Alayna Siemonsma is the Section 504 & Dyslexia Services Coordinator for Montgomery ISD in Texas. In this interview, she shares how the district used a TEA Dyslexia Grant Award to purchase SIPPS for dyslexia intervention, their success with the program, and their ongoing partnership with Collaborative Classroom.
Thanks for speaking with us, Alayna!
Tell us a little about yourself, your district, and the students that you serve.
My name is Alayna Siemonsma. I am currently in my 27th year in education, and my greatest passion in education is literacy.
I am the Section 504/Dyslexia Services Coordinator for Montgomery ISD in Texas.
MISD is a small to mid-sized district; we have about 10,000 students across 10 campuses (our 11th is opening in fall of 2024). Our student population is 73 percent white, 18 percent Hispanic, 3 percent African American, and a combined 5 percent are American Indian, Asian, Pacific Islander, or two or more races). About 28 percent of our student population is considered economically disadvantaged.
These statistics portray a broad view of the students in our district, but we provide a wide range of classes and activities for all students.
We welcome, educate, and encourage all students to try their hand at any number of the unique classes and extracurricular activities that Montgomery ISD has to offer. When students attend Montgomery ISD, they receive a well-rounded education strongly supported by the Montgomery community.
What is the most rewarding part of being an educator for you? What do you especially enjoy about your current role as the Section 504 & Dyslexia Services Coordinator?
The best part of being an educator is the relationships you build with your students and their families which enables a team approach to student learning. Once a strong relationship has been established, the student’s opportunities for growth and new learning are open ended.
The best part of being an educator is the relationships you build with your students and their families which enables a team approach to student learning.
As the Section 504/Dyslexia Services Coordinator, I enjoy being able to be a support to my colleagues and families. I take great joy in being able to make a wider scale impact on the quality of our students’ education.
Through the opportunity to research, collaborate, and effectively plan systems, procedures, and supports, I am able to better meet the needs of our students and teachers and improve student achievement.
How did your Montgomery ISD first become interested in SIPPS? Tell us about the TEA Dyslexia Grant Award that funded SIPPS.
Montgomery ISD first became interested in SIPPS through the research I was doing in preparation for the TEA Dyslexia Grant Award in the spring of 2022.
When I was researching different evidence-based programs that were appropriate and effective for students with dyslexia, SIPPS was a program that stood out to me.
Collaborative Classroom shared valuable and pertinent information regarding the components of effective instruction for students with dyslexia. The Orton-Gillingham approach and the SIPPS program were helpful and important in choosing to include SIPPS in the grant.
In addition, as part of the grant, we were able to train over 50 educators in grades K–12, special educators and general educators, in SIPPS. We were able to provide continued training, support, and guidance for two years after the initial training.
We were also able to provide all of the needed materials and the brand new decodable readers to all educators currently using the SIPPS program to provide dyslexia intervention.
How long has your Montgomery ISD been implementing SIPPS as a dyslexia intervention? Tell us a little about the implementation.
We are currently in our second year of SIPPS implementation. We have seen great results with students who are consistently receiving SIPPS instruction at the appropriate level.
As a result, students are growing in knowledge, skills, and confidence, and they are putting it all together to be better readers.
Students are growing in knowledge, skills, and confidence, and they are putting it all together to be better readers.
What were some key ingredients and planning decisions that set you up for success as you launched your implementation?
We were able to plan for and provide many opportunities for training and continued support.
Moreover, it was very important that our educators felt well-trained and supported as they continued to use and grow in their understanding of the program. If they had questions, they had multiple avenues to seek guidance, support, and answers. They could reach out to our Trainer of Teachers, me, colleagues, and our Collaborative Classroom trainer.
I also think creating a multi-faceted plan allowed for our teachers to be able to implement SIPPS with students in a successful way.
Montgomery ISD has now been implementing SIPPS for two years. What are you noticing as your implementation has grown and matured?
We are noticing that our teachers are becoming more comfortable and confident in the program and their teaching, which allows them to begin to hone and refine their teaching practice with regards to SIPPS.
Additionally, they are able to more deeply analyze student data which allows them to make intentional instructional decisions based on the students’ strengths and weaknesses.
As the Section 504/Dyslexia Services Coordinator, what do you appreciate about SIPPS? What do teachers appreciate about it?
I appreciate that SIPPS includes all of the effective instructional components that the International Dyslexia Association (IDA) identifies as meeting the needs of students who struggle with learning to read. It also supports educators to teach these components effectively and efficiently.
SIPPS includes all of the effective instructional components that the International Dyslexia Association identifies as meeting the needs of students who struggle with learning to read.
What have you noticed about students’ learning and engagement? What have teachers noticed?
Our educators and I have seen students be fully and completely engaged in learning how to read, feeling proud of their accomplishment when reading successfully, and growing their confidence as readers.
What can you tell us about how SIPPS professional learning has supported the efforts of you and your teachers?
SIPPS professional learning has provided full and complete support for our educators and me as a district administrator.
Whenever we have a question or need guidance or support, we email or call, and we get an answer from Collaborative Classroom within 24 hours, typically by the end of the work day.
If we need more support, our Collaborative Classroom contacts are happy to provide whatever we need. They truly care about students and the school districts they are working with.
We are so grateful for the partnership between Collaborative Classroom and Montgomery ISD. Our students and educators have benefited greatly.
What thoughts or insights would you share with a district that is considering SIPPS?
I encourage any district interested in SIPPS to first and foremost spend a lot of time on Collaborative Classroom’s website. Dig into the research that is provided, look at the components, and watch videos of the instruction.
I would also encourage them to reach directly out to Collaborative Classroom and let them know you are interested in learning more about SIPPS. They will connect you with a very knowledgeable program expert who can answer any question you may have about SIPPS.
Finally, I also encourage you to reach out to districts like Montgomery ISD who are using the program and talk with them about SIPPS.
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Related:
Dyslexia: What Is It, And Why Are We Hearing So Much About It?