Dr. Laura Moak, Title III Program SpecialistLaura_Moak@gwinnett.k12.ga.us

Gwinnett County Public SchoolsEnglish Language Learner (ELL) Programs

Beth Arnow, DirectorSuwanee, GA

On what basis were team members selected?Who determined the plan of action?

Which team members were most important?How did the team deal with setbacks?

What determined the success of the mission?

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MISSION: IMPOSSIBLE

3MISSION: IMPOSSIBLETeam

Teachers

Content ObjectiveReview the Sheltered Instruction Observation Protocol (SIOP) Model and training delivery options for GCPS

Language ObjectiveDiscuss how the SIOP framework can impact teaching and learning

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StandardsContent and WIDA

Testing DataContent and

Language Standardized Assessments

Quality Plus Teaching Strategies

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WIDAWorld Class Instruction Design and Assessment5 Standards (Language of Language Arts, Math, Science, Social Studies, and Social/Instructional Language

State Standards that meet NCLB

ESOL AKS Mod/Int PlanRequired for Direct, ConsultativeRecommended for M1Performance Indicators (Language Function, Content Stem, Support)Sample of instructionUpdated regularlySchool choice on formatMore detail for RTI process

ACCESSStandardized assessmentMeasures language development4 Domains (Listening, Speaking, Reading, and Writing)5 Standards (see above)Composite ScoreSubtest Scores

Language Proficiency LevelsDirect Served (ACCESS 1.0-3.9; Pull-Out or Push-In)

Consultative (ACCESS 4.0-4.9, CRCT Reading Comprehension)

Monitored (ACCESS 5+ and CRCT Reading Comprehension)

PresenterPresentation Notes

Think of the stages in the natural process of the native speaker. The same stages must occur in acquiring a new language.

PresenterPresentation NotesLanguage functions at lower proficiency levels are limited in Linguistic Complexity, Vocabulary Usage and Language Control. Progression at the lower levels is much faster than progression at the upper proficiency levels due to the volume of language the students are acquiring.

` SIOP Model

` Framework for delivery of instruction based on grade-level content standards NOT a program

` Eight components with thirty features

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` SIOP coaching component Critical to framework implementation

` Observation Protocol

` Implementation variation by school

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Overview

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` Lesson Preparation

` Building Background

` Comprehensible Input

` Strategies

` Interaction

` Practice and Application

` Lesson Delivery

` Review and Assessment

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ObjectivesContent

(AKS)Language

Content Concepts Core Areas Age and Grade

Appropriate

Language Proficiency LevelsACCESS Language

LevelsMeaningful

Activities

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Language Function + Content Stem + Support

` Categorize natural phenomena from real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups

Language Functions

Categorize natural phenomenafrom real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups

Content Stem or Topic Derived from AKS

` Categorize natural phenomena from real-life examples and give reasons for categorization scheme using general and some specific vocabulary in small groups

Type of Support

s

Background Needed for Understanding

Academic and

Technical Vocabulary

Personal Experiences

Past Learning Linked to

New Concepts

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Bitte versuchen Sie nicht, schwere Kartons allein zu tragen! Eine bessere Idee ist, jemand zu finden, der dir helfen kann. Bitte lesen Sie alle anliegenden Unterlagen, bevor Sie mit dem Zusammenbauen anfangen. Falls Sie irgendwelche Probleme haben, bitte rufen Sie uns an: Wir stehen Ihnen rund um die Uhr gerne zur Verfgung.

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Bitte versuchen Sie nicht, schwere Kartons allein zu tragen! Eine bessere Idee ist, jemand zu finden, der dir helfen kann. Bitte lesen Sie alle anliegenden Unterlagen, bevor Sie mit dem Zusammenbauen anfangen. Falls Sie irgendwelche Probleme haben, bitte rufen Sie uns an: Wir stehen Ihnen rund um die Uhr gerne zur Verfgung.

Glossarytragen-to carry; to wear helfen-to help allein-alone nicht-not; dont anliegenden-enclosed anrufen-to callZusammenbauen-to put together Unterlagen-document

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Rate of Speech Idioms Word Choice Sentence Structures

Appropriate Teacher Speech

Model Expectations Demonstrations Sample of Finished

Product

Clear Explanation of Academic Tasks

Q+ Strategies Gestures Body Language Pictures Models

Use of a Variety of Techniques

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Learning Strategies

Metacognitive Cognitive Social-

Affective

Scaffolding Techniques

Verbal Instructional

Higher-Order Questioning

Blooms Taxonomy

WIDA Standards

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Frequent Opportunities for Interaction

Grouping Configurations

Sufficient Wait Time

Clarify Concepts

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Integration of Listening, Speaking, Reading, and Writing

Skills

Application of Content and Language Knowledge

in New Ways

Hands-On Practice with New Knowledge

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Support Objectives During Lesson

Pace Lesson Appropriately

Promote Student

Engagement

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Review Lesson Objectives

Key Vocabulary

Key Content Concepts

Assess Lesson Objectives

Regular Feedback on

Student Output

Assess Student Comprehension

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` Lesson Preparation

` Building Background

` Comprehensible Input

` Strategies

` Interaction

` Practice/Application

` Lesson Delivery

` Review/Assessment

Delivery Models

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` 3 Consecutive Days` 3 Non-Consecutive Days` 20 Distributed Seat Hours`Online

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May 2009

Middle Schools

MS Principals/Teachers

SIOP 2009-2010 4 Middle Schools 1High School District Personnel

3 Consecutive Days

` Delivered during school day by GCPS trainers 1 High School

` Provided opportunity for immediate implementation of components

` Substitutes funded by Title III

` Opportunity for follow-up coaching by GCPS staff

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` 20 seat hours outside school day 1 High School 1 Cohort of 2 Middle Schools

` Study a component, implement the features, and debrief the implementation

` Opportunity for follow-up coaching

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` Introduction to SIOP` Designed by Pearson` Facilitated by Local Faculty` One Required Face-to-Face or Elluminate

Session` All Work Completed Online

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34

Content ObjectiveReview the Sheltered Instruction Observation Protocol (SIOP) Model and training delivery options for GCPS

Language ObjectiveDiscuss how the SIOP framework can impact teaching and learning

Thank you!35

MISSION: IMPOSSIBLE

Differentiating Instruction for ELLs in Mainstream Classrooms: Teaching Language and ContentSlide Number 2Compare ObjectivesSheltered Instruction Observation Protocol ModelStandards/ExpectationsInteraction of Performance Level DefinitionsAnd Model Performance IndicatorsLanguage Proficiency(Performance Level Descriptions)Sheltered Instruction Observation Protocol ModelSheltered Instruction Observation Protocol ModelThe SIOP ModelComponents of SIOPLesson PreparationLanguage Objectives/Performance IndicatorsElements of a Performance IndicatorElements of a Performance IndicatorElements of a Performance IndicatorBuilding BackgroundComprehensible InputComprehensible InputComprehensible InputComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentWith a partner discuss how the SIOP framework can impact teaching and learning.SIOP in GCPSInitial Training Delivery ModelsSlide Number 303 Non-Consecutive DaysDistributed Seat HoursOnlineDid we meet our objectives?Slide Number 35