Sheltered Instruction Observation Protocol (SIOP)

On November 13 and 14 I had the privilege of attending an administrator training for the Sheltered Instruction Observation Protocol (SIOP) model, held in Anaheim, CA.  This model has been implemented in all 50 states as well as internationally, and aims to benefit English Language learners (ELs) as well as all students.  The SIOP model is research-validated (Guarino, Echevarria, Short, Schick, Forbes, & Rueda, 2001) and has been deemed a "highly reliable and valid measure of sheltered instruction."

During the training we relied on the text, Making Content Comprehensible for English Learners: The SIOP Model (Echevarria, Vogt, & Short. Pearson, 2008).  According to the authors, SIOP "is grounded in the professional literature and in the experiences and best practices of the researchers and participating teachers who worked collaboratively on developing the observation instrument that codifies it.  The theoretical underpinning of the model is that language acquisition is enhanced through meaningful use and interaction." (p. 16) During the training, we learned that SIOP is not another method to be learned and applied; rather, it is an umbrella that gathers together the various initiatives a school may be undertaking (in the case of AEACMS these would include IBMYP, the Nurtured Heart Approach, etc.) and focuses them on improving the achievement of all students.  While the observation protocol includes a checklist for administrators to use in classroom visits, our presenters were quick to emphasize that SIOP is not an evaluative tool but rather should be used in the spirit of support and collaboration to improve teaching practice.

AEA (both elementary and middle schools) began our SIOP journey at the start of last school year (2007/2008), with EL Coordinator Libby Krueger attending trainings along with several faculty members from the elementary and middle grades.  These teachers in turn conducted several on-site training sessions for all teachers.  As our percentage of ELL students continues to grow, and given that this subgroup of students has struggled academically relative to the school as a whole (for example, one of the two areas in which the middle school did not make Annual Yearly Progress under NCLB in 2007/2008 was ELLs), the SIOP model will become an increasingly visible presence in our overall academic program.

The first two features of the SIOP model include content objectives and language objectives being clearly defined, displayed in classrooms, and reviewed with students.  Visitors to many middle school classrooms (at least those teachers who were at AEACMS in 2007/2008) will see these two types of objectives clearly posted and incorporated into the classroom vernacular and teaching practices.

The distinction between these two types of objectives is the following:

CONTENT OBJECTIVES are firmly tied to the content area and identify what the student should know and be able to do in the specific content area; these are tied to CA content standards.  SIOP suggests teachers write content objectives in student-friendly language in order to make them accessible to all.  

LANGUAGE OBJECTIVES refer to specific usage of language, and can range from process to performance.  Examples might include  "recognize similes in text, discuss the function of similes, write three similes, write a paragraph that describes a setting using similes" (p. 25)

As we continue down the implementation road for SIOP (which is a multi-year process), I will continue to provide updates here as to our progress and the impact on student achievement.