ENL (English as a New Language) middle school teacher Desiree Torres received SIPPS as part of the Collaborative Classroom Teacher Scholarship Program.
In this interview, she shares how using SIPPS with her Bronx middle schooler students has increased their success and confidence as readers.
Tell us a little about yourself, your school and district, and the students that you serve.
I am currently an ENL teacher and 6th Grade Team Lead at Dr. Richard Izquierdo Health and Science Charter School in the Bronx, where I provide language acquisition services to middle school scholars.
I have taught for 24 years, earned a B.A. in Writing from the University of Tampa and an M.S. in Teaching Literacy from Mercy College.
I am NYS certified in Teaching Literacy Grades B–6 and 5–12, FL certified in Reading, Exceptional Education, and Reading Endorsed.
I am an avid lover of music, poetry, and photography.
What is the most rewarding part of being an educator for you? What do you especially enjoy about your current role as an ENL (English as a New Language) teacher?
The most rewarding part about being an educator is seeing growth and confidence. Scholars enter sixth grade with fresh faces and a few friends. They grow taller, switch hairstyles, stop and start school crushes … the list goes on.
What I enjoy most about my current role as an ENL teacher is the positive shift in my students’ confidence level.
What I enjoy most about my current role as an ENL teacher is the positive shift in my students’ confidence level.
Middle schoolers in need of MTSS start off doubtful and fearful of reading—almost as if they expect to feel let down by the experience. Knowing that I will witness their confidence growing is always exciting!
Within the first five SIPPS lessons, I see a slight shift. They lower their guards and begin trusting in the work we do. They know that they are in a safe space, that all questions are good ones, and that no one is ever singled out.
They are also given the tools needed to read, write and understand text that’s tailored to their specific abilities. The boost to their self-esteem when we conference about their exam results is priceless.
Each and every student improves with the SIPPS program. How much growth they make varies on where they are when we first begin, but there is ALWAYS growth.
Each and every student improves with the SIPPS program.
It is extremely rewarding to hear from my students’ classroom teachers that they are raising their hands to volunteer to read. It validates the work I do, and makes each moment of teaching absolutely worth it.
How long have you been implementing SIPPS?
I have been implementing SIPPS for five years.
What do you appreciate about SIPPS?
SIPPS is a “one-stop shop” of a program for me.
It has every component necessary for success. It can be used with various ages, grades, and across reading levels.
It targets all facets of literacy: decoding strategies, vocabulary and background building, phonological awareness, syllabication, text that ties in the sight words and sounds being introduced, comprehension questions, visuals, multisensory techniques … you name it, SIPPS has it.
SIPPS is a “one-stop shop” of a program for me. It has every component necessary for success. It can be used with various ages, grades, and across reading levels… After over two decades of teaching literacy, I love that I don’t have to search for supplements.
After over two decades of teaching literacy, I love that I don’t have to search for supplements.
What have you noticed about your students’ learning and engagement? If a particular story from your classroom comes to mind, please share it!
I used the SIPPS Challenge program one year with a scholar who was new to the United States and learning English.
He placed at the Plus level of the program and simultaneously learned language acquisition skills and reading strategies.
I was astounded at how fast he began to develop fluency. By the end of the year, he was able to read multisyllabic words with ease, and even began teaching his younger sister English!
His family was grateful, and I could not have been prouder.
How has SIPPS affected or changed your own teaching and learning?
SIPPS has given me the gift of time and success. Before this program, I had to scour the internet, create my own materials (or browse Teachers Pay Teachers), photocopy resources, and work weekends to craft lesson plans from scratch.
SIPPS lessons include every component that’s needed. The script is clear and concise and unfolds in a progression that makes sense.
No extra time or money is required. I am able to practice self-care on weekends and hit the ground running Monday morning.
SIPPS has given me the gift of time and success.
What advice or insights would you share with an educator who is new to SIPPS?
Trust the process, organize your materials, and use the program with fidelity. Time and pace yourself to ensure you complete each lesson component every session. This is not a program where you can “wing it” or skip parts.
Lastly, separate your materials in a way that makes sense for you. I use Storex-type book bins for each group. They contain the day’s lesson script, sound cards, sight word cards, a dry erase marker, board and eraser, pre-cut guided spelling pages, and folders for each child. Folders include: a spelling-sound chart and sight word dictionary.
Each session, I pull out my book bin, hand kids their folders, and ask them to review the sound chart and sight words before the lesson. Everything I need is contained, so each following lesson only takes about five minutes to prepare once you have it down.
Stick with it, follow the program exactly as written, and you will experience amazing results!
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Related
Learn more about SIPPS.
Hear from other New York literacy educators: Empowering Multilingual Learners with SIPPS: An Interview with Jillian Disidore, ENL Teacher
Read our interview with Vivett Dukes, Manager of Educational Partnerships, New York