Sat, 5 Jun 1999 11:14:17 EDT
To: sbm_notaol.com
Subject: [sbm] Change of Plans
Reply-To: sbm_notaol.com

Hi all,
Hope the weekend is going well.  Had a wonderful day yesterday cheering for
our athletes at the RI Special Olympics.  Yes, I too agree with Jon that we
decided on using the term "school community"  to include all members involved
with the school. That has been an underlying belief of the team since the
very beginning!  I think we should insist, now that there is time, on an
edit.  I am very frustrated, and honestly, quite discouraged, in the change
of plans regarding the strategic planning team meeting.  I have made plans
for July - hope to receive some of those "intrinsic and extrinsic rewards" we
spoke of! :>)  I'm unsure if I'll be available to join the group in July. As
far as a get together, count me in.
Peace,
Maureen

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From: Greg Enos 
To: sbm_notaol.com
Date: Sat, 05 Jun 1999 10:17:11 PDT
Subject: Re: [sbm] Since we've got time...
Reply-To: sbm_notaol.com

Greg here:

I agree with Jon.

Due to the time change, it is logical that we "clean" and "adjust," if that
is possible. Without talking first to MaryKay, I can't say.

Some of the due dates now look foolish, so I will talk with MaryKay this
week.

[QUOTATION OF JONATHAN HOWARD'S MESSAGE REMOVED]
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Date: Sat, 5 Jun 1999 15:05:26 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: Re: [sbm] Greg on "Since we've got time..."
Reply-To: sbm_notaol.com

Three cheers for our team leader!

I had drafted, and came within 2 seconds of sending, a reply
to MaryKay's reply to Jon.  Instead, I counted to 10, sent it
to Jon instead of to the group, and hoped that someone else
would address the issue.

I think Greg says it well:

At 10:17 AM 6/5/99 PDT, Greg wrote:
>I agree with Jon.
>
>Due to the time change, it is logical that we "clean" and "adjust," if that
>is possible. Without talking first to MaryKay, I can't say.
>
>Some of the due dates now look foolish, so I will talk with MaryKay this
>week.

I hope Greg gets a fair and reasonable hearing. I offer my support in
copying and distributing our material to the Strategic Planning Committee.

Two other items of business:

1) My notes support Jon's wording of the "Power objective":

    "Providence Schools will recognize the shared responsibility and
     accountability of administrators, teachers, staff, parents and
     (where appropriate) students as a self-governing school community
     empowered to make decisions."

2) I join the growing consensus for a get-together, cookout, whatever.

Peace,

Tom

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From: Greg Enos 
To: sbm_notaol.com
Date: Sat, 05 Jun 1999 13:25:49 PDT
Subject: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Let’s have a cookout on Wednesday, June 9 at [ADDRESS REMOVED]
starting at 6 p.m. Feel free to arrive anytime after 5:30
p.m.

The Enos clan will supply the hot dogs and hamburgers. Please select and
bring one of the following items:

Cold salad
Dessert
Soda (2 liter)
Potato chips (3 bags)
Hot dog rolls
Hamburger rolls

Please confirm what your are bringing by calling 333-9050 before 5 p.m. June
8.

[DIRECTIONS TO GREG'S HOUSE REMOVED ...
 TO RECEIVE DIRECTIONS, CALL GREG OR E-MAIL HIM AT
 gregenos77_hotmail.com ]

We look forward to a casual evening.

Greg
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From: GJWL_aol.com
Date: Sun, 6 Jun 1999 12:18:52 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Hi Greg,
The cookout sounds great, I hope I can make it, I have to check about the
funeral of a retired teacher from West.  If I can make it, I will bring some
diet coke.  If you require anything else just let me know.

Regarding revisiting our efforts on behalf os site-based management I believe
that the changes being discussed are related to wordsmithing and can be
recommended when we finally present before the Strategic Planning Team in
July.  As I understand it, the timetable hasn't changed in relationship to
the School Board and the existing document has already been mailed to the
members of the SPT.

My schedule at this point is very hectic since I must complete my library
inventory and complete shut down procedures for the summer.  The school is
scheduled for painting this summer and the library will require extensive
scraping of peeling paint.  Consequently, I must shut down, cover and seal
all computers, cover the book shelves and generally put everything in a place
where the least amount of damage will be done.  In addition I must complete
the work on the GTECH Progress Report, complete paper work on several grants,
and present  at a Professional Development Workshop for the State.

As you can see, I really don't have the time required to continue meeting for
the SBM.  I also really think that everything is OK as it stands.  We did a
great job and I am please with the results.

Thanks
Barbara Ashby

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From: MFKenner_aol.com
Date: Sun, 6 Jun 1999 19:26:29 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Hi Greg and all,
Thank you for the invitation to cookout on June 9.  I'll be wearing my Mom
hat and cheering on my son at the Greene M.S. Honors Night.  Hope you have
fun!
All the best,
Maureen

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From: LRSSUCCESS_cs.com
Date: Mon, 7 Jun 1999 06:35:50 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Hello all -

I just picked up all the recent messages (text omission and cookout) and will
respond with one message:

The text should read as everyone is recalling.  I too remember a wording
change which did not get into the final version.  The earlier we can make
this change arrive in the hands of the readers, the better, even if it ifs
done through a "corrections" notification letter sent to all.

I cannot make it on Wednesady evening, so my thoughts will be with you as you
enjoy the opportunity for community.

Lou Schmitt

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From: GJWLEE_aol.com
Date: Mon, 7 Jun 1999 10:16:06 EDT
To: sbm_notaol.com
Subject: Re: [sbm]  Cookout
Reply-To: sbm_notaol.com

SBM Team,

		I am unable to attend the cookout on June 9, 1999.


Isabella Lee

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From: "Rich, John E." 
To: "'sbm_mail.notaol.com'" 
Date: Mon, 7 Jun 1999 11:33:58 -0400
Subject: RE: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Greg:

I will stop by stop and shop on the way up to cumberland so am able to buy
anything there you need. I do drink tab and can get a six pack of that along
with celery and some sort of dip. Let me know if that works.

John

[QUOTATION OF GREG'S MESSAGE REMOVED]

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Date: Mon, 07 Jun 1999 11:58:29 -0400
From: "Thomas E. Bacon Jr." 
To: sbm_notaol.com
Subject: [sbm] Sorry and Thanks!
Reply-To: sbm_notaol.com

Sorry for the mistake on the "language" of ou document and THANKS for
the invite, but I have an ART & TECHNOLOGY NITE at ny school!! Wish me
luck!! thanks again to a great group!!

Tom Bacon

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From: JWHoward_aol.com
Date: Mon, 7 Jun 1999 13:09:45 EDT
To: sbm_notaol.com
Subject: [sbm] While there's time
Reply-To: sbm_notaol.com

Dear team -- and Mary Kay,

It seems that we are agreed, with the exception of Barbara, that the
corrections I raised ought to be included in our recommendations. I would not
insist on altering our prior submission except for two things:
1) We clearly agreed on the language as I pointed it out. This is not a
"change" and does not open the door to other changes.
2) By its own postponement, the Strategic Planning Team has given us an
opportunity to correct this important and inadvertant error.

I don't see why this correction can't easily be made at the time of our
submission and incorporated right into our presentation as Mary Kay suggests.
-- We could print substitute pages -- or better, stickers that the team could
paste right over the old language. The correction process would give us an
opportunity to explain why a "school community" is an important concept. I
will take responsibility for this, if people are agreed.

I don't know if the video is affected. Does the formal language appear in it?

Thanks. I don't know if I can come Wednesday after all - my parents may need
some assistance -- I'll let you know as soon as I can.

Jon

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From: GJWL_aol.com
Date: Mon, 7 Jun 1999 21:17:08 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Cookout 6/9 Cumberland
Reply-To: sbm_notaol.com

Hi Greg,

I am sorry but I won't be able to make it to the picnic.  Thanks for the
invitation and I hope that you all have a great time.  Have a hot dog for me.

Barbara

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From: JEPH805_aol.com
Date: Mon, 7 Jun 1999 22:02:16 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Since we've got time...
Reply-To: sbm_notaol.com

Hi Greg and All,

      I agree that Jon's corrections were stated as he has recalled at our
last meeting.  I think the language is important because it gives a "clearer
voice" to the school community.  I hope my schedule for July becomes clearer
within the next couple of weeks.
      Greg, your cookout sounds like a wonderful idea but I must decline due
to an appointment my mother made weeks ago.  I'll be thinking of you
all-ENJOY!


       Pat

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From: JWHoward_aol.com
Date: Tue, 8 Jun 1999 22:51:56 EDT
To: sbm_notaol.com
Subject: [sbm] Cookout regrets
Reply-To: sbm_notaol.com

Dear Greg and all,
I'm very sorry, I cannot come to the cookout due to family business. I will
miss you all. I hope it's cool.
Jon

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From: "Rich, John E." 
To: "'sbm_mail.notaol.com'" 
Date: Wed, 9 Jun 1999 09:31:05 -0400
Subject: RE: [sbm] Cookout regrets
Reply-To: sbm_notaol.com

Greg

Seems like the cookout is going to get rained out. And so many people are
otherwise busy. I will also join the list of people with regrets.

Be happy to meet and close out sometime soon. Have a great time if you brave
the weather.

Take care and thanks again for all your efforts on behalf of the group and
Providence schools.

John Rich

[QUOTATION OF JONATHAN HOWARD'S ORIGINAL MESSAGE REMOVED]

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Date: Wed, 9 Jun 1999 11:43:39 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] Cookout regrets
Reply-To: sbm_notaol.com

Dear Team,

I just got off the phone with Greg -- since we were the only remaining team
members likely to attend tonight, it looks like he'll try to reschedule.
Thanks to the Enos clan for going to the trouble to arrange this!

Hoping we can get together soon,

Tom

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From: Greg Enos 
To: sbm_notaol.com
Date: Thu, 17 Jun 1999 10:25:17 PDT
Subject: [sbm] New Superintendent
Reply-To: sbm_notaol.com

Greetings:

It appears that the new superintendent will be announced soon and I am
optimistic that she will bring a breath of fresh air to Providence.

We will connect after July 5 to work out the July 21 detail.

Enjoy the weekend and the holiday.

Greg


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From: JWHoward_aol.com
Date: Mon, 21 Jun 1999 13:05:46 EDT
To: sbm_notaol.com
Subject: Re: [sbm] New Superintendent
Reply-To: sbm_notaol.com

Hello all,

I was at the School Board meeting Thursday which ratified the new
Superintendent selection. Let me tell you, add "superintendents" to list of
things, like sausage, that you don't want to witness being made. The poor
school board took a heap of abuse from the more vocal half of the audience.
Gert Blakey deserves a lot of credit for her composure and courage and for
getting School Board's job done. For all our sakes, I hope our new
Superintendent is a superstar, because the aspiring politicians in the
community will be watching for the slightest slip.

Regards,
Jon

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Date: Sat, 26 Jun 1999 01:43:28 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: [sbm] vacation notice
Reply-To: sbm_notaol.com

Hello fellow sbm team members!

I will be out of town from now (Saturday, 6/26) until Sunday, July 4.  The
listserv will be up and running, but new postings won't appear in the "Read
the Archive" section of our web page until I return.

Things I think we should discuss prior to the 7/21 Strategic Plan Committee
meeting, either here on the listserv or at a meeting or cookout:

1. What we should do about getting our corrected report to the Committee
members.

2. Are we clear and agreed as to what the corrections are?

3. PLEASE make suggestions as to what form the final report should take on
the web page -- separate section, separate page, other suggestions/ideas
regarding appearance...

Sorry to discuss work during summer.....

'Til Independence Day,

Tom

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From: Greg Enos 
To: sbm_notaol.com
Date: Wed, 30 Jun 1999 07:03:53 PDT
Subject: [sbm] Sole Information
Reply-To: sbm_notaol.com

>From Greg Enos:

Kenneth Sole says that professional consulting services can't be sold; only
marketed. He recommends that you build your practice by dealing with people
who have worked with you and value your work (versus writing proposals and
engaging in the bidding process). I attended his workshop in Portsmouth,
N.H. June 26-27.

Sole & Associates (Durham, N.H.) was founded in 1974 and specializes in
diversity, group dynamics, and conflict resolution.  They can be reached at
sole_soleassociates.com or 603-659-3169.

Ken says that your consulting practice can teach clients to do things for
themselves (support) or do things they can't do themselves (help). Support
is Sole's business.

He does not meet with prospective clients for "free." They are offered an
opportunity to see how Ken operates through a workshop at the client site or
formal meeting, which the client pays for. When the proposal/bidding process
turns training into a "commodity" the low bidder is the only one to benefit.

The June 26-27 workshop drew participants from New Mexico, New Jersey, Rhode
Island, New York, New Hampshire, and Maine.

This information is being shared strictly as a professional courtesy. It is
not a solicitation for business or endorsement.

Greg Enos
June 30, 1999


_______________________________________________________________
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From: MFKenner_aol.com
Date: Fri, 2 Jul 1999 15:02:46 EDT
To: sbm_notaol.com
Subject: [sbm] Our SBM video
Reply-To: sbm_notaol.com

Hello all,
Hope your summer is going well.  Just back from a well deserved R & R up in
Maine.  Wanted to let you know I spoke with our principal, Mary Brennan, and
Nancy Owen, the principal of Fortes and they both feel that we left out a
crucial piece from our SBM video...no where did we mention the PROCEESS of
becoming SBM...the RFP, etc.  Both schools had many setbacks late in the
spring before finally getting redesignated SBM on the second to last day of
school!!!  One member of the Technical Support Team was absent for two
meetings and they did not select an alternate until we decided to go to the
Journal and file a class action grievance.  Dr. DeRobbio gave us the last
minute "probable assurances" that all would be resolved prior to the end of
school so we could begin the hiring process. Needless to say, it was a very
stressful, and discouraging, time.  I suggest we reconsider adding a graphic
to the video describing the process that a school must go through.  This
experience has taught us to monitor all the details ourselves!  Any feedback?
Take care,
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Mon, 12 Jul 1999 07:30:29 PDT
Subject: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

>From Greg:

In preparation for the July 21 presentation to the Providence Schools
strategy team, please let me know:

1. Are you available for the July 21 session ?

2. Can you meet with other members of the SBM team on July 16 morning ?

3. Can you meet with other members of the SBM team on July 16 afternoon ?

Please reply to this listserve by noon July 14. Thanks. Greg

_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

Date: Mon, 12 Jul 1999 12:42:07 -0400 (EDT)
To: sbm_notaol.com
From: Tom Arrison 
Subject: Re: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

Hello, Team!
My answers to Greg's questions:

>1. Are you available for the July 21 session ?

Yes, but do you know time or place yet?

>2. Can you meet with other members of the SBM team on July 16 morning ?

Yes

>3. Can you meet with other members of the SBM team on July 16 afternoon ?

Yes

Best regards,
Tom Arrison

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From: GJWLEE_aol.com
Date: Mon, 12 Jul 1999 12:59:07 EDT
To: sbm_notaol.com
Subject: Re:  [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

Hi Team!

	Here are the answers:

1. Are you available for the July 21 session ?  YES

2. Can you meet with other members of the SBM team on July 16 morning ?  NO

3. Can you meet with other members of the SBM team on July 16 afternoon ?  NO

	Isabella Lee

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From: "Rich, John E." 
To: "'sbm_notaol.com'" 
Date: Mon, 12 Jul 1999 13:49:44 -0400
Subject: RE: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

I did not get an original message, but assuming you are asking all: here are
my answers.....


Are you available for the July 21 session ?  YES, time, place??

2. Can you meet with other members of the SBM team on July 16 morning ?
time, place, perhaps. flexible now.

3. Can you meet with other members of the SBM team on July 16 afternoon ?
time, place, perhaps. flexible now.


John Rich

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Mon, 12 Jul 1999 10:57:01 PDT
Subject: [sbm] July 21 Strategy Meeting
Reply-To: sbm_notaol.com

The SBM Team will make its presentation to the Providence Schools strategy
team on Wednesday, July 21, 9-9:45 am at the Rhode Island College Faculty
Center, South Dining Area. More information later. Greg

_______________________________________________________________
Get Free Email and Do More On The Web. Visit http://www.msn.com

 =-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=

From: JWHoward_aol.com
Date: Mon, 12 Jul 1999 21:24:25 EDT
To: sbm_notaol.com
Subject: Re: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

Greg,
I can be available on July 16 AM or PM (one, not both) and July 21 (still
8:30 AM, 1-2 hours?).
Jon

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Date: Mon, 12 Jul 1999 21:54:08 -0400 (EDT)
To: sbm_notaol.com
From: Tom Bacon 
Subject: [sbm] July 16th & 21st
Reply-To: sbm_notaol.com

[I'm reposting this to the list -- it didn't make it because of a
faulty "Reply-To" address.  Tom Arrison]

>Date: Mon, 12 Jul 1999 16:35:08 -0400
>From: Tom Bacon 
>Reply-To: ride.ri.net_ride.ri.net
>X-Mailer: Mozilla 4.04 [en] (Win95; I)
>MIME-Version: 1.0
>To: sbm_notaol.com
>Subject: July 16th & 21st
>Content-Type: text/plain; charset=us-ascii
>Content-Transfer-Encoding: 7bit
>
>Hello Everyone! I hope that you are all enjoying the summer thus far! I
>am sorry to say that I cannot make either day due to the summer program
>that I am teaching. Please keep me informed! Thank you.
>
>Tom Bacon

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From: GJWL_aol.com
Date: Mon, 12 Jul 1999 22:51:44 EDT
To: sbm_notaol.com
Subject: Re: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

In a message dated 7/12/99 10:30:51 AM Eastern Daylight Time,
gregenos77_hotmail.com writes:

<< In preparation for the July 21 presentation to the Providence Schools
 strategy team, please let me know:

 1. Are you available for the July 21 session ?
     Sorry I cannot be at this meeting.  I will be in Virginia.

 2. Can you meet with other members of the SBM team on July 16 morning ?
 	I will be in town on the 16th, however I am involved with our
school's strategic planning meetings.
 3. Can you meet with other members of the SBM team on July 16 afternoon ?
      This may be possible, what time?
 Please reply to this listserve by noon July 14. Thanks. Greg

     Barbara  >>

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Date: Tue, 13 Jul 1999 06:53:14 -0700 (PDT)
From: maria acevedo 
To: sbm_notaol.com
Subject: [sbm] meetings
Reply-To: sbm_notaol.com

Hi All!
Sorry can't make it mornings. I'm doing summer program
with little one until 12:30. Available after 1:30.
Thanks,
Maria
===
mea
_________________________________________________________
Do You Yahoo!?
Get your free _yahoo.com address at http://mail.yahoo.com

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From: JEPH805_aol.com
Date: Tue, 13 Jul 1999 17:48:28 EDT
To: sbm_notaol.com
Subject: Re: [sbm] July 21 Preparation
Reply-To: sbm_notaol.com

Hello Everyone,
     I am available on July 21.

     I am available the morning of July 16.

  I hope everyone's enjoying the summer!
                                                               Pat Reilly
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From: "Greg Enos" <gregenos77_hotmail.com>
To: SBM_notaol.com
Date: Tue, 13 Jul 1999 15:37:08 PDT
Subject: [sbm] jULY 16, 1:30 PM sbm MEETING AT cENTRAL oFFICE
Reply-To: sbm_notaol.com

>From Greg:

Those who are available and interested should plan to meet the the
Providence Schools Central Office (Westminster St)on Friday July 16 at 1;30
p.m. in the Cafeteria (unless we can reserve another conference room) to
resolve the July 21 presentation issues.

If you are unable to attend, please call me 333-9050 to give your input
(which I value).

Maureen and Fran please call.

Thanks. Greg

_______________________________________________________________
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From: GJWLEE_aol.com
Date: Wed, 14 Jul 1999 09:18:13 EDT
To: sbm_notaol.com
Subject: Re:  [sbm] jULY 16, 1:30 PM sbm MEETING AT cENTRAL oFFICE
Sender: sbm-owner_notaol.com

Greg and Team,

	I cannot attend the meeting but keep me posted on the strategy that
will be used for the presentation on the 21st.


Isabella

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From: MFKenner_aol.com
Date: Wed, 14 Jul 1999 10:50:54 EDT
To: sbm_notaol.com
Subject: Re: [sbm] jULY 16, 1:30 PM sbm MEETING AT cENTRAL oFFICE
Reply-To: sbm_notaol.com

Hello all,
I will be available to attend the formal presentation (FINALLY!!) at RIC next
week.  As I presently wear the "mother" hat, I am uncertain if I'm available
for Friday downtown.  I will make every effort.  Must admit, I feel the wind
has been taken out of our sails, both at the school level and with this
strategic planning team.  I should put the following on the table for our
discussion...there have been numerous setbacks this spring for Gregorian and
Fortes redesignation for SBM. Full district support for SBM is not there. I
have received input from Mary Brennan and Nancy Owen (principal of Fortes)
that we include more of the PROCESS of becoming SBM in our presentation
(possibly add a graphic to explain the RFP - request for proposal) Both
principals felt the video did not fully explain the process.  Please refer to
Gina Macris's article in the metro section last Friday, July 9 regarding the
two SBM schools.
Take care,
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Thu, 15 Jul 1999 12:53:53 PDT
Subject: [sbm] July 21, 1:30, School Board Rm "B" (3rd Floor)
[ !!! NOTE: DATE SHOULD READ JULY 16 !!! ]
Reply-To: sbm_notaol.com

>From Greg:

Thanks for your inputs.

We will meet July 21, 1:30, School Board Rm "B" (3rd Floor).

[ !!! NOTE: DATE SHOULD READ JULY 16 !!! ]

_______________________________________________________________
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From: MFKenner_aol.com
Date: Thu, 15 Jul 1999 18:12:03 EDT
To: sbm_notaol.com
Subject: Re: [sbm] July 21, 1:30, School Board Rm "B" (3rd Floor)
Reply-To: sbm_notaol.com

Greg,
Regarding your message about meeting July 21...isn't that the date for RIC?
I thought you asked us for July 16 at School Board room?  Please clarify
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 16 Jul 1999 06:17:55 PDT
Subject: [sbm] Meetings
Reply-To: sbm_notaol.com

We will make the SBM presentation to the Providence Schools strategy team on
July 21, 9 a.m. at Rhode Island College Faculty Center.

Today (July 16) we will prepare that presentation at 1;30 p.m. in School
Board Room B.

Maureen mentioned an article that appeared in the Journal July 9. Anybody
who has a copy of this, please bring it to today's meeting. It is no longer
available on the projo site.

Thanks. Greg

_______________________________________________________________
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From: "Greg Enos" 
To: sbm_notaol.com
Date: Tue, 20 Jul 1999 05:26:50 PDT
Subject: [sbm] July 21 Presentation
Reply-To: sbm_notaol.com

Good morning.

As we prepare for the July 21 presentation to the Providence Schools
strategy team (27 people as of this morning), there are several thoughts I
wanted to share with you.

The SBM presentation will start at 9 a.m. and follow this basic schedule:

Introduction, Welcome, SBM Team Connection to Audience

Focus, Community, SBM Support of Improved Student Performance

Parent View - Maria Acevedo

Parent View - Dr. John Rich

Teacher View - Maureen Kenner

Questions, Clarifications

Closing


At 8:45 a.m. we should plan to review our approach and assignments.

You can reach me at home (401-333-9050) until 1 p.m. today or this evening.
_______________________________________________________________
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From: DREAM02907_aol.com
Date: Tue, 20 Jul 1999 17:48:24 EDT
To: sbm_notaol.com
Subject: Re: [sbm] July 21 Presentation
Reply-To: sbm_notaol.com

Hi All,
Sorry, there's no way I can make it tomorrow. I hope everything turns out
fine.
Maria

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From: JWHoward_aol.com
Date: Thu, 22 Jul 1999 12:59:19 EDT
To: sbm_notaol.com
Subject: [sbm] Minutes: final presentation, July 21 1999
Reply-To: sbm_notaol.com

Hello everyone,

As requested by those attending, I am providing notes of our final
presentation to the Providence Schools Strategic Planning Team, which we made
on Wednesday, July 21.

The Strategic Planning Team's full membership roster (not all present July
21):
Jaime Aguayo
Gertrude Blakey
Mari-Ellen Boisclair
Robert Britto *
Anne Colaninno
William Collins
Sally Counts
Earnest Cox *
Rob DeBlois
Robert A. DeRobbio *
Mark Dunham *
Mararetta Edwards *
Robert Farrow *
Annet Goccia
Betty Jackson
Eleanor King
Diana Lam
Thomas Mezzanotte *
Jeri Mullen *
Patricia Nolan
Antonia Norman *
Samboeun Pho
Jintana Pond
Hillary Salmons *
Flor Sanchez
James Vandermillen *

* Indicates member present to my knowledge. Many members were not present,
but there were others there whose names I don't know. Diana Lam was present,
but left before we began.

Our presentation began at 9:10, opening with Greg Enos' overview. Greg's key
graphic showed the logical path from status quo, through Site Improvement
Teams to full Site-Based management, supported by a consistent technical
review process and annual Best Practices exchanges. We also handed out
corrected copies of pages 2 & 3, reflecting actual final language agreed
upon, but not reflected in the version distributed.

John Rich then spoke to his starting assumptions as a subgroup member:
1. that teachers recognize quality in education and want to achieve it
2. that administrators should remove barriers to quality teaching and also
hold people and systems accountable for three factors: costs, outcomes and
customer satisfaction.
3. that measurement must include trend data and systematic collection of
input from teachers and students -- both hard numbers and less tangible
indicators.
John also mentioned that his experience as a parent has been very
unsatisfactory in this regard.

Maureen Kenner presented the experience at Gregorian School, it's 5-year
evolution from SIT to SBM and the staff's choice of SBM as "the way to get
the job done" when they assessed educational needs in their school. Maureen
spoke of particular success in reaching three-year reading goals during the
first year of SBM. She also noted that SBM was achieved only by "fighting all
the way" against lack of support.

Questions from the Team:
Bob Britto (acting Superintendent): What is the role for the practioner?
Maureen addresses specific teaching implications. Tom Arrison addressed the
value to students of modeling team-based and respectful interaction among
adults.

Hillary Salmons (HELP Coalition): Not sure our group responded to the
strategic direction created last year by the Team, e.g. "to find ways to
address" SBM. Isn't this more  of a sales pitch for SBM?
Jon Howard responded that the team began with no bias in favor of SBM, and
awareness that the intent of our charge was ambiguous. However, we found that
there were only two ways to address SBM: by going forward or backing off.
Maureen commented that SBM was a process for education, not a goal in itself.

Robert Kenner asked for more detail on how SBM was not supported. Maureen
explained that the process broke down even as Gregorian tried to move through
it. Jon cited several examples of central administration's failure to express
support for the SBM policy or to meet commitments to the SBM process and
noted that the administration was alone in these failures.

Our presentation ended at 9:45.

Submitted by
Jonathan Howard, July 22, 1999

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From: MFKenner_aol.com
Date: Wed, 28 Jul 1999 21:05:16 EDT
To: sbm_notaol.com
Subject: Re: [sbm] Minutes: final presentation, July 21 1999
Reply-To: sbm_notaol.com

Hello all,
A few corrections for the July 21 meeting minutes.  In addition to those
mentioned by Jon Howard, please note Mari-Ellen Boisclair, Anne Collannino
and Dr. Robert DeRobbio also were present.  In addition, the gentleman who
addressed the comments to me was Robert Britto.  He is NOT the acting
superintendent.  Dr. DeRobbio is acting superintendent.  Finally, the third
man who asked me a question was not named "Robert Kenner."  Thanks to John
for the effort.  Look forward to hearing any of the feedback from Mary Kay.
Take care.
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Mon, 30 Aug 1999 11:12:22 PDT
Subject: [sbm] SBM Update
Reply-To: sbm_notaol.com

Good afternoon. May this message find you enjoying the summer.

SBM is a part of the Providence Schools strategy, which still needs to be
approved by the School Board before being presented to the State in
November. The Strategy Team that we presented to believes in SBM, according
to the information I have received.

Superintendent Diana Lam is meeting with each of the principals and school
staffs, so we are not likely to receive additional feedback in the short
term.

Keep the faith.

Greg.

______________________________________________________
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From: LRSSUCCESS_cs.com
Date: Mon, 30 Aug 1999 15:04:53 EDT
To: sbm_notaol.com
Subject: Re: [sbm] SBM Update
Reply-To: sbm_notaol.com

Thanks for the update.  It will be interesting to see all of this unfolding
in the future.

Hope all is well with you.

Warmest regards,

Lou Schmitt

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From: JWHoward_aol.com
Date: Tue, 31 Aug 1999 19:39:48 EDT
To: sbm_notaol.com
Subject: Re: [sbm] SBM Update
Reply-To: sbm_notaol.com

Dear Greg,

Thanks for the update. This morning I attended an orientation on standards
for the staff at ML King Elem, where my sons are entering the 5th grade. I am
on the SIT (you all remember what this stands for, right?), which I am
promised will meet in the next two weeks.

It was really great to come home from vacation and find that school would
open on time. The convocation yesterday seems to have inspired real
enthusiasm and unity. And I was truly impressed by the commitment to change
in instruction that the curriculum office was promoting and that teachers
were talking about at the orientation. All this and the Red Sox leading for
the 4th spot in the playoffs!

One thing that MLK teachers want is math teaching support like Gregorian got
from Lester Thomas (interview in today's Metro section). I'm willing to do
some of the initial legwork and telephone calling -- can Maureen or Connie,
or any anyone in our group suggest a place to start?

Let's stay in touch!

Jon Howard

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From: MFKenner_aol.com
Date: Tue, 31 Aug 1999 20:30:52 EDT
To: sbm_notaol.com
Subject: [sbm] Welcome back to school!
Reply-To: sbm_notaol.com

hello all,
The new superintendent has inspired us to work hard as we begin another new
year in Providence.  Jon has asked for information on Tom Lester's Math
Matters (CA) workshop. The Gregorian staff spent two FANTASTIC weeks in
training with Tom in math content.  When we "come up for air," Connie and I
will contact you with information.  Best wishes for a successful and
rewarding September!
Maureen

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From: MFKenner_aol.com
Date: Wed, 15 Sep 1999 20:16:51 EDT
To: sbm_notaol.com
Subject: [sbm] Diana Lam Pub.Ed.Fund
Reply-To: sbm_notaol.com

Hello all,
Hope the new season is off to a great start with you!  Passing along an
invitation to a luncheon and celebration of Superintendent Diana Lam
sponsored by the Public Education Fund on Friday, October 1, 1999, at the
Providence Marriott _ 11:30 a.m.Tickets $40.  Please call 401-454-1050 if
interested.
Anyone heard anything about our strategic plan?  Remember that?
Peace.
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Sun, 19 Sep 1999 03:15:45 PDT
Subject: [sbm] Whitewater
Reply-To: sbm_notaol.com

Good morning.

This morning I am still excited about last week's teambuilding work  that
integrated a Kennebec River whitewater rafting trip with the business goals
of a senior management team. We made the raft trip on Thursday, just before
the hurricane-related rain arrived in Maine. On Friday we did a workshop
that connected the preparation, launch, and ride through the rapids with the
phases of a new business venture. It worked very well. Everybody had to
paddle, adapt to changing conditions, and keep a clear head. Much like real
life.

Peace. Greg.

______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com

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From: JWHoward_aol.com
Date: Wed, 6 Oct 1999 16:07:21 EDT
To: sbm_notaol.com
Subject: [sbm] You still out there??
Reply-To: sbm_notaol.com

Hello learned former colleagues,

Can any of you tell me where online to locate (either to read or to buy) the
Performance Standard Book from the NCEE? I've searched for NCEE and the book
on several engines, ed link sites, Harcourt Brace and Amazon without any
luck. Is this the "blue book"?

I heard Diana Lam promise a written plan for the District this month, and I
believe this commitment also appeared in the paper. Maybe our work will play
a small part in that plan.

Whether it does or not, I certainly still value the learning and friendships
formed as we attempted to point Strategic Direction #9 toward something
worthwhile. I am also re-visiting some of the dozens of websites we found. I
have been intrigued by Ms. Lam's remarks on parent involvement and on
creating parent demand for effective schools.

I wouldn't mind hearing how your school battles go from time to time. Anyone
mind if I periodically vent or try out some school-related notion here from
time to time?

Thanks for any assistance


Jon

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From: MFKenner_aol.com
Date: Thu, 7 Oct 1999 07:46:58 EDT
To: sbm_notaol.com
Subject: Re: [sbm] You still out there??
Reply-To: sbm_notaol.com

Hello all,
As for John's request for NCEE New Standards, I am finishing a four day
workshop (today!) and will ask for you.  September was the busiest and most
stressful I remember in a long time.  I, too, am interested in how things are
going for you all, personally and professionally.  I'm speaking with Mary Kay
today about SALT, so I'll try to get more scoop.
Peace,
Maureen
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From: Ritoy_aol.com
Date: Thu, 7 Oct 1999 08:29:52 EDT
To: sbm_notaol.com
Subject: Re: [sbm] You still out there??
Reply-To: sbm_notaol.com

Dear John and others,

The address of the National Center on Education and the Economy is

            http://www.ncee.org

They publish 4 volumes of standards -- one for K-3; one for 4-6; one for
middle school and one for high school.  They run about 45 dollars per vol.
Many teachers now have them and more are coming in each day.

Hope this is helpful.

RE:  strategic planning.  The document is under construction by the
Superintendent and should be presented to the School Board in late October.

MaryKay Schnare

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 08 Oct 1999 02:54:06 PDT
Subject: [sbm] Still Alive
Reply-To: sbm_notaol.com

Good morning.

It is great to see that people are still connected, even though the SBM
strategy project is completed (for now).

My understanding is that the Providence Schools strategy needs to go to the
State next month, so I expect we will have some definitive information in
the near future.

Greg

Get Your Private, Free Email at http://www.hotmail.com

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From: MFKenner_aol.com
Date: Tue, 12 Oct 1999 20:50:51 EDT
To: sbm_notaol.com
Subject: [sbm] State frameworks and content standards
Reply-To: sbm_notaol.com

Hello all,
Another month upon us...a season of beauty and opportunity! Not to mention
the return of candy corn!!  Last week Jon requested info on frameworks and
NCEE content standards.  As promised, these are available from Office of
Instruction (222-4600 ext. 2131) or your RIDE Field Service representative.
The state assessment standards are available from Harcourt Brace Educational
Measurement (800-228-0752).  The School Improvement Teams should have copies
for the faculty and families of its students.  I'm told that Article 31
professional development funds may be used to purchase these.  Trust me,
you'll need lots of time to absorb and reflect on what you read.  Have a
great week!
Maureen

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From: "Greg Enos" 
To: sbm_notaol.com
Date: Fri, 15 Oct 1999 06:11:49 PDT
Subject: [sbm] Providence Phoenix
Reply-To: sbm_notaol.com

Good morning.

Site-based management was one of the questions raised by Providence Phoenix
writer Ian Donnis in the Oct. 1 issue interview with Diana Lam (pages
12-13). The superintendent was "surprized that there are only two schools"
with site-based management.

Greg Enos
______________________________________________________
Get Your Private, Free Email at http://www.hotmail.com

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