SIOP Intro


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An introduction to the

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  • The LEPs are enrolled in ESL classes. The FLEP are only monitored by us—they are on their own—and still need a lot of support to be successful.
  • Our Hispanic population has doubled since 2003. Although the majority of our ELL population is Hispanic, we also service students from various cultures. The point is we cannot ignore this reality and we have to tailor our instruction to respond to their needs.
  • Only 8% of all Godwin Heights Students are college ready in all four core areas.0% of our African American and Hispanic Students are college ready in all four core areas.The African American Subgroup scored the lowest in all four core areas across the board.The Hispanic population, which again is our largest population was the second lowest scoring subgroup across the board in all four core areas.
  • Looking at our MME Scores all of our subgroups are performing at less then 70% proficient in all areas Reading, Math, Science, and Writing.If we look at our demographic data we can see that some of our subgroups are performing considerably less then 70% proficient in all areas.For Example:ReadingOur African American students are the lowest performing at a 31% level of proficiency.Our Hispanic or Latino students are the next lowest performing group at a 42% level of proficiency.MathOur African American students are the lowest performing at a 14% level of proficiency.Our Hispanic or Latino students are the next lowest performing group at a 27% level of proficiency.WritingOur Hispanic or Latino students are the lowest performing at a 12% level of proficiency.Our African American students are the next lowest performing group at a 14% level of proficiency.
  • The need: We couldn’t stress enough how important it is that the Ells are held to the same high standard as the general population. We cannot afford to postpone their learning of the content until they are fully proficient in English.
  • As you know, the CCSS encourage and mandate the development of literacy in ALL content areas, not limited to language arts.
  • The SIOP model addresses these requirements: lesson preparation and delivery, building background, comprehensible input, strategies, interaction, review and assessment—will assure that you are fulfilling the requirements of the common core standards.
  • SIOP can be easily aligned with the UDL—which is promoted by the CCSS. By using the SIOP, you will be prepared to reach ALL studens.
  • Minutes: 2:07—5:47
  • There are
  • SIOP Intro

    1. 1. SIOPSheltered Instruction Observation Protocol Professional Development August 2011
    2. 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. 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. 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. 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. 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. 7. Godwin Heights Statistics: 2010 Census:
    8. 8. How Are the ELLs Doing inSchools? 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. 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. 10. The Challenge Godwin results: MEAP, MME Demographics comparisons
    11. 11. ACT ScoresDemographics Reading Math Science English All AreasAll Students 26% 19% 10% 36% 8%African American 4% 13% 0% 13% 0%Hispanic 23% 15% 4% 31% 0%White 34% 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. 12. MME ScoresDemographics Reading Math Science WritingAll Students 49% 37% 48% 29%African American 31% 14% 24% 14%Hispanic 42% 27% 42% 12%Caucasian 65% 55% 69% 47% Percentage of Students receiving a level 1 and 2 (Proficient)
    13. 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. 14. 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;
    15. 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 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)
    16. 16. Common Core State StandardsWhat Is Not Covered by the StandardsThe 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 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 post–high school lives. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects
    17. 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. 18. Factors Affecting SecondLanguage Acquisition (continued) Billy Which factor(s) affecting second language acquisition is/are illustrated in this video clip? Possible answers: Language distance, age, cultural background
    19. 19. Cummins’ Model of AcademicLanguage BICS (Basic Interpersonal Communication Skills) CALP (Cognitive Academic Language Proficiency) Bob
    20. 20. Cummins’ Model of AcademicLanguage Cognitively Undemanding A. C. •Art, music, PE •Telephone conversations •Following simple directions •Note on refrigerator •Face-to-face conversations •Written directions Context Embedded Context Reduced D. B. •Reading a textbook •Demonstrations •Explanation of new abstract •A-V assisted lesson concepts •Science experiments •Lecture with few illustrations •Social studies projects •Math concepts & application Cognitively Demanding
    21. 21. Cummins Quadrant Activity Where in Cummins quadrant? Answer: Quadrant C: Cognitively undemanding, context reduced
    22. 22. Cummins Quadrant Activity Collaboratively, place each task in the applicable quadrant. Compare with the answer sheet. Discuss with your group. Questions?
    23. 23. 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 Krashens words...
    24. 24. 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
    25. 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:
    26. 26. SIOP ComponentsPreparation: Content objectives Language objectives Content concepts Supplementary materials Adaptation of content Meaningful activities
    27. 27. SIOP ComponentsBuilding Background: Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts Key vocabulary emphasized
    28. 28. SIOP ComponentsComprehensible Input: Speech appropriate for students’ proficiency level Clear explanation of academic tasks A variety of techniques used to make the content concepts clear
    29. 29. SIOP ComponentsStrategies: Ample opportunities provided for students to use learning strategies Scaffolding techniques A variety of questions or tasks that promote higher-order thinking skills
    30. 30. SIOP ComponentsInteraction 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
    31. 31. SIOP ComponentsPractice/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)
    32. 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. 33. SIOP ComponentsReview/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
    34. 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. 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. 36. 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
    37. 37. Thank you! Leave them laughing...