ESOL ESOL WorkshopWorkshop Includes ESOL Strategies to meet Includes ESOL Strategies to meet

Response to Intervention and the Response to Intervention and the Sheltered Instruction (SIOP) ModelSheltered Instruction (SIOP) Model

By By

Pamela LorenzoPamela Lorenzo

Educational Specialist in TESOL Educational Specialist in TESOL

ESOL Instructor for Brevard ESOL Instructor for Brevard CountyCounty

No Child Left Behind Act (NCLB) No Child Left Behind Act (NCLB) Annual Measurable Annual Measurable Achievement Objectives Achievement Objectives (AMAOs) under Title III(AMAOs) under Title III

Accountability for English Accountability for English Language Learners (ELLS) is Language Learners (ELLS) is required under NCLB as measured required under NCLB as measured by annual performance targets by annual performance targets that must be met by that must be met by all all Title III-Title III-funded Local Education Agencies funded Local Education Agencies (LEAs(LEAs))

http://http://www.fldoe.org/aala/www.fldoe.org/aala/amao.aspamao.asp

Cultural Riches Cultural Riches ChartChart

   Puerto Puerto RicoRico

ChinaChina MexicoMexico

MusicMusic

LanguageLanguage

FoodFood

Cultural Cultural DiversityDiversity

1. Student's native culture should 1. Student's native culture should be accepted and accommodated be accepted and accommodated

2. The educational system should 2. The educational system should seek to expand and enrich the seek to expand and enrich the existing repertoire of teaching existing repertoire of teaching styles, instructional activities, styles, instructional activities, and even administrative and even administrative procedures to provide for the procedures to provide for the cultural diversity of students.cultural diversity of students.

http://www.ncela.gwu.edu/pubs/classics/culture/applications.htmhttp://www.ncela.gwu.edu/pubs/classics/culture/applications.htm

Cultural Cultural DiversityDiversity

11. Useful components of the second . Useful components of the second culture should be taughtculture should be taught

2.2. Students should expand and Students should expand and enrich their repertoire of enrich their repertoire of knowledge, skills, and behaviors, knowledge, skills, and behaviors, and extend their cultural and extend their cultural competencecompetence

3.3. Students should develop positive Students should develop positive biculturalism biculturalism http://www.ncela.gwu.edu/pubs/classics/culture/http://www.ncela.gwu.edu/pubs/classics/culture/

applications.htmapplications.htm

Standards for Effective Standards for Effective Teaching and LearningTeaching and Learning 1. Joint Productive Activity: Teacher and Students 1. Joint Productive Activity: Teacher and Students

Producing TogetherProducing Together 2. Language Development: Developing Language 2. Language Development: Developing Language

Across the CurriculumAcross the Curriculum 3. Making Meaning: Connecting School to 3. Making Meaning: Connecting School to

Students’ LivesStudents’ Lives 4. Cognitive Challenge: Teaching Complex 4. Cognitive Challenge: Teaching Complex

ThinkingThinking 5. Instructional Conversation: Teaching Through 5. Instructional Conversation: Teaching Through

ConversationConversation Echavarria, J. (1998). Teaching language minority Echavarria, J. (1998). Teaching language minority students in elementary schools. students in elementary schools.

http://www.cal.org/crede/pdfs/ResBrief1.pdfhttp://www.cal.org/crede/pdfs/ResBrief1.pdf

ESOL StrategiesESOL Strategies

1.1. Teachers should use a variety Teachers should use a variety of instructional methods of instructional methods whenever possible (including whenever possible (including visual and manipulative) visual and manipulative)

2.2. Never assume there is one Never assume there is one best way to teach anythingbest way to teach anything..

http://www.ncela.gwu.edu/pubs/classics/culture/applications.htmhttp://www.ncela.gwu.edu/pubs/classics/culture/applications.htm

CommunicationCommunication BICS and CALP refer to a distinction introduced BICS and CALP refer to a distinction introduced

by Cummins (1979) between basic by Cummins (1979) between basic interpersonal communicative skills and interpersonal communicative skills and cognitive academic language proficiency. The cognitive academic language proficiency. The distinction draws attention to the very different distinction draws attention to the very different time periods typically required by immigrant time periods typically required by immigrant children to acquire conversational fluency in children to acquire conversational fluency in their second language as compared to grade-their second language as compared to grade-appropriate academic proficiency in that appropriate academic proficiency in that language. language.

Cummins, J. (1979) Cognitive/academic language proficiency, Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some linguistic interdependence, the optimum age question and some

other matters. other matters. Working Papers on BilingualismWorking Papers on Bilingualism, No. 19, 121-129, No. 19, 121-129

Parent Parent InvolvementInvolvement

Parents made recommendations for improving Parents made recommendations for improving parent involvement in their school:parent involvement in their school:

1. Changing the attitudes of school staff to “make 1. Changing the attitudes of school staff to “make the parent feel more welcome”the parent feel more welcome”

2. Taking parents’ interests into consideration 2. Taking parents’ interests into consideration when planning activitieswhen planning activities

3. Recognizing that even if parents cannot be 3. Recognizing that even if parents cannot be present at school, helping their children at present at school, helping their children at home is also a valuable contributionhome is also a valuable contribution

4. Providing parents with knowledge about how 4. Providing parents with knowledge about how to be involved in a range of involvement to be involved in a range of involvement opportunities.opportunities.

Pena, Delores C. (2000)Pena, Delores C. (2000)Parent Involvement: Influencing factors and Parent Involvement: Influencing factors and implications.implications. The Journal of Educational Research The Journal of Educational Research, 94 (1), pp. 42-54. , 94 (1), pp. 42-54.

http://www.floridapartnerships.usf.edu/pdfs/RTP_2007/Rsrch_Prac_Reshttp://www.floridapartnerships.usf.edu/pdfs/RTP_2007/Rsrch_Prac_Res

What is the Response What is the Response To Intervention Model?To Intervention Model?1. Multiple tiers of evidence-based

instruction service delivery 2. A problem-solving method designed to

inform the development of interventions 3. An integrated data

collection/assessment system to inform decisions at each tier of service delivery

http://www.florida-rti.org/RtI.pdf

What does Response What does Response to Intervention look to Intervention look like?like?TeacheTeacherr

PlacePlace TimeTime StrategStrategyy

or Skillor Skill

MateriMaterialal

1.1.

2.2.

3.3.

4.4.

How does Response to How does Response to Intervention apply to the Intervention apply to the classroom?classroom?

1. Scientific research-based instruction is delivered by highly qualified personnel

2. Curriculum and instructional approaches must have a high probability of success for most students

3. Differentiate instruction to meet individual learning needs

http://www.florida-rti.org/RtI.pdf

Why is the Response Why is the Response to Intervention used?to Intervention used?1. Data are used to guide instructional

decisions and to align curriculum and instruction to assessment data

2. To allocate resources 3. To drive professional development

decisions

4. To create student growth trajectories to target and develop interventions

http://www.florida-rti.org/RtI.pdf

RTI FrameworkRTI Framework

Tier 1 is the foundation and consists of

scientific, research-based core instructional and behavioral methodologies, practices, and supports designed for all students in the general curriculum.

http://www.florida-rti.org/RtI.pdfhttp://www.florida-rti.org/RtI.pdf

RTI FrameworkRTI FrameworkTier 2

consists of supplemental instruction and interventions that are provided in addition to and in alignment with effective core instruction and behavioral supports to groups of targeted students who need additional instructional and/or behavioral support.

http://www.florida-rti.org/RtI.pdfhttp://www.florida-rti.org/RtI.pdf

RTI FrameworkRTI FrameworkTier 3

consists of intensive instructional or behavioral interventions provided in addition to and in alignment with effective core instruction with the goal of increasing an individual student’s rate of progress. Tier 3 interventions are developed for individual students using a problem-solving process.

http://www.florida-rti.org/RtI.pdfhttp://www.florida-rti.org/RtI.pdf

Collaboration with Collaboration with Parents for RTI ModelParents for RTI ModelParent Involvement Meaningful and effective parental/family

involvement is critical to student progress and required by both NCLB and IDEA. It is vital that parents be informed and involved at each step in the process. Regardless of whether the parent or the teacher initiated a concern, parent involvement should be facilitated throughout the process.

http://www.florida-rti.org/RtI.pdf http://www.florida-rti.org/RtI.pdf

What is the problem-What is the problem-solving method for solving method for RTI?RTI?1. Define the problem by determining the discrepancy

between what is expected and what is occurring. Ask, “What’s the problem?”

2. Analyze the problem using data to determine why the discrepancy is occurring. Ask, “Why is it taking place?”

3. Establish a student performance goal, develop an intervention plan to address the goal, and delineate how the student’s progress will be monitored and implementation integrity will be ensured. Ask, “What are we going to do about it?”

4. Use progress monitoring data to evaluate the effectiveness of the intervention plan based on the student’s response to the intervention plan. Ask, “Is it working?” If not, how will the intervention plan be adjusted to better support the student’s progress?

http://www.florida-rti.org/RtI.pdf

Support Websites for Support Websites for RTIRTIProblem Solving/Response to Intervention

(PS/RtI) (http://floridarti.usf.edu/) Positive Behavior Support (PBS)

(http://flpbs.fmhi.usf.edu/) Student Support Services Project

(http://sss.usf.edu/) Reading First (

http://www.justreadflorida.com/reading_first.asp)

Florida Center for Reading Research (FCRR) (http://www.fcrr.org)

Florida Center for Research – Science, Technology, Engineering and Math (FCR-STEM) (http://www.fcrstem.org/center11.aspx)

Application of RTI to English Language

Learners

A challenge facing educators is the difficulty in determining an English Language Learner’s (ELL) actual learning potential using standardized intelligence assessments and testing procedures. Educators often misinterpret ELL’s lack of full proficiency in English as low intelligence (Oller, 1991) or as a language or learning disability (Langdon, 1989). RtI models hold promise for preventing academic failure by providing support for culturally and linguistically diverse students within the general education environment. Ideally, this will decrease the number of ELLs who are inappropriately referred to and placed in special education (Vaughn & Fuchs, 2003).

http://www.florida-rti.org/RtI.pdfhttp://www.florida-rti.org/RtI.pdf

ESOL StandardsESOL Standards TESOL Standards. Goal statements for TESOL Standards. Goal statements for

LEP students: LEP students: Use English to Communicate in social setting.Use English to Communicate in social setting. Use English to achieve academically in all Use English to achieve academically in all

content areas. content areas. Use English in socially and culturally Use English in socially and culturally

appropriate ways. appropriate ways. Best educational practices emerge when the Best educational practices emerge when the

teachers understand and use both sets of teachers understand and use both sets of standards to guide them in making decisions standards to guide them in making decisions about curriculum and instruction. We have an about curriculum and instruction. We have an obligation to provide evidence of our teaching obligation to provide evidence of our teaching and student learning.and student learning.

www.tesol.orgwww.tesol.org

Speaking Rubric at www.tesol.org

Task Level Linguistic Complexity Vocabulary Usage Language Control

1.Entering Single words, setphrases or chunksof memorized orallanguage

Highest frequencyvocabulary fromschool setting andcontent areas

When using memorized language, is generallycomprehensible; communication may be significantly impeded when going beyond thehighly familiar

1.Beginning Phrases, short oralsentences

General languagerelated to thecontent area;groping forvocabulary whengoing beyond thehighly familiar isevident

When using simple discourse, is generally comprehensible and fluent; communication may be impeded by groping for language structures or by phonological, syntactic orsemantic errors when going beyond phrases and short, simple sentences

1.Developing Simple and expandedoral sentences;responses showemerging complexityused to add detail

General and somespecific languagerelated to thecontent area; maygrope for neededvocabulary at times

When communicating in sentences, is generally comprehensible and fluent;communication may from time to time be impeded by groping for language structures orby phonological, syntactic or semantic errors, especially when attempting more complex oraldiscourse

1.Expanding A variety of oral sentence lengths ofvarying linguistic complexity; responsesshow emerging cohesion used toprovide detail and clarity

Specific andsome technicallanguage related tothe content area;groping for neededvocabulary may beoccasionally evident

At all times generally comprehensible andfluent, though phonological, syntactic or semantic errors that don’t impede the overallmeaning of the communication may appear at times; such errors may reflect first languageinterference

1.Bridging A variety of sentence lengths of varyinglinguistic complexity in extended oraldiscourse; responses show cohesion andorganization used tosupport main ideas

Technical languagerelated to thecontent area;facility with neededvocabulary isevident

Approaching comparability to that of English proficient peers in terms of comprehensibilityand fluency; errors don’t impedecommunication and may be typical of those an English proficient peer might make

Writing Rubric at www.tesol.org

Task Level Linguistic Complexity Vocabulary Usage Language Control

Reaching A variety of sentencelengths of varying linguistic complexity in a single tightly organized paragraph or in well-organized extended text; tight cohesion and organization

Consistent use of just the right word in just the right place; precise Vocabulary Usage in general, specific or technical language.

Has reached comparability to that of English proficient peers functioning at the “proficient” level in state-wide assessments.

Bridging A variety of sentencelengths of varying linguistic complexity in a single organized paragraph or in extended text; cohesion and organization

Usage of technical language related to the content area; evident facility with needed vocabulary.

Approaching comparability to that of English proficient peers; errors don’t impede comprehensibility.

Expanding A variety of sentence lengths of varying linguistic complexity; emerging cohesion used to provide detail and clarity.

Usage of specific and some technical language related to the content area; lack of needed vocabulary may be occasionally evident.

Generally comprehensible at all times, errors don’t impede the overall meaning; such errors may reflect first language interference.

Developing Simple and expanded sentences that show emerging complexity used to provide detail.

Usage of general and some specific language related to the content area; lack of needed vocabulary may be evident.

Generally comprehensible when writing in sentences; comprehensibility may from time to time be impeded by errors when attempting to produce more complex text.

Beginning Phrases and short sentences; varying amount of text may be copied or adapted; some attempt at organization may be evidenced.

Usage of general language related to the content area; lack of vocabulary may be evident.

Generally comprehensible when text is adapted from model or source text, or when original text is limited to simple text; comprehensibility may be often impeded by errors.

Entering Single words, set phrases or chunks of simple language; varying amounts of text may be copied or adapted; adapted text contains original language.

Usage of highest frequency vocabulary from school setting and content areas.

Generally comprehensible when text is copied or adapted from model or source text; comprehensibility may be significantly impeded in original text.

Sheltered Instruction Sheltered Instruction Observation Protocol Observation Protocol

Lesson Plan Checklist for SIOPLesson Plan Checklist for SIOPThe Sheltered Instruction Observation Protocol (SIOP)The Sheltered Instruction Observation Protocol (SIOP)I. PreparationI. Preparation1. Write content objectives clearly for students:1. Write content objectives clearly for students:2. Write language objectives clearly for students:2. Write language objectives clearly for students:3. Choose content concepts appropriate for age and 3. Choose content concepts appropriate for age and

educational background level of students.educational background level of students.4. Identify supplementary materials to use (graphs, models, 4. Identify supplementary materials to use (graphs, models,

visuals).visuals).5. Adapt content (e.g., text, assignment) to all levels of student 5. Adapt content (e.g., text, assignment) to all levels of student

proficiency.proficiency.List ideas for adaptation:List ideas for adaptation:6. Plan meaningful activities that integrate lesson concepts 6. Plan meaningful activities that integrate lesson concepts

(e.g., surveys, letter writing, simulations, (e.g., surveys, letter writing, simulations, constructingmodels) with language practice opportunities constructingmodels) with language practice opportunities for reading, writing, listening, and/or speaking for reading, writing, listening, and/or speaking (www.cal.org)(www.cal.org)

SIOP Model: SIOP Model: InstructionInstruction

II. InstructionII. Instruction

Building BackgroundBuilding Background

7. Explicitly link concepts to students’ 7. Explicitly link concepts to students’ backgrounds and experiencesbackgrounds and experiences

8. Explicitly link past learning and new 8. Explicitly link past learning and new concepts.concepts.

9. Emphasize key vocabulary (e.g., 9. Emphasize key vocabulary (e.g., introduce, write, repeat, and highlight) introduce, write, repeat, and highlight) for students.for students.

List key vocabulary (www.cal.org)List key vocabulary (www.cal.org)

SIOP Model: SIOP Model: Comprehensible InputComprehensible InputComprehensible InputComprehensible Input10. Use speech appropriate for students’ 10. Use speech appropriate for students’

proficiency level (e.g., slower rate, proficiency level (e.g., slower rate, enunciation, and simple sentenceenunciation, and simple sentence

structure for beginners).structure for beginners).11. Explain academic tasks clearly.11. Explain academic tasks clearly.12. Use a variety of techniques to make 12. Use a variety of techniques to make

content concepts clear (e.g., modeling, content concepts clear (e.g., modeling, visuals, hands-on activities, visuals, hands-on activities, demonstrations,demonstrations,

gestures, body language). (www.cal.org)gestures, body language). (www.cal.org)

SIOP Model: StrategiesSIOP Model: Strategies

StrategiesStrategies13. Provide ample opportunities for students to use 13. Provide ample opportunities for students to use

strategies, (e.g., problem solving, predicting, strategies, (e.g., problem solving, predicting, organizing, summarizing,categorizing, organizing, summarizing,categorizing, evaluating, self-monitoring).evaluating, self-monitoring).

14. Use scaffolding techniques consistently 14. Use scaffolding techniques consistently (providing the right amount of support to move (providing the right amount of support to move students from one level of understanding to a students from one level of understanding to a higher level) throughout lesson.higher level) throughout lesson.

15. Use a variety of question types including those 15. Use a variety of question types including those that promote higher-order thinking skills that promote higher-order thinking skills throughout the lesson (literal, analytical, and throughout the lesson (literal, analytical, and interpretive questions).interpretive questions).

(www.cal.org)(www.cal.org)

SIOP: InteractionSIOP: Interaction

InteractionInteraction16. Provide frequent opportunities for interaction 16. Provide frequent opportunities for interaction

and discussion between teacher/student and and discussion between teacher/student and among students about lessons concepts, and among students about lessons concepts, and encourage elaborated responses.encourage elaborated responses.

17. Use group configurations that support 17. Use group configurations that support language and content objectives of the lesson.language and content objectives of the lesson.

List the grouping types:List the grouping types:18. Provide sufficient wait time for student 18. Provide sufficient wait time for student

responses consistently.responses consistently.19. Give ample opportunities for students to clarify 19. Give ample opportunities for students to clarify

key concepts in L1 as needed with aide, peer, or key concepts in L1 as needed with aide, peer, or L1 text L1 text

SIOP: Practice and SIOP: Practice and ApplyApply

Practice/ApplicationPractice/Application

20. Provide hands-on materials and/or 20. Provide hands-on materials and/or manipulatives for students to practice manipulatives for students to practice using new content knowledge.using new content knowledge.

21. Provide activities for students to apply 21. Provide activities for students to apply content and language knowledge in the content and language knowledge in the classroom.classroom.

22. Provide activities that integrate all 22. Provide activities that integrate all language skills (i.e., reading, writing, language skills (i.e., reading, writing, listening, and speaking). (www.cal.org)listening, and speaking). (www.cal.org)

SIOP: Lesson DeliverySIOP: Lesson Delivery

Lesson DeliveryLesson Delivery

23. Support content objectives clearly.23. Support content objectives clearly.

24. Support language objectives clearly.24. Support language objectives clearly.

25. Engage students approximately 90-25. Engage students approximately 90-100% of the period (most students 100% of the period (most students taking part and on task throughout taking part and on task throughout the lesson).the lesson).

26. Pace the lesson appropriately to the 26. Pace the lesson appropriately to the students’ ability level. (www.cal.org)students’ ability level. (www.cal.org)

SIOP: Review and SIOP: Review and Evaluation Evaluation

III. Review/EvaluationIII. Review/Evaluation27. Give a comprehensive review of key 27. Give a comprehensive review of key

vocabulary.vocabulary.28. Give a comprehensive review of key 28. Give a comprehensive review of key

content concepts.content concepts.29. Provide feedback to students regularly 29. Provide feedback to students regularly

on their output (e.g., language, content, on their output (e.g., language, content, work).work).

30. Conduct assessments of student 30. Conduct assessments of student comprehension and learning throughout comprehension and learning throughout lesson on all lesson objectives (spot lesson on all lesson objectives (spot checking, group response). checking, group response). (www.cal.org)(www.cal.org)