The Ohio Department of Education and Workforce is responsible for establishing a list of English language arts core curriculum and intervention materials aligned with the science of reading and effective literacy instruction strategies.
Collaborative Literacy, Being a Reader™ and SIPPS® have been evaluated and approved for use in Ohio schools. Learn how these evidence-based programs support all readers and how their strong alignment aids students across all tiers of instruction.
Collaborative Literacy
Comprised of two dynamic programs—Being a Reader and Being a Writer.
While each program can be taught on its own, when used together, a deep connection between reading and writing is formed.
Being a Reader
Being a Writer
SIPPS, Fourth Edition
Evidence-Based Reading Intervention
Every new and striving reader deserves effective, evidence-based, and differentiated instruction in word recognition and fluency that puts them on the path to grade-level reading success.
SIPPS is an evidence-based foundational skills program for grades K–12 that is proven to help new and striving readers, including multilingual learners and students identified with dyslexia, quickly develop the accuracy and automaticity needed for fluent, independent reading.
SIPPS is nationally recognized for its structured, differentiated, and age-appropriate approach to teaching foundational skills.
SIPPS + Being a Reader
Aligned for a Multi-Tiered System of Support
Thanks to an aligned scope and sequence, common routines, and similar lesson structure, students can move between the two programs seamlessly.
What Ohio Educators Are Saying
The routines in the SIPPS curriculum are predictable, so after a few lessons, the students automatically knew what to do and did not need a lot of instructions.
– Jennifer McCafferty, Title 1 Reading Tutor for Fairview City Schools, Ohio
I appreciate that Collaborative Classroom has a variety of ways to meet the needs of teachers as learners, whether they are brand new or very experienced like me. Access to physical teacher materials, the online teacher portal, and knowledgeable Collaborative Classroom staff who provide ongoing face-to-face or Zoom Professional Development is critical to successful implementation.
– Carolyn Helmers, Maddux Elementary School (K–6), Forest Hills School District, Cincinnati, Ohio
Upcoming Events
Mt. Saint Joseph Reading Science Summit (Sponsor & Exhibitor)
Meet Your Partner in Ohio
Nicole Campbell has over 22 years in education as a classroom childcare and school age director, reading specialist and classroom ELA teacher. Nicole has taught collegiate courses in Literacy, Phonics Reading Methods and Early Childhood; published work in The Reading Teacher journal; and presented at national conferences. She holds an M.Ed in Literacy, an Ohio Reading Specialist License, and a B.A. in Elementary Education.
Reach out today to discuss pilot opportunities!
