Sandra Hagman, ELL Consultant, MDE HagmanS2@michigan Adapted from a presentation prepared by

1. Improving Instruction for Michigan English Learners through Statewide SIOP Model Professional Development Sandra Hagman, ELL Consultant, MDE HagmanS2@michigan.gov Adapted from a presentation prepared by Sandra N. Gutiérrez, Center for Applied Linguistics Title III ELL Directors Meeting September 20, 2010East Lansing, MI

2. Session Objectives • Provide an overview of the SIOP Model • Review some key elements of effective SIOP professional development • Share plan for SIOP capacity building initiative for the state of Michigan

3. SIOP’s Definition of Sheltered Instruction A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners (ELLs) while at the same time promoting their English language development. Echevarria, J., Vogt, M.E., & Short, D. (2004). Making content comprehensible to English learners: The SIOP model. Boston: Pearson/Allyn & Bacon.

4. SIOP Research Teachers and researchers developed and revised the model collaboratively. Several years of field testing (1996-2001). Research study (2001) found SIOP highly reliable and valid as a measure of sheltered instruction. Research studies (2001 and 2007) found that ELLs taught by teachers implementing SIOP instruction outperform ELLs in control groups. CAL continues conducting SIOP research in partnership with several organizations (CREDE).

5. SIOP Model Components The SIOP Model has 8 components and 30 features Lesson Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment

6. The Case for Sustained Professional Development “We’re way behind other countries that are high-achieving in terms of the time and intensive opportunity for deep learning they provide.[…] We still see teachers engage in really short one- and two-day workshops rather than ongoing, sustained support that we now have evidence changes practices and increases student achievement.” Linda Darling-Hammond in interview with Education Week about a recent NSDC report on the state of professional development in the US and abroad, 2009

7. Planning Effective SIOP Professional Development • Why?Analyze data • What for?Vision and goals • Who? Who needs to participate • How? Design based on effective professional development. Find, mobilize, and allocate resources • When? Sustain over a long period of time • Where? Workshops, school-based coaching, classroom modeling, etc. • What happened? Evaluate professional development outcomes

8. SIOP Model Capacity-Building Initiative

9. SIOP Initiative Responds to MI Needs Michigan experienced a 19% growth in foreign-born populations from 1997-2000 (Pew Hispanic Center, 2009) ELLs academic achievement is a matter of concern For instance, only 44% of ELLs scored proficient or above in state-developed mathematics assessment (Quality Counts, 2009) Instructional support is needed for increased high school graduation requirements Most content and classroom teachers know little about providing integrated content and language instruction to ELLs 9

10. SIOP Initiative Responds to MI Needs • Nationally, only 32.1% of teachers have had eight hours or more professional development on how to teach ELLs in the last 3 years. • In Michigan this figure is 9.9%! Source: NSDC(2009). Professional Learning in the Learning Profession A Status Report on Teacher Development in the U.S. and Abroad - Technical Report (data from NCES, 2003-04 Schools and Staffing survey)

11. Articulation with Michigan Board of Education Priorities Michigan Board of Education Strategic Goal • Attain substantial and meaningful improvement in academic achievement for all students/children with primary emphasis on high priority schools and students • Priority 1: Re-imagine the pre-K-12 educational system in Michigan that will lead to the State Board of Education’s expectation for student achievement

12. Goals of SIOP Initiative • Develop capacity to provide high-quality and systematic SIOP professional development to teachers of ELLs provided by Michigan ELL leaders in geographical regions - such as high incidence districts and key Intermediate School Districts (ISDs) • Assist ELL leaders in the development of SIOP professional development plans that address their region’s specific needs • Provide technical assistance and support to ELL leaders as they conduct SIOP professional development and provide follow up support to teachers working with ELLs in their regions • Establish SIOP instruction in participating teachers’ classrooms in order to increase the academic achievement of ELLs

13. SIOP Initiative Partners Michigan Department of Education Great Lake East Comprehensive Center with support from the Center for Applied Linguistics ELL leaders School leaders Teachers of ELLs (ESL teachers + content area & grade level teachers) 13

14. SIOP Initiative - ThreeStages STAGE I SIOP Training of Trainers Workshop STAGEII SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators Supporting SIOP Instruction Workshop On-going trainer follow-up STAGEIII SIOP Local Workshops for teachers SIOP Local Workshops for teachers SIOP Local Workshops for teachers 14

15. STAGE I SIOP Training of Trainers Workshop STAGEII SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators Supporting SIOP Instruction Workshop On-going trainer follow-up STAGEIII SIOP Local Workshops for teachers SIOP Local Workshops for teachers SIOP Local Workshops for teachers 15

16. STAGE I: SIOP Training of TrainersWorkshop • Purpose: Train ELL leaders on how to plan and conduct a 4-day SIOP professional development workshops that respond to their region’s context • Professional Development Staff: CAL SIOP facilitators (Dennis Terdy and Emily Evans) • Participants: 15-20 ELL Leaders from various regions will be selected for “TOT Cohort 3” based on specified criteria. • Location: Lansing, MI • Dates: late June, 2011

17. STAGE I SIOP Training of Trainers Workshop STAGEII SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators Supporting SIOP Instruction Workshop On-going trainer follow-up STAGEIII SIOP Local Workshops for teachers SIOP Local Workshops for teachers SIOP Local Workshops for teachers 17

18. STAGE II: SIOP Regional Workshops • Purposes: • Build SIOP training capacity by having trained ELL Leaders and CAL staff co-facilitate 3 regional 4-day SIOP professional development workshops • Develop SIOP knowledge and buy-in among ISD and LEA administrators • Develop SIOP professional development plans • Professional Development Staff: CAL SIOP Facilitator and ELL leaders (SIOP trainers in training) • Participants: • 40-60 teachers in SIOP teacher workshop • Administrators supporting district teams will be invited to attend an administrators’ session at the spring Title III directors’ meeting

19. STAGE II: Tentative Locations and Dates

20. STAGE II: Ongoing Support for SIOP Trainers • Two-day Supporting SIOP Instruction meetings for ELL leaders who became SIOP Trainers through the summer initiative in Michigan (TOT Cohorts 1 & 2 will meet together in October 2010 and March 2011) In process: Initiatives to provide technical assistance and help ELL leaders develop long term SIOP Professional Development Plans for their districts/institutions in the 2010-2011 school year

21. STAGE I SIOP Training of Trainers Workshop STAGEII SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators SIOP Regional Workshops for teachers and administrators Supporting SIOP Instruction Workshop On-going trainer follow-up STAGEIII SIOP Local Workshops for teachers SIOP Local Workshops for teachers SIOP Local Workshops for teachers 21

22. STAGE III: Implementing SIOP Professional Development Plans at the Local Level • Purpose: Implement SIOP Professional Development Plan at the regional and local levels. As part of the plan, provide 4-day localized SIOP workshops and then a 2-day follow-up workshop for teachers of ELLs. Also, provide an informational meeting about SIOP PD for administrators at the spring Title III Directors Conference • Professional Development Staff: ELL leaders = SIOP Trainers (TOT Cohorts) • Participants: Teachers of ELLs and administrators • Location and Dates: TBD, 2010-2011

23. Evaluation of SIOP Initiative • An evaluation component intends to assess the initiative throughout its 3 stages. The evaluation focuses on questions such as: • Did the initiative form a cadre of trainers that can provide high quality SIOP professional development? • Are the SIOP professional development plans developed by each participating district/region relevant, accomplishable, and aligned with research on effective professional development? Are they being implemented? • Did the initiative to establish SIOP instruction in participating teachers’ classrooms increase the academic achievement of ELLs?

24. Planning Effective SIOP Professional Development Why?Analyze data What for?Vision and goals Who? Who needs to participate How? Design based on effective professional development. Find, mobilize, and allocate resources When? Sustain over a long period of time Where? Workshops, school-based coaching, classroom modeling, etc. What happened? Evaluate professional development outcomes 24

25. Criteria for District SIOP Team Participation We anticipate that there will be an application process for districts to follow in order to send teams to regional workshops. Some of the information required for MDE review will include a district’s response to these criteria: • Establish data-based training goals and target intended outcomes. • Be ready to describe your existing ELL program model for English language development and, if applicable, sheltered content instruction. • Plan a recruitment strategy to identify a school team made up of gen ed content area and classroom teachers, along with ESL/bilingual staff, for participation at a regional workshop. The focus should be on gen ed staff. • Elicit a commitment from administration (central office curriculum coordinator, building principal. etc.) to attend the SIOP Administrator Workshop and to be actively involved in implementation of the SIOP model. • Make a budget and commit resources for this professional development project. • Determine and be ready to describe how you will sustain the SIOP model in your district during the following school year.

26. Possible “customized” SIOP Workshops • In response to requests from the field, MDE and the SIOP Consultants have designed localized SIOP training for school districts or consortia of smaller districts in a particular geographic region or through an ISD. • Members of the MDE Michigan SIOP team who have been trained in Train-the-Trainer Cohort I and Cohort II are assigned to deliver professional development training to assist districts in building local capacity for delivery of SIOP-based content area instruction. MDE provides “quality control” coordination and technical support for participant registration, provision of training materials, financial arrangements, and evaluation. (Cost for a localized workshop in summer 2011 is estimated to be $12,000 - based on a minimum of 30 participants x $400.)

27. How to Get Involved • Stay tuned for opportunities to apply to participate in the next round of SIOP Training of Trainers and become a Michigan SIOP Trainer when the information for application, criteria, and responsibilities are made available on-line. We anticipate information to be available in January, 2011. Training for TOT Cohort3 is planned for late June 2010. • Plan for your district to recruit school teams for participation in future SIOP regional and local workshops (Summer 2011).

28. Your “SIOP Feedback” to MDE • 1. Does your district already have in place a program of English language development with a curriculum of instruction appropriate for ELLs? If so, briefly describe it. (SIOP supports ELLs to actively participate and demonstrate comprehension of content area subjects; SIOP training does not “supplant” the need for quality ESL instruction.)

29. Your “SIOP Feedback” to MDE • 2. Does your district already have sufficient access to sources of technical assistance and professional development for implementing SIOP in support of ELLs in content area classes? • If so, please describe the SIOP-related professional development already going on in your district and how SIOP practices are embedded in your building or throughout your district. • If not, describe the most critical need/application for systematic implementation of SIOP strategies in your district.

30. Your “SIOP Feedback” to MDE • 3. Give some specific suggestions about practical “next steps” MDE should consider in response to the needs of regions and local school districts/institutions in order to build further capacity for support of ELLs and their teachers using the SIOP model.

31. Your “SIOP Feedback” to MDE • 4. Describe the “roadblocks” you might face in trying to implement the SIOP model with your colleagues - teachers and/or building/district administrators. What external assistance might help promote progress? • 5. Any other thoughts to share?

32. Your “SIOP Feedback” to MDE • 6. Rate your level of interest in having your district involved in MDE SIOP training in 2010. ------1----------------------------2----------------------------3----------------------------4--------- 1 = Sign us up! We will commit resources. What do we do next? 2 = I will take this information back to the district today and lobby actively for teacher participation next summer. 3 = I’m not sure how to make this a part of our program of services for ELLs. 4 = We’re just not ready for any new initiatives at this time.

33. Questions?

34. REFERENCES • Echevarria, J., Vogt, M.E., & Short, D. (2008). Making content comprehensible to English learners: The SIOP model. Boston: Pearson/Allyn & Bacon. • Education Week. Quality counts: Portrait of a population: How English language learners are putting schools to the test. (2009). Bethesda, MD: Author. www.edweek.org/go/qc09 • Michigan State Board of Education (2008) 2008-2009 Education Department Strategic Plan.http://www.michigan.gov/documents/MDE_2005_Strategic_Plan_129469_7.pdf • Pew Hispanic Center. (2009, March 5). New data on Hispanic and foreign-born populations in the U.S. Washington, DC: Author. www.pewhispanic.org • U.S. Department of Education, National Center for Education Statistics (2002). Schools and Staffing Survey, 1999-2000: Overview of the data for public, private, public charter, and Bureau of Indian Affairs elementary and secondary schools (NCES 2002-313). Washington, DC: Author. • Wei, R. C., Darling-Hammond, L., Andree, A., Richardson, N., Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Dallas, TX: National Staff Development Council.