1. SIOPSheltered Instruction ObservationProtocol Professional DevelopmentAugust 2011

2. In the Supreme Court decision,Lau v Nichols, 414 U.S. 563 it isstated:There is no equality of treatmentmerely by providing students withthe same facilities, textbooks,teachers, and curriculum forstudents who do not understandEnglish are effectively foreclosedfrom any meaningful education. 3. Where inability to speak and understandthe English language excludes nationalorigin minority groups from effectiveparticipation in the educational programsoffered by a school district, the district musttake affirmative steps to rectify thelanguage deficiency in order to open itsinstructional program to these students. 4. Why is this important? The Supreme Court decision in the cases of Lau v Nichols isthe most significant legal statement on the educationalrights of limited English speaking students in the UnitedStates. Receiving unanimous support, the Lau Decision hasserved as a cornerstone nationwide for the development ofbilingual education and other special education services toallow the countrys linguistically different children an equalaccess to quality education. This will be monitored by state and federal programsthrough site visits as well as data collection fromassessments and evaluation tools. 5. Objectives of this PD Content objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why. 6. Who Are the ELLs? ELLs (English Language Learners) are those students who are not yetproficient in English and who require instructional support to besuccessful in their classes LEP or Limited English Proficient students are a special subset of ELLswho have not yet achieved proficiency as measured by the EnglishLanguage Proficiency Assessment (ELPA) FLEP or Formerly Limited English Proficient students are those whohave achieved proficiency or advanced proficiency on the ELPA andwill be monitored for two years 7. Godwin Heights Statistics:2010 Census: 8. How Are the ELLs Doing inSchools? The average NAEP (National Assessment of EducationalProgress) scores of ELL have improved more steadily thanthose of all other students between mid 1990 and 2005 ELLs in 4th grade increased their scores by 13%, comparedto 5%, all students 8th grade ELLs increased their scores by 7%, while there wasno increase for general population 9. The Gap The gap widens for ELLs in higher grades Only 8% of U.S. teens are foreign born, yet they account for25% of teen dropouts 8th grade ELLs scores are less than half those of English-speaking peers on tests of reading and mathematics Students from households which speak a language otherthan English at home lag 20 points behind in high schoolcompletion rates Source: National Clearinghouse for English Language Acquisition Report--2008 10. The ChallengeGodwin results: MEAP, MMEDemographics comparisons 11. ACT ScoresDemographicsReading Math Science English All AreasAll Students 26%19% 10% 36%8%African American4%13%0% 13%0%Hispanic 23%15%4% 31%0%White34%20% 17% 46%12% 2011 ACT Scores Percentage of Students who are College Ready Benchmark Scores: English =18, Math = 22, , Reading =21, Science = 24 12. MME ScoresDemographicsReadingMath ScienceWritingAll Students 49% 37% 48%29%African American 31% 14% 24%14%Hispanic 42% 27% 42%12%Caucasian65% 55% 69%47% Percentage of Students receiving a level 1 and 2 (Proficient) 13. Common Core State Standards The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. 14. Common Core State Standards(continued)To help ELLs meet high academic standards in language arts it is essentialthat they have access to: Teachers and personnel at the school and district levels who are wellprepared and qualified to support ELLs while taking advantage of themany strengths and skills they bring to the classroom; Literacy-rich school environments where students are immersed in avariety of language experiences; Instruction that develops foundational skills in English and enablesELLs to participate fully in grade-level coursework; 15. Common Core State Standards(continued) Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specificpedagogical techniques and additional resources); Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; Ongoing assessment and feedback to guide learning; and Speakers of English who know the language well enough to provide ELLs with models and support. (Application of Common Core State Standards for English Language Learners) 16. Common Core State StandardsWhat Is Not Covered by the StandardsThe Standards set grade-specific standards but do not define the interventionmethods or materials necessary to support students who are well below or wellabove grade-level expectations.It is also beyond the scope of the Standards to define the full rangeof supports appropriate for English language learners and for studentswith special needs. At the same time, all students must have theopportunity to learn and meet the same high standards if they are toaccess the knowledge and skills necessary in their posthigh school lives. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects 17. Factors Affecting SecondLanguage Acquisition Motivation First language development Language distance and attitude Access to the language Age Personality and learning style Peers and role models Quality of instruction Cultural background 18. Factors Affecting SecondLanguage Acquisition (continued) Billy Which factor(s) affecting second language acquisitionis/are illustrated in this video clip? Possible answers: Language distance, age, cultural background 19. Cummins Model of AcademicLanguage BICS (Basic Interpersonal Communication Skills) CALP (Cognitive Academic Language Proficiency) Bob 20. Cummins Model of AcademicLanguage Cognitively UndemandingA.C.Art, music, PE Telephone conversationsFollowing simple directionsNote on refrigeratorFace-to-face conversations Written directionsContext Embedded Context ReducedD.B.Reading a textbookDemonstrationsExplanation of new abstractA-V assisted lessonconceptsScience experimentsLecture with few illustrationsSocial studies projectsMath concepts & application Cognitively Demanding 21. Cummins Quadrant Activity Where in Cummins quadrant? Answer: Quadrant C: Cognitively undemanding, context reduced 22. Cummins Quadrant Activity Collaboratively, place each task in the applicablequadrant. Compare with the answer sheet. Discuss with your group. Questions? 23. Sheltered Instruction (SI)In sheltered instruction, ELLsparticipate in specific content courses withgrade-level objectives (e.g. sheltered life-science, sheltered U.S. history) that aredelivered through modified instruction tomake the content more comprehensible tothe students.In Krashens words... 24. What Is SIOP? A research-based and validated instructional modelthat has proven effective in addressing the academicneeds of English learners throughout the UnitedStates. A protocol developed by Jana Echevarria and DeborahShort in 1996 A lesson planning and delivery system for shelteredinstruction An observation instrument 25. SIOP Components 1. Preparation 2. Building Background 3. Comprehensible Input 4.Strategies 5. Interaction 6.Practice/Application 7. Lesson Delivery 8.Review/Assessment On-line resources: http://www.misd.net/bilingual/ELL.pdf 26. SIOP ComponentsPreparation: Content objectives Language objectives Content concepts Supplementary materials Adaptation of content Meaningful activities 27. SIOP ComponentsBuilding Background: Concepts explicitly linked to students backgroundexperiences Links explicitly made between past learning and newconcepts Key vocabulary emphasized 28. SIOP ComponentsComprehensible Input: Speech appropriate for students proficiency level Clear explanation of academic tasks A variety of techniques used to make the content conceptsclear 29. SIOP ComponentsStrategies: Ample opportunities provided for students to uselearning strategies Scaffolding techniques A variety of questions or tasks that promotehigher-order thinking skills 30. SIOP ComponentsInteraction Frequent opportunities for interaction and discussion Grouping configurations support language and contentobjectives of the lesson Sufficient wait time for student responses Ample opportunities for students to clarify key concepts inL1 31. SIOP ComponentsPractice/Application Hands-on materials and/or manipulatives Activities provided for students to apply content andlanguage knowledge in the classroom Activities integrate all language skills(i.e., reading, writing, listening, and speaking) 32. SIOP ComponentsLesson Delivery Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged approximately 90% to 100% of the period Pacing of the lesson appropriate to students ability level 33. SIOP ComponentsReview/Assessment Comprehensive review of key vocabulary Comprehensive review of key concepts Regular feedback provided Assessment of student comprehension and learning of alllesson objectives throughout the lesson 34. Comments In your group discuss the benefits of the SIOP model and identify the two most important components in the context of your classroom and explain why. 35. Objectives of this PD Content objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why. 36. Resources Making Content Comprehensible for English Learners: The SIOPModel by Jana Echevarria, MaryEllen Vogt, Deborah Short. Pearson,2008 99 Ideas and Activities for Teaching English Learners with the SIOPModel by MaryEllen Vogt and Jana Echevarria. Pearson, 2008 http://www.siopinstitute.net/classroom.html 37. Thank you! Leave them laughing...