Sheltered Instruction Observation Protocol (SIOP)

1. Sheltered Instruction Observation Protocol (SIOP) Pocatello/Chubbuck School District

2. Objectives • 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

3. POCATELLO/CHUBBUCK SCHOOL DISTRICT 25“Maximizing Learning For All Students ThroughRigor, Relevancy, and Relationships”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.

4. 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%.

5. Interestingly Enough… • Students challenged by the English language are not always immigrants, or even second language speakers.

6. Meaningful DifferencesHart & 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 income 3,000 High income 20,000

7. Meaningful DifferencesHart & Risley, 1995 Quality of heard per hour: Low income 5 affirmations 11 prohibitions Middle income 12 affirmations 7 prohibitions High income 32 affirmations 5 prohibitions

8. ALL STUDENTS are Academic Language 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).

9. To Master the Subject They Are Studying… • …students must master not only the language being used, but also the way to use it.

10. 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. How do we acquire language mastery?

11. Language Acquisition

12. Social Language • Measured in BICS • Basic • Interpersonal • Communicative • Skills

13. Academic Language:The Language of Tests and Text • Measured with CALP • Cognitive • Academic • Language • Proficiency

14. ALL STUDENTS are Academic Language 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.

15. Research Definition of Sheltered Instruction • A research-based instructional framework for making grade-levelacademic content (e.g., science, social studies, math) more accessible for English language learners (ELLs) while at the same time promoting their English language andacademic vocabulary development.

16. Research has shown that the implementation of this model of instruction can help to increase achievement for all learners.

17. The Matthew EffectSteven Stanovich, 1986 • Percentile rank • Minutes read OUTSIDE of the school day • Words per year

19. 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.

21. 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.

23. Before: the building blocks of effective instruction were present, but not connected to practice. SIOP State Standards TIA Positive Behavior Support (PBS) HEQ Professional Learning Communities Tools for Teaching Love and Logic in the Classroom Developing Capable Young People ISAT IRI DMA DWA Social and Emotional Curriculum Understanding Poverty RtI Common Assesses.

24. Professional Learning Community (PLC) SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP SIOP Common Assessments RtI Different-iation Effective Schools Model Understanding Poverty Classroom Walk-Through PLCs ISAT/IRI DWA DMA Highly Effective Questioning (HEQ) SIOP New Teacher Mentoring State Standards TIA In Touch Pocatello/Chubbuck District #25 Maximizing Learning For All Students Through Rigor, Relevancy and Relationships.Whatever it Takes!

25. Whatever It Takes(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 AWHOLE.

26. RtI: Pyramid of Interventions: SIOP Tier III Intensive Instruction FEW Tier II Supported Instruction SOME Tier I: Core Instruction ALL

27. Sheltered Instruction Observation Protocol Components Sheltered Instruction Observation Protocol Components The SIOP Model

28. Preparation • Clear objectives • Content • Language • Appropriate concepts • Age and level • Identify supplemental materials • Adapt the content • Level of proficiency

29. 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

30. 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)

31. Strategies • Provide opportunities for students to use various strategies • Use scaffolding techniques • Use a variety of question types throughout the lesson

32. Interaction • Provide frequent opportunities for interactions • Use group configurations • Provide wait time for student responses • Give opportunities for students to clarify key concepts

33. 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

34. Lesson Delivery • Support content and language objectives • Engage students 90-100% of the class time • Pace the lesson appropriately

35. Review and Assessment • Give a comprehensive review of key vocabulary • Give a comprehensive review of key concepts • Provide feedback • Conduct assessments throughout the lesson

36. District-Wide Implementation: • It is the expectation that all staff be trained and implement the SIOP model by 2010/2011. POCATELLO/CHUBBUCKSCHOOL DISTRICT 25“Maximizing Learning For All Students ThroughRigor, Relevancy, and Relationships”Whatever It Takes!

37. 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

38. Faculty SIOP Support