RICHMOND, Va., April 30,
2024 /PRNewswire/ -- The Virginia Department of
Education, in collaboration with the Virginia Literacy
Partnerships, has approved two Collaborative Classroom programs,
SIPPS and Being a Reader Small-Group Reading
Sets. Both programs meet the requirements of the Virginia
Literacy Act and appear on Virginia's Recommended Instruction Program
Guide.
Approved under Intervention for grades K–5, the SIPPS
curriculum is a research-based intervention program for grades K–12
that provides a structured literacy approach to foundational skills
through explicit instructional routines. In Summer 2024,
SIPPS will be submitted to Virginia for approved use in grades 6–8.
Approved under Supplemental, the Being a Reader Small-Group
Reading Sets program for grades K–2 is designed to supplement
any whole-class reading curriculum. It provides targeted,
differentiated reading instruction for building and practicing
phonics and foundational skills, improving language comprehension,
and developing independent thinking.
For schools using Being a Reader Small-Group Reading Sets
to supplement core instruction, SIPPS provides an aligned
Tier II or Tier III intervention. Using both programs together
ensures that all students master foundational reading skills and
provides students who need additional intervention with seamless
support through an aligned scope and sequence, common routines, and
a similar lesson structure.
"We are excited that Virginia
has approved SIPPS and Being a Reader Small-Group Reading
Sets for its Recommended Instruction Program Guide," said the
CEO and President of Collaborative Classroom, Kelly Stuart. "Divisions throughout Virginia have embraced these evidence-based
programs, fostering the growth of their students as proficient and
self-assured readers. We are committed to providing unwavering
support to literacy educators in Virginia."
Collaborative Classroom's Manager of Educational Partnerships
Barbara Patterson Oden supports Virginia schools. "In the last ten years,
approximately 25 percent of Virginia's school divisions have chosen to
adopt SIPPS as their preferred literacy intervention method.
A significant number of these divisions have integrated
SIPPS as the primary tool for enhancing foundational skills
throughout their entire division," Patterson Oden said. "Additionally, they have
committed to providing science of reading professional development
opportunities, contributing to the growth of highly skilled reading
educators across Virginia."
About Being a Reader Small-Group Reading (K–2)
An
easy-to-use supplement to any whole-class reading program, Being a
Reader Small-Group Reading Sets for grades K–2 meets students
where they are instructionally.
The program provides targeted, differentiated reading
instruction for building and practicing phonics and foundational
skills, improving language comprehension, and developing
independent thinking.
About SIPPS (K–12)
SIPPS is a
research-based intervention program designed to support K–12
students in developing foundational literacy skills. With its
structured instructional routines, SIPPS provides educators
with the tools they need to deliver effective intervention and
accelerate student growth in reading. Learn why so many states,
including Virginia, are
recommending SIPPS.
Aligned for Maximum Impact: SIPPS + Being a Reader
Small-Group Reading Sets
Using both programs together:
- Ensures that all students master foundational reading
skills
- Provides students who need additional intervention with
seamless support through an aligned scope and sequence, common
routines, and a similar lesson structure
Learn more about Virginia's
approval of both
programs:
https://www.collaborativeclassroom.org/virginia-literacy-act-recommended-programs/
About Collaborative Classroom
Collaborative Classroom is a mission-driven, nonprofit
organization committed to ensuring that all students become
readers, writers, and thinkers who learn from, care for, and
respect one another.
Collaborative Classroom's evidence-based programs help children
develop as proficient readers and writers, appreciate the ideas and
opinions of others, learn to agree and disagree respectfully, think
critically about big ideas, and become responsible citizens of the
world.
Our commitment to continuous, embedded professional learning
empowers educators to grow their teaching practices, build school
community, and create the conditions for authentic,
student-centered learning.
Since the organization's founding in 1980, our work has reached
more than 8 million students and 328,000 teachers in classrooms
across the country, developing fluent readers and skilled writers,
supporting instructional equity, transforming discipline practices,
and bolstering student and teacher engagement. Learn more at
collaborativeclassroom.org/.
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SOURCE Collaborative Classroom