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Implementing the SIOP Model Through Effective Professional Development and Coaching, 1st edition

Published by Pearson (July 16, 2007) © 2008

  • Jana Echevarria California State University, Long Beach
  • Deborah J. Short Academic Language Research & Training, Arlington, VA
  • MaryEllen Vogt California State University, Long Beach
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  • Voices from the Field:  Educators from sixteen U.S. school districts that have been implementing the SIOP Model for several years provide detailed information about the challenges in meeting the needs of their English learners. Their suggestions include school and district-level SIOP implementation hints for success and are also easily found in the inside front and back covers.
  • Models of SIOP Implementation:  It is clear, when examining how schools and districts have implemented the SIOP Model, that there is no one-size-fits-all approach.  Here, you will find a model of implementation that most closely matches your own school and district contexts.
  • Coaching Do’s and Don’ts: Throughout the country, districts are hiring SIOP coaches to assist teachers with implementing the SIOP Model.  A SIOP coach has expertise and responsibilities that differ from other coaches and these are explicated here.
  • Classroom Implementation of the SIOP Model:  While everyone responsible for the education of English learners is concerned about their academic success, classroom teachers have the greatest responsibility for providing effective and appropriate instruction.  Specific recommendations are included for creating effective SIOP-based classroom.

    • Introduction
     

    1. WHERE IS THE SIOP® MODEL BEING IMPLEMENTED?
    DEMOGRAPHICS OF PROFILED SCHOOLS AND DISTRICTS
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    2. WHAT THE RESEARCH SAYS ABOUT PROFESSIONAL DEVELOPMENT
    What Are the Elements of Quality Professional Development?
    HOW LONG DOES IT TAKE TO BECOME A SIOP® TEACHER?
    BARRIERS TO EFFECTIVE PROFESSIONAL DEVELOPMENT
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    3. GETTING STARTED AND BUILDING CAPACITY WITH SIOP® ROFESSIONAL DEVELOPMENT 
    GETTING STARTED
    Administrative Support
    Developing a Common Language
    Initial Training
    Selecting Participants
    How Components Have Been Introduced
    Materials Used In Trainings
    HOW CAPACITY WAS BUILT
    Designated SIOP Coordinator
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    4. MODELS OF SIOP® IMPLEMENTATION AND PROFESSIONAL DEVELOPMENT
    Statewide SIOP® Implementation
    District-Wide SIOP® Implementation
    School-Wide SIOP® Implementation
    SAMPLE SIOP®  PROFESSIONAL DEVELOPMENT PROGRAMS
    TEACHERS TRAINED WITH NO START UP COST
    Kansas City, MO
    NEW SCHOOL…NEW VISION
    Lela Alston Elementary School, Phoenix, AZ
    STRUGGLING TO GET IT GOING
    San Antonio, TX
    STATEWIDE LITERACY INITIATIVE THAT INCLUDED THE SIOP® MODEL
    Idaho
    FROM THE GROUND UP: A SUCCESSFUL GRASSROOTS EFFORT
    Creighton, AZ
    A UNIVERSITY PARTNERSHIP YIELDS RESULTS
    Lawrence, KS
    START IN THE MIDDLE GRADES AND EXPAND THROUGHOUT THE DISTRICT
    Dearborn, MI
    USING SIOP® NATIONAL FACULTY FOR EXPERT TRAINING
    Lawrence, MA
    SIOP® LESSON STUDY: A UNIQUE APPROACH
    Fresno, CA
    ALL ACROSS THE PACIFIC
    HIGH SCHOOLS START WITH THE BOSS
    Phoenix, AZ
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    5. COACHING WITH THE SIOP® MODEL
    Selecting a SIOP® Coach
    The Knowledge Base for a SIOP® Coach
    APPROACHES AND PHILOSOPHIES THAT GUIDE SIOP® COACHING
    Cognitive Coaching
    Lesson Study 
    Critical Friends Group
    Application to SIOP® Coaching
    SIOP® COACHING CONTEXTS IN SCHOOLS AND DISTRICTS
    Coaching Without Observations
    Study Groups
    Team Planning
    Model Lessons
    Coaching with Classroom Observations
    Conference-Observation Cycle
    TRAINING A SIOP® COACH
    SIOP®  COACHING IN SCHOOLS AND DISTRICTS: TWO CASES
    Lela Alston Elementary School
    Charlotte-Mecklenburg Schools (CMS)
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    6.  ENHANCING AND SUSTAINING SIOP® IMPLEMENTATION
    GETTING BUY-IN
    Teachers
    Administrators 
    SUSTAINING PROGRAMS 
    Maintaining Enthusiasm for the SIOP® Model 
    e-Newsletter   
    A Pocket Full of Protocols 
    SIOP® Bookmarks 
    Resource Book of SIOP® Lesson Plans 
    Sharing of Professional Resources 
    Website Information 
    CHAPTER SUMMARY 
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    7. CLASSROOM IMPLEMENTATION OF THE SIOP® MODEL
    GETTING STARTED IN THE CLASSROOM
    SIOP® LESSON PLANNING IN DIFFERENT CONTEXTS
    When There are Few English Learners in a Classroom
    WRITING SIOP® LESSONS
    Lesson Plan Formats
    Content  and Language Objectives
    Aligning Content and Language Objectives with Meaningful Activities and Assessment
    DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS OF ALL STUDENTS
    Non-Differentiated and Differentiated Classrooms
    District and School Support for Differentiating SIOP® Classrooms
    Teaching for Independence and Small Group Work
    Elements of Differentiation
    Special Education
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    8. THE IMPACT OF THE SIOP® MODEL ON STUDENTS AND TEACHERS
    EFFECTIVENESS OF THE SIOP® MODEL
    Empirical Studies
    DISTRICT REPORTS
    Lela Alston Elementary School, Phoenix, AZ
    Hillcrest Elementary, Lawrence, KS
    EDUCATOR TESTIMONIALS
    Positive Changes in Instructional Practice
    Evaluating SIOP Implementation: How to Get Started
    CHAPTER SUMMARY
    QUESTIONS FOR REFLECTION AND DISCUSSION

     

    EPILOGUE: LESSONS LEARNED

     

    Deborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP® Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.

    Jana Echevarría is a Professor Emerita at California State University, Long Beach. She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.


    MaryEllen Vogt, Ed.D., is Professor Emerita of Education at California State University, Long Beach. MaryEllen has been a classroom teacher, reading specialist, special education specialist, curriculum coordinator, and university teacher educator. She received her doctorate from the University of California, Berkeley, and is a co-author of fifteen books, including Reading Specialists and Literacy Coaches in the Real World (3rd ed., 2011) and the SIOP® book series. Her research interests include improving comprehension in the content areas, teacher change and development, and content literacy and language acquisition for English learners. 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 in 2004–2005.

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