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Sheltered Instruction Sheltered Instruction ObservationObservation Protocol Protocol
(SIOP) (SIOP)
Pocatello/Chubbuck School District
ObjectivesObjectives
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
POCATELLO/CHUBBUCKPOCATELLO/CHUBBUCK SCHOOL DISTRICT 25 SCHOOL DISTRICT 25
“Maximizing Learning For All Students Through“Maximizing Learning For All Students Through Rigor, Relevancy, and Relationships”Rigor, Relevancy, and Relationships”
Whatever It Takes!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.
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%.
Interestingly Enough…
Students challenged by the English language are not always immigrants, or even second language speakers.
Meaningful DifferencesMeaningful DifferencesHart & Risley, 1995Hart & 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 income3,000
High income20,000
Meaningful DifferencesMeaningful DifferencesHart & Risley, 1995Hart & Risley, 1995
Quality of heard per hour:Low income
5 affirmations11 prohibitions
Middle income12 affirmations7 prohibitions
High income32 affirmations5 prohibitions
ALL STUDENTS are Academic ALL STUDENTS are Academic Language LearnersLanguage 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).
To Master the Subject They Are Studying…
…students must master not only the language being used, but also the way to use it.
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.
Language Acquisition
Social Language
Measured in BICS Basic Interpersonal Communicative Skills
Academic Language: The Language of Tests and Text
Measured with CALP Cognitive Academic Language Proficiency
ALL STUDENTS are Academic ALL STUDENTS are Academic Language LearnersLanguage 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.
Research Definition of Research Definition of Sheltered InstructionSheltered 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.
Research has shown that the implementation of this model of instruction can help to increase
achievement for all learners.
The Matthew EffectSteven Stanovich, 1986
Percentile rankMinutes read
OUTSIDE of the school day
Words per year
Percentile Rank
Minutes Read Per Day
Words Read Per Year
98 65.0 4,358,000
90 21.2 1,823,000
80 14.2 1,146,000
70 9.6 622,000
60 6.5 432,000
50 4.6 282.000
40 3.2 200,000
30 1.8 106,000
20 .7 21,000
10 .1 8,000
2 0 0
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.
Active LEP Students IELA Comparison 2006-07
-80
-60
-40
-20
0
20
40
60
80
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41
students
loss
- g
ain
listening growth
speaking growth
reasoning growth
writing growth
compreh growth
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.
LEP-X students IELA 2006-07 Comparison
-80
-60
-40
-20
0
20
40
60
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
students
los
s -
ga
in
listening growth
speaking growth
reading growth
writing growth
compreh. growth
Total growth
level growth
Positive Behavior Support (PBS)Developing Capable
Young PeopleTools for Teaching
Love and Logic in the
Classroom
Professional Learning
Communities ISAT IRI DMA DWA
HEQ
Social and Emotional Curriculum
RtI
SIOP
CommonAssesses.
StateStandards
UnderstandingPoverty
Before: the building blocks of effective instruction were present, but not connected to practice.
TIA
Pocatello/Chubbuck District #25
SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOPSIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP
RtI
PLCsClassroom
Walk-Through
Different-iation
Common Assessment
s
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
Whatever It TakesWhatever It Takes(DuFour, DoFour, Eaker, & Karhanek, 2004)(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.
SIOP
Tier I: Core Instruction ALL
Tier II Supported Instruction
SOME
Tier IIIIntensive
Instruction FEW
RtI: Pyramid of Interventions:
The SIOP Model
Sheltered Instruction Observation Protocol Components
Sheltered Instruction Observation Protocol Components
Preparation Clear objectives
Content Language
Appropriate concepts Age and level
Identify supplemental materials
Adapt the content Level of
proficiency
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
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)
Strategies
Provide opportunities for students to use various strategies
Use scaffolding techniques
Use a variety of question types throughout the lesson
Interaction
Provide frequent opportunities for interactions
Use group configurations
Provide wait time for student responses
Give opportunities for students to clarify key concepts
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
Lesson Delivery
Support content and language objectives
Engage students 90-100% of the class time
Pace the lesson appropriately
Review and Assessment Give a
comprehensive review of key vocabulary
Give a comprehensive review of key concepts
Provide feedback Conduct assessments
throughout the lesson
District-Wide Implementation:
It is the expectation that all staff be trained and implement the SIOP model by 2010/2011.
POCATELLO/CHUBBUCKPOCATELLO/CHUBBUCKSCHOOL DISTRICT 25SCHOOL DISTRICT 25
“Maximizing Learning For All Students Through“Maximizing Learning For All Students ThroughRigor, Relevancy, and Relationships”Rigor, Relevancy, and Relationships”
Whatever It Takes!Whatever It Takes!
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
Faculty SIOP Support
October SIOP Overview of Components
November Building Background
December Interaction
February Comprehensible Input/Strategies
March Practice and Application
April Review and Assessment
May Lesson Preparation/Delivery
