SIOP Research

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SIOP Research
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SIOP Research
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SIOP Research Reference

• The SIOP Model was developed during a seven-year
  research project (1996-2003) for the Center for
  Research on Education, Diversity Excellence,
  funded by the Institute for Education Sciences,
  U.S. Department of Education.
• After several years of field-testing the SIOP, a
  validity and reliability study of the instrument
  was conducted. Findings showed the SIOP is a
  highly reliable and valid measure of sheltered
  instruction (Guarino, et al., 2001).
• Researchers compared ELs in classes whose
  teachers had been trained in implementing the
  model to those who had not been. The results
  showed that those students whose teachers did
  implement the model had higher narrative and
  expository writing scores.

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New Jersey SIOP Study Results

• Teachers can reach high levels of SIOP
  implementation after 1-2 years (1 year with
  more support). Sustained, supported
  profes-sional development (workshops coaching)
  works.
• After 1 year, students with SIOP-trained teachers
  outperformed non-SIOP students within the Clifton
  district on mean scores for oral, reading,
  writing IPT tests and for total IPT to
  statistically significant levels. Same results
  for Year 2.
• After 2 years, with SIOP-trained teachers in
  Clifton, students outperformed non-SIOP students
  in comparison district on mean scores for oral,
  writing IPT tests and total IPT across districts)
  to statistically significant levels.

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The Impact of the SIOP Model on Middle School
Science and Language Learning

• CREATE (Center for Research on the Educational
  Achievement and Teaching of English Language
  Learners) 6-year study (2005-2011)
• The higher the teacher rating on the SIOP
  protocol, the better the students performed.
• This was true for all subgroups English
  Learners, Fluent English Proficient, English
  Only, and students with disabilities.
• This is true of both SIOP and control teachers.

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• The SIOP Model
• A professional development framework for a
  comprehensive
• school-wide instructional model
• 2009-2011
• http//www.cal.org/create/resources/pubs/professio
  nal-development-framework.html

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Select Research Resources

• Yoon, K. S., Duncan, T., Lee, S. W.-Y., Scarloss,
  B., Shapley, K. (2007). Reviewing the evidence
  on how teacher professional development affects
  student achievement (Issues Answers Report, REL
  2007No. 033). http//ies.ed.gov/ncee/edlabs
• Echevarría, J., Short, D. (2011). The SIOP
  Model A professional development framework for
  comprehensive schoolwide intervention.
  Washington, DC Center for Research on the
  Educational Achievement and Teaching of English
  Language Learners. Retrieved from
  http//www.cal.org/create/resources/pubs/professio
  nal-development-framework.html
• Echevarria, J., Richards, C., Canges, R.,
  Francis, D. (2011). Using the SIOP Model to
  promote the acquisition of language and science
  concepts with English learners. Bilingual
  Research Journal, 34 (3), 334-351.
• Echevarria, J., Richards-Tutor, C., Chinn, V.,
  Ratleff, P. (2011). Did they get it? The role of
  fidelity in teaching English learners. Journal of
  Adolescent and Adult Literacy. 54 (6) 425-434.
• Echevarria , J. Short, D. (2010). Programs and
  practices for effective sheltered content
  instruction. In California Department of
  Education (Ed.). Improving education for English
  learners Research-based approaches. (p.
  250-321). Sacramento, CA CDE Press.
• Echevarria, J., Short, D., Powers, K. (2006).
  School reform and standards-based education An
  instructional model for English language
  learners. Journal of Educational Research 99
  (4), 195-210.
• Himmel, J., Short, D.J., Richards, C.,
  Echevarria, J. (2009). Using the SIOP Model to
  improve middle school science instruction.
  Washington, DC Center for Research on the
  Educational Achievement and Teaching of English
  Language Learners. Retrieved from
  http//www.cal.org/create/resources/pubs/siopscien
  ce.htm
• Short, D., Echevarria, J., Richards-Tutor, C.
  (2011). Research on academic literacy development
  in sheltered instruction classrooms. Language
  Teaching Research, 15(3), 363-380
• Short, D., Fidelman, C., Louguit, M.(in press).
  Developing academic language in English language
  learners through sheltered instruction. TESOL
  Quarterly.

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SIOP Results Snapshot Brockton High School

• Between 2003 and 2009, Brockton High School
  increased the percentage of English language
  learners (ELLs) passing the Massachusetts
  Comprehensive Assessment System by 255 for
  language arts and 158 for mathematics.
• Brockton school leaders cite the adoption and
  training of all teachers in the SIOP Model as
  one of the key factors in its success.

Why does SIOP work for Brockton? It gives ALL of
our teachers, our ESL teachers and our general
education teachers, a structured and reliable
format that can be implemented in their
classrooms, and it increases the achievement of
all of our students, particularly our ELLs. --
Sue Szachowicz, Principal Brockton High School