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Stockton Unified presents SIPs early-literacy results; district sites show measurable gains
Summary
District leaders told trustees that systematic instruction (SIPs) and the Early Literacy Support Block grant produced measurable growth in K–3 reading indicators; presenters said participating sites and cohorts showed average gains and outlined plans to expand SIPs to tier‑1 instruction next year.
Casey Clappenback, Stockton Unified’s early-literacy lead, told the board that the district has substantially expanded use of SIPs (systematic instruction for phonological awareness, phonics and sight words) and is using it as a key performance indicator to monitor student growth.
“SIPs allows us to know which lessons our students should be on and where they should be at the end of each grade level,” Clappenback said, summarizing the program’s scope and sequence and how sites are using data to place and accelerate instruction. He reported the district added roughly 1,500 more student records into the…
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