SIOP Sheltered Instruction Observation Protocol Professional Development August 2011

1. SIOP Sheltered Instruction Observation Protocol Professional Development August 2011

2. In the Supreme Court decision, Lau v Nichols, 414 U.S. 563 it is stated: “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum – for students who do not understand English are effectively foreclosed from any meaningful education.”

3. “ Where inability to speak and understand the English language excludes national origin minority groups from effective participation in the educational programs offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

4. Why is this important? • The Supreme Court decision in the cases of Lau v Nichols is the most significant legal statement on the educational rights of limited English speaking students in the United States. Receiving unanimous support, the Lau Decision has served as a cornerstone nationwide for the development of bilingual education and other special education services to allow the country’s linguistically different children an equal access to quality education. • This will be monitored by state and federal programs through site visits as well as data collection from assessments 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 yet proficient in English and who require instructional support to be successful in their classes • LEP or Limited English Proficient students are a special subset of ELLs who have not yet achieved proficiency as measured by the English Language Proficiency Assessment (ELPA) • FLEP or Formerly Limited English Proficient students are those who have achieved proficiency or advanced proficiency on the ELPA and will be monitored for two years

7. Godwin Heights Statistics: 2010 Census:

8. How Are the ELLs Doing in Schools? • The average NAEP (National Assessment of Educational Progress) scores of ELL have improved more steadily than those of all other students between mid 1990 and 2005 • ELLs in 4th grade increased their scores by 13%, compared to 5%, all students • 8th grade ELLs increased their scores by 7%, while there was no 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 for 25% 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 other than English at home lag 20 points behind in high school completion rates • Source: National Clearinghouse for English Language Acquisition Report--2008

10. The Challenge Godwin results: MEAP, MME Demographics comparisons

12. ACT Scores 2011 ACT Scores Percentage of Students who are College Ready Benchmark Scores: English =18, Math = 22, , Reading =21, Science = 24

13. MME Scores Percentage of Students receiving a level 1 and 2 (Proficient)

14. 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.

15. Common Core State Standards (continued) To help ELLs meet high academic standards in language arts it is essential that they have access to: • Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom; • Literacy-rich school environments where students are immersed in a variety of language experiences; • Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework;

16. 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 specific pedagogical 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)

17. Common Core State StandardsWhat Is Not Covered by the Standards The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

18. Factors Affecting Second Language 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

19. Factors Affecting Second Language Acquisition (continued) • Billy • Which factor(s) affecting second language acquisition is/are illustrated in this video clip? Possible answers: Language distance, age, cultural background

20. Cummins’ Model of Academic Language • BICS (Basic Interpersonal Communication Skills) • CALP (Cognitive Academic Language Proficiency) • Bob

21. Cummins’ Model of Academic Language • A. • Art, music, PE • Following simple directions • Face-to-face conversations • Context Embedded • C. • Telephone conversations • Note on refrigerator • Written directions • Context Reduced • D. • Reading a textbook • Explanation of new abstract concepts • Lecture with few illustrations • Math concepts & application • B. • Demonstrations • A-V assisted lesson • Science experiments • Social studies projects Cognitively Undemanding Cognitively Demanding

22. Cummins Quadrant Activity • Where in Cummins' quadrant? Answer: Quadrant C: Cognitively undemanding, context reduced

23. Cummins Quadrant Activity • Collaboratively, place each task in the applicable quadrant. • Compare with the answer sheet. • Discuss with your group. • Questions?

24. Sheltered Instruction (SI) In sheltered instruction, ELLs participate in specific content courses with grade-level objectives (e.g. sheltered life- science, sheltered U.S. history) that are delivered through modified instruction to make the content more comprehensible to the students. In Krashen's words...

25. What Is SIOP? • A research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. • A protocol developed by Jana Echevarria and Deborah Short in 1996 • A lesson planning and delivery system for sheltered instruction • An observation instrument

26. SIOP Components • Preparation • Building Background • Comprehensible Input • Strategies • Interaction • Practice/Application • Lesson Delivery • Review/Assessment On-line resources: http://www.misd.net/bilingual/ELL.pdf

27. SIOP Components Preparation: • Content objectives • Language objectives • Content concepts • Supplementary materials • Adaptation of content • Meaningful activities

28. SIOP Components Building Background: • Concepts explicitly linked to students’ background experiences • Links explicitly made between past learning and new concepts • Key vocabulary emphasized

29. SIOP Components Comprehensible Input: • Speech appropriate for students’ proficiency level • Clear explanation of academic tasks • A variety of techniques used to make the content concepts clear

30. SIOP Components Strategies: • Ample opportunities provided for students to use learning strategies • Scaffolding techniques • A variety of questions or tasks that promote higher-order thinking skills

31. SIOP Components Interaction • Frequent opportunities for interaction and discussion • Grouping configurations support language and content objectives of the lesson • Sufficient wait time for student responses • Ample opportunities for students to clarify key concepts in L1

32. SIOP Components Practice/Application • Hands-on materials and/or manipulatives • Activities provided for students to apply content and language knowledge in the classroom • Activities integrate all language skills (i.e., reading, writing, listening, and speaking)

33. SIOP Components Lesson 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

34. SIOP Components Review/Assessment • Comprehensive review of key vocabulary • Comprehensive review of key concepts • Regular feedback provided • Assessment of student comprehension and learning of all lesson objectives throughout the lesson

35. 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.

36. 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.

37. Resources • “Making Content Comprehensible for English Learners: The SIOP Model” by Jana Echevarria, MaryEllen Vogt, Deborah Short. Pearson, 2008 • “99 Ideas and Activities for Teaching English Learners with the SIOP Model” by MaryEllen Vogt and Jana Echevarria. Pearson, 2008 • http://www.siopinstitute.net/classroom.html

38. Thank you! • Leave them laughing...