1. MANHATTANVILLE COLLEGE Second Annual Educational Forum June 8, 2007 INCLUSION for ELs: SIOP IN ELEMENTARY CLASSROOMS Presenter: Marina A. Moran Bedford CSD

2. Historical Perspective Change in Student Demographics Change in Student Demographics 1991-92 through 2001-02 95% EL growth 12% total enrollment growth Change in Teacher Demographics Change in Teacher Demographics 200 new teachers hired in last 2 years Increased Accountability Measures, Increased Accountability Measures, AYP, NCLB

3. District Perspective Student Student Profile * greater disparity among ELLs culturally and educationally within past ten years * increased NYS learner standards and accountability (NCLB) * increased NYS learner standards and accountability (NCLB) Philosophy, Research and Pedagogy * inclusive educational opportunities for students

4. Demographic Data

5. Bedford CSD Limited English Proficiency Trends

6. Social Versus Academic Language BICS Simpler language Simpler language Face-to-face Face-to-face Simpler, familiar topics Simpler, familiar topics Clues from social context, gestures, expressions Clues from social context, gestures, expressions Many opportunities for clarification Many opportunities for clarificationCALP Complex language structures Complex language structures Lecture-style communication, reading a textbook Lecture-style communication, reading a textbook Little situational context Little situational context Precise understanding required; higher-order thinking Precise understanding required; higher-order thinking

7. How Long Does it Take to Achieve Proficiency?

8. Cumming’s Model of Academic Language A Cognitively Undemanding C - face-to-face conversations- telephone conversations - following simple directions- note on refrigerator Context Context EmbeddedReduced B - Demonstrations-reading a textbook D - Science experiments- lecture with few illustrations - A-V assisted lesson- Math concepts and applications CognitivelyDemanding

9. Change in service delivery model: pull-out inclusion pull-out inclusion collaboration between classroom and ESL teachers

10. What is sheltered instruction? Brainstorm with a partner a definition of sheltered instruction. Brainstorm with a partner a definition of sheltered instruction. Who?Who? What?What? When?When? Where?Where? Why?Why? How?How?

11. Sheltered Instruction True/False Questions 1. Sheltered Instruction is used in sheltered content courses. 2. Sheltered Instruction is used in a variety of program models. 3. Sheltered Instruction cannot be used in classes that contain both ELLs and native English speakers.

12. Sheltered Instruction True/False Questions cont. 4. Sheltered Instruction is the same as high quality instruction for native English speakers. 5. Language development classes should be separate from content classes for ELLs to learn best. 6. In Sheltered Instruction classes, teachers integrate ESL Standards.

13. Teachers and the Integrated Approach Content Teacher Language Teacher

14. The Integrated Approach Application of instructional methods which integrate language and content Application of instructional methods which integrate language and content Principles for developing or adapting instructional materials which integrate language and content Principles for developing or adapting instructional materials which integrate language and content Identification of relationship between content and language skills Identification of relationship between content and language skills Strategies for assessment of students’ language skills as well as content area concepts and skills Strategies for assessment of students’ language skills as well as content area concepts and skills

15. Distinction to note… In content-based ESL classes, the instructor’s main goal is English language skill development and the secondary goal is teaching the students content concepts and vocabulary for the regular mainstream classroom. In content-based ESL classes, the instructor’s main goal is English language skill development and the secondary goal is teaching the students content concepts and vocabulary for the regular mainstream classroom. In sheltered instruction, ELLS participate in specific content courses with grade-level objectives that are delivered through modified instruction to make the content more comprehensible to the students. In sheltered instruction, ELLS participate in specific content courses with grade-level objectives that are delivered through modified instruction to make the content more comprehensible to the students.

16. SIOP A means for making grade-level content comprehensible to English language learners. A means for making grade-level content comprehensible to English language learners. Scientifically-based approach Scientifically-based approach Framework for collaboration between ESL and classroom teacher Framework for collaboration between ESL and classroom teacher

17. Sheltered Instruction Observation Protocol (SIOP) Components Preparation Preparation Building Background Building Background Comprehensible Input Comprehensible Input Strategies Strategies Interaction Interaction Practice/Application Practice/Application Lesson Delivery Lesson Delivery Review/Assessment Review/Assessment

18. SIOP in Action at Bedford Central School District Video clip viewing

19. Implementation Plan Buy-in Buy-in Class formation Class formation Training Training Implementation Support Implementation Support Assessment Assessment

20. Data Collection Administrators’ Survey

21. Administrators’ Survey

22. Teachers’ Survey

24. Students’ Survey

25. Parents’ Survey

26. Thank you Thank you