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EXECUTIVE SUMMARY
Purpose of Report: To provide the School Board with information on new reading
interventions to support reading achievement at the elementary level.
As part of the District’s strategic plan to provide rigorous, effective, and engaging
curriculum and instruction for all students to emphasize growth and reduce the
achievement gap, with special focus on literacy, the District will implement the
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words, (SIPPS)
Reading Intervention program at four elementary schools. Schools were selected based
on evidence of students who are reading below grade level as identified by the spring
2018 NWEA results (Cleveland, Garfield, Hawthorne, and Terry Redlin).
To ensure that all students develop the foundational skills critical to reading
success, SIPPS provides assessments to determine the specific skills students are
missing, as well as the explicit lessons the students need to fill skill gaps.
Grounded in change, the SIPPS Reading Intervention program also recognizes
to be effectively implemented, teachers must have a solid understanding of the
foundational skills of reading. The program includes a highly skilled full-time Literacy
Teacher on Special Assignment (TOSA) to help provide additional support to both new
and veteran teachers to help them confidently teach these foundational skills to
students.
Priority Statement 1: SFSD will provide rigorous, effective, and engaging curriculum
and instruction for all students to emphasize growth and reduce the achievement gap,
with special focus on the following areas:
a.) Literacy, particularly in early years, to build a strong foundation for academic
success across all grades;
b.) Maximizing time on instruction and learning;
c.) Differentiated and engaging pathways;
d.) Equitable access to highly effective programs;
e.) College readiness and/or career preparedness;
f.) Holding all schools to high expectations for students’ social and emotional
growth and development.
Strategic Initiative:
1.3.1 Implementation of Literacy Teacher on Special Assignment (TOSA) and
Systematic Instruction in Phonological Awareness, Phonics, and Sight Words (SIPPS)
curriculum and teachers to support struggling readers’ interventions.
1.5.1 Study of full-time elementary instructional coaches vs. part-time instructional
coaches
Explanation: The Sioux Falls School District (SFSD) is committed to finding creative
and innovative ways to improve literacy instruction and reduce the achievement gap by
maximizing time for instruction for struggling readers. To ensure that all students
develop the foundational skills critical to reading success, the District will implement the
SIPPS reading intervention in 2018-19. The implementation of the SIPPS reading
intervention will be grounded in the theory of change, which requires that actions taken
to achieve the long-term goal (all students reading on grade level by the end of third
grade) are carefully measured and monitored for effectiveness so that effective actions
are adopted, partially effective actions are adapted, and ineffective actions are
abandoned.
The SIPPS reading intervention includes the Best Practices for Effective Reading
Programs established by the National Reading Panel, What Works Clearing House and
the District Management Group Research Team:
Data collected through the NWEA MAP Growth assessment shows that, while many
students are able to make expected progress with Collaborative Classroom’s Being
Reader sets, a significant number of students need additional explicit instruction to learn
to decode. The SIPPS reading intervention will use Collaborative Classroom’s
intervention tool, Systematic Instruction in Phonological Awareness, Phonics, and Sight
Words, (SIPPS). SIPPS provides assessments to determine the specific skills students
are missing as well as the explicit lessons the students need to fill skill gaps.
In order for the SIPPS lessons to be effectively implemented, teachers must have a
solid understanding of the foundational skills of reading. Over the past several years
through our work with the South Dakota Literacy Grant and the Collaborative Classroom
implementation, we have discovered that we have both new and veteran teachers who
have limited knowledge of the specific foundational skill development necessary for
students to make the progress necessary to read on grade level. While our Instructional
Coaches are highly skilled and able to support teachers in all areas, they also need
additional support from a highly skilled person in the area of literacy to confidently teach
these foundational skills. To ensure teachers and coaches build this essential
understanding, the SIPPS reading intervention model includes a full-time Literacy
Teacher on Special Assignment (TOSA).
SIPPS Curriculum
The SIPPS curriculum will provide instructional resources to support explicitly
teaching foundational skills and connect remediation and intervention at four
elementary schools with the highest percentage of students reading below grade
level as identified by the spring 2018 NWEA results (Cleveland, Garfield,
Hawthorne, and Terry Redlin).
Costs: $299,626
Literacy TOSA, Instructional Coaches, and SIPPS Teachers $256,626
SIPPS Curriculum $41,000