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