1. Sheltered Instruction Observation Protocol
SIOP
Sheltered Instruction Observation Protocol

2. My targets for today… Content Targets:
I will be able recognize the eight components of the SIOP model and how they will impact student learning in the Snoqualmie Valley Schools.
I will understand the connection between vocabulary development and academic success.
Language Targets:
I will be able to identify and write about levels of language acquisition and what has the biggest impact on academic success.

3. English Language Learners
Numbers are increasing every year…
Take a wild guess at how many languages we have represented her in Snoqualmie?

4. 26 languages are now represented in the Snoqualmie Valley …
Spanish
Hindi
Danish
Russian
Finnish
Telugu
Urdu
Swahili
French
Afrikaans
Hmong
Chinese
Kannada
Filipino/Tagalog
Romanian
Czech
Dutch
Arabic
Cantonese
Vietnamese
Korean
Icelandic
Lao
Bengali
Hebrew
German

5. Our ELL Students are a growing population!
112 students qualified as ELL in the district this year…
CVES – NBE – FCES – 18 SES – 39 OES - 4
Middle schools – TFM – SMS CKMS - 4
High school – 17 – scattered through grades 9-12
Entering kindergarten –40 brand new ELL kiddos!
Problem many districts face…how to meet the needs of so few but whose need is still very great?

6. How do kids qualify as ELL?
Home Language Survey
Is a language other than English spoken in the home?
Is your child’s first language a language other than
English?
If yes, School notifies DO – we test using the WLPT II – Washington Language Proficiency Placement Test (4 levels)
Test at Levels 1,2,3 – considered eligible for ELL services/accommodations in instruction
Once Level 4 is reached, services no longer available/needed-
- as an example, 96 qualified last year – 26 tested at Level 4 and out of the program in the February state WLPT II testing

7. Home Language Survey

8. WLPT II (Washington Language Proficiency Test)
Placement Test given within 14 days of beginning school
Annual test given each January-February to assess progress
K-2 test sub-tests:
3-5 test writing listening
6-8 test reading speaking
9-12 test

9. What has OSPI done to support them?
Research – identified ELL stages
Established Washington State English Language Development Writing andeading Standards
Created Language Acquisition Chart with strategies and helpful information

10. 4 Levels/Stages of the ELL
Level 1: Beginning/Advanced Beginning
Level 2: Intermediate
Level 3: Advanced
Level 4: Transitional

11. What are we doing as a District to support them?
ELL Certificated Teacher hired - Karen Schotzko – K-12
ELL kindergarten testing done early this year (June instead of September) – qualified 35 new kindergarten kiddos
ELL Summer School – transition program
Training for teachers and instructional assistants in specific ELL strategies –SIOP, GLAD & ASPIRE
Newcomer Kits – geared towards Level 1

12. Our ELL students are unique learners… studies have shown what works best for them is differentiated instruction with…
lots of guided oral practice
safe, scaffolded learning
visual activities linked to language
integrated activities that teach
academic vocabulary
repetition in many different ways
lots of teamwork with peers
conversations with English speaking peers

13. Discussion time… 2 minutes…
Turn to someone at your table - any surprises in the information that you just heard? Share your thoughts…

14. Vocabulary Acquisition

15. An English Language Learner is like this picture because…

16. ELL Iceberg
BICS
CALP

17. What are BICS?
Basic Interpersonal Communication Skills (BICS) are language skills needed in social situations.
ELLs use BICS during social interactions in a meaningful social context (e.g., party, talking to a friend).
ELL students acquire BICS rather quickly (e.g., 1-2 years)
An expert, Jim Cummins differentiated between social language (BICS) and academic language (CALP)
ESOL students acquire BICS rather quickly (e.g., 1-2 years)
It takes longer to learn CALP (e.g., about 5-7 years)

18. What is CALP?
Cognitive Academic Language Proficiency refers to formal academic learning.
This level of language learning is essential for students success in school.
ELLs need time and support to become proficient in academic areas.
It takes longer to learn CALP (e.g., about 5-7 years)

19. Office of Organizational Development
BICS vs. CALP
Basic Interpersonal Communication Skills
Conversational fluency: social language
Includes “Silent Period”
Lasts 1 – 3 years
Early production: 1000 words (0-1 year)
Speech Emergence: 3000 words (1-2 years)
(first 2 years)
BICS
CALP
Cognitive Academic Language Proficiency
Academic proficiency: “school” language
Intermediate fluency: 6000 words (1-5 years)
Advanced and continuing language development: words+ (5-7 and even 10 years)
Office of Organizational Development

20. How do BICS/CALP relate to ESOL Instructional Levels?
Beginner/Level 1
Intermediate/Level 2
Advanced/Level 3
CALP
Exited ESOL Student

21. Focusing on Cognitive and Language Processes
Cognitive Process
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Language Process
Vocabulary
Pronunciation
Grammar
Semantic meaning
Functional meaning
It is critical that we address the academic processing needs of ESOL students at all proficiency levels, so that the content is not dumbed-down for the beginning ESOL students.

22. ELL Iceberg BICS CALPs Cognitive Process Language Process Knowledge
Comprehension
Application
Language Process
Vocabulary
Pronunciation
Grammar
BICS
Analysis
Synthesis
Evaluation
Semantic meaning
Functional meaning
CALPs

23. What has the biggest impact on the academic achievement of ELLs?
Vocabulary development has the largest impact on the academic performance of ELLs
Vocabulary knowledge affects various cognitive processes (e.g., knowledge, comprehension, analysis)
Vocabulary knowledge affects comprehension of new information (e.g., semantic knowledge)
has the largest impact on the academic performance of ELLs

24. Vocabulary is More Than Just an ELL Issue
Out of 19,050 words
Disadvantaged First Graders know about 2900 words
Middle class first graders know about words

25. Vocabulary Differences Between Students
High Achieving High School Seniors have four times the vocabulary as low achieving seniors
High Achieving third grader have approximately the same level of vocabulary as low achieving seniors.

26. Moving Theory Into Practice
SIOP
(Sheltered Instruction Observation Protocol)
Meeting Learning Targets for all Students
Through Differentiated Instruction
Picture of Carpet Weaving --- interdependence, cooperation

27. Not “Just An ELL” thing Essential for ELL students
Best practices for all students
Increases levels of engagement

28. What is Sheltered Instruction?
Strategically Teaching Grade Level Content while making concepts comprehensible.
Promoting English Language Development
Scaffolding Instruction to aid comprehension
Adjusting Speech and Instructional Tasks
Activating Background Knowledge
Infusing Sociocultural Awareness
Sheltered instruction is an approach for teaching grade-level content to English learners in strategic ways that make the subject matter concepts comprehensible while promoting the students’ English language development. Teachers scaffold instruction to aid student comprehension of content topics and objectives by adjusting their speech and instructional tasks and by providing appropriate background information and experiences

29. Components of the SIOP Model
Lesson Preparation
Building Background
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment

30. What they found over time…
These great strategies benefit ALL students because they are best practices that challenge all our kids - not just our ELL kids.
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