How can SIPPS be used as both foundational skills instruction and intervention?
The design of SIPPS supports Tiers 1, 2, and 3 in the Response-to-Intervention/Multi-Tier System of Supports (RtI/MTSS) model. The SIPPS placement test places students within the SIPPS program at their instructional point of need. Students may place at, above, or below grade-level expectations. The SIPPS mastery tests provide ongoing progress monitoring to demonstrate student growth as well as provide data to support instructional decision-making. SIPPS was designed as a foundational skills program to be taught to a whole class broken into small groups. The thorough, efficient systematic instruction of SIPPS, along with the progress monitoring and opportunities for reteaching, also makes SIPPS appropriate for students requiring intervention at the foundational skill level.
Note that SIPPS may not be the appropriate intervention for some students who struggle with reading. Students may already have the foundational skills taught in the SIPPS program and need a different type of reading intervention instead. You should always administer the placement assessment before starting the SIPPS program, not only to determine where to place students within the program but also to determine when SIPPS is not needed for students (as indicated by passing all of the sections of the SIPPS placement assessment).