- What are the grade-level expectations for students in the SIPPS program?
- How have the first eleven lessons in SIPPS Beginning been updated?
- Where do I start if I’m adding the SIPPS, Fifth Edition Challenge Vocabulary supplement for students who are already midway through SIPPS Challenge, Third or Fourth Editions?
- What components of SIPPS, Fifth Edition can be purchased separately to enhance the Third and Fourth Editions?
- Are there individual Lesson PDFs available for SIPPS, Fifth Edition as there are for SIPPS Third and Fourth Editions?
- Is the revised, Fifth Edition version of Dreams on Wheels available to Third and Fourth Edition users?
- Where should my students begin SIPPS instruction in the new school year?
- Why do Kindergarten and grade 1 students who require short-vowel decoding instruction place into Beginning Level, but grades 2 and 3 students who need the same instruction place into Extension Level?
- Based on the results of the Placement Assessment, my students placed into more entry points than my teaching schedule can accommodate. How do I handle combining students who place into different entry points?
- How should I group my students for SIPPS instruction?
- What do I do if my students “may not need Challenge level” based on the placement assessment but still need support?
- In the Placement Assessment what do I do when a student passes the decoding portion of a section but not the sight words portion?
- What are some of the rule exceptions when dividing words in SIPPS Challenge?
- My students are able to read words but cannot spell them. Does the SIPPS program offer spelling support?
- When do students shift to “in the head” blending in the SIPPS story routines?
- My students placed into Beginning Lesson 1. Which lesson do I choose—A, B, C, or D?
- How does the “Read-Spell-Read” routine for high-frequency sight words in the SIPPS program support orthographic mapping?
- How should I display my wall cards?
- Why is encoding not assessed in the Mastery Tests?
- My students are struggling with high-frequency sight words in SIPPS, what can I do?
- How should the Trace and Write books be used in SIPPS?
- Why do we assess student accuracy and rate in SIPPS?
- How can I gain student buy-in in middle and high school SIPPS instruction?
- Why is using a choral response important and how can I support it?
- How long does each module take in the SIPPS Educator Certification Course?
- What is a digital badge? What does it mean when I get a digital badge from successfully completing the SIPPS Educator Certification Course?
- I only teach one or two levels of SIPPS in my current position—can I skip the modules about the other levels in the Certification Course?
- If I have SIPPS Third or Fourth Editions, what additional materials should I purchase to fully engage in the SIPPS Educator Certification Course?
- What is the SIPPS Educator Certification Course?
- What is the SIPPS Trainer Certification Course?