The design of SIPPS supports Tiers 1, 2, and 3 in the Response-to-Intervention/Multi-Tier System of Supports (RTI/MTSS) model. The Placement Assessment places students in the SIPPS program at their instructional points of need. Students may place at, above, or below grade-level expectations. The SIPPS Mastery Tests provide ongoing progress monitoring. They demonstrate student growth and provide data to support instructional decision-making. While SIPPS was designed as an intervention program, it can be used as a foundational skills program taught to a whole class broken into small groups. The thorough, efficient, systematic instruction, along with the progress monitoring and opportunities for reteaching, make SIPPS appropriate for students requiring intervention at the foundational skill level.
Note that SIPPS may not be the appropriate intervention for all students who struggle with reading. Students who struggle may have the foundational skills knowledge taught in the SIPPS program and require a different type of reading intervention. Administering the Placement Assessment before starting SIPPS instruction will identify students who have mastered the foundational skills. In this case, consult with your reading specialist on an alternative intervention.