- 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?
- Should a student in grades 4–12 ever be placed into SIPPS Beginning level or SIPPS Extension level?
- Where should students be placed in summer SIPPS instruction?
- Do I have to begin with Section A of the SIPPS Placement Assessment or can I begin with a more sophisticated section based on what I know about my students?
- What Placement Assessment should I use for my older students in the SIPPS program?
- How do I know where to start instruction in the SIPPS program?
Placement Assessment
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