Sheltered Instruction Observation Protocol (SIOP)

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Sheltered Instruction Observation Protocol (SIOP)

• Pocatello/Chubbuck School District

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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

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POCATELLO/CHUBBUCK SCHOOL DISTRICT 25
Maximizing Learning For All Students
Through Rigor, Relevancy, and
RelationshipsWhatever 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.
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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.

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Interestingly Enough

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

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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

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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

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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).

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To Master the Subject They Are Studying

• students must master not only the language being
  used, but also the way to use it.

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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.

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Language Acquisition
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Social Language

• Measured in BICS
• Basic
• Interpersonal
• Communicative
• Skills

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Academic Language The Language of Tests and
Text

• Measured with CALP
• Cognitive
• Academic
• Language
• Proficiency

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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.

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Research Definition of Sheltered 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.

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Research has shown that the implementation of
this model of instruction can help to increase
achievement for all learners.
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The Matthew EffectSteven Stanovich, 1986

• Percentile rank
• Minutes read OUTSIDE of the school day
• Words per year

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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
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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.

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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.

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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
Developing Capable Young People
Tools for Teaching
Love and Logic in the Classroom
ISAT IRI DMA DWA
Social and Emotional Curriculum
Understanding Poverty
RtI
Common Assesses.
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Common Assessments
RtI
Different-iation
Understanding Poverty
Effective Schools Model
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!
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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 A WHOLE.

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RtI Pyramid of Interventions

SIOP





Tier III Intensive Instruction FEW
Tier II Supported Instruction SOME
Tier I Core Instruction ALL
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Sheltered Instruction Observation
Protocol Components
Sheltered Instruction Observation Protocol
Components
The SIOP Model
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Preparation

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

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Building Background

• Link Contents to students background and
  experiences
• Link past learning to new concepts
• Emphasize key vocabulary
• In other words provide the connections to neural
  pathways

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Comprehensible Input

• Use speech appropriate for students level of
  proficiency
• Explain academic tasks clearly
• Use a variety of techniques to make concepts
  clear (mental models)

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Strategies

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

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Interaction

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

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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

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Lesson Delivery

• Support content and language objectives
• Engage students 90-100 of the class time
• Pace the lesson appropriately

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Review and Assessment

• Give a comprehensive review of key vocabulary
• Give a comprehensive review of key concepts
• Provide feedback
• Conduct assessments throughout the lesson

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District-Wide Implementation

• It is the expectation that all staff be
• trained and implement the SIOP
• model by 2010/2011.
• POCATELLO/CHUBBUCKSCHOOL DISTRICT 25Maximizing
  Learning For All Students ThroughRigor,
  Relevancy, and RelationshipsWhatever It Takes!

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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

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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