In this joint interview we hear from Terilyn Robles, the Director of Teaching and Learning in the Whitewater Unified School District (WUSD), paraprofessional Michelle Marshall, and their Collaborative Coach, Jill Kersh, about the impact that 1:1 personalized, curriculum-specific coaching has had on SIPPS® instruction and student growth.
Thank you so much for speaking with us! Terilyn, as the WUSD Director of Teaching and Learning, please tell us what first led the district to the SIPPS program?
Terilyn Robles: Starting in 2021, the Whitewater Unified School District (WUSD) began a deeper dig into district statistics and academic achievement reports with a critical lens. There was a notable deficit in our reading proficiency. Only 26% of our learners were reading at grade-level proficiency.
To plan for addressing this need, our School Board supported a 3-year plan to consult with SchoolsCubed, educational consultants specializing in literacy, beginning with an initial site visit in the 22–23 school year. During this visit and subsequent analysis of need with SchoolsCubed, we identified consistent Tier 3 intensive intervention as a high priority.
SchoolsCubed recommended SIPPS as a strong resource. We reached out to other Wisconsin districts who had experienced success with SIPPS, and received great reviews.
We jumped into SIPPS then and dedicated ourselves to its district-wide implementation in our elementary schools as our primary Tier 3 instructional resource for literacy.
We jumped into SIPPS then and dedicated ourselves to its district-wide implementation in our elementary schools as our primary Tier 3 instructional resource for literacy.
Michelle, please tell us about your experience learning a new program to support students’ foundational skills.
Michelle Marshall (paraprofessional): When I first heard about SIPPS, I was really nervous. It seemed like a lot of work and a lot of learning. I was overwhelmed with everything that needed to be done. Copies had to be made, I had to learn what I was going to teach, and I had to learn the language.
But after I felt more comfortable with what I was teaching and with the help of Jill Kersh, our Collaborative Coach, I really began to settle down. It’s super easy. “Clear, concise, and consistent”…..that is all I really had to do.
Jill, you are the Collaborative Coach supporting Michelle and other WUSD educators as they implement SIPPS. Could you please tell us how you came to work at Collaborative Classroom?
Jill Kersh: The opportunity to work with educators through Collaborative Coach came after I had been a consultant for Collaborative Classroom for about a year.
I had taught using SIPPS for many years as a reading interventionist. I had been a public school teacher for 29 years in Texas.
The SIPPS program supports readers and educators so well that when I was approached about moving into this role, I jumped at the chance! Working with educators on learning and refining their instruction through SIPPS continues to be such a joy.
Working with educators on learning and refining their instruction through SIPPS continues to be such a joy.
Terilyn, what did you notice about the impact of Collaborative Coach on the educators who were providing SIPPS instruction?
Terilyn: There was hesitation at the start around the idea of filming/recording lessons and instruction and being on camera.
However, after the first feedback cycle, comfort increased as our cohort saw the value of the feedback and how it could hone their implementation of SIPPS and enhance fidelity in practices.
Collaborative Coach provided our teachers and literacy paraprofessionals with a go-to, readily available expert. This was a huge support on a day-to-day basis.
Collaborative Coach provided our teachers and literacy paraprofessionals with a go-to, readily available expert. This was a huge support on a day-to-day basis.
Everything is so busy in a working school. Having an expert to provide targeted support individualized to the unique staff member and their students’ needs is invaluable — especially in a time when response to learners’ literacy needs is urgent.
Terilyn, as a district leader, how did you stay connected to the work?
Terilyn: Collaborative Classroom offered scheduled Leadership Meetings to provide me with an opportunity to remain connected with the practice and structure of Collaborative Coach, and to develop an understanding of the themes and needs being addressed through Coaching.
I loved these Collaborative Coach leadership meetings, as I felt involved and connected to the work so that I could support our staff.
Maintaining all Coach-to-Mentee confidentiality, the team was able to provide district overviews, celebrate successes, and identify areas to continue growing. I loved these Collaborative Coach leadership meetings, as I felt involved and connected to the work so that I could support our staff.
Michelle, how have you grown as an educator through Collaborative Coach?
Michelle: Collaborative Coach has helped me better understand how to keep my reading instruction simple. I was trying to explain things to students but not always knowing the reason behind the English language myself.
Collaborative Coach has made things easier for me to teach and easier for students to learn.
Collaborative Coach has made things easier for me to teach and easier for students to learn. It’s quick, simple language without a lot of lecturing, and concise so students can know what is happening next.
Michelle, how did the activities you completed in Collaborative Coach impact your instruction in SIPPS? What did you learn about yourself as an educator?
Michelle: As I completed the Collaborative Coach activities, I learned that teaching SIPPS really isn’t that difficult. It’s all about routine and repetitive language. “Clear, Concise, and Consistent” are always in my mind now that I’ve completed the Collaborative Coach instruction.
Working with Jill as my coach gave me confidence and security in knowing I was delivering instruction correctly and that our students were learning.
I learned that I’m really not bad! I have to have confidence in myself and know what I am doing is impactful to our students.
Working with Jill as my coach gave me confidence and security in knowing I was delivering instruction correctly and that our students were learning.
Jill, please share about your experience partnering with paraprofessionals like Michelle.
Jill: Every educator is unique and they bring their own experiences into their implementation of SIPPS instruction.
I love that Collaborative Coach is unique. We have the ability to craft activities that fit each educator.
Michelle was fantastically curious and inquisitive during our coaching sessions. She sought out resources and solutions to assist her students as they were refining their skills through the Challenge Level of SIPPS. Michelle and I dove into the materials together, to uncover new systems of support for her instruction and her students’ learning.
Jill, as a Collaborative Coach, how do you support educators asynchronously across the country who are implementing SIPPS?
Jill: The Collaborative Coach platform allows educators to exchange messages and video interactions with their coach at their convenience.
After answering a brief questionnaire, participants work through personalized activities designed to take 30 minutes or less to complete, which guide them through resources and practical experiences.
Collaborative Coach is like being able to “phone a friend” any time when you are seeking support.
By viewing their video responses, I am able to get to know their comfort level with the SIPPS materials and offer feedback that directly impacts their students’ learning. Collaborative Coach is like being able to “phone a friend” any time when you are seeking support.
Terilyn, please share any data trends from your first year of implementation of SIPPS. What are you observing in your young readers?
Terilyn: We are seeing great gains in the early literacy skills of our elementary learners.
At the end of this 23–24 school year, which included one full year of SIPPS implementation as well as the implementation of practices aligned with the science of reading, we moved to over 50% proficient readers across the district. (Remember, our district stats were previously at 26% proficient.)
We are seeing great gains in the early literacy skills of our elementary learners.
Our students well below grade level and below grade level — those receiving SIPPS intervention — are making great progress. Those numbers have decreased from 68.5% below grade-level reading proficiency in the fall to 46.8% in the spring, as measured by DIBELS®.
This is outstanding performance in Year 1. We are so proud of our staff and our students.
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Michelle, from your perspective as an educator, what was the impact of Collaborative Coach on student learning?
Michelle: As soon as I began teaching students the routines, they began to grow. When they would make a mistake, I would stop them. Before I could say the correction, they would mimic the language and correct themselves.
Jill, it sounds like engagement was incredibly high for this group of teachers at Whitewater. How did you continue to motivate them to engage across the coaching cycle?
Jill: This group of WUSD educators was so responsive and engaged! I strive to keep each individual’s situation in mind and anticipate the type of support or interaction they may seek. The time they invest in continuing to learn and grow has to be valued and acknowledged.
I want them to feel as though they are just having a conversation with a colleague they trust.
I find that sending positive quotes, tips, and timely responses to their submissions facilitates our communication. I want them to feel as though they are just having a conversation with a colleague they trust.
Growing with them through the experience is always my goal!
Related Reading:
Interventionist Vikki DeLoach and Principal Elizabeth Rivera on the Power of Collaborative Coach