ESOL Workshop

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ESOL Workshop

• Includes ESOL Strategies to meet Response to
  Intervention and the Sheltered Instruction (SIOP)
  Model
• By
• Pamela Lorenzo
• Educational Specialist in TESOL
• ESOL Instructor for Brevard County

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

• Accountability for English Language Learners
  (ELLS) is required under NCLB as measured by
  annual performance targets that must be met by
  all Title III-funded Local Education Agencies
  (LEAs)
• http//www.fldoe.org/aala/amao.asp

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Cultural Riches Chart

•  

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Cultural Diversity

• 1. Student's native culture should be accepted
  and accommodated
• 2. The educational system should seek to expand
  and enrich the existing repertoire of teaching
  styles, instructional activities, and even
  administrative procedures to provide for the
  cultural diversity of students.
• http//www.ncela.gwu.edu/pubs/classics/culture/app
  lications.htm

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Cultural Diversity

• 1. Useful components of the second culture
  should be taught
• Students should expand and enrich their
  repertoire of knowledge, skills, and behaviors,
  and extend their cultural competence
• Students should develop positive biculturalism
• http//www.ncela.gwu.edu/pubs/classics/culture/app
  lications.htm

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Standards for Effective Teaching and Learning

• 1. Joint Productive Activity Teacher and
  Students Producing Together
• 2. Language Development Developing Language
  Across the Curriculum
• 3. Making Meaning Connecting School to
  Students Lives
• 4. Cognitive Challenge Teaching Complex
  Thinking
• 5. Instructional Conversation Teaching Through
  Conversation
• Echavarria, J. (1998). Teaching language
  minority
• students in elementary schools.
  http//www.cal.org/crede/pdfs/ResBrief1.pdf

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ESOL Strategies

• Teachers should use a variety of instructional
  methods whenever possible (including visual and
  manipulative)
• Never assume there is one best way to teach
  anything.
• http//www.ncela.gwu.edu/pubs/classics/culture/app
  lications.htm

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Communication

• BICS and CALP refer to a distinction
  introduced by Cummins (1979) between basic
  interpersonal communicative skills and cognitive
  academic language proficiency. The distinction
  draws attention to the very different time
  periods typically required by immigrant children
  to acquire conversational fluency in their second
  language as compared to grade-appropriate
  academic proficiency in that language.
• Cummins, J. (1979) Cognitive/academic
  language proficiency, linguistic interdependence,
  the optimum age question and some other matters.
  Working Papers on Bilingualism, No. 19, 121-129

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Parent Involvement

• Parents made recommendations for improving
  parent involvement in their school
• 1. Changing the attitudes of school staff to
  make the parent feel more welcome
• 2. Taking parents interests into consideration
  when planning activities
• 3. Recognizing that even if parents cannot be
  present at school, helping their children at home
  is also a valuable contribution
• 4. Providing parents with knowledge about how
  to be involved in a range of involvement
  opportunities.
• Pena, Delores C. (2000)Parent
  Involvement Influencing factors and
  implications. The Journal of Educational
  Research, 94 (1), pp. 42-54.
• http//www.floridapartnerships.usf.edu/pdfs
  /RTP_2007/Rsrch_Prac_Res

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What is the Response 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

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What does Response to Intervention look like?
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How does Response to Intervention apply to the
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

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Why is the Response 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

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RTI 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.pdf

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RTI Framework

• Tier 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.pdf

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RTI Framework

• Tier 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
  students rate of progress. Tier 3 interventions
  are developed for individual students using a
  problem-solving process.
• http//www.florida-rti.org/RtI.pdf

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Collaboration with Parents for RTI Model

• Parent 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

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What is the problem-solving method for RTI?

• 1. Define the problem by determining the
  discrepancy between what is expected and what is
  occurring. Ask, Whats 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 students 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 students response to the intervention plan.
  Ask, Is it working? If not, how will the
  intervention plan be adjusted to better support
  the students progress?
• http//www.florida-rti.org/RtI.pdf

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Support Websites for RTI

• Problem 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/read
  ing_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)

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Application of RTI to English Language Learners

• A challenge facing educators is the
  difficulty in determining an English Language
  Learners (ELL) actual learning potential using
  standardized intelligence assessments and testing
  procedures. Educators often misinterpret ELLs
  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.pdf

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ESOL Standards

• TESOL Standards. Goal statements for LEP
  students
• Use English to Communicate in social setting.
• Use English to achieve academically in all
  content areas.
• Use English in socially and culturally
  appropriate ways.
• Best educational practices emerge when the
  teachers understand and use both sets of
  standards to guide them in making decisions about
  curriculum and instruction. We have an obligation
  to provide evidence of our teaching and student
  learning.
• www.tesol.org

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Sheltered Instruction Observation Protocol

• Lesson Plan Checklist for SIOP
• The Sheltered Instruction Observation Protocol
  (SIOP)
• I. Preparation
• 1. Write content objectives clearly for students
• 2. Write language objectives clearly for
  students
• 3. Choose content concepts appropriate for age
  and educational background level of students.
• 4. Identify supplementary materials to use
  (graphs, models, visuals).
• 5. Adapt content (e.g., text, assignment) to all
  levels of student proficiency.
• List ideas for adaptation
• 6. Plan meaningful activities that integrate
  lesson concepts (e.g., surveys, letter writing,
  simulations, constructingmodels) with language
  practice opportunities for reading, writing,
  listening, and/or speaking (www.cal.org)

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SIOP Model Instruction

• II. Instruction
• Building Background
• 7. Explicitly link concepts to students
  backgrounds and experiences
• 8. Explicitly link past learning and new
  concepts.
• 9. Emphasize key vocabulary (e.g., introduce,
  write, repeat, and highlight) for students.
• List key vocabulary (www.cal.org)

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SIOP Model Comprehensible Input

• Comprehensible Input
• 10. Use speech appropriate for students
  proficiency level (e.g., slower rate,
  enunciation, and simple sentence
• structure for beginners).
• 11. Explain academic tasks clearly.
• 12. Use a variety of techniques to make content
  concepts clear (e.g., modeling, visuals, hands-on
  activities, demonstrations,
• gestures, body language). (www.cal.org)

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SIOP Model Strategies

• Strategies
• 13. Provide ample opportunities for students to
  use strategies, (e.g., problem solving,
  predicting, organizing, summarizing,categorizing,
  evaluating, self-monitoring).
• 14. Use scaffolding techniques consistently
  (providing the right amount of support to move
  students from one level of understanding to a
  higher level) throughout lesson.
• 15. Use a variety of question types including
  those that promote higher-order thinking skills
  throughout the lesson (literal, analytical, and
  interpretive questions).
• 
  (www.cal.org)

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SIOP Interaction

• Interaction
• 16. Provide frequent opportunities for
  interaction and discussion between
  teacher/student and among students about lessons
  concepts, and encourage elaborated responses.
• 17. Use group configurations that support
  language and content objectives of the lesson.
• List the grouping types
• 18. Provide sufficient wait time for student
  responses consistently.
• 19. Give ample opportunities for students to
  clarify key concepts in L1 as needed with aide,
  peer, or L1 text

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SIOP Practice and Apply

• Practice/Application
• 20. Provide hands-on materials and/or
  manipulatives for students to practice using new
  content knowledge.
• 21. Provide activities for students to apply
  content and language knowledge in the classroom.
• 22. Provide activities that integrate all
  language skills (i.e., reading, writing,
  listening, and speaking). (www.cal.org)

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SIOP Lesson Delivery

• Lesson Delivery
• 23. Support content objectives clearly.
• 24. Support language objectives clearly.
• 25. Engage students approximately 90-100 of the
  period (most students taking part and on task
  throughout the lesson).
• 26. Pace the lesson appropriately to the
  students ability level. (www.cal.org)

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SIOP Review and Evaluation

• III. Review/Evaluation
• 27. Give a comprehensive review of key
  vocabulary.
• 28. Give a comprehensive review of key content
  concepts.
• 29. Provide feedback to students regularly on
  their output (e.g., language, content, work).
• 30. Conduct assessments of student comprehension
  and learning throughout lesson on all lesson
  objectives (spot checking, group response).
  (www.cal.org)