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A user-friendly guide for administrators that provides the knowledge, tools, and resources necessary to understand and oversee the implementation of the SIOP® Model for teaching English learners.
A must-read for all administrators who work with English learners, The SIOP® Model for Administrators, 2/e provides the tools needed for supervising the education of this growing population of learners. It introduces a comprehensive, coherent, research-validated model–the SIOP Model–for teaching English learners and helping them meet rigorous academic standards, and includes concrete strategies and advice from other administrators to help principals, coordinators, and others implement the model, including guidance for getting started and sustaining the intervention. While summarizing 20 years of research that has proven the SIOP® Model’s effectiveness for all grades and subject areas, the book explains the second language acquisition process so administrators can understand how students best learn new languages. The Enhanced Pearson eText features embedded videos.
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Deborah J. Short, Ph.D., founded and directs Academic Language Research & Training, a consulting company, and provides professional development on sheltered instruction, content-based language teaching, and academic literacy worldwide. Formerly she was a Division Director at the Center for Applied Linguistics, Washington, DC, where she directed quasi-experimental and experimental studies on English learners funded by the Carnegie Corporation of New York, Rockefeller Foundation, and U.S. Department of Education, among others. Her publications include journal articles, the SIOP® Model book series, and several ESL textbook series for National Geographic/Cengage. She taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of the Congo. She has served on the Board of Directors of the TESOL International Association and has presented research in the U.S., Canada, New Zealand, Brazil, Europe, and the Middle East.
MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. Dr. Vogt, a former classroom teacher, reading specialist, curriculum coordinator, and teacher educator, received her doctorate from the University of California, Berkeley. She is an author of over 60 articles and chapters, and is co-author of seventeen books for teachers and administrators, including Making Content Comprehensible for English Learners: The SIOP® Model. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. Dr. Vogt has provided professional development in all fifty states and in several other countries, including Germany, where she was invited to serve as a Visiting Scholar at the University of Cologne. She was inducted into the California Reading Hall of Fame, received her university’s Distinguished Faculty Teaching Award, and served as President of the International Reading Association.
Jana Echevarría, Ph.D., is Professor Emerita at California State University, Long Beach where she was selected as Outstanding Professor. She has taught in elementary, middle, and high school in general education, special education, ESL, and bilingual programs. An internationally known expert on second language learners, she has lived and worked in Taiwan, Mexico, and Spain. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She has presented her research across the U.S. and internationally including Oxford University (England), Wits University (South Africa), Harvard University (U.S.), Stanford University (U.S.), University of Barcelona (Spain) and South East Europe University (Macedonia) where she was a Fulbright Specialist. A founding researcher of the SIOP® Model her publications include multiple books, book chapters and journal articles.
Brief Table of Contents
Preface xiv
Chapter 1 Getting to Know English Learners 2
Chapter 2 Learning a Second Language 24
Chapter 3 Understanding the SIOP Model from an Administrator’s Perspective 42
Chapter 4 Getting Started with SIOP Model Implementation 58
Chapter 5 Refocusing Your School with SIOP 76
Chapter 6 Frequently Asked Questions: Getting Started with SIOP 96
Appendixes 105
Appendix A: SIOP (Sheltered Instruction Observation Protocol) 105
Appendix B: Sample Handout for Staff Meeting 115
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model 116
Appendix D: The SIOP Checklist 122
Appendix E: Action Plan for SIOP® Model Implementation 124
Glossary 128
References 132
Index 139
Detailed Table of Contents
Preface xiv
Chapter 1 Getting to Know English Learners 2
Who Are English Learners? 4
English Learner Demographics 5
Diverse Characteristics Among English Learners 6
How Do English Learners Perform in School? 10
Academic Performance of English Learners 11
How Should We Serve English Learners in School? 13
English Learner Identification 13
Language Support Programs 14
ESL/ELD/Sheltered programs 14
Bilingual programs 16
Newcomer programs 17
Levels of Language Proficiency 17
Staffing 19
What Is the SIOP® Model? 19
Key Points Summary 22
Reflect and Apply 22
Chapter 2 Learning a Second Language 24
Acquiring a Second Language 26
The Language Demands of School 26
Speaking and Listening 27
Reading 27
Writing 27
Vocabulary Development 28
Social and Academic Language 28
Time Required to Learn a New Language 30
Factors That Influence Second Language Acquisition 30
Age 30
Aptitude 31
Motivation 32
Personality 32
First Language Development 33
Socio-psychological 33
Quality of Instruction 34
Using Technology to learn a Second Language 34
Research Evidence About Second Language Learning 35
Meeting the Needs of Every English Learner 36
Long-Term English Learners 36
Struggling English Learners and RTI 37
The Value of Bilingualism 39
Cognitive 39
Socio-emotional 39
Academic 39
Key Points Summary 40
Reflect and Apply 40
Chapter 3 Understanding the SIOP Model from an Administrator’s Perspective 42
The Role of an Administrator 44
SIOP Model Research 45
The CREDE SIOP Model Design Study 45
Lela Alston Elementary School Program Evaluation 46
The New Jersey SIOP Quasi-Experimental Study 47
The CREATE SIOP Experimental Study 48
SIOP Professional Development Program 49
The SIOP Model in the Classroom 50
SIOP Teachers in Action 51
Lesson Preparation 51
Building Background 52
Comprehensible Input 52
Strategies 53
Interaction 53
Practice & Application 54
Lesson Delivery 54
Review & Assessment 54
Observation Tools 55
Key Points Summary 57
Reflect and Apply 57
Chapter 4 Getting Started with SIOP Model Implementation 58
Examine the Academic Performance of English Learners 60
Consider the Teachers’ Credentials for Instructing English Learners 62
Set Goals for SIOP Implementation 62
Seek Required Approvals 62
Establish Responsibilities 63
Secure Funding 63
Plan Initial SIOP Staff Development 64
Create a SIOP Coaching Plan 68
Plan Ongoing SIOP Professional Learning 70
Provide Instructional Leadership 72
Consider Planning a Formative Evaluation 73
Construct a Realistic Timeline 74
Key Points Summary 74
Reflect and Apply 75
Chapter 5 Refocusing Your School with SIOP 76
Using SIOP to Organize for Change 78
Reducing Competing Initiatives 78
Aligning SIOP with the Common Core and Other State Standards 80
Administrative Leadership with SIOP Implementation 83
The Ongoing Role of the Administrator During SIOP Implementation 83
Taking a Participatory Role in SIOP Implementation 84
SIOP and Professional Learning Communities (PLCs) 85
Critical Friends as Peer Coaches 86
Viewing SIOP Professional Learning as an Ongoing Process 87
Ongoing SIOP Data Collection During Implementation 87
Using the SIOP Protocol During Observations of Lessons 89
Effective Differentiated Instruction in the Classroom 90
Sustaining SIOP Over Time 91
Key Points Summary 94
Reflect and Apply 95
Chapter 6 Frequently Asked Questions: Getting Started with SIOP 96
General SIOP Questions 97
Who can implement SIOP? 97
Is SIOP only for English learners? 97
Isn’t SIOP just good instruction? 97
What is the relationship between SIOP and Culturally Responsive Teaching? 98
What if there are only a few English learners in a classroom? 98
As an administrator, what is the most important thing I should keep in mind as we get started with SIOP? 98
Questions about Getting Started with SIOP in the Classroom 99
How should teachers start using SIOP in their classrooms? 99
Do teachers need to incorporate all 30 SIOP features in every lesson? 99
What if a teacher has students who can’t speak any English? Will SIOP help? 99
How long will it take for teachers to become effective with SIOP? 100
How can teachers use the SIOP protocol? 100
Once teachers have read the core text and tried out some of the components, how do they deepen their SIOP knowledge? 100
Questions about School-wide Implementation of the SIOP Model 101
How should we get started with our school’s implementation? 101
Who should receive SIOP professional development? 101
What should SIOP professional learning look like? 101
How can the SIOP protocol be used school-wide? 101
What should we do about reluctant or resistant teachers? 102
With whom should we collaborate during SIOP implementation? 102
What does it mean to be a high-implementing SIOP teacher? 102
Is SIOP compatible with the Common Core State Standards? 102
SIOP is a lesson planning and delivery system for teachers, but what about student outcomes?102
As an administrator, where can I get some assistance? 103
How can the SIOP protocol be used by researchers and program evaluators to measure teachers’ level of SIOP implementation with the protocol? 103
Key Points Summary 103
Reflect and Apply 104
Appendixes 105
Appendix A: SIOP (Sheltered Instruction Observation Protocol) 105
Appendix B: Sample Handout for Staff Meeting 115
Appendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) Model 116
Appendix D: The SIOP Checklist 122
Appendix E: Action Plan for SIOP® Model Implementation 124
Glossary 128
References 132
Index 139
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