2. Sheltered Instruction Observation Protocol (SIOP) Pocatello/Chubbuck School District

3. Objectives Content Objectives: Teachers will: Understand how SIOP fits into the district improvement plan Understand how SIOP applies to classroom teachers Introduce the 8 components of SIOP I Language Objectives: Teachers will begin to develop a a common vocabulary for effective instruction within the SIOP model

4. POCATELLO/CHUBBUCK SCHOOL DISTRICT 25 “Maximizing Learning For All Students Through Rigor, Relevancy, and Relationships” Whatever It Takes! POCATELLO/CHUBBUCK SCHOOL DISTRICT 25 “Maximizing Learning For All Students Through Rigor, Relevancy, and Relationships” Whatever It Takes! Vision: The Pocatello/Chubbuck School District empowers all students to attain high levels of learning and become responsible, contributing citizens in a democratic society. Each student will demonstrate academic and technological competency, develop an appreciation for the arts, and acquire the skills necessary to live a healthy lifestyle.

5. Background Each year our student population becomes more ethnically and linguistically diverse. More than 90% of all immigrants to America come from non-English speaking countries. In 2003-2004 6.7 million students were identified as limited English proficient. This number is increasing by 90% a year. Dropout rates for students needing sheltered instruction are currently at 47%.

6. Interestingly Enough… Students challenged by the English language are not always immigrants, or even second language speakers.

7. Meaningful Differences Hart & Risley, 1995 Number of words heard by age 3: Low income 10 million Middle income 20 million High income 30 million Speaking vocabulary: age 6 Low income 3,000 High income 20,000

8. Meaningful Differences Hart & Risley, 1995 Quality of heard per hour: Low income 5 affirmations 11 prohibitions Middle income 12 affirmations 7 prohibitions High income 32 affirmations 5 prohibitions

9. ALL STUDENTS are Academic Language Learners First grade children from higher SES groups knew about twice as many words as children from lower SES groups (Graves, Brunetti & Slater, 1982). High knowledge third graders had vocabularies about equal to the lowest performing 12th graders (Smith, 1941). High School seniors near the top of their class knew about four times as many words as their lower-performing classmates (Smith, 1941).

10. To Master the Subject They Are Studying… …students must master not only the language being used, but also the way to use it.

11. How do we acquire language mastery? Receptive to Productive (In Order) Listening Speaking Reading Writing It might “sound” as if a student can speak the language, but there will be more required than just “speaking with friends in the lunchroom” to be proficient.

12. Language Acquisition

13. Social Language Measured in BICS Basic Interpersonal Communicative Skills

14. Academic Language: The Language of Tests and Text Measured with CALP Cognitive Academic Language Proficiency

15. ALL STUDENTS are Academic Language Learners Mathematics text can contain more concepts per line, sentence, and paragraph than any other kind of text. A high school chemistry text can include 3,000 new terms. Billmeyer (1998). Teaching Reading in the Content Area.

16. Research Definition of Sheltered Instruction A research-based instructional framework 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 and academic vocabulary development.

17. Research has shown that the implementation of this model of instruction can help to increase achievement for all learners.

18. The Matthew Effect Steven Stanovich, 1986 Percentile rank Minutes read OUTSIDE of the school day Words per year

19. Percentile Rank Minutes Read Per Day Words Read Per Year 9865.04,358,000 9021.21,823,000 8014.21,146,000 709.6622,000 606.5432,000 504.6282.000 403.2200,000 301.8106,000 20.721,000 10.18,000 200

20. Pocatello/Chubbuck School District Limited English Proficient (LEP) Data Students’ performance while receiving District LEP services. Bar graph shows individual student performance on the state mandated assessment for students receiving LEP services in listening, speaking, reading, writing and comprehension.

22. Pocatello/Chubbuck School District Limited English Proficient (LEP) Data Students’ performance after being exited from District LEP services (LEP-X). Bar graph shows individual student performance on the state mandated assessment for students who have been exited from district LEP services in listening, speaking, reading, writing and comprehension.

24. Positive Behavior Support (PBS) Developing Capable Young People Tools for Teaching Love and Logic in the Classroom Professional Learning Communities ISAT IRI DMA DWA HEQ Social and Emotional Curriculum RtI SIOP Common Assesses. State Standards Understanding Poverty Before: the building blocks of effective instruction were present, but not connected to practice. TIA

25. Pocatello/Chubbuck District #25 SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP SIOPSIOPSIOPSIOPSIOPSIOPSIOP RtI PLCs Classroom Walk- Through Different- iation Common Assessments DWA DMA New Teacher Mentoring Highly Effective Questioning (HEQ) SIOP State Standards In Touch TIA ISAT/IRI Professional Learning Community (PLC) Maximizing Learning For All Students Through Rigor, Relevancy and Relationships. Whatever it Takes! Understanding Poverty Effective Schools Model

26. Whatever It Takes (DuFour, DoFour, Eaker, & Karhanek, 2004) Rather than placing the responsibility for student learning solely on the back of the overburdened classroom teachers, the school will develop a COLLECTIVE response to assist classroom teachers by giving students extra time and support. Teachers working in isolation will be unable to implement the most effective strategies to help all students attain high levels, this requires the cooperation of SCHOOL/DISTRICT AS A WHOLE.

27. SIOP Tier I: Core Instruction ALL Tier II Supported Instruction SOME Tier III Intensive Instruction FEW RtI: Pyramid of Interventions:

28. The SIOP Model Sheltered Instruction Observation Protocol Components Sheltered Instruction Observation Protocol Components

29. Preparation Clear objectives Content Language Appropriate concepts Age and level Identify supplemental materials Adapt the content Level of proficiency

30. Building Background Link Contents to student’s background and experiences Link past learning to new concepts Emphasize key vocabulary In other words… provide the connections to neural pathways

31. Comprehensible Input Use speech appropriate for student’s level of proficiency Explain academic tasks clearly Use a variety of techniques to make concepts clear (mental models)

32. Strategies Provide opportunities for students to use various strategies Use scaffolding techniques Use a variety of question types throughout the lesson

33. Interaction Provide frequent opportunities for interactions Use group configurations Provide wait time for student responses Give opportunities for students to clarify key concepts

34. Practice and Application Provide hands-on materials or manipulatives Provide opportunities for students to apply content and knowledge Provide activities that integrate reading, writing, listening and speaking

35. Lesson Delivery Support content and language objectives Engage students 90-100% of the class time Pace the lesson appropriately

36. Review and Assessment Give a comprehensive review of key vocabulary Give a comprehensive review of key concepts Provide feedback Conduct assessments throughout the lesson

37. District-Wide Implementation: It is the expectation that all staff be trained and implement the SIOP model by 2010/2011. POCATELLO/CHUBBUCK SCHOOL DISTRICT 25 “Maximizing Learning For All Students Through Rigor, Relevancy, and Relationships” Whatever It Takes!

38. SIOP Coaches Implement the SIOP model in his/her own classroom Observe and coach fellow SIOP coaches Coach/support other staff members who have taken SIOP Attend district supported, on-going professional development Provide building level professional development that will continue to build awareness of SIOP Encourage teachers to complete SIOP Training

39. Faculty SIOP Support OctoberSIOP Overview of Components NovemberBuilding Background DecemberInteraction FebruaryComprehensible Input/Strategies MarchPractice and Application AprilReview and Assessment MayLesson Preparation/Delivery