Sandra Hagman, ELL Consultant, MDE

1
Improving Instruction for Michigan English
Learners through Statewide SIOP Model
Professional Development 

• Sandra Hagman, ELL Consultant, MDE
• HagmanS2_at_michigan.gov
• Adapted from a presentation prepared by
• Sandra N. Gutiérrez, Center for Applied
  Linguistics

Title III ELL Directors Meeting September 20,
2010East Lansing, MI
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Session Objectives

• Provide an overview of the SIOP Model
• Review some key elements of effective SIOP
  professional development
• Share plan for SIOP capacity building initiative
  for the state of Michigan

3
SIOPs Definition of Sheltered Instruction

• A means 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 development.

Echevarria, J., Vogt, M.E., Short, D. (2004).
Making content comprehensible to English
learners The SIOP model. Boston Pearson/Allyn
Bacon.
4
SIOP Research

• Teachers and researchers developed and revised
  the model collaboratively.
• Several years of field testing (1996-2001).
• Research study (2001) found SIOP highly reliable
  and valid as a measure of sheltered instruction.
• Research studies (2001 and 2007) found that ELLs
  taught by teachers implementing SIOP instruction
  outperform ELLs in control groups.
• CAL continues conducting SIOP research in
  partnership with several organizations (CREDE).

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SIOP Model Components

• The SIOP Model has 8 components and 30 features
• Lesson Preparation
• Building Background
• Comprehensible Input
• Strategies
• Interaction
• Practice/Application
• Lesson Delivery
• Review/Assessment

6
The Case for Sustained Professional Development

• Were way behind other countries that are
  high-achieving in terms of the time and intensive
  opportunity for deep learning they provide. We
  still see teachers engage in really short one-
  and two-day workshops rather than ongoing,
  sustained support that we now have evidence
  changes practices and increases student
  achievement.
• Linda Darling-Hammond in interview with
  Education Week about a recent NSDC report on the
  state of professional development in the US and
  abroad, 2009

7
Planning Effective SIOP Professional Development

• Why? Analyze data
• What for? Vision and goals
• Who? Who needs to participate
• How? Design based on effective professional
  development. Find, mobilize, and allocate
  resources
• When? Sustain over a long period of time
• Where? Workshops, school-based coaching,
  classroom modeling, etc.
• What happened? Evaluate professional development
  outcomes

8
SIOP Model Capacity-Building Initiative

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SIOP Initiative Responds to MI Needs

• Michigan experienced a 19 growth in foreign-born
  populations from 1997-2000 (Pew Hispanic Center,
  2009)
• ELLs academic achievement is a matter of concern
• For instance, only 44 of ELLs scored proficient
  or above in state-developed mathematics
  assessment (Quality Counts, 2009)
• Instructional support is needed for increased
  high school graduation requirements
• Most content and classroom teachers know little
  about providing integrated content and language
  instruction to ELLs

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SIOP Initiative Responds to MI Needs

• Nationally, only 32.1 of teachers have had eight
  hours or more professional development on how to
  teach ELLs in the last 3 years.
• In Michigan this figure is 9.9!
• Source NSDC(2009). Professional Learning in the
  Learning Profession A Status Report on Teacher
  Development in the U.S. and Abroad - Technical
  Report (data from NCES, 2003-04 Schools and
  Staffing survey)

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Articulation with Michigan Board of Education
Priorities

• Michigan Board of Education Strategic Goal
• Attain substantial and meaningful improvement in
  academic achievement for all students/children
  with primary emphasis on high priority schools
  and students
• Priority 1 Re-imagine the pre-K-12 educational
  system in Michigan that will lead to the State
  Board of Educations expectation for student
  achievement

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Goals of SIOP Initiative

• Develop capacity to provide high-quality and
  systematic SIOP professional development to
  teachers of ELLs provided by Michigan ELL leaders
  in geographical regions - such as high incidence
  districts and key Intermediate School Districts
  (ISDs)
• Assist ELL leaders in the development of SIOP
  professional development plans that address their
  regions specific needs
• Provide technical assistance and support to ELL
  leaders as they conduct SIOP professional
  development and provide follow up support to
  teachers working with ELLs in their regions
• Establish SIOP instruction in participating
  teachers classrooms in order to increase the
  academic achievement of ELLs

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SIOP Initiative Partners

• Michigan Department of Education
• Great Lake East Comprehensive Center with support
  from the Center for Applied Linguistics
• ELL leaders
• School leaders
• Teachers of ELLs
• (ESL teachers content area grade level
  teachers)

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SIOP Initiative - Three Stages
STAGE I
SIOP Training of Trainers Workshop
STAGE II
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
Supporting SIOP Instruction Workshop
On-going trainer follow-up
STAGE III
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
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STAGE I
SIOP Training of Trainers Workshop
STAGE II
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
Supporting SIOP Instruction Workshop
On-going trainer follow-up
STAGE III
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
15
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STAGE I SIOP Training of Trainers Workshop

• Purpose Train ELL leaders on how to plan and
  conduct a 4-day SIOP professional development
  workshops that respond to their regions context
• Professional Development Staff CAL SIOP
  facilitators (Dennis Terdy and Emily Evans)
• Participants 15-20 ELL Leaders from various
  regions will be selected for TOT Cohort 3 based
  on specified criteria.
• Location Lansing, MI
• Dates late June, 2011

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STAGE I
SIOP Training of Trainers Workshop
STAGE II
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
Supporting SIOP Instruction Workshop
On-going trainer follow-up
STAGE III
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
17
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STAGE II SIOP Regional Workshops

• Purposes
• Build SIOP training capacity by having trained
  ELL Leaders and CAL staff co-facilitate 3
  regional 4-day SIOP professional development
  workshops
• Develop SIOP knowledge and buy-in among ISD and
  LEA administrators
• Develop SIOP professional development plans
• Professional Development Staff CAL SIOP
  Facilitator and ELL leaders (SIOP trainers in
  training)
• Participants
• 40-60 teachers in SIOP teacher workshop
• Administrators supporting district teams will be
  invited to attend an administrators session at
  the spring Title III directors meeting

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STAGE II Tentative Locations and Dates
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STAGE II Ongoing Support for SIOP Trainers

• Two-day Supporting SIOP Instruction meetings for
  ELL leaders who became SIOP Trainers through the
  summer initiative in Michigan (TOT Cohorts 1 2
  will meet together in October 2010 and March
  2011)
• In process Initiatives to provide technical
  assistance and help ELL leaders develop long term
  SIOP Professional Development Plans for their
  districts/institutions in the
• 2010-2011 school year

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STAGE I
SIOP Training of Trainers Workshop
STAGE II
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
SIOP Regional Workshops for teachers and
administrators
Supporting SIOP Instruction Workshop
On-going trainer follow-up
STAGE III
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
SIOP Local Workshops for teachers
21
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STAGE III Implementing SIOP Professional
Development Plans at the Local Level

• Purpose Implement SIOP Professional Development
  Plan at the regional and local levels. As part of
  the plan, provide 4-day localized SIOP workshops
  and then a 2-day follow-up workshop for teachers
  of ELLs. Also, provide an informational meeting
  about SIOP PD for administrators at the spring
  Title III Directors Conference
• Professional Development Staff ELL leaders
  SIOP Trainers (TOT Cohorts)
• Participants Teachers of ELLs and administrators
• Location and Dates TBD, 2010-2011

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Evaluation of SIOP Initiative

• An evaluation component intends to assess the
  initiative throughout its 3 stages. The
  evaluation focuses on questions such as
• Did the initiative form a cadre of trainers that
  can provide high quality SIOP professional
  development?
• Are the SIOP professional development plans
  developed by each participating district/region
  relevant, accomplishable, and aligned with
  research on effective professional development?
  Are they being implemented?
• Did the initiative to establish SIOP instruction
  in participating teachers classrooms increase
  the academic achievement of ELLs?

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Planning Effective SIOP Professional Development

• Why? Analyze data
• What for? Vision and goals
• Who? Who needs to participate
• How? Design based on effective professional
  development. Find, mobilize, and allocate
  resources
• When? Sustain over a long period of time
• Where? Workshops, school-based coaching,
  classroom modeling, etc.
• What happened? Evaluate professional development
  outcomes

24
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Criteria for District SIOP Team Participation

• We anticipate that there will be an application
  process for districts to follow in order to send
  teams to regional workshops. Some of the
  information required for MDE review will include
  a districts response to these criteria
• Establish data-based training goals and target
  intended outcomes.
• Be ready to describe your existing ELL program
  model for English language development and, if
  applicable, sheltered content instruction.
• Plan a recruitment strategy to identify a school
  team made up of gen ed content area and classroom
  teachers, along with ESL/bilingual staff, for
  participation at a regional workshop. The focus
  should be on gen ed staff.
• Elicit a commitment from administration (central
  office curriculum coordinator, building
  principal. etc.) to attend the SIOP Administrator
  Workshop and to be actively involved in
  implementation of the SIOP model.
• Make a budget and commit resources for this
  professional development project.
• Determine and be ready to describe how you will
  sustain the SIOP model in your district during
  the following school year.

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Possible customized SIOP Workshops

• In response to requests from the field, MDE and
  the SIOP Consultants have designed localized SIOP
  training for school districts or consortia of
  smaller districts in a particular geographic
  region or through an ISD.
• Members of the MDE Michigan SIOP team who have
  been trained in Train-the-Trainer Cohort I and
  Cohort II are assigned to deliver professional
  development training to assist districts in
  building local capacity for delivery of
  SIOP-based content area instruction. MDE provides
  quality control coordination and technical
  support for participant registration, provision
  of training materials, financial arrangements,
  and evaluation. (Cost for a localized workshop
  in summer 2011 is estimated to be 12,000 - based
  on a minimum of 30 participants x 400.)

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How to Get Involved

• Stay tuned for opportunities to apply to
  participate in the next round of SIOP Training of
  Trainers and become a Michigan SIOP Trainer when
  the information for application, criteria, and
  responsibilities are made available on-line. We
  anticipate information to be available in
  January, 2011. Training for TOT Cohort3 is
  planned for late June 2010.
• Plan for your district to recruit school teams
  for participation in future SIOP regional and
  local workshops (Summer 2011).

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Your SIOP Feedback to MDE

• 1. Does your district already have in place a
  program of English language development with a
  curriculum of instruction appropriate for ELLs?
  If so, briefly describe it. (SIOP supports ELLs
  to actively participate and demonstrate
  comprehension of content area subjects SIOP
  training does not supplant the need for quality
  ESL instruction.)

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Your SIOP Feedback to MDE

• 2. Does your district already have sufficient
  access to sources of technical assistance and
  professional development for implementing SIOP in
  support of ELLs in content area classes?
• If so, please describe the SIOP-related
  professional development already going on in your
  district and how SIOP practices are embedded in
  your building or throughout your district.
• If not, describe the most critical
  need/application for systematic implementation of
  SIOP strategies in your district.

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Your SIOP Feedback to MDE

• 3. Give some specific suggestions about practical
  next steps MDE should consider in response to
  the needs of regions and local school
  districts/institutions in order to build further
  capacity for support of ELLs and their teachers
  using the SIOP model.

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Your SIOP Feedback to MDE

• 4. Describe the roadblocks you might face in
  trying to implement the SIOP model with your
  colleagues - teachers and/or building/district
  administrators. What external assistance might
  help promote progress?
• 5. Any other thoughts to share?

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Your SIOP Feedback to MDE

• 6. Rate your level of interest in having your
  district involved in MDE SIOP training in 2010.
• ------1----------------------------2-------------
  ---------------3----------------------------4-----
  ----
• 1 Sign us up! We will commit resources. What
  do we do next?
• 2 I will take this information back to the
  district today and lobby actively for
  teacher participation next summer.
• 3 Im not sure how to make this a part of our
  program of services for ELLs.
• 4 Were just not ready for any new initiatives
  at this time.

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Questions?
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REFERENCES

• Echevarria, J., Vogt, M.E., Short, D. (2008).
  Making content comprehensible to English
  learners The SIOP model. Boston Pearson/Allyn
  Bacon.
• Education Week. Quality counts Portrait of a
  population How English language learners are
  putting schools to the test. (2009). Bethesda,
  MD Author. www.edweek.org/go/qc09
• Michigan State Board of Education (2008)
  2008-2009 Education Department Strategic Plan.
  http//www.michigan.gov/documents/MDE_2005_Strateg
  ic_Plan_129469_7.pdf
• Pew Hispanic Center. (2009, March 5). New data on
  Hispanic and foreign-born populations in the U.S.
  Washington, DC Author. www.pewhispanic.org
• U.S. Department of Education, National Center for
  Education Statistics (2002). Schools and Staffing
  Survey, 1999-2000 Overview of the data for
  public, private, public charter, and Bureau of
  Indian Affairs elementary and secondary schools
  (NCES 2002-313). Washington, DC Author.
• Wei, R. C., Darling-Hammond, L., Andree, A.,
  Richardson, N., Orphanos, S. (2009). Professional
  learning in the learning profession A status
  report on teacher development in the United
  States and abroad. Dallas, TX National Staff
  Development Council.