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? 

Nine Variables That Affect Compliance

Now that we are nearly two full weeks into the school year, it's the time of year when students try to test our resolve. Will their teachers issue consequences for misbehavior, or allow them to continue? Which class will they be able to "play" in? Will their teacher routinely establish a home-school connection for both positive and negative behaviors?

Sometimes, our students simply don't know what we want them to do because our expectations are clear. Take a look at the following variables and think about which ones you might be able to implement in order to better hold your students to high behavioral expectations.

1. Direct Requests vs. Questions- Direct requests have been found to be more effective for achieving compliance. For example, "I need you to stop teasing." is more effective than, "Would you please stop teasing?”

 

2. Distance- It is better to make a request from up close (i.e., 3 feet , or one desk distance) than from longer distances (i.e., 20 feet, across the classroom).

Middle school students in the cafeteria on the first day of school. 

3. Two Requests-It is better to give the same request only twice than to give it several times (i.e., nag); Do not give many different requests rapidly (i.e., "Please give me your homework, please behave today, and do not tease the girl in front of you,")

4. Loudness of Request-It is better to make a request in a soft but firm voice than in a loud voice (i.e., yelling is less effective when making a request.

The YMCA accommodated our large group
during our power outage on the first day of school. 

5. Time-Give the student time to comply after giving a request (3 to 5 seconds). During this short interval, do not converse with the student (arguing, excuse making), restate the request, or make a different request. Simply look at the him/her and wait for compliance.

6. More Start Requests instead of Stop Requests-It is better to make more positive requests for a child to start an appropriate behavior (e.g., "Please start your arithmetic assignment'.). It is better to make fewer negative requests for a child to stop misbehavior (I.e., "Please stop arguing with me.").

7. Non-emotional instead of Emotional Requests-It is better to make requests in a neutral, calm, non-emotional tone. Emotional responses (e.g., yelling, name calling, guilt statements, and roughly handling a child) decrease compliance and frequently escalate behavior making the situation worse.

8. Descriptive Requests-Requests that are positive, clear and descriptive are better than ambiguous or global requests (I.e., "Please sit down, keep your hands on your desk, and look at me" is better than "Pay attention.")

9. Reinforce Compliance-It is too easy to request a behavior from a student and then ignore the positive result. If you want more compliance, genuinely reinforce the successful times a student complies.

Lyon Academy students gathered at the YMCA on Wednesday, August 19th. 

Setting Expectations for Students- "Strong Voice" and "What to Do"

As we settle into the rhythm of the new school year, it is critically important to establish clear expectations for students from the first day of school. We are already off to a good start, but it is important to continue to keep the momentum and build on early successes. Each week builds on the week prior, but early in the year it is especially important to establish a tone of success and urgency in the classroom.

This year as a staff we will undertake a study of Teach Like a Champion 2.0. Two strategies from the new edition are fundamental for establishing strong culture from day one.

Access to TLAC 2.0 Videos & Resources
If you do not have a copy of this book, access the videos from the video by doing the following:

1. Go to the following website: http://my.teachlikeachampion.com/books

2. At the top of the page, click on “Resources" and then “Your Library”
3. The login information is as follows:

Username-lyonacademypd
Password-champion

Strong Voice- Technique 55, p. 412-416 (previously Technique 38 in TLAC 1.0)
This technique demonstrates the importance of affirming your authority as a teacher in the classroom through intentional verbal and nonverbal habits, especially at moments when you need control.

The 6 elements of Strong Voice are:

• Use a Formal Register: Register refers to the tenor of a conversation, encompassing eye contact, body position, gestures, facial expression, and rhythm of language. Delivering an important message in a casual register can ultimately undercut the formality of the message.
• Use Economy of Language: Follow the principle that “fewer words are stronger than more.” Wordiness communicates that you may be nervous and/or your words can be ignored. Focus just on using the words that are most important for students to hear.

• Do Not Talk Over: Communicate the importance of what you have to say by refusing to speak over students. In some cases, that might require that you interrupt yourself mid-sentence to wait until a student(s) quiets down.

• Do Not Engage: Once you have set a topic for conversation or delivered instructions, don’t change course even if a student tries to divert your attention. This allows you to establish a culture of focused accountability. Students must act first and explain later.

• Square Up/Stand Still: Communicate authority by standing up straight or even leaning in close.  When giving instructions, stand still.

•  Exude Quiet Power: Talking loud and fast communicates anxiety or that you’re not in control. Instead, lower your voice and remain cool and calm.

Other Strong Voice Resources:

1. http://teachlikeachampion.com/blog/managing-emotions-dan-cotton-strong-voice/ 

2. http://specialed.about.com/b/2011/02/13/teach-like-a-champion-technique-38-part-one.htm

3. http://specialed.about.com/b/2011/02/21/teach-like-a-champion-technique-38-part-two.htm

Classroom Examples:

1. https://www.youtube.com/watch?v=6s_WwYIKoOk

2. https://www.youtube.com/watch?v=8kUDyNeiEv0

What To Do- Technique 57, p. 417-421 (previously Technique 37 in TLAC 1.0)
This technique emphasizes the importance of using specific, concrete, sequential, and observable directions to tell students what to do, as opposed to what not to do. This technique is profoundly simple, involving giving directions in a format that clearly describes what you want in concrete terms.

Check out this video to see the technique in action: http://teachlikeachampion.com/blog/video-day-recipe-getting-kids-asked/  

The 4 characteristics of What to Do are:

• Specific: Effective directions outline manageable and precise actions that students can take. for example, instead of advising a student to "pay attention," I might advise him to put his pencil on this desk or keep his eyes on me. It is easy to remember, solution oriented, and hard to misunderstand. 
  
• Concrete: Effective directions involve, when possible, clear, actionable tasks that students know how to execute. If I tell my student to put his feet under his desk rather than to "stop fooling around," I have given a tangible direction that I am sure he knows how to follow. Concrete directions require no prior knowledge, and this eliminates the sort of gray area wherein a student might plausibly claim not to know.

• Sequential: Effective directions should describe a sequence of concrete, specific actions. In the case of my student who needs help paying attention, I might advise him, "John, put your feet under your desk, put your pencil down, and put your eyes on me." In some cases, I might add, "When I write it on the board, that means you write it in your notes."

• Observable: It is hard for me to monitor a student's degree of paying attention accurately. In contrast, it is easy for me to monitor whether his legs are under his desk. If I follow up a lack of follow-through with a consequence, my student might protest, "But I was paying attention." It is much harder for him to say, "But my legs are under my desk" when they aren't. I can clearly see whether they are, and he also knows perfectly well that I can see whether he has complied. All of this makes him more likely to follow through.

Other What To Do Resources:

1. http://specialed.about.com/b/2011/02/05/teach-like-a-champion-technique-37.htm