1. Welcome! SIPPS Webinar Please mute!
Click the microphone to mute your line!
Please chat with us!
Click the chat box.
In the chat box, share:
-Your name
-Your city, state
- Your role

2. Collaborative Literacy
SIPPS, Third Edition
Overview & Data Analysis

3. Introductions:
Scott
Abe
Megan

4. What are you hoping to learn and get out of today’s session?
What are your hopes and goals for your students regarding their foundational skills?
What are you hoping to learn and get out of today’s session?

5. SIPPS is . . .
a systematic, differentiated foundational skills  program that develops the word-recognition strategies and skills that enable students to become fluent and confident readers and writers.
The SIPPS outcome is to
develop independent, fluent readers who read with accuracy and automaticity.
Share the definition of SIPPS

6. Framework for Literacy Instruction
Motivation and Engagement
Foundations
Reading
Writing
Word Recognition and Fluency
Academic Language
Skills and Conventions
Comprehension
Craft and Process
Concepts of Print
Phonological Awareness
Phonics
Sight Works and Automaticity
Background Knowledge
Vocabulary
Grammar Usage
Spelling
Self-monitoring
(Re) Organizing Text
Analyzing Craft and Structure
Evaluating Content
Text-based Evidence
Author and Genre Study
Varying Task and Purpose
Writing Process
Building and Presenting Knowledge
Communicating Ideas

7. The SIPPS Program Developed by Dr. John Shefelbine
California State University, Sacramento, CA
RtI: Instruction & Intervention
Systematic, Explicit, & Accelerative
Differentiated Small-Group Instruction
20-30 minutes per group *approx. time

8. Developing Word Recognition Strategies
Challenge Level
Syllabic patterns
Open/closed syllables
Consonant/vowel patterns
Morphological units, including
Prefixes
Suffixes
Roots
SIPPS Challenge
Polysyllabic/Morphemic
Fluency Practice
Extension Level
Segmentation, manipulation
Blends, long/complex vowels, final e, inflectional endings, y at end of words & 2 sounds for c
High-frequency irregular sight words
Intro 2-syllable decoding
SIPPS Extension
Spelling-Pattern
SIPPS Plus
4-12
Beginning Level
Blending, segmentation
Consonants, consonant digraphs, short vowels
High-frequency sight words
Briefly remind participants of the system of SIPPS instruction and unique content at each developmental level.
SIPPS Beginning
Simple Alphabetic

9. In the Chat Box or via the phone line…
Share what SIPPS level(s) you currently teach.
What are you noticing about your students’ progress towards the goal of being independent, fluent readers who read with accuracy and automaticity?
Ask participants to share thinking in the chat box

10. Predictable Lesson Structure
Instructional Routines
Clear
Consistent
Concise
Produces a Choral response
The instructional routines & corrective feedback routines support students in “doing the work” and “training their brains” to develop independent reading behaviors.
Presenter Note: Reference Quote: “Well structured instruction” – we will focus a few minutes discussing the intentional design of the instruction.
Stress the importance of consistency of the routines. The routines are the strength of the program that are built on research. With consistency of the routines, students are able to focus on the new learning.
The SIPPS approach is teacher-directed, with routines for teaching phonological awareness, phonics, and sight words. These routines include modeling, teacher-student dialogue, group practice, and correction procedures for various kinds of errors. We want the students to be able to focus without thinking about the routines.
Essential to the routines:
The instruction is clear.
The predictable consistent routines make students feel safe and confident.
Extraneous teacher talk is limited and student talk is maximized.
The teacher guides the students to do the thinking in the lessons.
The teacher guides the students to respond chorally in every component of the lesson and does not elicit individual responses. Because most routines involve choral responses, the students are actively engaged and you can assess student performance efficiently.
Reading is a complex developmental challenge that requires memory, language, attention, and motivation. Learning to read does not come easily for everyone.  
Presenter Background:
When a good reader reads, three main parts of the brain light up - a visual processor, an auditory processor and long-term memory.  If the brain is wired efficiently for reading it takes about 14 accurate practices for the average person to learn something new ( a new sound or a High Frequency Word).  However, if a brain's wiring is not efficient for reading (visual or auditory processing disorders, memory difficulties, dyslexia) it may take up to 3,000 accurate practices for the student to be automatic on the new skill. Most struggling readers do not require that many practices.  The number of accurate practices required is on a continuum.  The good news is that the brain can be rewired to be more efficient; however, it takes a lot of accurate practice that involves the student being a thinker. This is why it is critical that every time students practice they are thinking and they are accurate.  
SIPPS routines allow for this.  Knowing how and when to scaffold and when to gradually withdraw scaffolding is critical.  Another important factor is that the teaching is multisensory.  If visual processing is difficult, there must be auditory and kinesthetic instruction so learning can take place.  SIPPS is multisensory.

11. Corrective Feedback
Corrective feedback is provided to all students immediately after the error.
The teacher provides just enough support for the students to be successful and allows them to do the thinking.
The correction routines are an important aspect of the SIPPS lesson. The correction routines allow for the teacher to scaffold the students when there are incorrect without “giving” the answer (corrective feedback). Share that the correction you use will depend on the mistake that is made.
Share with teachers that we know when they start instructing using SIPPS it is hard to focus on the routines and the corrections. As they settle into the program, they need to be considerate of how they use the correction routines to scaffold students learning. Yet, it is an important part of the work within SIPPS to support students acceleration.

12. Mastery Tests Extension Level Usually every 5 lessons
Frequent assessment is important for determining whether the teaching pace is appropriate for the group and whether individuals need extra practice. - Appendix D Extension Manual
Beginning Level:
Letter Sounds: Previous 10 lessons, not including last 2. Short vowels continuous.
Blending (MT2): Blending skills using less recently introduced sounds
Sight Words: Previous 10 lessons, not including last 2
80% criterion
Extension Level
Usually every 5 lessons
Assessing phonics patterns and sight words that have been taught for at least two lessons before the test.
80% criterion
Plus Level
Every 5 lessons
Assessing phonics patterns and sight words that have been taught for at least two lessons before the test.
80% criterion
Share key information about mastery tests across the various levels.

13. Point out the note in the manual alerting participants to the directions for administering a mastery test.

14. Share the challenge note alerting teacher to progress assessment following lesson 10.

15. In the Chat Box or via the phone line…
How are you currently collecting Mastery data? Paper-pencil or digitally with the SIPPS Assessment tool?
What tips can you share to support the efficient collection of Mastery Test data? What are other students doing while you assess?

16. Data Analysis “Think Aloud”
Before

17. Group Profile 7 First Graders
Beginning Mastery Test 5: Administered after lesson 50

18. So now let’s more closely analyze the errors across the group
So now let’s more closely analyze the errors across the group. As you look at this data, ask participants “What do you notice? What do you wonder?” Share in the chat box.

19. 5 of the 7 students passed all sections.
2 students failed the letter sounds portion.
9/14 Sounds
10/14 Sounds
Summarize the data for the first consideration.

20. Sight Words: people, again, many, your, very, were one, does, other
Blending was 100%
Sounds: th (2), a, e, o, u, v
Sight Words: people, again, many, your, very, were one, does, other
Analysis of the errors is reflected here

21. What might be the implications…
For grouping?
For pacing?
For instruction?

23. Resources to Deepen Instructional Planning for SIPPS
Appendix A
Teacher facing videos/Animations
Instructional Self-Checks

26. How might you use these resources to strengthen SIPPS instruction?

27. Instructional Implications Beyond the SIPPS Lesson
What opportunities do students have to read and write across the school day? At home?
What SIPPS routines might I incorporate during other times of my day?
What other ideas might you share?

28. From this session… I learned… I am going to…
I am still thinking about…

29. To continue your learning, you might want to…

30. Center for the Collaborative Classroom System of Professional Learning Support

31. What questions are you left with now?

32. Thank You!