Implementing the SIPPS Intervention Program

SIPPS Overview
SIPPS (Systematic Instruction in Phonological Awareness, Phonics and Sight Words) is a program for developing and struggling readers from kindergarten through grade twelve. SIPPS is a systematic decoding program that helps readers achieve independent, fluent reading through the development of accuracy, automaticity, and prosody so that they can make meaning of increasingly complex texts.

SIPPS supports foundational skill development at Tier 1 for grades K-2 and also as an intervention at Tier 2 or 3 for grades three through twelve.



Assessment
The SIPPS placement assessment determines where each student will be placed within the instructional sequence. The pace of instruction can be adjusted depending on the needs of the group.

SIPPS ongoing progress monitoring is specifically included in the lesson sequence. Periodic mastery tests (every 5-10 lessons) allow teachers to quickly and easily monitor student progress. Teachers should maintain data of how well their students perform on these mastery assessments.

SIPPS Levels
SIPPS is divided into four levels:
1. Beginning- Addresses the simple alphabetic stage of reading: instruction for blending and segmenting to develop phonological awareness; consonants, consonant digraphs, and short vowels for phonics; high-frequency sight words; and fluency practice using controlled-vocabulary text in the form of small books (Grades K-3).

2. Extension- Addresses the spelling-pattern stage: instruction in segmentation and manipulation to develop phonological awareness; blends, finale e, complex vowels, inflectional endings, y at the end of words, and two sounds for c for phonics; high-frequency irregular sight words; beginning instruction in decoding two-syllable words; fluency practice using controlled-vocabulary text provided with the program and then in easy-to-read trade books (Grades K-3).

3. Challenge- Addresses the polysyllabic/morphemic stage of reading development: instructional support for recognizing and reading syllabic patterns and morphological units (prefixes, suffixes, roots) (Grades 2-12).

4. Plus- Addresses students who are in grades 4-12 and are in the simple alphabetic and spelling-patter stages of reading development. Plus provides a more appropriate and accelerated scope and sequence for older students. The book Dreams on Wheels provides corresponding high-interest reading material.

To learn more about individual levels of SIPPS, review PowerPoint presentations, and see sample videos, click here.

For supporting materials and PDFs for each level including lesson materials, assessments, stories and other reproducible materials, click here.



SIPPS Online Access
SIPPS materials are available for access (including manuals, card decks, etc.) via the CCC Learning Hub. All staff members may sign up for an account to access the materials

Access the Learning Hub at this link: https://ccclearninghub.org/user/#/login?returnUrl=https:%2F%2Fccclearninghub.org%2F%23%2F

Did you read this entire blog post? Be the first to e-mail Mr. Archer (Tyler.Archer@slps.org) and receive a donut party for your SIPPS group during the week of September 28th!

What's Happening Around Lyon Academy? September 3, 2015

Take a look at several highlights from around our school this week. Please take time before Tuesday, September 8th to ensure that all non-negotiables are present in your classroom. If you see an anchor chart, student work, or something else in the building you would like showcased for the staff, please send it to Tyler.Archer@slps.org.

Pre-School students completed an assignment that was connected to a recent read aloud. 

Mr. Craig uses a pennant to display important content words from Physical Education. 

Ms. Welch has a great bulletin board outside of her classroom. All it needs is student work! 

Ms. Selden used the Middle School Engage ELA curriculum as the basis for her student work posting with a rubric, scoring guide, and descriptive feedback. 

Teachers created "Text Code" anchor charts and posted them in their classrooms to support students with text annotations across curriculum. 

Ms. Archer has a clearly displayed entrance procedure for students displayed outside her classroom. 

Ms. Archer's BBC includes the required postings- Do Now, Objective, and Homework. Objectives should be written in "Students will be able to..." format. 

Ms. Selden's class anchor chart shows how students are expected to write with evidence in four easy steps. 

Ms. Selden showcases the current texts being read in her 6th and 7th grade Communication Arts classroom. 

 

Ms. Pocost's Word Wall is interactive and students can add words from their unit of study easily. 

  

Ms. Colacino showcases her students' writing skills outside her classroom with an SLPS project description sheet and scoring guide posted. 

Ms. McPherson's BBC is comprehensive and covers the entire week of lessons for her students. 

In Ms. Richards' class, students assisted in creating an anchor chart as part of their study of Love That Dog.

Ms. Latta posted her students' personal narratives in the hallway along with descriptive feedback for how the writing can be improved during the next assignment. 

Ms. McCord's BBC is simple and easy to read for her students. 

Ms. Salmo created a dry erase Word Wall that can be easily updated, color-coded, and read by her students. 

Ms. Kempf displayed her students' writing work in the hallway along with a clear rubric and task description. 

During Guided Reading, Ms. Kempf is working with her students on how different punctuation marks aid in our reading process. 

Ms. Connell's popcorn holders and popsicle sticks help her assign classroom helpers for a given week. 

Showing Staff Appreciation

Who doesn't like to be shown appreciation for their hard work? Doesn't it feel good when your contributions to the team are acknowledged in a meaningful way? Showing appreciation for others may seem like a simple task, but how do we know the appreciation we show others has its intended impact? The 5 Languages of Appreciation in the Workplace by Gary Chapman and Paul White reveals how complex showing appreciation can truly be, but how effective it can be when we get it right!

Different individuals have different values when it comes to how they like to be appreciated. In the workplace, Words of Affirmation, Quality Time, Acts of Service, and Tangible Gifts are the four languages that team members "speak" when it comes to how they like to be appreciated. Some individuals may have more than one language that are equally effective. 

To see the Languages of Appreciation for Lyon Staff Members, click here. 

Now that you know the Languages of Appreciation of your colleagues, what can you do next? What do our peers desire from communication and actions, and what should we avoid? 

	Communication	Actions	What to Avoid
Words of Affirmation	·   compliments ·   affirmation ·   kind words	·   send notes/cards	·  criticism
Quality Time	·   one-to-one time ·   not interrupting ·   face-to-face conversation	·   celebrations ·   doing things together ·   team-building	·  long periods of being apart ·  more time with friends than spouse
Tangible Gifts	·   positive ·   fact-oriented information	·   give gifts on special occasions and not so special occasions	·  forgetting special days
Acts of Service	·   action words like "I can," "I will," "What else can I do?"	·   helping with projects ·   repair/maintenance ·   acts of kindness	·  ignoring spouse's request while helping others

How will you show a colleague appreciation in the coming week?