Effective Professional Development Using the SIOP Model

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Effective Professional Development Using the
SIOP Model

• Jana Echevarria, Ph.D.

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• Content 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.

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Students Identified as Culturally Diverse

• From 1991-92 to 2001-02, 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.

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Students 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.

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Closing 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.

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The SIOP Model(Echevarria, Vogt, Short, 2000)

• Preparation
• Building Background
• Comprehensible Input
• Strategies

• Interaction
• Practice Application
• Lesson Delivery
• Review Assessment

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Research 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.

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SIOP Model of Sheltered Instruction
Learning Strategies
Standards
Flexible Grouping
Differentiated Instruction
Cooperative learning
Writers Workshop
Multiple Intelligences
Reading First
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Development 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.

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Research Findings
1997-98 Using a prompt requiring narrative
writing, ELLs in classes with SIOP-trained
teachers demonstrated significantly higher
writing scores than ELLs in classes with
non-SIOP-trained sheltered teachers.
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Research Findings

• 1998-99 Using a prompt requiring expository
  writing, ELLs in classes with SIOP-trained
  teachers
• outperformed and made greater overall gains
• than ELLs in classes with non-SIOP-trained
• sheltered teachers.
• Echevarria, Short Powers (in press). School
  reform and standards-based education An
  instructional model for English language
  learners. Journal of Educational Research.

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Applications of the SIOP

• Teacher lesson plan checklist
• Teacher self-reflection tool
• Classroom observation tool by
  administrators
• Supervision and observation tool of student
  teachers
• Program of professional development

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SIOP Professional Development Program

• Book
• 2 Videos (3 additional summer 2005)
• Professional development manual
• SIOP Digest Series
• SIOP Institutes
• SIOP I SIOP II
• SIOP for Administrators

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Current Implementation and Emerging Findings

• Lela Alston Elementary School
• Phoenix, AZ

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One Schools Story

• Lela Alston Elementary School
• The nine elementary schools in the district are
  similar in demographics
• High LEP population
• High poverty
• Mostly Latino
• Lela Alston School demographics
• 97 free/reduced lunch
• 57 mobility
• 74 LEP
• 10 identified as special education

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One Schools Story

• In 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.

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Professional Development In her own words.
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Arizonas Instrument to Measure Standards
(AIMS) Spring 2004 Grade 3
Alston
Esperanza
P T Coe
Mitchell
Math
Reading
Writing
Mean Standard Score Arizona Department of
Education
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86 of third grade students who began in Alstons
full-day kindergarten program, are currently
performing at or above grade level.
36 Above Grade Level
50 At Grade Level
14 Below Grade Level
This graph represents the third grade students
who began kindergarten at Alston Elementary in
the fall of 2001.
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Alston School 2002-04Stanford 9 Scores
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Teachers PerspectivesImpact of the SIOP
Model on Students
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Using the SIOP Model to Enhance Literacy

• Link concepts to students background
• Use past learning as a link to new concepts
• Highlight key vocabulary and teach throughout the
  lesson
• Actively engage students
• Provide opportunities for interaction

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Conclusion

• Although professional development is a complex
  and multifaceted endeavor, the SIOP is an
  effective tool for improving teachers
  instructional practice

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Goals of SIOP Model Implementation

• ELLs who are - additive bilinguals - proficient
  readers- successful students
• Teachers who are- effective educators-
  reflective professionals
• Schools that are- productive - embracing of
  diversity

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For More Information

• www.siopinstitute.net
• SIOP Institute
• August 1-3, 2005 Honolulu
• SIOP for Administrators
• May 19-20, 2005 Scottsdale
• SIOP II
• August 4-5, 2005 Honolulu
• Become a Certified SIOP Model Trainer
• Attend a SIOP Institute and SIOP II

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Questions?
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SIOP Teacher Feedback

• Teachers 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)

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• 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)

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SIOP Teacher Feedback

• I 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)

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SIOP Teacher Feedback

• This 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)

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SIOP Teacher Feedback

• For 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)

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National Reading Panel

• For teacher education to be effective, it must
  change both teacher and student behavior.

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Professional Development Research

• The Sheltered Instruction Observation Protocol A
  Tool for Teacher-Researcher Collaboration and
  Professional Development (Short Echevarria,
  1999)
• www.siopinstitute.net
• The Effect of Sheltered Instruction Staff
  Development for Middle and High School Teachers.
  (Hulquist, 2002)
• Preparation, Instruction, Review/Assessment

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Professional 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.
• mwlazlinski_at_berry.edu