1. Effective Professional Development Using the SIOP® Model
Jana Echevarria, Ph.D.

2. Content Objectives: Language Objectives:
Participants will become familiar with the SIOP® Model.
Participants will examine a process for professional development.
Language Objectives:
Participants will begin to develop a SIOP® -related lexicon.
Participants will discuss how the SIOP® Model serves as an instructional framework for enhancing literacy.

3. Students Identified as Culturally Diverse
From to , the number of LEP students grew 95% while the total enrollment increased only 12% (National Clearinghouse for English Language Acquisition, 2002).
Culturally diverse students have consistently lagged behind their English speaking peers academically.
Overall, English learners are not getting the support they need to develop academic literacy skills.

4. Students Identified as Culturally Diverse
The educational reform movement and the No Child Left Behind Act clearly offer opportunities and challenges for students learning English.
Increasing academic rigor and delivering standards-based instruction appropriately for ELLs relies on the qualifications and experience of the teachers and the availability of appropriate curricula and instructional materials.

5. Closing the Achievement Gap (Sleeter, 2001)
1. Recruit prospective teachers of diverse backgrounds.
(Au & Blake, 2003)
2. Provide all teachers with stronger preparation for teaching students from diverse backgrounds.

6. The SIOP Model (Echevarria, Vogt, & Short, 2000)
Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice & Application
Lesson Delivery
Review & Assessment

7. Research Definition of SDAIE/Sheltered Instruction
A means for making grade-level academic content (e.g., science, social studies, math) more accessible for English language learners while at the same time promoting their English language development.
The practice of highlighting key language features and incorporating strategies that make the content comprehensible to students.

8. SIOP® Model of Sheltered Instruction
Learning
Strategies
Standards
Flexible
Grouping
Differentiated
Instruction
Cooperative learning
Writers Workshop
Multiple Intelligences
Reading First

9. Development of the SIOP Model (CREDE Research Project)
After 4 years of teacher-researcher collaborative research, the SI project developed a model of effective sheltered instruction, operationalized in the Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt & Short, 2000).
After several years of field-testing the SIOP, a study was conducted to establish the validity and reliability of the instrument (Garino, Echevarria, Short, Schick, Forbes & Rueda, 2001). Findings indicated that the SIOP is a highly reliable and valid measure of sheltered instruction.

10. Research Findings 1997-98: Using a prompt requiring narrative writing,
ELLs in classes with SIOP-trained teachers
demonstrated significantly higher writing scores
than ELLs in classes with non-SIOP-trained
sheltered teachers.

11. Research Findings
: Using a prompt requiring expository writing, ELLs in classes with SIOP-trained teachers
outperformed and made greater overall gains
than ELLs in classes with non-SIOP-trained
sheltered teachers.
Echevarria, Short & Powers (in press). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research.

13. Applications of the SIOP®
Teacher lesson plan checklist
Teacher self-reflection tool
Classroom observation tool by administrators
Supervision and observation tool of student teachers
Program of professional development

14. SIOP® Professional Development Program
Book
2 Videos (3 additional summer 2005)
Professional development manual
SIOP® Digest Series
SIOP® Institutes
SIOP® I & SIOP® II
SIOP® for Administrators

15. Current Implementation and Emerging Findings
Lela Alston Elementary School
Phoenix, AZ

16. One School’s Story Lela Alston Elementary School
The nine elementary schools in the district are similar in demographics:
High LEP population
High poverty
Mostly Latino
Lela Alston School demographics:
97% free/reduced lunch
57% mobility
74% LEP
10% identified as special education

17. One School’s Story
In 2002, the principal, teacher/coach and coach attended a SIOP Institute.
Training began 1 component at a time throughout a two-year period.
Teachers were observed and coached to ensure fidelity to the SIOP Model.
Current school year, the SIOP Model continues to be the only professional development program at Alston School.

18. Professional Development: In her own words….

19. Arizona’s Instrument to Measure Standards (AIMS) Spring 2004 Grade 3
Esperanza
Alston
Mitchell
P T Coe
Math
Reading
Writing
Mean Standard Score – Arizona Department of Education

20. 86% of third grade students who began in Alston’s full-day kindergarten program, are currently performing at or above grade level.
36% Above Grade Level
50% At Grade Level
14% Below Grade Level
This graph represents the third grade students who began kindergarten at Alston Elementary in the fall of 2001.

21. Alston School 2002-04 Stanford 9 Scores

22. Teachers’ Perspectives: Impact of the SIOP® Model on Students

23. Using the SIOP® Model to Enhance Literacy
Link concepts to students’ background
Use past learning as a link to new concepts
Highlight key vocabulary and teach throughout the lesson
Actively engage students
Provide opportunities for interaction

24. Conclusion
Although professional development is a complex and multifaceted endeavor, the SIOP is an effective tool for improving teachers’ instructional practice

25. Goals of SIOP Model Implementation
ELLs who are - additive bilinguals - proficient readers - successful students
Teachers who are - effective educators - reflective professionals
Schools that are - productive - embracing of diversity

27. For More Information: www.siopinstitute.net SIOP Institute
August 1-3, 2005 Honolulu
SIOP for Administrators
May 19-20, 2005 Scottsdale
SIOP II
August 4-5, 2005 Honolulu
Become a Certified SIOP Model Trainer
Attend a SIOP Institute and SIOP II

28. Questions?

29. SIOP Teacher Feedback
Teachers who took our SIOP-based course last year commented most on the benefits of writing and stating the content and language objectives before a lesson.  It helps the teacher stay focused and at the end of the lesson gives the teacher and students a sense of accomplishment when they go back and check off what they learned. (Alaska)
I saw one teacher get a lesson back on track by pointing to the objectives and stating that they had a lot to cover so they needed to stay focused.
(Arizona)

30. It's also a basic learning styles issue
It's also a basic learning styles issue.  Some students are more visual learners so seeing the objectives will register with them when hearing the objectives may not.(Arkansas)
One of our model teachers here says she feels posting the objective is important to keep herself on track! (Oklahoma)

31. SIOP Teacher Feedback
I am a classroom teacher. My students appreciate having the objectives up and often times they add to the objectives after class. They also write the objectives in their agendas at the beginning of each class. (Texas)
Not only does it help the students but when the teacher has to write out the objectives, s/he can be sure that lesson activities do in fact lead towards meeting them. (Arkansas)

32. SIOP Teacher Feedback
This does not really take that much time once put into practice. It's like writing the date on the board. Plus, look at the advantage of writing complete sentences on the board, students get a spelling lesson, a sentence lesson, and a strategy to help them as adults: that is to write things down.
(Nevada)

33. SIOP Teacher Feedback
For ELLs, objectives provide the much needed context that helps them put the individual lessons into their "what is this for, what does this mean to me?“ schema.  (California)

34. National Reading Panel
For teacher education to be effective, it must change both teacher and student behavior.

35. Professional Development Research
The Sheltered Instruction Observation Protocol: A Tool for Teacher-Researcher Collaboration and Professional Development (Short & Echevarria, 1999)
The Effect of Sheltered Instruction Staff Development for Middle and High School Teachers. (Hulquist, 2002)
* Preparation, Instruction, Review/Assessment

36. Professional Development Research
After teaching and mentoring 8 teachers to implement the SIOP to a high degree, Wlazlinski (2003) measured the achievement of 203 students grades K-8. Based on state-mandated tests, students reading scores improved significantly.
Mentoring resulted in teachers’ SIOP ratings improving significantly over 3 time periods.