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f+ r� s Phases Site Based Management Site Based Management, Mn which decision making is distrib; uted among those whore it affects, pla s, a large role In determ=n` rng, the outcome of Phase I and continues the process in Phase Each school will be in a position to decide for itself which direction it '+gushes to pursue, For example, based upon an A individual school's objectives, It will be able to decide which of the options presented in Phase II will most likely facilitate its goals, be it a -', -, or, a paired school option for the elemen- tary schools- or a .5, or, -S option for the Diddle School. In any case, flexibility gi sts for, the individual schools to elect the specific path consistent with its educational objectives. The plans shown for both Phase I and, Phase II are diagrams, It is important, to emphasize that Phase I would be accomplished through planning at each school with a deli ate Development Committee, such as the' one' which eXists at the Diddle School, of staff and administration that would represent the entire school in assisting in the design process. Such a committee should be set up so that its members are relieved of other responsibilities so that they, may devote the full attention to this process. They would act as representatives for the rest of the teachers and " conduits for information gathering. Such a group should be an ongoing pla 'n g group before and after Phase I is accomplished and lay the' ground work for the Phase II development. " Clustered C'las'srooms You will note a common theme in the development of all of the ele ehtary school plan options: that the classroom wings are arranged so that classes may be taught un clusters. With each cluster" there i's breakout space for use by students for indepen- dent study, and groups outside the classroom as well as for a teachers teaming space* These are the main areas M* which the elementary schools are in position for the future. These features already, exist 'in new elementary schools around the metropolitan area, amilie5 Some schools may opt to group children in "families" In which stunts are all grouped In the same areas and share facilities. Some schools may decide to group, students at equal levels of W development all *in one area and some schools may decide to use a combination of these Ideas. It is ble,comi,n increasingly common for teachers) to team together to shave abilities and strengths in different ways. Phase II classrooms could have P to 50 students or, more with two teachers in a classroom if desirable. 1