SIOP Model for Administrators, The

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 Contents1. Getting to Know English Learners2. Learning a Second Language3. Understanding the SIOP Model from an Administrator's Perspective4. Getting Started with SIOP Model Implementation5. Refocusing Your School with SIOP6. Frequently Asked Questions: Getting Started with SIOPAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndexDetailed Contents1. Getting to Know English LearnersWho Are English Learners?English Learner DemographicsDiverse Characteristics Among English LearnersHow Do English Learners Perform in School?Academic Performance of English LearnersHow Should We Serve English Learners in School?English Learner IdentificationLanguage Support ProgramsESL/ELD/Sheltered programsBilingual programsNewcomer programsLevels of Language ProficiencyStaffingWhat Is the SIOP® Model?Key Points SummaryReflect and Apply2. Learning a Second LanguageAcquiring a Second LanguageThe Language Demands of SchoolSpeaking and ListeningReadingWritingVocabulary DevelopmentSocial and Academic LanguageTime Required to Learn a New LanguageFactors That Influence Second Language AcquisitionAgeAptitudeMotivationPersonalityFirst Language DevelopmentSocio-psychologicalQuality of InstructionUsing Technology to learn a Second LanguageResearch Evidence About Second Language LearningMeeting the Needs of Every English LearnerLong-Term English LearnersStruggling English Learners and RTIThe Value of BilingualismCognitiveSocio-emotionalAcademicKey Points SummaryReflect and Apply3. Understanding the SIOP Model from an Administrator's PerspectiveThe Role of an AdministratorSIOP Model ResearchThe CREDE SIOP Model Design StudyLela Alston Elementary School Program EvaluationThe New Jersey SIOP Quasi-Experimental StudyThe CREATE SIOP Experimental StudySIOP Professional Development ProgramThe SIOP Model in the ClassroomSIOP Teachers in ActionLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentObservation ToolsKey Points SummaryReflect and Apply4. Getting Started with SIOP Model ImplementationExamine the Academic Performance of English LearnersConsider the Teachers' Credentials for Instructing English LearnersSet Goals for SIOP ImplementationSeek Required ApprovalsEstablish ResponsibilitiesSecure FundingPlan Initial SIOP Staff DevelopmentCreate a SIOP Coaching PlanPlan Ongoing SIOP Professional LearningProvide Instructional LeadershipConsider Planning a Formative EvaluationConstruct a Realistic TimelineKey Points SummaryReflect and Apply5. Refocusing Your School with SIOPUsing SIOP to Organize for ChangeReducing Competing InitiativesAligning SIOP with the Common Core and Other State StandardsAdministrative Leadership with SIOP ImplementationThe Ongoing Role of the Administrator During SIOP ImplementationTaking a Participatory Role in SIOP ImplementationSIOP and Professional Learning Communities (PLCs)Critical Friends as Peer CoachesViewing SIOP Professional Learning as an Ongoing ProcessOngoing SIOP Data Collection During ImplementationUsing the SIOP Protocol During Observations of LessonsEffective Differentiated Instruction in the ClassroomSustaining SIOP Over TimeKey Points SummaryReflect and Apply Chapter6. Frequently Asked Questions: Getting Started with SIOPGeneral SIOP QuestionsWho can implement SIOP?Is SIOP only for English learners?Isn't SIOP just good instruction?What is the relationship between SIOP and Culturally Responsive Teaching?What if there are only a few English learners in a classroom?As an administrator, what is the most important thing I should keep in mind as we get started with SIOP?Questions about Getting Started with SIOP in the ClassroomHow should teachers start using SIOP in their classrooms?Do teachers need to incorporate all 30 SIOP features in every lesson?What if a teacher has students who can't speak any English? Will SIOP help?How long will it take for teachers to become effective with SIOP?How can teachers use the SIOP protocol?Once teachers have read the core text and tried out some of the components, how do they deepen their SIOP knowledge?Questions about School-wide Implementation of the SIOP ModelHow should we get started with our school's implementation?Who should receive SIOP professional development?What should SIOP professional learning look like?How can the SIOP protocol be used school-wide?What should we do about reluctant or resistant teachers?With whom should we collaborate during SIOP implementation?What does it mean to be a high-implementing SIOP teacher?Is SIOP compatible with the Common Core State Standards?SIOP is a lesson planning and delivery system for teachers, but what about student outcomes?As an administrator, where can I get some assistance?How can the SIOP protocol be used by researchers and program evaluators to measure teachers' level of SIOP implementation with the protocol?Key Points SummaryReflect and ApplyAppendixesAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex