Www.arcc.edvantia.org Meeting the Challenges of Teaching English Language Learners Joanne Marino ESL Consultant / Title III Director NC Department of Public.

www.arcc.edvantia.org

Meeting the Challenges of Teaching

English Language Learners

Joanne MarinoESL Consultant / Title III Director

NC Department of Public Instruction

(919) [email protected]

http://community.learnnc.org/dpi/esl/


Our focus today…

1) LEP statistics and the achievement gap

2) The SIOP Model

3) Role of Principals in implementing SIOP

4) PD opportunities


From 1979-2006, the number of children who spoke a language other than English increased from 3.8 to 10 million…from 9 to 20%

US Department of Education Institute of Education Sciences – National Center for Education Statistics


NC LEP Growth

According to NCELA, the number of Limited English Proficient students

grew nearly

400%

from 1995-96 to 2005-06

NCELA is the National Clearinghouse for English Language Acquisition


LEP Students in NC

More than 8% of students enrolled in NC Public Schools

for the 2008-09 school year


NC LEP Students 2007-08

0

10000

20000

30000

40000

50000

60000

Gr K-5 Gr 6-8 Gr 9-12

1st Generation

Born in U.S.

72% of elementary LEPs and 34% of secondary LEPs are born in the U.S.


NC Gap AnalysisStudents scoring level III or above

Non-LEP LEP Gap

Reading 3-8 57.8% 23.1% 34.7%

Math 3-8 71.1% 51.9% 19.2%

Reading 10 56.3% 41.7% 14.6%

Math 10 26% 11% 15%

2007-08 AYP scores


LEAs NOT Meeting AYP in LEP Subgroup

Reading Math Both Overall

# of LEAs not meeting AYP for LEP

77 42 37 79

% of LEAs not meeting AYP for LEP

67% 37% 32% 69%

2007-08 AYP scores


NC LEP Achievement Data

LEP subgroup did NOT meet AYP – in math (3-8) – in reading (3-8) – in math (10) – in reading (10)

86% (83/97) of the Title III LEAs did not meet AYP for LEP subgroup

32 LEAs in Title III improvement


The Literacy Challenge

• 4% of 8th-grade LEP students scored proficient on the reading part of the 2005 NAEP.

• Teaching the 5 major components of reading to LEP students is necessary, but not sufficient.

Develop oral language proficiencyBroaden vocabulary developmentPromote skill transfer from L1 to L2Build background knowledge

Short, D and Fitzsimmons, S. (2007) Double the Work, Alliance for Excellent Education, Carnegie Corporation, New York.


The Teaching Challenge

Teachers are underprepared to teach culturally and linguistically diverse students

Few teachers are trained to teach initial literacy or content based literacy to secondary students

High stakes accountability - NCLB requires testing in Reading, Math, and Science


Teachers Need…

High quality professional development for teaching English content and learning strategies that can reduce the achievement gap


The SIOP Model(Echevarria, Vogt, & Short, 2008)

Sheltered Instruction Observation Protocol

is

S I O P


Research Definition ofSheltered Instruction

Echevarria, J., Vogt, M.E., & Short, D.(2008). Making content comprehensible to English learners: the SIOP model. Boston: Pearson/Allyn and Bacon.

A means for making grade-level academic content (e.g. science, social studies, math) more accessible for English Language Learners while at the same time promoting their English language development.


The Effects of Sheltered Instruction on the Achievement of LEP Students

• CREDE (Center for Research on Education, Diversity & Excellence)

• 7-year research study (1996-2003), funded by the US Dept. of Education

• Teacher-researcher collaboration

• Field-testing of professional development

• Studied effect on student achievement


RESULT: The SIOP Model is Born

• An observation protocol (rating instrument)

• A lesson planning and delivery system


Components of The SIOP Model

• Preparation – language and content objectives

• Building Background – vocabulary development, student connections

• Comprehensible Input – ESL techniques

• Strategies – metacognitive and cognitive strategies


Components of The SIOP Model

• Interaction – oral language

• Practice & Application – practice all 4 language skills

• Lesson Delivery – met objectives

• Review & Assessment – review vocabulary and concepts


SIOP: Inclusive of Best Practices for ALL Students

• Differentiated Instruction and Assessment• Cooperative Learning• Strategies for reading comprehension in the

content areas• Higher order thinking skills• Emphasis on the writing process

PLUS: Accommodates the distinct second language development needs of ELLs


The NC Guide to the SIOP Model…

SIOP = content objectives + language objectives

Blends the SIOP model and the NC ELP SCS


Content Language

What is the relationship?


Why SIOP Matters!

• 1997-98: Study with narrative writing (grades 3-12)• 1998-99: Study with expository writing (grades 6-8)• 2004-06: NJ SIOP Research Study (grades 6-12)• 2005-10: SIOP Science Research Project (grades 6-8) _______________________

Students with SIOP-trained teachers outperformed nonSIOP students on ELP tests + state content tests

SIOP instruction led to improved oral, reading, and writing performance

Teachers reached high levels of SIOP implementation after 1-2 years. Sustained, supported PD works.


SIOP: Compatible with other research and initiatives

• World -Class Instructional Design & Assessment (WIDA)- “…high standards and equitable educational opportunities for English language learners.”

• Robert Marzano’s Classroom Instruction that Works - identifying similarities and differences, cooperative learning, nonlinguistic representations, advance organizers, setting objectives, providing feedback

• Response to Intervention - differentiated instruction, research-based interventions, implementation by classroom teacher


Why SIOP?

• Framework vs. step-by-step approach

• Room for creativity

• Compatible with other programs

• Connects any content with language skills

• For all grades, K-12, and all language proficiency levels

• Research-based


• Staff capacity to meet linguistic and cognitive need

• School-wide focus on language development and standards-based instruction

• Support teachers during training, implementation, and follow-up

• Shared priorities and expectations

• Systematic, ongoing assessment

Critical Factors for Success of ELLs

ROLE

Of

PRINCIPALS


The SIOP Model in North Carolina

• Comprehensive PD program– Workshops– Webinars– E-coaching– Book Studies– DVD– Training PowerPoints for LEAs


Upcoming SIOP Trainings

• Administrators’ Webinar– January 29– February 19– March 26

Register at ARCC www.arcc.edvantia.org


SIOP Trainings for LEA Teams

• March 24-25 Raleigh

• June 17-19 Clemmons


Keep the end in mind!

Www.arcc.edvantia.org Meeting the Challenges of Teaching English Language Learners Joanne Marino ESL Consultant / Title III Director NC Department of Public.

Documents

science slide

siop model siop

orgdpiesl slide

nc lep students

ayp scores slide

education statistics

student achievement

cognitive strategies