The Kansas State Department of Education recently approved SIPPS as an evidence-based reading program eligible for state funding to serve at-risk students.
We spoke with educators from Clearwater Public Schools to learn how they use SIPPS and a “Walk to Read” model to help striving readers master foundational skills. We also hear from a Clearwater 3rd grade student!
Casey Peine, Director of Teaching and Learning
Tell us a little about yourself, Clearwater, and the students that you serve.
I have had the privilege of serving as the Director of Teaching and Learning at Clearwater Public Schools for the past five years, bringing 18 years of experience in education.
I began my career as a teacher for students who receive special education services, where I first implemented the SIPPS Challenge program during intervention time at an elementary school.
This experience was transformative in my teaching career! I saw remarkable success with students—those receiving special education services and those who were not—exiting interventions due to their improved reading accuracy and fluency.
It was a pivotal moment in my career and opened my eyes to the power of a systematic, evidence-based approach to teaching reading.
It was a pivotal moment in my career and opened my eyes to the power of a systematic, evidence-based approach to teaching reading. This sparked my passion for MTSS and prevention, leading me to become a district-level coach and eventually a state-wide MTSS trainer.
My driving mission is to ensure that we deliver high-quality, evidence-based instruction because reading not only opens the door to academic achievement but also shapes students’ futures by providing them with the skills needed for meaningful careers and lifelong learning.
Our rural community sits in south-central Kansas and has a population of approximately 2,600 people. We have three school sites with a student population of 1,100. Clearwater, KS students come from a close-knit community where education and community are highly valued. Our district educates students from both rural and suburban areas, with the majority being from agricultural or working-class backgrounds. Last year, 35 percent of our students qualified for free or reduced lunches which is about 13 percent below the state average.
What is the most rewarding part of being an educator for you?
The most rewarding part of being an educator is seeing the impact of our work on students’ learning and well-being.
It’s incredibly fulfilling when students gain confidence, overcome challenges, and reach their potential. Knowing that I’ve played a small part in shaping their futures is what drives me every day.
It’s incredibly fulfilling when students gain confidence, overcome challenges, and reach their potential.
What did foundational skills instruction look like at your school before implementing SIPPS? How did you and your team first become interested in SIPPS?
Foundational skills instruction at our elementary school used to be more traditional with an emphasis on isolated phonics and word recognition activities, often providing only a few opportunities for students to practice the skill.
Despite our efforts, we noticed that students weren’t always achieving the reading fluency gains we expected several years ago.
In response, our teachers have been remarkable in experimenting with new evidence-based strategies, collaborating in PLCs regarding data and practices, and keeping student learning at the forefront of our conversations and efforts.
Over the past several years, our elementary (PreK–3) teachers have truly committed to deepening their understanding of structured literacy. All are either fully trained or are in the process of being trained in LETRS.
Additionally, many of our other buildings, fourth grade and up, have embraced the training and engaged in LETRS as well. This has established a shared and consistent language across our district and a clear understanding of why we teach the way we do.
This will be your third year using SIPPS. What have you noticed as your implementation has grown and matured?
Students are mastering foundational reading skills more quickly and confidently. The structured approach of SIPPS has made it easier and more efficient to identify gaps and address them immediately.
Students are mastering foundational reading skills more quickly and confidently.
Overall, the growth in implementation has led to more fluid and responsive instruction. Teachers feel more confident and our students are reaping the benefits of the skills teachers bring to their classrooms.
We see learning benefits for both students and educators! I often remind my staff that adult learning is the foundation for student learning.
Please describe your “Walk to Read” model for intervention. What is WIN time? How does this approach to intervention help students and support teachers?
Our district provides 25–30 minutes daily WIN (What I Need) time for all students in grades K–8.
During this period, students receive support or enrichment based on various data points including universal screenings, state assessment scores, and common assessments. Students who show inaccuracy on an oral reading fluency benchmark or have fluency rates significantly slower than their peers may be considered for SIPPS.
We use a “walk to intervention” model, where students identified for intervention leave their homeroom to receive targeted instruction in another location during WIN.
We use a “walk to intervention” model, where students identified for intervention leave their homeroom to receive targeted instruction in another location during WIN. This model offers flexibility, allowing us to seamlessly regroup students based on their progressing skills.
As a result, students can move quickly through necessary skills, and teachers can concentrate on one specific skill during WIN time.
What have you noticed about students’ learning and engagement with SIPPS?
We have had some amazing success stories with students who were provided SIPPS as an intervention.
One example is from the Fall of 2021 when we welcomed a fourth grader to our intermediate school who was reading only 13 words per minute.
We were stunned, especially since this student had performed well on adaptive broad reading assessments. After a semester with little growth on the winter benchmark, I proposed trying SIPPS as an intervention for the spring semester.
The results were remarkable! This student progressed steadily with continued intervention and SIPPS, finishing sixth grade reading 119 words per minute.
The results were remarkable! This student progressed steadily with continued intervention and SIPPS, finishing sixth grade reading 119 words per minute.
This student’s journey is a powerful reminder to our staff of the importance of persistence with older striving readers. Thanks to their perseverance, this student’s life has been transformed—they have gone from being essentially a nonreader to becoming a confident reader!
What thoughts or insights would you share with a school/district considering SIPPS for their at-risk learners?
SIPPS is grounded in research, which makes it a great choice for schools looking for proven methods to improve literacy outcomes.
Reading is a source of frustration for many of our at-risk students. The structure and consistent approach of SIPPS promotes confidence as students experience success in mastering skills.
My advice would be to commit to ongoing professional development and ensure teachers are well-trained in program methods. Training not only benefits teachers’ implementation but also provides them with tools and knowledge in the science of reading.
Reading is a source of frustration for many of our at-risk students. The structure and consistent approach of SIPPS promotes confidence as students experience success in mastering skills.
Can you talk about your science of reading journey as a district? How have your teachers made the transition?
Our district’s journey with the science of reading has been transformational. Our teachers initially utilized balanced literacy practices, including leveling students.
However, through comprehensive LETRS professional development, they’ve gained an understanding of the science behind reading and structured literacy.
We currently use SIPPS for Tier 3 and some Tier 2 students during our intervention periods to support those who need the most intensive intervention. This targeted approach ensures that we are meeting the specific needs of our students, helping them to build strong foundational reading skills.
What positive impact do you think the Blueprint for Literacy will have on your campus and other districts across Kansas?
Kansas is making great strides in transforming literacy education across the state.
The Kansas State Department of Education and the Kansas Board of Education have launched multiple initiatives and requirements aimed at improving how educators teach reading, emphasizing the science of reading.
As a Kansan and educator, I am proud to see our state prioritize literacy. We are on the right track, and it feels amazing to be a part of this movement.
The newly developed Literacy Leader Cadre is aimed at expanding LETRS trainers in districts. The new licensure requirements for elementary teachers to obtain the Kansas Seal of Literacy through testing or training will ensure we are best equipped to teach reading across the state.
As a Kansan and educator, I am proud to see our state prioritize literacy. We are on the right track, and it feels amazing to be a part of this movement.
Jaymee Brady, Instruction Coach
What have you noticed about your students’ learning and engagement with SIPPS? If a particular story from your classroom comes to mind, please share it!
We’ve noticed significant improvements in our students’ learning and engagement since implementing SIPPS. One of the most remarkable changes is how students are applying the skills they’ve learned beyond tiered reading time.
We’ve noticed significant improvements in our students’ learning and engagement since implementing SIPPS.
For example, during a recent independent reading session, a student who typically struggles with decoding encountered a challenging word in a book. Instead of skipping over it or asking for help, the student confidently began breaking the word apart using the strategies we practiced during SIPPS. It was a proud moment to see them apply these skills independently, demonstrating real growth in their reading ability.
Additionally, we’ve seen a marked increase in fluency with decodable passages. Students are not only reading more smoothly but are also able to use these passages as tools to reinforce their decoding skills. This fluency is building their confidence, and they’re now more prepared to tackle new words with strategies they know will work.
SIPPS is giving our students the tools they need to be successful readers, helping them feel more empowered and engaged in their learning.
What do you appreciate about SIPPS?
What I appreciate most about SIPPS is the consistency it provides across all levels of the program. This consistency ensures that our teachers can deliver instruction in a systematic way, which is crucial for supporting reading development.
By having a clear and structured approach, SIPPS helps build a strong foundation for our students, allowing them to progress confidently from one level to the next.
Another key benefit is how well SIPPS complements our Tier 1 instruction. It’s not just an intervention tool; it reinforces and deepens the skills that students are learning in their core reading lessons.
This double dose of targeted support is especially valuable for students who need extra help, ensuring they get the repetition and practice they need to master essential reading skills.
SIPPS has become an integral part of our literacy instruction, providing both consistency and the additional support our students need to succeed.
What advice or insights would you share with an educator who is new to SIPPS?
Here is my advice:
- Start with Fidelity.
- It’s important to implement SIPPS with fidelity, meaning you should stick to the program as it’s designed. This will give you the best sense of how it works and allow you to see its full impact on your students. Once you’re comfortable, you can make small adjustments to better meet your students’ needs.
- Leverage the Repetition.
- SIPPS includes a lot of repetition, which is key for reinforcing learning. Encourage your students to engage fully with the repetitive elements, as they help solidify the skills that are foundational to their reading development.
- Monitor Progress Closely.
- SIPPS provides numerous opportunities to assess student progress. Use these assessments to inform your instruction and make sure students are on track. If you notice a student struggling, the program offers strategies and supports to help you address those challenges.
- Integrate with Tier 1 Instruction.
- One of the strengths of SIPPS is how it supports and reinforces what students are learning in Tier 1 instruction. Look for ways to integrate SIPPS concepts and strategies into your broader literacy teaching to provide students with a cohesive learning experience.
- Be Patient and Persistent.
- Like any new program, there’s a learning curve with SIPPS. Be patient with yourself and your students as you navigate the program. Persistence will pay off as you begin to see your students applying the skills they’ve learned.
By having a clear and structured approach, SIPPS helps build a strong foundation for our students, allowing them to progress confidently from one level to the next.
Erica Rupe, Intervention Teacher
What is the most rewarding part of being an educator for you? What do you especially enjoy about your current role?
The most rewarding part of being a reading intervention teacher is witnessing the moment when a struggling student finally grasps a concept that has been challenging for them.
This breakthrough not only boosts the student’s confidence but also ignites a love for reading that can change their academic success.
I truly enjoy being able to individualize my instruction to meet the needs of my students. I love having the opportunity to form close relationships with my students and celebrate their successes, no matter how small.
What have you noticed about your students’ learning and engagement with SIPPS?
I have noticed that my students are more engaged throughout our SIPPS lessons because the lessons are designed to be interactive and provide immediate feedback.
My students are more engaged throughout our SIPPS lessons because the lessons are designed to be interactive and provide immediate feedback.
The program’s focus on phonemic awareness, phonics, and sight words makes reading feel more accessible and achievable for struggling readers.
What do you appreciate about SIPPS?
The lessons in SIPPS are very explicit. I feel confident in training a variety of teachers and supporting staff to teach SIPPS during our WIN time. The routines and lessons are scripted to be interactive and provide immediate feedback to our learners.
I also appreciate that the program design allows for differentiation so that instruction can be tailored to meet the specific needs of each student.
What advice or insights would you share with an educator who is new to SIPPS?
When implementing SIPPS in your classroom or MTSS, I would encourage you to spend time exploring Collaborative Classroom’s Learning Portal. There you will find a large selection of videos that model each routine.
I would also encourage the use of instructional self-checks and implementation check sheets to ensure fidelity to curriculum implementation.
This will be your third year using SIPPS. What have you noticed as your implementation has grown and matured?
We are constantly refining our SIPPS instruction to ensure we are implementing the routines with fidelity.
This year, we have added several additional SIPPS groups. We are starting the year with 14 different SIPPS groups during our WIN time.
I am hopeful that through effective instruction, consistent practice, and a supportive learning environment, we will see great growth in our students’ reading accuracy and fluency.
Kirby Woods, Intervention Teacher
What is the most rewarding part of being an educator for you? What do you especially enjoy about your current role?
One of the most rewarding aspects of being an educator is witnessing those “aha” moments when students grasp concepts they’ve been struggling with.
It’s incredibly fulfilling to see the progress they make over time, knowing that you’ve played a role in their growth.
Working closely with small groups allows me to make a direct and meaningful difference in each student’s learning journey. Being able to tailor interventions to their specific needs can lead to those breakthrough moments that are so rewarding.
What have you noticed about your students’ learning and engagement with SIPPS?
Those students who may have struggled with traditional reading instruction methods often respond well to the explicit and systematic nature of SIPPS.
The clear progression and repetition help reinforce their learning. The program’s ability to differentiate instruction allows students at various levels to receive the support they need, which improves their engagement.
One story that stands out involves a student who came into my classroom with significant reading difficulties and a noticeable lack of engagement and focus. We started using SIPPS, and he was placed in the Beginning Level. At first, progress was slow, but the repetitive and systematic approach started to click with him and his engagement improved.
From that point on his confidence grew and he remained engaged in the daily lessons. Seeing his progress reinforced the power of systematic instruction like SIPPS.
What do you appreciate about SIPPS?
The overall combination of structure, flexibility, and focus on foundational skills makes SIPPS a valuable resource for helping students become confident, proficient readers.
This will be your third year using SIPPS. What have you noticed as your implementation has grown and matured?
Among our teachers, we’ve noticed a deeper understanding of the curriculum and improved comfort with the pacing and timing.
Additionally, we see increased confidence in using the assessments to adjust and adapt for all of our student’s needs.
A Third-Grade Student at Clearwater Elementary
What is your favorite book? What makes it your favorite?
I like Henry and Mudge books because the adventures that they go on are so entertaining.
What is one of your favorite things about WIN time?
I like that we do the same thing each day. I don’t have to guess what is next.
How have you improved as a reader since you started going to WIN time? Can you share a specific example of something you’ve learned?
I have learned that when I sound out words I can finger-stretch them to hear all the sounds. This helps me spell words I am unsure of.
During Challenge the prefixes and suffixes are helping me read and understand bigger words. I know how to break words apart by looking for the sight syllables.
How would you encourage others to make the most of their WIN “Walk to Read” time?
I would tell kids to sound out words they do not know. I would also tell them to finger-stretch words if they are unsure of how to spell them. It takes a lot of practice to learn to read and spell so just practice hard every day.
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Related Resources
Learn why Kansas approved SIPPS.
Blog: Systematic, Explicit Literacy Instruction Aligned with LETRS: The Case for SIPPS
On-Demand Webinar: A “Walk to Read” Case Study: Breaking Free of Whole-Class Foundational Skills Instruction
Interview: How Peres School Is Transforming Reading with SIPPS