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i <br /> e An explanation of the state law establishing <br /> councils. This booklet may be a useful resource . <br /> • A basic orientation on the fundamentals of sc <br /> i ' district operations. These fundamentals could inc <br /> ! information on the system's goals and philosc <br /> constraints placed by federal and state laws <br /> � i collective bargaining agreements, and laws and poli <br /> on who makes the final decisions on specificissuee <br /> • A district-specific orientation regarding l <br /> expectations for school councils. This could include <br /> I : not be limited to: <br /> I <br /> I • Systemwide performance standards and educati <br /> policies that need to be reflected in an indivi <br /> school' s improvement goals . <br /> e School improvement planning formats that <br /> building-level and district-wide improvement pl <br /> • School committee criteria (if existing) <br /> procedures for the review and approval of <br /> school's improvement plan. <br /> • The district' s budget making process and calend <br /> • Any school committee guidelines for sc <br /> councils' involvement in "other areas of sc <br /> policy" as allowed for in the legislation. <br /> • A brief overview of the elements of good practice <br /> could be based, in part, on material contained in <br /> booklet . <br /> ' The above "basic training" and orientation sessions. could <br /> included as part of each council's initial set of meetings <br /> school systems may choose to hold a systemwide oriental <br /> meeting for all council members. <br /> B. Councils may also benefit from skill-building on some or <br /> of the following topics: - <br /> • Sensitivity training on *active listening' for <br /> E council members. Active listening builds group cohee <br /> and enhances the process of consensus decision makint <br /> e Council cc-chairs may find it useful to participate 1 <br /> ® refresher session on agenda setting and coasea <br /> decision making. <br /> 19 <br /> ' t <br />