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Meeting the Challenges of Teaching English Language Learners Joanne Marino ESL Consultant / Title III Director NC Department of Public Instruction (919)
Our focus today… 1)LEP statistics and the achievement gap 2)The SIOP Model 3)Role of Principals in implementing SIOP 4)PD opportunities
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 Statistics
NC LEP Growth According to NCELA, the number of Limited English Proficient students grew nearly 400% from to NCELA is the National Clearinghouse for English Language Acquisition
LEP Students in NC More than 8% of students enrolled in NC Public Schools for the school year
NC LEP Students % of elementary LEPs and 34% of secondary LEPs are born in the U.S.
NC Gap Analysis Students scoring level III or above Non-LEPLEPGap Reading %23.1%34.7% Math %51.9%19.2% Reading %41.7%14.6% Math 1026%11%15% AYP scores
LEAs NOT Meeting AYP in LEP Subgroup ReadingMathBothOverall # of LEAs not meeting AYP for LEP % of LEAs not meeting AYP for LEP 67%37%32%69% AYP scores
NC LEP Achievement Data LEP subgroup did NOT meet AYP –in 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 subgroup 32 LEAs in Title III improvement
The Literacy Challenge 4% of 8 th -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 proficiency Broaden vocabulary development Promote skill transfer from L1 to L2 Build background knowledge Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.
The Teaching Challenge Teachers are underprepared to teach culturally and linguistically diverse students Few teachers are trained to teach initial literacy or content based literacy to secondary students High stakes accountability - NCLB requires testing in Reading, Math, and Science
Teachers Need… High quality professional development for teaching English content and learning strategies that can reduce the achievement gap
The SIOP Model (Echevarria, Vogt, & Short, 2008) Sheltered Instruction Observation Protocol is S I O P
Research Definition of Sheltered Instruction Echevarria, J., Vogt, M.E., & Short, D.(2008). Making content comprehensible to English learners: the SIOP model. Boston: Pearson/Allyn and Bacon. 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 Effects of Sheltered Instruction on the Achievement of LEP Students CREDE (Center for Research on Education, Diversity & Excellence) 7-year research study ( ), funded by the US Dept. of Education Teacher-researcher collaboration Field-testing of professional development Studied effect on student achievement
RESULT: The SIOP Model is Born An observation protocol (rating instrument) A lesson planning and delivery system
Components of The SIOP Model Preparation – language and content objectives Building Background – vocabulary development, student connections Comprehensible Input – ESL techniques Strategies – metacognitive and cognitive strategies
Components of The SIOP Model Interaction – oral language Practice & Application – practice all 4 language skills Lesson Delivery – met objectives Review & Assessment – review vocabulary and concepts
SIOP: Inclusive of Best Practices for ALL Students Differentiated Instruction and Assessment Cooperative Learning Strategies for reading comprehension in the content areas Higher order thinking skills Emphasis on the writing process PLUS: Accommodates the distinct second language development needs of ELLs
The NC Guide to the SIOP Model… SIOP = content objectives + language objectives Blends the SIOP model and the NC ELP SCS
ContentLanguage What is the relationship?
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 tests SIOP instruction led to improved oral, reading, and writing performance Teachers reached high levels of SIOP implementation after 1-2 years. Sustained, supported PD works.
SIOP: Compatible with other research and initiatives World -Class Instructional Design & Assessment (WIDA)- …high standards and equitable educational opportunities for English language learners. Robert Marzanos Classroom Instruction that Works - identifying similarities and differences, cooperative learning, nonlinguistic representations, advance organizers, setting objectives, providing feedback Response to Intervention - differentiated instruction, research-based interventions, implementation by classroom teacher
Why SIOP? Framework vs. step-by-step approach Room for creativity Compatible with other programs Connects any content with language skills For all grades, K-12, and all language proficiency levels Research-based
Staff capacity to meet linguistic and cognitive need School-wide focus on language development and standards-based instruction Support teachers during training, implementation, and follow-up Shared priorities and expectations Systematic, ongoing assessment Critical Factors for Success of ELLs ROLE Of PRINCIPALS
The SIOP Model in North Carolina Comprehensive PD program –Workshops –Webinars –E-coaching –Book Studies –DVD –Training PowerPoints for LEAs