By Barry Sweeny, SIP Consultant

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 ·Wants pure local control

·Would disband St. Bd. of Educ.

 ·Hates the State

·Ridicules State efforts to improve education

 ·Thinks the State is out of touch with reality & is interfering but probably can't be ignored any longer  ·Acknowledges need to respond to State initiatives which are well-intended but misconceived  ·Decides some state initiatives may be good ideas & worth doing

 ·Does continuous sch. improvement even if the State didn't require it.

·Knows the State is learning too.

ATTITUDE ABOUT THE SERVICE CENTER SIP CONSULTANT  ·Doesn't know there is a free SIP consultant service available from the ESC  ·Wants to meet the ESC SIP consultant & tell him a thing or two  Invites an ESC SIP consultant to explain the SIP requirements (usually to others)

 ·Invites the SIP consultant to critique the SIP plan or a specific assessment tool.

·Expects affirmation

 ·Invites the SIP consultant to help plan the specific activities the staff will do for SIP

·Expects to learn

 Invites the SIP consultant to be a part of celebrating SIP milestones & for periodic ideas & reactions
ATTITUDE ABOUT THE SIP PROCESS  ·Doesn't know there is a SIP required  ·Recycles SIP handouts without reading them  ·Has decided that a SIP team should try to improve test scores since the Quality Review checks every individual school

·Can explain the school's SIP if put on the spot

·Decides to help the SIP team or agrees to join it if asked

 -Teaches others about the SIP process using own words & examples

-Asks questions others have not thought of

 ·Continually asks "Is what we are doing getting us where we want to be ?"
ATTITUDE ABOUT RE- STRUCTURING  ·Thinks that the school & teaching is fine as it is & wonders "What's the State worried about?"  ·Answers every SIP question with "Where will we find the time to do that?" ·Participates in a few SIP activities but considers SIP an "add-on" so it is "One more thing I have to do." ·Makes the time to do SIP activities ·Shifts priorities to FIND more time for collaborative & systemic efforts -Considers every resource to be a candidate for restructuring to improve learning for all students
ATTITUDE ABOUT ASSESSMENT  ·Believes that the "new" assessments are not new & will go away if ignored  ·Thinks that any performance-based assessments would be unrelated to the school's curricula & so are useless. ·Wants to know what "rubrics", "tasks", "validity" & "inter-rater reliability" are & why we need them ·Knows what rubric, tasks, validity, & inter-rater reliability are & why we need them · Uses rubrics & tests to assess the full range of skills & content students must master · Uses assessment data as feed back to find opportunities for instructional improvement, to self-assess & to monitor progress.

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