We’re delighted to feature Colorado Title I Reading Interventionist Julie Platt. Honored by The Reading League Colorado as their April 2023 Literacy Champion, in this interview Julie shares how SIPPS® sets up students at Falcon Elementary School of Technology (FESoT) for success in reading.
Collaborative Classroom is proud that SIPPS is on the Colorado Department of Education’s READ Act Advisory List of Instructional Programming.
Tell us a little about yourself, your school and district, and the students that you serve.
My name is Julie Platt and I am a Title I reading interventionist at Falcon Elementary School of Technology (FESoT) located east of Colorado Springs in School District 49. We serve approximately 270 students in grades K–5.
I have been a teacher in District 49 for 25 years. In those 25 years, I’ve been in various positions, from a classroom teacher, to a gifted and talented teacher, and now a reading interventionist. This position has been, by far, the most rewarding because I get to watch our students grow into readers. We are a small school with big hearts for our students!
What is the best part of being an educator for you?
The best part of being an educator is building and establishing relationships with my students. When they walk into my classroom they know that they are loved! I meet them where they are at and help them grow. I enjoy celebrating their successes and showing them their growth.
The best part of being an educator is building and establishing relationships with my students… I enjoy celebrating their successes and showing them their growth.
As a reading interventionist, it is a joy to work closely with the classroom teachers. As a team, we analyze the data and work to find the best possible instructional strategies for each individual student. I love the time to collaborate.
How long has your school been implementing SIPPS? Tell us a little about the implementation.
Our school implemented SIPPS five years ago. We have a master schedule that dedicates time for interventions called “Empower Time.” For K–2nd grade this is 45 minutes and for 3rd–5th grade this is 30 minutes.
We use the SIPPS placement assessments to organize students into groups based on their mastery. Every month, we review the SIPPS mastery tests along with the other data that we collect to decide if students need to remain where they are or if they need to be moved to a different group. We place students in groups that utilize the Beginning, Extension, and/or Challenge SIPPS programs.
As a Title 1 reading interventionist, what do you appreciate about SIPPS?
I appreciate that SIPPS provides direct, explicit instruction in all of the components of reading (phonological awareness, phonics, sight words and reading a connected text). This research-based scope and sequence sets students up for success and is user-friendly for teachers.
Many of the students that I work with believe they cannot read; however, with the SIPPS program, these students are now more confident in their reading skills. For some students, this is the first time they feel successful in reading!
For some students, this is the first time they feel successful in reading!
The mastery tests are a direct reflection of my instruction and it is helpful that SIPPS provides things to consider based on these results. I am able to decide if a group needs additional instruction or if they are ready to move on. We are filling gaps and creating proficient readers!
The SIPPS Hi/Lo Fluency Libraries provide students with just-right books that are engaging. Students can select books that they want to read, and they know they will be successful! I appreciate the libraries because I know my students can read these books independently and be successful.
What have you noticed about your students’ learning and engagement?
Because of the participation through choral responses, my students’ engagement has increased. They are more confident in their ability to read, which makes them more eager to do so!
Students know if they make a mistake, and I will model and use corrective feedback to fix that mistake. This creates a safe environment where students are comfortable taking risks.
How has SIPPS affected or changed your own teaching and learning as a reading interventionist?
SIPPS has helped me realize that students need explicit, direct instruction. A research-based program ensures that students are receiving the direct instruction they need and filling any gaps in their foundational skills. The information that the SIPPS mastery test provides allows me to know each student’s strengths and how I can support them.
Even though I have used SIPPS for a few years, I like the opportunity to review the routines through the provided QR codes. We are fortunate to have access to a Collaborative Classroom consultant who can help answer and guide questions that arise. I feel like I can always learn something to improve my teaching.
SIPPS has provided our school with an intervention program that has been effective and easy to implement. SIPPS has been good for our teachers and even better for our students.
What advice or insights would you share with a Colorado educator who is new to SIPPS?
SIPPS provides everything that you will need to be successful! Take time to navigate and learn Collaborative Classroom’s Learning Portal and your teacher’s manual. There are TONS of resources available.
As a teacher new to SIPPS or a teacher wanting to review the instructional routines, the provided videos are extremely helpful.
I would advise teachers to attend the Collaborative Classroom professional learning opportunities that are available. From the sessions I have attended, I have had opportunities to meet new people as well as learn new and valuable skills and information.
There are many components to a lesson; therefore, I suggest finding and implementing an organizational method that works for you. Being prepared and having the necessary materials at the ready will be beneficial.
SIPPS has provided our school with an intervention program that has been effective and easy to implement. SIPPS has been good for our teachers and even better for our students.
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We also had the opportunity to speak with other educators from Falcon Elementary. Here are their observations about SIPPS:
“The systematic approach SIPPS provides helps our teachers meet the needs of our students. When done well, it builds the foundation and fills the gaps we see in our students.” —Robyn Johnson, Instructional Coach
“I appreciate the different components of phonological awareness that are included in the program. I like that there is a focus on phonics with sounds, patterns, and spelling. For most students, the explicit instruction is beneficial because it breaks down the different components and how they work together.” —K.J., Interventionist
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Related:
- Learn more about SIPPS.
- Discover other Collaborative Classroom programs on the Colorado Department of Education’s READ Act Advisory List of Instructional Programming.
- Read an interview with Literacy Now reading specialist Precious Daniels about engaging in 1:1 SIPPS professional learning via Collaborative Coach.
- Read an interview with Arcadia Longoria, Elementary Reading Language Arts Strategist at Weslaco ISD about the district’s use of SIPPS.