A discussion of the school based management movement outlines the forces influencing the movement, examines the process of change as a key factor in implementation of school based management, discusses how roles of key personnel and key players shape the design and implementation of school based management, and describes the steps that bilingual and English-as-a-Second-Language (ESL) project directors must take to ensure the continued viability of instructional programs serving limited-English-speaking students in those contexts. The history of the movement since 1983 is briefly chronicled, and the process of changeover to school based management in a district is described, with reference to research on organizational change and adjustment in roles. The possible specific effects of school based management on bilingual and ESL programs are then discussed in greater detail, focusing on role changes for the program director or coordinator, the bilingual or ESL teacher, and parents and community members. Potential administrative, programmatic, and curricular changes in bilingual and ESL programs are also addressed. Finally, what the bilingual or ESL program director can do to prepare for school based management is outlined, including a checklist for program directors to use in implementing school based management. Contains 30 references. (MSE)