1000 - Organization & Admin

1150 - Site-Based Decision-Making Delegation Parameters



1.1 Site-based decision-making has emerged as a component of many educational reform efforts. Restructuring under a site based plan reflects
a philosophy which allows for the transfer to individual schools of some decisions traditionally made by the central office. Other decisions historically made by school principals are shared with the staff and community.

1.2 Individual school authority does not supersede the Sevier School District Board of Education's authority. It is further understood that management of schools is an administrative function and this reform is not intended to move the managerial functions from building principals to staff and/or members of the community. It is, however, a process that involves a variety of stakeholders in decisions related to the individual school.

1.3 The process is evolutionary and provides an opportunity for local schools to do individual planning, budgeting and restructuring. As the process of site-based change matures, the Board of Education is prepared to consider additional areas of decision-making beyond those designated in this document.


2.1 Improve the quality of student learning
2.2 Improve the quality of instruction
2.3 Enhance student achievement
2.4 Enhance student attitude and engagement in the learning process
2.5 Afford opportunity for restructuring which is based on validated
2.6 research practices
2.7 Raise staff productivity and professional satisfaction
2.8 More fully involve parents and the community in the education process


"Site-based decision-making" means a joint planning and problem-solving process that seeks to enhance student learning, improve the working environment, and the professionalism of all employees at the local school site.
It is a cooperative effort in which the School Improvement Committee engages in
collaborative dialogue and decision-making at the school level on matters critical to the quality of student learning and the achievement of school goals which the group has established.


Each site-based school shall have a School Improvement Committee to oversee the decision making process and make major decisions, where appropriate. The committee shall include in its membership: classroom teachers, classified employees, the school principal, parents of students, members from the community at large and, where appropriate, students.

 4.1 Central Office Based Decisions

4.1.1 Decisions regarding the following area will be made at the central office level. Any areas not listed under A or B will need to be negotiated with the Central Office to determine the appropriate level for decision-making. District Budget Development and Allocation Curriculum Guides and Framework, Course of Study, Graduation Requirements, Text Book Adoption, State End of Level Assessment. The ODDM organizational process and the Instructional Process (i.e., Elements of Effective Instruction) Reading program for grades K-6 Accountability and assessment measures (e.g., standardized testing, state end of level testing) Support Services (i.e., Data Processing, Food Services, Maintenance, Construction, Energy Management, PurchasingProcedures and Transportation) Employee Negotiations Personnel Screening, Termination, Disciplinary Proceedings, Staffing Ratio Formula and Transfer of Staff to Meet Staffing Ratio School Boundaries Administrative Appointments Facilitate coordination of federal schools in each attendance area Transfer of employees among schools in the district

4.2 School Based Decisions

4.2.1 The major area of decision-making at the local school level will be as follows: Local School Budget Development and Allocation Participation in Staff Selection and Placement Curriculum Implementation and Delivery School Wide Staff Development School Wide Strategic Planning and Goal Setting Instructional Methodology Parental Involvement Establishing Business Partnerships

4.3 Variances

4.3.1 The school council may request a waiver from the local Board of Education for variances beyond those stipulated above.


5.1 Budget Development and Allocation

5.1.1 The school shall follow state and federal regulations and laws as outlined for specific accounts.

5.1.2 Schools shall follow district accounting procedures and policies.

5.1.3 Budget decisions shall relate to the school's strategic plan.

5.1.4 Site-based schools shall have the autonomy to budget unrestricted funds, which have been allocated, to schools in nontraditional ways.

5.1.5 Schools will pass their budgets through an open review process.

5.2 Staff Selection and Placement

5.2.1 The Personnel Office shall continue to provide initial screening,develop a prospective employee pool for all schools, and will participate in all interviews. The district's program officers will also participate in all phases of the hiring process when employees are hired from funds for which they are responsible (e.g., vocational education, special education).

5.2.2 When considering an individual for employment at the school, Sevier District's Hiring Personnel: Guidelines and Procedures manual shall be followed.

5.2.3 Site-based schools may interview applicants and make recommendations to the board through the superintendent.

5.2.4 All federal and state regulations regarding fair hiring practices shall be followed. Local schools shall have the option to propose nontraditional staffing plans. Schools seeking a variance from established staffing allocations, student/teacher ratios, and/or teacher preparation guidelines or any other staffing policies shall request a waiver. The site based school is responsible for any staff displaced by nontraditional staffing plans.

5.3 Curriculum Design and Implementation

5.3.1 Site-based schools shall follow the framework of the Utah State Core Curriculum and the Sevier School District Curriculum Guides, unless specific waivers are granted by the Board of Education.

5.3.2 School level choice with regards to student grouping, scheduling, teaching methods, and curriculum materials will be the prerogative of the site-based schools, as long as such choices support the instructional goals of the school and district, and conform to State instructional time requirements.

5.3.3 Schools seeking a variance from district-adopted textbooks shall request a waiver from the district curriculum director.

5.4 Staff Development

5.4.1 The district shall continue to approve lane changes and district pre-approved recertification credit.

5.4.2 The district will continue to plan and conduct the opening and mid-winter institute. All employees are expected to be in attendance unless they are specifically excused.

5.4.3 The district will continue to plan and conduct other workshops. However, if individual schools determine that they have other staff development needs that have a higher priority, they can request a waiver from the district curriculum coordinator and prepare and plan for their own school staff development in accordance with the school's strategic plan.

5.4.4 Schools will be allocated funds for staff development and may use school career ladder funds allocated for their school for individual and school-wide staff development needs which are consistent with their school's strategic plan.

5.5 Instructional Methodology

5.5.1 The Essential Elements of Instruction (Sevier District Instructional Model) and the Outcome Driven Development Model (ODDM) continue to be the approved instructional and organizational strategies in Sevier School District.
5.5.2 The instructional methodology used by teachers at site-based schools shall be consistent with the principles of EEI unless a specific waiver is granted by the Board of Education.

5.5.3 Alternate methodologies will be given serious consideration if they support board goals and/or they have been proven to be effective in similar school settings and through validated research studies.

5.5.4 The Staff Development Department will continue to support training and review of the principles of the Essential Elements of Instruction. Staff Development will also support training in other approved methodologies as time and resources permit.

5.6 Parental Involvement

5.6.1 Schools should develop a plan for parental involvement.

5.6.2 Schools should recognize that site-based decision-making is centered around staff and community involvement in the decision-making process.

5.7 Accountability

5.7.1 The board of education is ultimately responsible to the public for the quality of student learning at each school. Each school will provide a detailed yearly accountability report to the board. The report will focus primarily on how effective the school is improving student learning and meeting the learning needs of ALL students.

5.7.2 Each school will develop specific strategies and assessment instruments designed to measure how effective all students are learning and the degree to which school goals are being met. The accountability plan will be presented for board approval.

5.7.3 The district will continue to measure student learning through state end of level testing, standardized tests, and other instruments. Schools are encouraged to use additional assessment measures to determine how effective the school reforms are in improving student learning.


6.1 Each local school will plan in accordance with the Sevier School District Board of Education Mission Statement and goals, and each individual school will develop and implement a strategic plan.

6.2 The Sevier School District Board of Education will develop and implement a Delegation Document, which officially gives authority for site-based decision-making to local school councils.

6.3 Site-based schools are required to collaborate with other schools in their feeder system and with the central office. Students are in a grade 12 to Pre-K system and coordination of efforts is critical for students to receive a quality education.

6.4 Schools should utilize School Effectiveness Research or other successful proven practices as a means of assessment to support change and validate the effectiveness of the site-based program.


7.1 The first step in shared decision-making is to clearly identify the issues or areas to be considered.

7.2 The second step is for the school principal to establish parameters for the shared decision-making process. This is an important administrative prerogative which, when exercised, will clearly set the direction for the shared decision-making process. It is important to remember that the failure of shared decision-making groups to reach consensus often result from the unclear parameters.

7.3 The third step in the process is for the school principal to assume responsibility for coordinating the formulation of appropriate groups.



Approved 09/08/94

Inspire the mind, create a passion for learning, educate for success in life.

Sevier School District does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs. Please contact your school principal for further information.