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
