- 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?
- Why are there multiple lists of words in SIPPS? Which list do I use?
- What if I can’t finish a SIPPS lesson in 30 minutes?
- What do I do when my students finish a SIPPS level? Do I move up to the next level or reassess?
- My students in SIPPS Beginning Level are reading so slowly—is this normal?
- My students are struggling to blend words in SIPPS. What should I do?
- Is there a form that assists in keeping track of what my students have mastered and what they still need to work on in the SIPPS program?
- How does the SIPPS program support English Learners (ELs)?
- Our grade level has another set of high frequency sight words that we use. If we’re using the SIPPS program as an intervention, do we use both lists, one list, or a blend of both?
- Can I pick and choose which lessons from the SIPPS program I want to teach? Can I change the order of the lessons?
- What if one student in my group doesn’t “pass” a SIPPS Mastery Test, but everyone else does?
- What is the expected outcome for students on Mastery Tests in the SIPPS program?
Assessment and Decision Making
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