Sheltered Instruction Observation Protocol Professional Development SIOP Sheltered Instruction Observation Protocol Professional Development August 2011

In the Supreme Court decision, Lau v Nichols, 414 U.S. 563 it is stated:   “There is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum – for students who do not understand English are effectively foreclosed from any meaningful education.”

  “ Where inability to speak and understand the English language excludes national origin minority groups from effective participation in the educational programs offered by a school district, the district must take affirmative steps to rectify the language deficiency in order to open its instructional program to these students.”

Why is this important? The Supreme Court decision in the cases of Lau v Nichols is the most significant legal statement on the educational rights of limited English speaking students in the United States. Receiving unanimous support, the Lau Decision has served as a cornerstone nationwide for the development of bilingual education and other special education services to allow the country’s linguistically different children an equal access to quality education. This will be monitored by state and federal programs through site visits as well as data collection from assessments and evaluation tools.

Objectives of this PD Content objectives: Language Objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why.

Who Are the ELLs? ELLs (English Language Learners) are those students who are not yet proficient in English and who require instructional support to be successful in their classes LEP or Limited English Proficient students are a special subset of ELLs who have not yet achieved proficiency as measured by the English Language Proficiency Assessment (ELPA) FLEP or Formerly Limited English Proficient students are those who have achieved proficiency or advanced proficiency on the ELPA and will be monitored for two years The LEPs are enrolled in ESL classes. The FLEP are only monitored by us—they are on their own—and still need a lot of support to be successful.

Godwin Heights Statistics: 2010 Census: Our Hispanic population has doubled since 2003. Although the majority of our ELL population is Hispanic, we also service students from various cultures. The point is we cannot ignore this reality and we have to tailor our instruction to respond to their needs.

How Are the ELLs Doing in Schools? The average NAEP (National Assessment of Educational Progress) scores of ELL have improved more steadily than those of all other students between mid 1990 and 2005 ELLs in 4th grade increased their scores by 13%, compared to 5%, all students 8th grade ELLs increased their scores by 7%, while there was no increase for general population

The Gap The gap widens for ELLs in higher grades Only 8% of U.S. teens are foreign born, yet they account for 25% of teen dropouts 8th grade ELLs’ scores are less than half those of English-speaking peers on tests of reading and mathematics Students from households which speak a language other than English at home lag 20 points behind in high school completion rates Source: National Clearinghouse for English Language Acquisition Report--2008 While there is proof of progress, the gap between the general population and the ELL groups remains.

The Challenge Godwin results: MEAP, MME Demographics comparisons

2011 ACT Scores Percentage of Students who are College Ready Demographics Reading Math Science English All Areas All Students 26% 19% 10% 36% 8% African American 4% 13% 0% Hispanic 23% 15% 31% White 34% 20% 17% 46% 12% Only 8% of all Godwin Heights Students are college ready in all four core areas. 0% of our African American and Hispanic Students are college ready in all four core areas. The African American Subgroup scored the lowest in all four core areas across the board. The Hispanic population, which again is our largest population was the second lowest scoring subgroup across the board in all four core areas. 2011 ACT Scores Percentage of Students who are College Ready Benchmark Scores: English =18, Math = 22, , Reading =21, Science = 24

Percentage of Students receiving a level 1 and 2 (Proficient) MME Scores Demographics Reading Math Science Writing All Students 49% 37% 48% 29% African American 31% 14% 24% Hispanic 42% 27% 12% Caucasian 65% 55% 69% 47% Looking at our MME Scores all of our subgroups are performing at less then 70% proficient in all areas Reading, Math, Science, and Writing. If we look at our demographic data we can see that some of our subgroups are performing considerably less then 70% proficient in all areas. For Example: Reading Our African American students are the lowest performing at a 31% level of proficiency. Our Hispanic or Latino students are the next lowest performing group at a 42% level of proficiency. Math Our African American students are the lowest performing at a 14% level of proficiency. Our Hispanic or Latino students are the next lowest performing group at a 27% level of proficiency. Writing Our Hispanic or Latino students are the lowest performing at a 12% level of proficiency. Our African American students are the next lowest performing group at a 14% level of proficiency. Percentage of Students receiving a level 1 and 2 (Proficient)

Common Core State Standards The National Governors Association Center for Best Practices and the Council of Chief State School Officers strongly believe that all students should be held to the same high expectations outlined in the Common Core State Standards. This includes students who are English language learners (ELLs). However, these students may require additional time, appropriate instructional support, and aligned assessments as they acquire both English language proficiency and content area knowledge. The need: We couldn’t stress enough how important it is that the Ells are held to the same high standard as the general population. We cannot afford to postpone their learning of the content until they are fully proficient in English.

Common Core State Standards (continued) To help ELLs meet high academic standards in language arts it is essential that they have access to: Teachers and personnel at the school and district levels who are well prepared and qualified to support ELLs while taking advantage of the many strengths and skills they bring to the classroom; Literacy-rich school environments where students are immersed in a variety of language experiences; Instruction that develops foundational skills in English and enables ELLs to participate fully in grade-level coursework; As you know, the CCSS encourage and mandate the development of literacy in ALL content areas, not limited to language arts.

Common Core State Standards (continued) Coursework that prepares ELLs for postsecondary education or the workplace, yet is made comprehensible for students learning content in a second language (through specific pedagogical techniques and additional resources); Opportunities for classroom discourse and interaction that are well-designed to enable ELLs to develop communicative strengths in language arts; Ongoing assessment and feedback to guide learning; and Speakers of English who know the language well enough to provide ELLs with models and support. (Application of Common Core State Standards for English Language Learners) The SIOP model addresses these requirements: lesson preparation and delivery, building background, comprehensible input, strategies, interaction, review and assessment—will assure that you are fulfilling the requirements of the common core standards.

Common Core State Standards What Is Not Covered by the Standards The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations. It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs. At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post–high school lives. CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects SIOP can be easily aligned with the UDL—which is promoted by the CCSS. By using the SIOP, you will be prepared to reach ALL studens.

Factors Affecting Second Language Acquisition Motivation First language development Language distance and attitude Access to the language Age Personality and learning style Peers and role models Quality of instruction Cultural background

Factors Affecting Second Language Acquisition (continued) Billy Which factor(s) affecting second language acquisition is/are illustrated in this video clip? Possible answers: Language distance, age, cultural background

Cummins’ Model of Academic Language BICS (Basic Interpersonal Communication Skills) CALP (Cognitive Academic Language Proficiency) Bob

Cummins’ Model of Academic Language Cognitively Undemanding Cognitively Demanding A. Art, music, PE Following simple directions Face-to-face conversations Context Embedded C. Telephone conversations Note on refrigerator Written directions Context Reduced D. Reading a textbook Explanation of new abstract concepts Lecture with few illustrations Math concepts & application B. Demonstrations A-V assisted lesson Science experiments Social studies projects

Cummins Quadrant Activity Where in Cummins' quadrant? Answer: Quadrant C: Cognitively undemanding, context reduced

Cummins Quadrant Activity Collaboratively, place each task in the applicable quadrant. Compare with the answer sheet. Discuss with your group. Questions?

Sheltered Instruction (SI) In sheltered instruction, ELLs participate in specific content courses with grade-level objectives (e.g. sheltered life- science, sheltered U.S. history) that are delivered through modified instruction to make the content more comprehensible to the students. In Krashen's words... Minutes: 2:07—5:47

What Is SIOP? A research-based and validated instructional model that has proven effective in addressing the academic needs of English learners throughout the United States. A protocol developed by Jana Echevarria and Deborah Short in 1996 A lesson planning and delivery system for sheltered instruction An observation instrument

SIOP Components Preparation Building Background Comprehensible Input Strategies Interaction Practice/Application Lesson Delivery Review/Assessment On-line resources: http://www.misd.net/bilingual/ELL.pdf There are

SIOP Components Preparation: Content objectives Language objectives Content concepts Supplementary materials Adaptation of content Meaningful activities

SIOP Components Building Background: Concepts explicitly linked to students’ background experiences Links explicitly made between past learning and new concepts Key vocabulary emphasized

SIOP Components Comprehensible Input: Speech appropriate for students’ proficiency level Clear explanation of academic tasks A variety of techniques used to make the content concepts clear

SIOP Components Strategies: Ample opportunities provided for students to use learning strategies Scaffolding techniques A variety of questions or tasks that promote higher-order thinking skills

SIOP Components Interaction Frequent opportunities for interaction and discussion Grouping configurations support language and content objectives of the lesson Sufficient wait time for student responses Ample opportunities for students to clarify key concepts in L1

SIOP Components Practice/Application Hands-on materials and/or manipulatives Activities provided for students to apply content and language knowledge in the classroom Activities integrate all language skills (i.e., reading, writing, listening, and speaking)

SIOP Components Lesson Delivery Content objectives clearly supported by lesson delivery Language objectives clearly supported by lesson delivery Students engaged approximately 90% to 100% of the period Pacing of the lesson appropriate to students’ ability level

SIOP Components Review/Assessment Comprehensive review of key vocabulary Comprehensive review of key concepts Regular feedback provided Assessment of student comprehension and learning of all lesson objectives throughout the lesson

Comments In your group discuss the benefits of the SIOP model and identify the two most important components in the context of your classroom and explain why.

Objectives of this PD Content objectives: Language Objectives: Participants will identify and/or review basic concepts of second language acquisition. Participants will gain an overview of the SIOP model and recognize the benefits of using it in their teaching. Language Objectives: Participants will discuss factors that affect second language acquisition and use the Cummins’ model of academic language to classify various classroom tasks. Participants will orally state what they believe to be the two most important components of the SIOP model in the context of their classroom and explain why.

Resources “Making Content Comprehensible for English Learners: The SIOP Model” by Jana Echevarria, MaryEllen Vogt, Deborah Short. Pearson, 2008 “99 Ideas and Activities for Teaching English Learners with the SIOP Model” by MaryEllen Vogt and Jana Echevarria. Pearson, 2008 http://www.siopinstitute.net/classroom.html

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