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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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• 0134401034 / 9780134401034 SIOP Model for Administrators, The, Enhanced Pearson eText -- Access Card

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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