Presentation on theme: "Meeting the Challenges of Teaching English Language Learners"— Presentation transcript:
1 Meeting the Challenges of Teaching English Language Learners Joanne Marino ESL Consultant / Title III Director NC Department of Public Instruction (919)
2 LEP statistics and the achievement gap The SIOP Model Our focus today…LEP statistics and the achievement gapThe SIOP ModelRole of Principals in implementing SIOPPD opportunities
3 From , the number of children who spoke a language other than English increased from 3.8 to 10 million…from 9 to 20%US Department of Education Institute of Education Sciences – National Center for Education StatisticsUS Department of Education Institute of Education Sciences – National Center for Education StatisticsFrom , the number of children ages 5-17 who spoke a language other than English at home increased from 3.8 to 10 million…from 9 to 20%
4 NCELA is the National Clearinghouse for English Language Acquisition NC LEP GrowthAccording to NCELA, the number of Limited English Proficient students grew nearly400%from toNCELA is the National Clearinghouse for English Language Acquisition
5 LEP Students in NCMore than 8% of students enrolled in NC Public Schools for the school year
6 NC LEP StudentsDouble left click on graph to get data:K-5 1st generation = 21190, Born in US = 54097Grades 6-8 1st generation = 12565, Born in US = 8690Grades st generation = 13203, Born in US = 473472% of elementary LEPs and 34% of secondary LEPs are born in the U.S.
7 NC Gap Analysis Students scoring level III or above Non-LEPLEPGapReading 3-857.8%23.1%34.7%Math 3-871.1%51.9%19.2%Reading 1056.3%41.7%14.6%Math 1026%11%15%Grades 3-8 Reading target goal = 43.2%Grades 3-8 Math target goal = 77.2%Grade 10 Reading target = 38.5%Grade 10 math target goal = 68.4%AYP scores
8 LEAs NOT Meeting AYP in LEP Subgroup ReadingMathBothOverall# of LEAs not meeting AYP for LEP77423779% of LEAs not meeting AYP for LEP67%37%32%69%AYP scores
9 NC LEP Achievement Data LEP subgroup did NOT meet AYPin math (3-8) – in reading (3-8)in math (10) – in reading (10)86% (83/97) of the Title III LEAs did not meet AYP for LEP subgroup32 LEAs in Title III improvement
10 The Literacy Challenge 4% of 8th-grade LEP students scored proficient on the reading part of the 2005 NAEP.Teaching the 5 major components of reading to LEP students is necessary, but not sufficient.Develop oral language proficiencyBroaden vocabulary developmentPromote skill transfer from L1 to L2Build background knowledgeNAEP = National Assessment for Educational Progress.Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.
11 The Teaching Challenge Teachers are underprepared to teach culturally and linguistically diverse studentsFew teachers are trained to teach initial literacy or content based literacy to secondary studentsHigh stakes accountability - NCLB requires testing in Reading, Math, and Science
12 Teachers Need…High quality professional development for teaching English content and learning strategies that can reduce the achievement gap
13 The SIOP Model (Echevarria, Vogt, & Short, 2008) Sheltered Instruction Observation ProtocolisS I O P
14 Research Definition of 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.Echevarria, J., Vogt, M.E., & Short, D.(2008). Making content comprehensible to English learners: the SIOP model. Boston: Pearson/Allyn and Bacon.
15 CREDE (Center for Research on Education, Diversity & Excellence) The Effects of Sheltered Instruction on the Achievement of LEP StudentsCREDE (Center for Research on Education, Diversity & Excellence)7-year research study ( ), funded by the US Dept. of EducationTeacher-researcher collaborationField-testing of professional developmentStudied effect on student achievement
16 RESULT: The SIOP Model is Born An observation protocol (rating instrument)A lesson planning and delivery system
17 Components of The SIOP Model Preparation – language and content objectivesBuilding Background – vocabulary development, student connectionsComprehensible Input – ESL techniquesStrategies – metacognitive and cognitive strategies
18 Components of The SIOP Model Interaction – oral languagePractice & Application – practice all 4 language skillsLesson Delivery – met objectivesReview & Assessment – review vocabulary and concepts
19 SIOP: Inclusive of Best Practices for ALL Students Differentiated Instruction and AssessmentCooperative LearningStrategies for reading comprehension in the content areasHigher order thinking skillsEmphasis on the writing processPLUS: Accommodates the distinct second language development needs of ELLs
20 The NC Guide to the SIOP Model… SIOP = content objectives language objectivesBlends the SIOP model and the NC ELP SCS
21 What is the relationship? ContentLanguageWhat is the relationship?
22 Why SIOP Matters!: Study with narrative writing (grades 3-12): Study with expository writing (grades 6-8): NJ SIOP Research Study (grades 6-12): SIOP Science Research Project (grades 6-8)_______________________Students with SIOP-trained teachers outperformed nonSIOP students on ELP tests + state content testsSIOP instruction led to improved oral, reading, and writing performanceTeachers reached high levels of SIOP implementation after 1-2 years. Sustained, supported PD works.
23 SIOP: Compatible with other research and initiatives World -Class Instructional Design & Assessment (WIDA)- “…high standards and equitable educational opportunities for English language learners.”Robert Marzano’s Classroom Instruction that Works - identifying similarities and differences, cooperative learning, nonlinguistic representations, advance organizers, setting objectives, providing feedbackResponse to Intervention - differentiated instruction, research-based interventions, implementation by classroom teacher
24 Why SIOP?Framework vs. step-by-step approachRoom for creativityCompatible with other programsConnects any content with language skillsFor all grades, K-12, and all language proficiency levelsResearch-based
25 Critical Factors for Success of ELLs ROLEPRINCIPALSOfCritical Factors for Success of ELLsStaff capacity to meet linguistic and cognitive needSchool-wide focus on language development and standards-based instructionSupport teachers during training, implementation, and follow-upShared priorities and expectationsSystematic, ongoing assessment
26 The SIOP Model in North Carolina Comprehensive PD programWorkshopsWebinarsE-coachingBook StudiesDVDTraining PowerPoints for LEAs