Overview

Click here to watch videos of the authors talking about the SIOP Model!   Take the SIOP Model to the next level and implement the ground-breaking sheltered instruction observation protocol in your school.   This book is an indispensable resource for K-12 teachers, professional development coordinators, and coaches and is the ideal companion to Making Content Comprehensible for English Learners: The SIOP Model.  Written by renowned author team, Jana Echevarria, Deborah Short, and MaryEllen Vogt, Implementing the SIOP Model discusses effective implementation of the SIOP Model and addresess the ""how"" and the ""why"" of incorporating the SIOP into school curricula. This new addition to the SIOP series provides effective professional development and coaching for all those involved with English learners.      

Full Product Details

Author:   Jana Echevarria ,  Deborah Short ,  MaryEllen Vogt ,  MaryEllen Vogt
Publisher:   Pearson Education (US)
Imprint:   Pearson
Dimensions:   Width: 1.00cm , Height: 1.00cm , Length: 1.00cm
Weight:   0.467kg
ISBN:  

9780205533336

ISBN 10:   0205533337
Pages:   208
Publication Date:   01 August 2007
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Introduction   1. WHERE IS THE SIOP® MODEL BEING IMPLEMENTED? DEMOGRAPHICS OF PROFILED SCHOOLS AND DISTRICTS CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   2. WHAT THE RESEARCH SAYS ABOUT PROFESSIONAL DEVELOPMENT What Are the Elements of Quality Professional Development? HOW LONG DOES IT TAKE TO BECOME A SIOP® TEACHER? BARRIERS TO EFFECTIVE PROFESSIONAL DEVELOPMENT CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   3. GETTING STARTED AND BUILDING CAPACITY WITH SIOP® ROFESSIONAL DEVELOPMENT  GETTING STARTED Administrative Support Developing a Common Language Initial Training Selecting Participants How Components Have Been Introduced Materials Used In Trainings HOW CAPACITY WAS BUILT Designated SIOP Coordinator CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   4. MODELS OF SIOP® IMPLEMENTATION AND PROFESSIONAL DEVELOPMENT Statewide SIOP® Implementation District-Wide SIOP® Implementation School-Wide SIOP® Implementation SAMPLE SIOP®  PROFESSIONAL DEVELOPMENT PROGRAMS TEACHERS TRAINED WITH NO START UP COST Kansas City, MO NEW SCHOOL…NEW VISION Lela Alston Elementary School, Phoenix, AZ STRUGGLING TO GET IT GOING San Antonio, TX STATEWIDE LITERACY INITIATIVE THAT INCLUDED THE SIOP® MODEL Idaho FROM THE GROUND UP: A SUCCESSFUL GRASSROOTS EFFORT Creighton, AZ A UNIVERSITY PARTNERSHIP YIELDS RESULTS Lawrence, KS START IN THE MIDDLE GRADES AND EXPAND THROUGHOUT THE DISTRICT Dearborn, MI USING SIOP® NATIONAL FACULTY FOR EXPERT TRAINING Lawrence, MA SIOP® LESSON STUDY: A UNIQUE APPROACH Fresno, CA ALL ACROSS THE PACIFIC HIGH SCHOOLS START WITH THE BOSS Phoenix, AZ CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   5. COACHING WITH THE SIOP® MODEL Selecting a SIOP® Coach The Knowledge Base for a SIOP® Coach APPROACHES AND PHILOSOPHIES THAT GUIDE SIOP® COACHING Cognitive Coaching Lesson Study  Critical Friends Group Application to SIOP® Coaching SIOP® COACHING CONTEXTS IN SCHOOLS AND DISTRICTS Coaching Without Observations Study Groups Team Planning Model Lessons Coaching with Classroom Observations Conference-Observation Cycle TRAINING A SIOP® COACH SIOP®  COACHING IN SCHOOLS AND DISTRICTS: TWO CASES Lela Alston Elementary School Charlotte-Mecklenburg Schools (CMS) CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   6.  ENHANCING AND SUSTAINING SIOP® IMPLEMENTATION GETTING BUY-IN Teachers Administrators  SUSTAINING PROGRAMS  Maintaining Enthusiasm for the SIOP® Model  e-Newsletter    A Pocket Full of Protocols  SIOP® Bookmarks  Resource Book of SIOP® Lesson Plans  Sharing of Professional Resources  Website Information  CHAPTER SUMMARY  QUESTIONS FOR REFLECTION AND DISCUSSION   7. CLASSROOM IMPLEMENTATION OF THE SIOP® MODEL GETTING STARTED IN THE CLASSROOM SIOP® LESSON PLANNING IN DIFFERENT CONTEXTS When There are Few English Learners in a Classroom WRITING SIOP® LESSONS Lesson Plan Formats Content  and Language Objectives Aligning Content and Language Objectives with Meaningful Activities and Assessment DIFFERENTIATING INSTRUCTION TO MEET THE NEEDS OF ALL STUDENTS Non-Differentiated and Differentiated Classrooms District and School Support for Differentiating SIOP® Classrooms Teaching for Independence and Small Group Work Elements of Differentiation Special Education CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   8. THE IMPACT OF THE SIOP® MODEL ON STUDENTS AND TEACHERS EFFECTIVENESS OF THE SIOP® MODEL Empirical Studies DISTRICT REPORTS Lela Alston Elementary School, Phoenix, AZ Hillcrest Elementary, Lawrence, KS EDUCATOR TESTIMONIALS Positive Changes in Instructional Practice Evaluating SIOP Implementation: How to Get Started CHAPTER SUMMARY QUESTIONS FOR REFLECTION AND DISCUSSION   EPILOGUE: LESSONS LEARNED  

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Author Information

Jana Echevarria, Ph.D., is a Professor of Education at California State University, Long Beach. Her professional experience includes elementary and secondary teaching in general education, special education, English as a Second Language and bilingual programs. She has lived in Taiwan and Mexico where she taught ESL and second language acquisition courses at the university level, as well as in Spain where she conducted research on instructional programs for immigrant students. Her UCLA doctorate earned her an award from the National Association for Bilingual Education's Outstanding Dissertations Competition. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. She is a nationally known expert on English learners and has written numerous journal articles and book chapters, has written and produced several videotapes and has co-authored several books including, Making Content Comprehensible for English Language Learners: The SIOP Model and Sheltered Content Instruction: Teaching Students With Diverse Abilities, both published by Allyn & Bacon. The SIOP Model of instruction is used widely in all 50 states and several countries. Currently, she is Co-Principal Investigator with the National Research and Development Center on English Language Learners funded by the U.S. Department of Education, Institute of Education Sciences (IES). In 2005, Dr. Echevarria was selected as Outstanding Professor at CSULB. Deborah J. Short is director of the Language Education and Academic Development division of the Center for Applied Linguistics in Washington, D.C. Since 1996, she has worked on a national research study of secondary newcomer programs for recent immigrants for the federally-funded Center for Research on Education, Diversity, & Excellence. Deborah has worked as a teacher, trainer, researcher, and curriculum/materials developer in the area of K-12 language minority and immigrant education for 20 years. At CAL, she has conducted school-based research on the integration of language and content instruction and on program designs for English language learners in elementary and secondary schools. She also has provided professional development to language and content teachers in over 40 school districts around the U.S. and abroad. She has acted as a program and curriculum consultant and technical assistance provider to state and local education agencies. She develops instructional materials for students and has authored or co-authored numerous books, reports, and other publications. She is also the director of the national English as a Second Language (ESL) Standards and Assessment project for TESOL (Teachers of English to Speakers of Other Languages). Deborah has taught English as a second or foreign language in New York, California, Virginia, and the Democratic Republic of Congo. She has written numerous scholarly articles and co-authored five books. MaryEllen Vogt, Ed.D., is Professor Emerita, California State University, Long Beach. A public school reading specialist for 15 years, she has co-authored six books, including Reading Specialists and Literacy Coaches in the Real World (2nd Ed.; Allyn & Bacon, 2007)and Making Content Comprehensible for English Learners: The SIOP Model (3rd Ed; Allyn & Bacon, 2008). Her research interests include improving comprehension in the content areas, teacher change, and content literacy for English learners. Dr. Vogt served as President of the International Reading Association in 2004-2005.

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