SIOP Webinar Series

Description: Last year, 86% of LEAs receiving Title III funds did not make AYP for the Limited English Proficient (LEP) subgroup. Learn how your school can help this group of students succeed! Using Sheltered Instruction Observation Protocol (SIOP), a research-based approach for teaching English language learners, students learn content, the English language, and learning strategies simultaneously. Increased academic performance in these areas results in more schools and districts making AYP, thus reducing dropout rates and ensuring success for all.

Sheltered Instruction Observation Protocol encompasses

This series of three free 60-minute webinars will provide an overview of the SIOP model and discuss how it can help your limited English proficient students. The webinar will highlight the research of Echevarria, Vogt, and Short—Making Content Comprehensible for English Learners: The SIOP Model.

This event is facilitated by:

Michele Cheney, Eastern Stream Center on Resources and Training (ESCORT)

Webinars:

Resources

Videos

The following two videos will be used during the webinar. You can preview them before the webinar or review them after. You will need the free Flash Player installed to view these videos. These links open a new window

Archives and Presentations

Archives of the webinars can be viewed online using the free Flash Player. Presentation files are in PDF.

Additional Resources

Effective Practices for Teaching English Language Learners: A Resource Document for North Carolina's ELL Work Group developed by the ARCC at Edvantia.

Closing Gaps and Raising Achievement: A Focus on English Language Learners. The first in a series of research briefs developed by the ARCC at Edvantia focusing on evidence-based strategies for improving the achievement of student subgroups.

Docushare from Charlotte-Mecklenburg Schools

Gaston County ESL teacher SIOP lesson plan template in Microsoft Word

Questions from participants with answers from the presenters

1. What are some preschool screens to determine ELL at the Pre-K level?

The North Carolina Department of Public Instruction cannot recommend a specific publisher. Two Pre-K English language proficiency tests have been identified by the Illinois Resource Center—the Pre-IPT and the Pre-LAS. Information on both tests follows.

Idea Proficiency Test (IPT): Pre IPT (Ages3-5)
Publisher information: Ballard and Tighe; La Brea, CA; 800-321-4332; www.ballard-tighe.com

Language Assessment Scales (LAS): Pre LAS (Pre-K-1)
Publisher information: CTB McGraw-Hill; Monterey, CA; 800-538-9547; www.ctb.com

Also, in the absence of a more complete assessment, districts may assess potential ELL pre-kindergarten students using an informal English language inventory that they create themselves, using their knowledge of language development for this age group.

2. Are there specific learning style/data/recommendations on wait time during teaching—differences in how LEP boy and girls typically respond to instruction, etc?

The average length of wait time is U.S. schools is not sufficient for English language learners who are processing ideas in a new language and need additional time to formulate the phrasings of their thoughts. It is not so much a gender or learning style issue, but a matter of HOW wait time is used. Teachers may feel they need to wait longer for an ELL student to process—they would never SAY that—but the child can feel it. If we build wait time in purposefully through tools such as response boards—where everyone has to write an answer first—it benefits all learning styles, genders, etc. Research shows that even the brightest students benefit from strategic wait time.

3. How is the NC SIOP Guide different from the SIOP model manual?

The NC Guide to the SIOP Model combines the SIOP model textbook, Making Content Comprehensible for English Learners, with the World-Class Instructional Design and Assessment (WIDA) English Language Proficiency (ELP) standards, which are now North Carolina’s English Language Development Standards. The WIDA ELP Standards should be the foundation for instruction and assessment of limited English proficient (LEP) students. These standards should be combined with the NC Content Standard Course of Study when teaching LEP students. This is the aim of the NC Guide to the SIOP Model.