Sheltered Instruction Sheltered Instruction Sheltered Instruction Sheltered Instruction Observation Protocol Observation Protocol

(SIOP) (SIOP) (SIOP) (SIOP)

Ve on A e S hool Di t i tVerona Area School District2010-11

Presentation Objectives Presentation Objectives

Content Objectives:h llTeachers will:

consider how SIOP fits with the district priorities and best practice protocolunderstand how SIOP applies to classroom teachersunderstand how SIOP applies to classroom teachersbe introduced to the 8 components of SIOP learn about the district’s implementation plan for SIOP

Language Objectives:Teachers will:

li t t b k d SIOP listen to background on SIOP be able to name the components of SIOP begin to develop a common vocabulary to assist with effective instruction within the SIOP modeleffective instruction within the SIOP model

Mission:

The Verona Area School District, a community of learners, The Verona Area School District, a community of learners, values and supports education excellence. To foster the joy values and supports education excellence. To foster the joy of learning and to prepare students for future challenges, we of learning and to prepare students for future challenges, we o ea g a d o p epa e s ude s o u u e c a e ges, eo ea g a d o p epa e s ude s o u u e c a e ges, eset rigorous academic and creative expectations for each set rigorous academic and creative expectations for each student. Students, in turn, must show they meet these student. Students, in turn, must show they meet these expectations.expectations.

Strategic Priorities:Strategic Priorities:

1. 1. Ensure all students acquire skills and knowledge to be successful in a diverse society.Ensure all students acquire skills and knowledge to be successful in a diverse society.

2. Dedicate resources in flexible and creative ways to meet individual student needs.2. Dedicate resources in flexible and creative ways to meet individual student needs.

3. Integrate technology into all curriculum to improve problem solving abilities.3. Integrate technology into all curriculum to improve problem solving abilities.

BackgroundBackground

Our student population is becoming more ethnically and linguistically diverse.

Since 2000, the Hispanic population in Wisconsin has increased by p p p y48.2% to 285,827 people, or 5.1% of the state's populations.

More than 90% of all immigrants to America come from non-English speaking countries.g p g

In 1980, about seventy-five percent of this country’s school-age population was white.

Current projections indicate that by the year 2040, white children will comprise less than half of the total school-age population in the United States.

English Language Learners (ELLs) in VASDEnglish Language Learners (ELLs) in VASD

Total ELL growth in VASD has gone from 92 ELLs in 2000-01 to over 700 ELLs at the end of 2009 10

700

800

over 700 ELLs at the end of 2009-10.

400

500

600

100

200

300

400

0

100

CKCS CV GE NCS SP SC BRMS SOMS VAHS Total

Interestingly EnoughInterestingly Enough…

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

Meaningful language differences Meaningful language differences in a in a student’s home experiencesstudent’s home experiencesstudent s home experiencesstudent s home experiences

Number of words Speaking vocabulary heard by age 3:

Low income students

p g yby age 6:

Low income students

10 millionUpper Middle income

illi

3,000Upper Middle income20 00020-30 million 20,000

Risley & Hart Meaningful Differences Risley & Hart, Meaningful Differences in the Everyday Experiences ofYoung Children

Meaningful differencesMeaningful differences cont.cont.

Quality of what is heard per hour:

Low incomeo 5 affirmationso 11 prohibitions

Middle income12 ffi tio 12 affirmations

o 7 prohibitions

High incomeHigh incomeo 32 affirmationso 5 prohibitions

Discussion of Meaningful DifferencesDiscussion of Meaningful Differences

Affirmations are:Affirmations are:statements from parents that elicit independence and self-efficacy ie; “Keep trying” or, “Try again,

’ll t it” “I k d it!”you’ll get it” or , “I know you can do it!”

Prohibitions are:statements that foster dependence and inhibit self-efficacy ie; “You’ll never be able to do that” or “Here let me do it for you” or “I’ll do that so it getsHere, let me do it for you or I ll do that so it gets done right.”

Economically Disadvantaged Studentsy g

Students who qualify for free or reduced lunches are identified by the Dept. of Public Instruction as being economically disadvantaged This number is not all inclusive because some families that

25.0%

30.0%

being economically disadvantaged. This number is not all-inclusive because some families that qualify choose not to apply.

15.0%

20.0%

5.0%

10.0%

95-96

96-97

97-98

98-99

99-00

00-01

01-02

02-03

03-04

04-05

05-06

06-07

07-08

08-09

09-10

Economically Disadvantaged 7.6% 9.0% 9.1% 13.7 13.9 11.4 15.3 18.1 16.7 19.3 20.8 19.8 20.4 21.9 24.4

0.0%

The percent of economically disadvantaged students in VASD hasmore than tripled in the last ten years and is now just under 25%.

Many reasons for variation in Many reasons for variation in how students learn language how students learn language how students learn language how students learn language

First grade children from higher SES groups know about twice as many words as children from lower SES groups.

High performing third graders had vocabularies about equal to the lowest performing 12th graders.

High School seniors near the top of their class knew about four times as many words as their lower-performing classmates.

O’Hara & Pritchard, Socioeconomic Status and Vocabulary Development

The foundation of school success is The foundation of school success is academic literacy in English academic literacy in English academic literacy in English academic literacy in English

Age-appropriate knowledge of the English language is a prerequisite to attaining academic content standards.

We learn primarily through language and use language toWe learn primarily through language, and use language to express our understanding.

Without proficiency in oral and written English language p y g g gskills, students find it difficult to learn and to demonstrate their knowledge of math, science, social studies, etc.

The relationship between a student’s literacy proficiency andThe relationship between a student s literacy proficiency and academic achievement grows stronger as grade levels rise.

To master the subject th t d ithey are studying…

…students must t t l master not only

the language being used but also the used, but also the way to use it.

How do we acquire lang age maste ?language mastery?

Receptive language (language we receive)p g g ( g g )is learned beforeproductive language (language we produce)

Language skills are learned in this order:

Listening It might sound as if a ListeningSpeakingReading

It might sound as if a student can speak or use a language, but there is much more required g

Writingq

than just “speaking with friends in the hall or in the lunchroom” to be

f l proficient in a language.

Social Language:g gThe Language of Hallways and Playgrounds

Dr Jim Cummins refers to Dr. Jim Cummins refers to everyday conversational language as BICS -

B io Basico Interpersonal o Communicativeo Communicativeo Skills

BICS is acquired quickly –BICS is acquired quickly in less that a year for many students.

Academic Language: g gThe Language of Tests and Textbooks

Cummins refers to more formal academic language as CALP -

o Cognitiveo Academic

Lo Languageo Proficiency

CALP i i d ti CALP is acquired over time –often taking 5-7 years for many students.

When you think about it… all students are When you think about it… all students are “Academic” English Language Learners“Academic” English Language Learners“Academic” English Language Learners“Academic” English Language Learners

Math texts can contain more concepts per line sentence and paragraph than any line, sentence, and paragraph than any other kind of text.

A high school chemistry text can include 3,000 new terms.

Bill T hi R di i th C t t ABillmeyer, Teaching Reading in the Content Areas

Using best practice includes…Using best practice includes…Sheltered Instruction Sheltered Instruction Sheltered Instruction Sheltered Instruction

Research has shown that implementing sheltered instruction can increase achievement for all learners.

Definition for Sheltered Instruction: a research-based instructional framework for making grade-level

d i t t ( i i l t di th) ibl academic content (e.g., science, social studies, math) more accessible for all students (including English language learners)while at the same time promoting their English language and academic vocabulary development.

VASD has introduced the SIOP Model as a research-based lesson planning and delivery system paired with an observation protocol has been shown to be a valid and reliable to measure the implementation to be a valid and reliable to measure the implementation of sheltered instruction.

Currently in our schools… Currently in our schools… Currently in our schools… Currently in our schools…

there is a common perception of many disconnected initiatives.

we have many of the building blocks of effective instruction present, but they are not always clearly aligned to our instructional practiceclearly aligned to our instructional practice.

“ …the main problem is not the absence of innovation, but the presence of too many disconnected, episodic, piecemeal, superficially adjoined too many disconnected, episodic, piecemeal, superficially adjoined projects.”

Michael Fullan, Leading in a Culture of Change

So, what is needed?So, what is needed?

Improving school success for our students (including ELLs) will come, in great part, from efforts to improve the quality of instruction for all efforts to improve the quality of instruction for all students in the regular classroom.

We know what these best classroom practices look like, and we need to be about finding ways to implement them in regular classroom practicesimplement them in regular classroom practices.

So, what do school leaders do to So, what do school leaders do to make a change in practice happen?make a change in practice happen?make a change in practice happen?make a change in practice happen?

Recognize that change begins at the level of individual decisions and behaviors, and that the complexity of change within classrooms and schools often keeps

l h d f hpeople on the edge of chaos.

Assist staff in keeping their creative juices flowing, and along the way seek to provide concrete examples, g y p p ,practices and behaviors for staff to follow.

Understand that what may look like resistance to change is often a lack of claritychange is often a lack of clarity.

Mobilize people’s commitment to putting their energy into clear action steps designed for improvement.

SIOP as a coherence building tool SIOP as a coherence building tool for best practicefor best practicefor best practicefor best practice

With SIOP, we are attempting to bring coherence to our many district-wide efforts

l b f ffto implement best practices for effective instruction for all students.

The SIOP Model can be seen as an umbrella under which many of our educational efforts fit.

Best Practice Protocol uses the Best Practice Protocol uses the SIOP FrameworkSIOP FrameworkSIOP FrameworkSIOP Framework

Use of SIOP features in all classrooms is at the base of the RtI model.

Tier IIIIntensive

Instruction for FEW t d t

Tier II Supported

FEW students

Supported Instruction for

SOME students

Tier I Core Classroom Instruction for

ALL students using

SIOP

Sh lt d I t tiSheltered Instruction Observation Protocol - SIOP

• There are 8 Components of the SIOP ModelSheltered Instruction Observation Protocol Components

Obse at o otoco S O

• Simply stated, SIOP is a research-based lesson planning and delivery system with an observation

t l f k i if thi i h iprotocol for knowing if this is happening, or as we can also refer to it… Best Practice Protocol

The SIOP Model The SIOP Model –– 8 components8 components

L P i• Lesson Preparation• Building Background

Comprehensible Input• Comprehensible Input• Strategies• Interaction Interaction • Practice & Application• Lesson Delivery• Review & Assessment

Lesson Preparation Lesson Preparation Provide clear objectives

ContentLanguage

Use appropriate Use appropriate content concepts for student’s age and levelU l t l Use supplemental materialsAdapt content to levels pof student proficiencyProvide meaningful activitiesactivities

Building BackgroundBuilding Background

Link concepts taught to student’s b k d d background and experiencesLink student’s past Link student s past learning to new conceptsE h i k Emphasize key vocabulary

Comprehensible InputComprehensible Input

Use speech appropriate for t d t’ l l f student’s level of

proficiencyExplain academic Explain academic tasks clearlyUse a variety of

h i k techniques to make concepts clear

StrategiesStrategies

Teach various learning strategies to students and provide and provide opportunities for them to use the strategiesUse scaffolding techniquesUse a variety of Use a variety of question types to promote higher-order thinking skills

InteractionInteraction

P id f t Provide frequent opportunities for interactionsUse student grouping configurations to support learningpp gProvide wait time for student responsesGive opportunities for Give opportunities for students to clarify key concepts

Practice and ApplicationPractice and Application

Provide hands-on materials or manipulativesP id t iti Provide opportunities for students to apply content and knowledgeProvide activities that integrate reading integrate reading, writing, listening and speaking

Lesson DeliveryLesson Delivery

Support content and language objectives th h t lthroughout lessonEngage students 90-100% of the 90-100% of the class timePace the lesson appropriately

Review and AssessmentReview and Assessment

Give a comprehensive review of key vocabularyvocabularyGive a comprehensive review of key conceptsProvide feedbackConduct assessments Conduct assessments of understanding and learning throughout the lesson

District-Wide Implementation of SIOPDistrict Wide Implementation of SIOP

In December 2008, the Administrative Team participated in a one day SIOP training session to gain an understanding of the SIOP model.

The first cohort of 30 VASD teachers participated in 3 days of SIOP training in April 2009 and have y g pbegun to implement SIOP in their classrooms. This same group of teachers also participated in coaching class to expand their ability to share SIOP strategies. They will work with interested staff to share learning from their classroom implementation of the SIOP Model.

DistrictDistrict--Wide Implementation cont.Wide Implementation cont.pp

A second cohort of 39 VASD teachers participated in 3 days of SIOP training in April 2010. They have release days to meet together and begin to have release days to meet together and begin to implement SIOP in their classrooms.

Th h t th 2009 10 h l ll it h d Throughout the 2009-10 school year, all sites had initial SIOP conversations and training sessions during late starts and staff meetings.

DistrictDistrict--Wide Implementation cont.Wide Implementation cont.pp

In August, 2010, the Administrative Team In August, 2010, the Administrative Team participated in the first of two days of intensive training on the SIOP Model to learn about classroom observations and providing support to teachers. p g pp

All sites will conduct SIOP training sessions on the SIOP components during late starts/staff meetings that will be part of a two-year effort during the 2010-11 and 2011-12 school years.

A third cohort of 40 teachers will be invited to participate in SIOP training which will again be held in VASD in April 2011.

SIOP Professional Development Plan SIOP Professional Development Plan for 2010for 2010--11 and 201111 and 2011--1212for 2010for 2010 11 and 201111 and 2011 1212

1 t S t 2010 11Lesson Preparation

1st Semester 2010-11p

Building Background

Comprehensible Input2nd Semester 2010-11

Comprehensible Input

Strategies

1st Semester 2011-12Interaction

Practice and Application

2nd Semester 2011-12 Lesson Delivery

Review and Assessment

Resource role of Teachersthat a e t ained in SIOP that are trained in SIOP

Implement the SIOP model in his/her own classroomObserve, support and help coach fellow SIOP teachers that participated in SIOP Cohort I & IIparticipated in SIOP Cohort I & IIBe a resource to other staff members who are learning about SIOPAttend district supported on-going professional pp g g pdevelopmentProvide building level professional development that will continue to build awareness of SIOPEncourage teachers to participate in SIOP training and use SIOP in their lesson planning and delivery

Review of today’s objectivesReview of today’s objectives

Content Objectives:Content Objectives:Teachers will:

o consider how SIOP fits with the district priorities and best practice protocoland best practice protocol

o understand how SIOP applies to classroom teacherso be introduced to the 8 components of SIOP o learn about the district’s implementation plan for SIOPo learn about the district s implementation plan for SIOP

Language Objectives:Teachers will:o listen to background on SIOP o be able to name the components of SIOP o begin to develop a common vocabulary to assist with

ff ti i t ti ithi th SIOP d leffective instruction within the SIOP model

SIOP is “best practice” SIOP is “best practice” in VASDin VASDin VASDin VASD

The goal of SIOP implementation is to help VASD teachers implement research-based VASD teachers implement research-based best classroom practice for lesson planning and differentiation of instruction to improve

hi t f ll t d t achievement for all students.

Any Questions?y