Edmonds School District Lynnwood Wa.

 SHARED DECISION MAKING SECTION

EDMONDS SCHOOL DISTRICT NO. 15

IDEAL DECISION-MAKING GUIDE -- Draft 5

OUR MISSION: To Advocate for all students by PROVIDING a learning environment which EMPOWERS students, staff and the community to MAXIMIZE their personal, creative and academic potential in order to BECOME lifelong learners and responsible world citizens. Staff in the District make thousands of decisions every day. Many decisions are made by individuals, other decisions are made by groups. The principles of the Ideal Decision-Making Process are intended to guide both individual and group decision-making during the planning, implementation and evaluation of all that we do.

Ideal decision-making occurs in a positive climate, in an inclusive organization, using an effective process with continuous evaluation and adjustment. It focuses on student learning through improvement of programs, services and products within the District mission.

PRINCIPLES OF DECISION-MAKING

I. A positive climate

A. Inspires openness and trust

B. Discourages hidden agendas/surprises

C. Presumes others are well intentioned

D. Encourages participation and collaboration

E. Values diversity

F. Encourages innovation and creativity

G. Allows change with purpose

II. An inclusive organization

A. Invites and facilitates voluntary participation by those affected by the action, where possible (e.g. involvement and/or representation and/or active consultation of students, parents, classified and certificated staff and community members)

B. Includes consensus-building as part of group decision-making processes when appropriate

C. Provides an opportunity at the outset to discuss and identify parameters of the decision, and asks:

1. What is the scope of the decision?

2. Who will be affected and how they will be involved?

3. Who will make the decision?

4. When does the decision need to be made?

III. An effective process

A. Should be clear at the outset, may vary depending on the issue, and could change during the process if necessary and so communicated

B. Identifies the decision-making method to be used (e.g., consensus, voting, group input-leader

decision, leader only decision)

C. Identifies a communication strategy

D. Identifies options to meet diverse needs where possible

E. Focuses on major questions

1. What is the issue? (question, concern)

2. What do we believe? (values, philosophy, beliefs, guiding principles)

3. What do we know? (research, expert opinion, experience, best practice)

4. What is the desired result? (ideal/ultimate goal)

5. What resources are needed and available? (human, time, fiscal, physical)

6. What do we do? (action, responsibility, implementation, evaluation)

F. Trusts that all will take responsibility for positively implementing a decision once made, including those who choose not to participate in the group decision-making process

G. Ensures that decisions are within legal and contractual parameters

IV. Continuous evaluation

A. Takes place throughout the decision-making process and after implementation, assessing both process and content

B. Can involve all those affected by a decision, whether or not involved in making the decision,

and asks:

1. Is the decision contributing to student learning by improving the quality of the program, service or product?

2. How does this decision support the District and site missions?

3. What is the decision-making climate (Section I)?

4. Were parameters discussed and identified at the beginning of the process (Section II, C)?

5. Is decision-making organized to include all who should be involved (Section II, A)?

6. How is the process working (Section III)?

C. Considers questions which arise during the process

D. Reviews options, choices and alternatives

E. Identifies the next step in the decision-making process

10/3/94

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PARAMETERS WHICH AFFECT

DECISION MAKING BY

TEACHERS AND CERTIFICATED SUPPORT STAFF

IN THE SCHOOLS

August 22, 1995 (revised 11/95)

Decision making in the District is governed by the Ideal Decision-Making Guide (Draft 5). This document is supplemental to the Ideal Decision-Making Guide and is intended to provide additional information about decision making by certificated staff in the schools. This document has been jointly developed by EEA and the District, and reflects the expectations of both. It will be updated as needed.

The following guidelines are embedded in the Ideal Decision-Making Guide: Decision making at the schools should focus on teaching, learning, student achievement and behavior management, and should support the District's Mission. In making decisions staff should utilize data to identify areas needing improvement. Parameters and time lines for each decision should be identified at the outset. Opportunities should exist at each site for active involvement of other building staff, students, parents, and community members in decision making. The requirements of statutes, regulations, Board Policy and collective bargaining agreements must be met unless there are approved waivers in place. Shared decision making balances site autonomy with the responsibility to be knowledgeable about and consider the impact of decisions on others. Buildings must sometimes yield their specific desires to the greater good of all.

Curriculum and Instruction: Standards for student achievement and assessment methodologies are established through a District-wide process. The standards work guides the curriculum. Buildings have choices about how to deliver the educational program. School staff should be involved in making decisions about program and instructional strategies. Decisions in these areas should align with student performance standards, and with articulation efforts across the levels. The student assessment system is a District-level responsibility. Data from the assessments should be used to adjust both the curriculum and program choices. If program decisions at a site require the expenditure of additional resources, those resources are expected to come from the building budget. 

Building Budget: Buildings should establish open communication and dialogue about building budget issues, and budget documents should be freely available to staff. Principals and staffs should work to ensure their decisions about building budget expenditures support the District Mission and the school's vision, goals and operations. Staff will be given ample opportunity to participate in building budget decisions. The principal has bottom-line responsibility and accountability for building budget expenditures. The building principal and staff should annually make the following decisions concerning staff participation in the development of building budgets:

A. how to select those who will be involved in decision making about the building budget;

B. the composition of the decision-making group involved (both certificated and classified); and

C. operating guidelines for making decisions about the development of the budget, subsequent budget expenditures, and methods for communicating with the entire staff. The entire staff should be informed about who will be involved in budget development, what the process will be, the time lines for that process, and what the budget priorities are. Monthly building budget reports should be available for staff review; assistance to the school for budget-related matters will be available at the request of the school. An evaluation of the budget process and staff involvement therein should be made annually prior to the start of a new budget cycle.

Staffing, Hiring and Personnel Decisions:

1. Staff will be involved in making decisions about program and instructional strategies, but staffing the school program is the responsibility of the principal. Input should be sought about preferences for in-building assignments at the beginning of the staffing process for the following year. In-building assignments and surplussing will be made by principals, consistent with The Procedural Agreement restriction. Hiring and termination decisions rest with the Board and/or superintendent, in accordance with statutes. The decision to recommend a reduction in force rests with the superintendent. Program decisions at the school level may not adversely impact an existing employee's continuing contract entitlement. In some cases program changes will not be possible until there is a vacancy.

2. Once in a while, the District may place an individual in a vacancy instead of using the hiring process to fill the position. It is expected that this will only happen occasionally and will be done in the best interest of the District and the individuals involved. When a placement involves an EEA bargaining unit employee, EEA will be involved in the decision.

3. Roles related to selection of building staff should be made clear at the outset. The hiring administrator has the responsibility of recommending hire to the Board and of supervising and evaluating the selected employee. The selection team provides input to the hiring administrator. The hiring administrator may participate as a member of the selection team. The selection team should present the hiring administrator with at least two recommended finalists for consideration. The hiring administrator makes the final recommendation for hire after reference checks are completed.

If the hiring administrator decides not to follow the recommendation of a site team regarding staff selection, the administrator should call a meeting with the site team to discuss the reasons prior to making an offer of hire. It is recognized that especially during the summer months it may be difficult to regather the team, but a sincere effort by the administrator to do so should be made.

4. Hiring recommendations from the principal should support the District's emphasis on increasing staff diversity.

5. There may be space in some elementary schools to allow for smaller class sizes at K-3. Since space is not available across the District to maintain smaller class sizes at K-3, primary class sizes which are below trigger point will not be protected by shuttling students to or from another site. Each school will serve its given community up to the trigger point capacity.

Shared Decision Making:

1. School staffs are expected to operationalize the Ideal Decision-Making Guide at their sites, and document and assess their shared decision-making processes.

2. Opportunities will be available for those affected to be involved in school-based decision-making processes. All will take responsibility for positively implementing a decision once made, including those who choose not to participate in the group decision-making process.

3. Shared decision making at the site level can be time-consuming. In developing decision-making processes, schools staffs should address how effective decision making will occur if it cannot be accomplished within the normal meeting schedules.

4. Questions can be raised about decisions made at any level. Decision makers need to be prepared to explain the reasons for decisions that they make.

5. If a decision cannot be reached within the time line, and extension of the time line is not feasible, an interim decision will be made by the principal. The interim decision will be in effect until such time as a final decision can be reached, or shall stand if the decision cannot be reversed.

6. EEA and District staff will assist buildings with shared decision-making issues upon request from the principal and staff.

School Operations:

1. The development of a school emergency response plan and its annual update should be accomplished in accordance with the Ideal Decision-Making Guide.

2. School staffs are responsible for supervising students under emergency circumstances, including supervision of students during normal school hours regardless of whether there is a late start.

3. Decisions about reducing student contact time will be made in accordance with RCW 28A.305.140 and WAC 180-16-200(8). In the absence of an approved waiver, maintaining District compliance per the M808 report will guide the decision making.

4. District liability issues should be considered in building level decision making.

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OPERATIONAL DEFINITIONS FOR

SHARED DECISION MAKING

There are many ways by which a group can make a decision. Each decision-making method has value, is appropriate in certain situations, and will satisfy Draft 5 as long as the building staff has been given the opportunity to participate in choosing the method.

A group that is effective in decision making understands all of the basic methods of decision making well enough to choose that method which is best for:

1. The amount of time and resources available.

2. The type of decision to be made.

3. The skill and experience of the group in using different decision-making methods.

4. The kind of climate the group wishes to establish in decision making.

5. The type of setting in which the group is working.

METHODS OF DECISION MAKING

1. Decision by Authority Without Group Discussion

The designated leader makes the decision without consulting the group members in any way. This is a very efficient method because it takes very little time to accomplish. However, it is usually not a very effective method if others are required to implement the decision.

2. Decision by Expert

The designated expert makes the decision. This can be another efficient decision-making method if time is limited. It is usually not an effective method if others are going to be required to implement the decision, or if the members of the group disagree on whether or not the designated decision maker is an expert.

3. Decision by Formal Authority

A power structure/committee is given authority by the group to make the decision. This is a highly efficient method. The effectiveness of this method is very dependent on whether the right information and/or input has been retrieved and used by the authority in making the decision. If this method does not sufficiently involve the members of the group, implementation will be difficult.

4. Decision by Minority

A small number of people employ tactics that produce action and therefore must be considered decisions, but which are taken without the consent of the majority. This method, while appearing to be efficient, often results in a feeling that is referred to as "being railroaded." This method will result in implementation difficulties.

5. Decision by Majority Rule: Voting and/or Polling

A procedure where a decision is usually based upon 50% + 1 of the people in a group deciding the course of action for the whole group. This can be an effective method if all members feel they have been given their opportunity to influence the group, and if the whole group has agreed to follow the norm (established prior to the decision-making process) that all agree to implement majority vote decisions.

6. Decision by Super Majority Vote/Sufficient

Consensus

A decision is based upon a percentage greater than 50% (usually between 70-90%) of the people in a group deciding the course of action for the whole group. This can be an effective method where successful implementation of a decision clearly requires more than a simple majority vote of the group. Effective implementation will also depend on the extent to which members feel they have been given a chance to influence the group and if the group has agreed to follow the norm (established prior to the decision-making process) that all agree to implement super majority vote decisions.

7. Decision by Consensus

A collective opinion arrived at by a group of individuals working under conditions that permit open communication in a sufficiently supportive climate where members feel that they have individually been given the chance to influence the decision. When a decision is made by consensus, members understand the decision and are committed to supporting it.

Consensus is the best method for producing a decision that:

1. all members will be committed to implementing;

2. uses the resources of all group members; and

3. increases the future decision-making effectiveness of the group.

Decisions by consensus take a great deal of time and member motivation, and prove to be very frustrating to group leaders. Group training and practice in consensus decision-making skills are necessary for groups to be effective in using this method. Therefore, the use of consensus should be limited to significant decisions that require everyone's commitment for successful implementation.

8. Decision by Unanimous Consent

A perfect, but least attainable method where everyone truly agrees on the course of action to be taken. For obvious reasons, this method may be a highly inefficient way to make decisions.

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DECISION MAKING SURVEY RESULTS DOCUMENT is not transferrable to e-mail. Please consult the 1998-2001 EEA Agreement Notebook in the main office or staff lounge.

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