Presentation on theme: "Effective Professional Development Using the SIOP® Model"— Presentation transcript:
1Effective Professional Development Using the SIOP® Model Jana Echevarria, Ph.D.
2Content 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.
3Students 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.
4Students 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.
5Closing 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.
7Research 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.
8SIOP® Model of Sheltered Instruction LearningStrategiesStandardsFlexibleGroupingDifferentiatedInstructionCooperative learningWriters WorkshopMultiple IntelligencesReading First
9Development 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.
10Research Findings 1997-98: Using a prompt requiring narrative writing, ELLs in classes with SIOP-trained teachersdemonstrated significantly higher writing scoresthan ELLs in classes with non-SIOP-trainedsheltered teachers.
11Research Findings: Using a prompt requiring expository writing, ELLs in classes with SIOP-trained teachersoutperformed and made greater overall gainsthan ELLs in classes with non-SIOP-trainedsheltered teachers.Echevarria, Short & Powers (in press). School reform and standards-based education: An instructional model for English language learners. Journal of Educational Research.
13Applications of the SIOP® Teacher lesson plan checklistTeacher self-reflection toolClassroom observation tool by administratorsSupervision and observation tool of student teachersProgram of professional development
14SIOP® Professional Development Program Book2 Videos (3 additional summer 2005)Professional development manualSIOP® Digest SeriesSIOP® InstitutesSIOP® I & SIOP® IISIOP® for Administrators
15Current Implementation and Emerging Findings Lela Alston Elementary SchoolPhoenix, AZ
16One School’s Story Lela Alston Elementary School The nine elementary schools in the district are similar in demographics:High LEP populationHigh povertyMostly LatinoLela Alston School demographics:97% free/reduced lunch57% mobility74% LEP10% identified as special education
17One School’s StoryIn 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.
19Arizona’s Instrument to Measure Standards (AIMS) Spring 2004 Grade 3 EsperanzaAlstonMitchellP T CoeMathReadingWritingMean Standard Score – Arizona Department of Education
2086% of third grade students who began in Alston’s full-day kindergarten program, are currently performing at or above grade level.36% Above Grade Level50% At Grade Level14% Below Grade LevelThis graph represents the third grade students who began kindergarten at Alston Elementary in the fall of 2001.
22Teachers’ Perspectives: Impact of the SIOP® Model on Students
23Using the SIOP® Model to Enhance Literacy Link concepts to students’ backgroundUse past learning as a link to new conceptsHighlight key vocabulary and teach throughout the lessonActively engage studentsProvide opportunities for interaction
24ConclusionAlthough professional development is a complex and multifaceted endeavor, the SIOP is an effective tool for improving teachers’ instructional practice
25Goals of SIOP Model Implementation ELLs who are - additive bilinguals - proficient readers - successful studentsTeachers who are - effective educators - reflective professionalsSchools that are - productive - embracing of diversity
27For More Information: www.siopinstitute.net SIOP Institute August 1-3, 2005 HonoluluSIOP for AdministratorsMay 19-20, 2005 ScottsdaleSIOP IIAugust 4-5, 2005 HonoluluBecome a Certified SIOP Model TrainerAttend a SIOP Institute and SIOP II
29SIOP Teacher FeedbackTeachers 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)
30It'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)
31SIOP Teacher FeedbackI 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)
32SIOP Teacher FeedbackThis 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)
33SIOP Teacher FeedbackFor 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)
34National Reading Panel For teacher education to be effective, it must change both teacher and student behavior.
35Professional 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
36Professional 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.